Social-emotional learning has gained much leverage in education reform discussions, but little research has been done on the effectiveness of SEL programs in rural classroom settings. This thesis studies the outcomes of one SEL curriculum, Project Happiness, in a rural project-based learning school, Teton Valley Community School. Additionally, this thesis aims to identify teaching practices that promote students’ SEL competencies. The data was collected in a split third and fourth grade classroom over a nine-week period from April 2015 to June 2015. The program led to student growth in social and emotional competencies, specifically self-awareness and self-management. Limitations of the study and implications for further research are discussed.
|Commitee:||Lynam, Abigail, Sharp, Lloyd|
|School Location:||United States -- Arizona|
|Source:||MAI 56/02M(E), Masters Abstracts International|
|Subjects:||Education, Elementary education|
|Keywords:||Character education, Collaborative learning, Emotional intelligence, Social-emotional learning|
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