Social Emotional learning, arguably, is the most critical learning that should take place in schools to prepare students for living in this globally interconnected world. Decades of empirical evidence frame this compelling argument that supports the need and urgency to teach SEL competencies in schools and homes (Elias, 2010). This action research study was designed to examine parents’ and teachers’ beliefs and understandings of social emotional learning, to what extent SEL practices are supported in the classroom and explore the home to school connection. The research sample included staff members and parents from a small suburban school district in Northern New Jersey. Various methods were used to collect the data including a survey, focus groups and interviews. Data was coded and analyzed and later synthesized to answer the research questions. Discussion was provided for each of the findings as they relate to each research question. This research revealed that overall parents and teachers have a general to basic understanding of the tenets of social emotional learning. However, although teachers are confident in their integration of these skills into the classroom, parents do not feel they know the specific SEL strategies used in the classroom. Findings further reveal that both parents and teachers feel it would be appropriate and beneficial for further professional development and training for all stakeholders.
|Commitee:||Ciccone, Joseph, Mucci, Anne|
|School:||College of Saint Elizabeth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Education, Elementary education, Educational psychology|
|Keywords:||Elementary education, Self regulation, Social emotional learning|
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