The purpose of this qualitative case study was to examine the perspectives of central-office and building-level administrators in Carbon County regarding social and emotional learning (SEL), implementation of SEL programming, and possible policy guidance and support administrators would desire from the State of Wyoming. This study utilized the lens of pragmatic constructivism as defined by Morrow (2005) and Gordan (2009) to guide the design and methods of the case study and solidify the conceptual framework, which reflects the recursive nature of education policy, accountability, and educational leadership that have influenced SEL and, thus, our students and communities. The study utilized an electronic questionnaire consisting of eleven open-ended main items with two follow-up questions for clarification. The study was piloted in June 2020 and administered in August 2020. Follow-up questions were asked during member checking in both the pilot and the case study. The focus during the member checking was to review answers given regarding SEL, accountability, leadership, and possible guidance from the state. The respondents had opportunity to add or clarify their answers in any of these main areas.
|Commitee:||Scull, Reed, Chamberlin, Scott|
|School:||University of Wyoming|
|School Location:||United States -- Wyoming|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Educational administration|
|Keywords:||Policy, SEL, Social and emotional learning, Wyoming|
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