The relationship between teacher knowledge of SEL and student conflict / Crouch, Ashley, ; author.
Format:
Book
Publication Date:
Nov 30, 2016
Sources ID:
88936
Notes:
External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Dissertation: Project (M.S.W., Social Work)--California State University, Sacramento, 2016.
aspects: comfort; commitment; and culture. Conflict was broken down into verbal conflict, physical conflict, conflict requiring teacher intervention, and conflict requiring office intervention. 157 teachers from the Sacramento region participated in this cross-sectional, quantitative design study. The study found teachers who reported higher rates of verbal conflict or higher rates of conflict requiring teacher intervention reported being more committed to SEL. This study also found that the more conflict requiring administrative intervention a teacher reported, the lower their perception of the school culture. This study has important implications and may indicate that SEL does not reduce conflict but only helps the teacher identify conflict. Genre/Form: Academic theses.
Note(s): Jennifer Price Wolf, Chair./ Includes bibliographical references.
Responsibility: Danielle DeSimoni, Ashley Crouch.
Material Type: Thesis/dissertation (deg); Manuscript (mss)
Date of Entry: 20170707
Update: 20190526
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
Recently, more schools have been turning to social-emotional learning (SEL) curricula to develop social and emotional skills and reduce conflict among students. The purpose of this study was to examine the relationship between teachers' perceptions of social-emotional learning and classroom conflict. Perceptions of social-emotional learning were broken down into three