The purpose of this study was to examine the implementation of the Caring School Community Program as a Social Emotional Learning curriculum at my middle school. The focus of the study was to understand teacher and student perceptions of the program by exploring the positives and negatives of the curriculum and our implementation process. This mixed methods study involved collecting and analyzing quantitative data such as teacher surveys, student surveys, and anonymous, aggregated discipline data. The qualitative portion of the data included teacher interviews and researcher notes. Discipline data was inconclusive, but the student and teacher surveys and the teacher interviews brought some interesting findings to light: (a) teachers noticed improved student-to-student connections and relationships (b) teachers feel the CSC program helps teachers connect with students and get to know them as individuals (c) teachers and students enjoyed the program (d) teachers recognized a few weaknesses with the program (e) teachers believe the program helped their students feel a sense of belonging. Implications of this study highlight the need for increased professional development on SEL, trauma-informed and restorative practices and also suggests school leaders develop a plan for additional interventions and supports for Tier II and Tier III students, while implementing CSC as a Tier I SEL program.
|Commitee:||Reeves, Alison, Leland, Andrew|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Middle School education, Educational psychology|
|Keywords:||Caring, Emotional, Learning, Relationships, Social|
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