The effects of reading fiction literature on social and emotional learning and instructional practices to promote social emotional learning in the language arts classroom
Format:
Thesis
Publication Date:
Nov 30, 2015
Sources ID:
89201
Notes:
External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Dissertation: M.A.; Bethel University; 2016
Note(s): Typescript./ Includes bibliographical references (leaves 64-69)
Class Descriptors: Dewey: 808.3
Responsibility: by Jennifer R. Bevington.
Material Type: Thesis/dissertation (deg); Manuscript (mss)
Date of Entry: 20180302
Update: 20190425
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
"This thesis investigates the realm of Social and Emotional Learning (SEL), and how it may be best implemented in the mainstream classroom through the use of fiction literature. Definitions of SEL and the associated social-emotional competencies are addressed, as well as guidelines, best environments, and methods to promote SEL. This thesis also explores the unique properties of fiction literature to increase the social-emotional competencies of adolescent students. With its ability to simulate worlds, stimulate emotions, increase empathy, improve theory of mind, develop social skills, and help readers solve personal problems, fiction literature is a unique and valuable tool for educators to integrate social and emotional learning into the mainstream classroom."--Leaf 4.