Creating positive outcomes through social planning in the classroom: Are teachers prepared to meet the social and emotional learning goals?
Multicategorical Special Education; Variation: Multicategorical Special Education Graduate Project
Short Title:
Creating positive outcomes through social planning in the classroom
Format:
Book
Publication Date:
Nov 30, 2008
Sources ID:
89161
Notes:
External Resources: Cite This Item Search for versions with same title and author | Advanced options ... Dissertation: Graduate Project (M.A.); Governors State University; 2009 Contents: Chapter I. Introduction -- Statement of the problem -- Purpose of the study -- Questions of the study -- Assumptions and Limitations -- Significance of the study -- Chapter Summary -- Chapter II. Review of the literature -- The Law and SEL; NCLB Requirements ; Illinois Mental Health Act ; ISBE Support of IL. Mental Health Act -- ISBE Goal and Learning Standards -- Why Teach Social and Emotional Learning? ; Interpreting Social Cues ; Why Teach Social and Emotional Learning? ; Interpreting Social Cues ; Social Learning ; Emotional Learning ; Youth at Risk ; Search Institute Survey ; Overcoming Negative Influences -- ISBBE and SEL-Support for School Programs ; Federal and State Support -- Identifying Effective SEL Programs -- Education Program Ratings by U.S. Department of Education ; Evaluation Criteria ; Evidence of Literacy ; Quality of Program ; Educational Significance of Usefulness to Others -- Safe and Sound -- Program Review -2005 -- Select Group Programs; Caring School Community ; Promoting Alternative Thinking Strategies (PATHS) ; Skill Opportunity and Recognition (SOAR) ; Nineteen Remaining Select Programs -- Teacher Attitudes ; Implementing SEL Programs ; Implementation Issues ; Teacher Training in Social and Emotional Learning -- Chapter summary -- Chapter III. Methodology -- Participants -- Inclusionary Criteria -- Instrumentation -- Validity and Reliability -- Procedures ; Data Collection ; Data Analysis -- Chapter Summary -- Chapter IV. Results -- Demographics --Teacher familiarity with ISBE SEL Learning Goals -- Teaching SEL -- Use of ISBE Recommended SEL Program ; Teacher Training for SEL -- Chapter Summary -- Chapter V. Discussion and Conclusion -- ISBE Mandate for SEL -- Teacher Training and Implementation of Proven SEL Curricula -- The Select 22 SEL Programs -- ISBE Recommended -- Conclusion -- Educational Implications -- Recommendations for Further Research -- Summary -- References -- Appendices. Named Conf: United Nations Decade of Education for Sustainable Development (2005-2014) Genre/Form: Academic theses. Geographic: United States. Note(s): Includes bibliographical references (pages 61-65). Class Descriptors: LC: LD2004.E375 Other Titles: CREATING POSITIVE OUTCOMES Responsibility: Janice Banks. Material Type: Thesis/dissertation (deg); Manuscript (mss) Date of Entry: 20170831 Update: 20190528 Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
This study examined social and emotional learning (SEL) in Illinois classrooms. The purpose of this study was to identify the percentage of teachers and schools using research based programs for SEL. A quantitative descriptive research design was used to gather and analyze data from 60 volunteer graduate students at Governors State University. Volunteers had teaching experience in public or private schools (Pre-K through high school) in regular or special education during the past 3 years. Survey results revealed: (a) 1/2 of the schools represented provide research based SEL programs (1/4 of these provide training and 85% of the recipients rated training as less than adequate) (b) only 46%of the teachers having access to research based programs use them. These results indicate that the majority of Illinois schools may not be prepared to meet the ISBE goals for SEL. Further research is needed on SEL and teacher preparation programs.