An evaluation of the second step social emotional learning program in a public charter elementary school
Format:
Book
Publication Date:
Nov 30, 2015
Pages:
115
Sources ID:
89271
Notes:
Access: http://hdl.handle.net/1957/60415External Resources: Cite This Item Search for versions with same title and author | Advanced options ...
Dissertation: Ed. D.; Tarleton State University; 2016
two research questions: 1. Was the Second Step SEL program successful in addressing the social emotional needs of elementary school students at this North Texas public charter school? 2. What were teachers' perceptions of the implementation process of the Second Step SEL program and what were their suggestions to improve this process? The need for a social emotional learning program (context), investigation of programs available to address that need (input), and specifications of Second Step program implementation (process) were examined. For the product evaluation, quantitative data on 409 students in kindergarten through fifth grade was comprised of scores on the Devereux Student Strengths Assessment-Second Step Edition (DESSA-SSE). Qualitative data consisted of teacher responses on an end-of-year implementation survey. Using a 2x6 mixed analysis of variance, results indicated significant positive effects on each of the four key SEL competencies, as well as the overall composite score. A one-factor ANOVA was used to determine if the program impacted any specific grade level more than others. Findings of the study showed students in Grade 1 made significantly higher gains in every single competency from pre-test to post-test than did students in Grade 3. Grade 1 students also made significantly higher gains than did students in Grade 4 in the areas of skills for learning, empathy, and the composite score, and they made significantly higher gains than did Kindergarten students within the empathy competency. Students in Grade 2 made significantly higher gains than did students in Grade 3 within the competencies of empathy, problem solving, and the social emotional composite. Teachers' perceptions of implementation were positive, with 100% of teachers reporting they understood the goals of the program, were committed to helping students achieve those goals, and believed students benefited from the program. Suggestions for future improvement included extended training opportunities and enhanced parental involvement in the program.
Access: http://hdl.handle.net/1957/60415 Note: Connect to this title online via ScholarsArchive@OSU (Access restricted to the OSU community)
Note(s): Includes bibliographical references (pages 81-95).
General Info: Access restricted to the OSU Community
Class Descriptors: LC: LB1072
Responsibility: by Jeni Timmerman McNeeley.
Material Type: Document (dct); Thesis/dissertation (deg); Internet resource (url); eBook (ebk)
Date of Entry: 20170306
Update: 20190521
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
Stufflebeam's (1969) context, input, process, product (CIPP) model was used to evaluate the Second Step SEL program and its impact on four key social emotional competencies of elementary school students at a North Texas public charter school. These competencies included skills for learning, empathy, emotion management, and problem solving. The researcher sought to answer