Teacher perceptions of the social emotional learning standards
Format:
Thesis
Publication Date:
Nov 30, 2013
Publisher:
Governors State University
Pages:
67
Sources ID:
89346
Notes:
External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Dissertation: Graduate Project (M.A.) -- Governors State University, 2014
Contents: Chapter I. Introduction -- Statement of the problem -- Purpose of the study -- Questions of the study -- Assumptions and Limitations -- Significance of the study -- Definition of terms -- Chapter summary -- Chapter II. Review of the literature -- Emotional Intelligence -- Social Emotional Learning -- Illinois: A Leader in Social Emotional Learning -- Illinois Social Emotional Learning Standards -- Legislation Affecting Social Emotional Learning -- Support of Social emotional Learning -- Social Emotional Learning and Learning Disabilities -- Self Concept Among Those Identified with Learning Disabilities -- Family and School Collaboration -- Teachers and Social Emotional Learning -- Implementation of Social Emotional Learning Programs -- Current State of Social Emotional Learning -- Chapter summary -- Chapter III. Methodology -- Participants -- Instrumentation -- Validity and Reliability -- Procedures -- Data Collection -- Data Analysis -- Chapter summary -- Chapter IV : Results -- Demographics -- Findings Related to Illinois SEL Goal 1 -- Findings Related to Illinois SEL Goal 2 -- Findings Related to Illinois SEL Goal 3 -- Chapter summary -- Chapter V. Discussion and Conclusion -- Discussion -- Conclusion -- Educational Implications -- Recommendations for Further Research -- Summary -- References -- Appendices.
Geographic: Cook County (Ill.) -- Education. Illinois. Illinois -- Cook County. United States.
Note(s): Includes bibliographical references (pages 57-63)./ Includes appendices.
Class Descriptors: LC: LD 2004.E375
Other Titles: SOCIAL EMOTIONAL LEARNING
Responsibility: Mary E. Caloccia
Material Type: Thesis/dissertation (deg); Manuscript (mss)
Date of Entry: 20160525
Update: 20180517
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
The purpose of this investigation was to assess teachers on their knowledge and use of the social emotional learning standards, as well as their opinions as to whether the teaching of these standards is necessary in the education of their students. The population of possible participants included 440 professionally licensed teachers, primarily in southern Cook County, Illinois. The teachers polled were licensed in either general education, special education, or dually licensed in both disciplines. The data was collected by means of an electronically disbursed, anonymous survey. The responses, while noteworthy, were very poor in terms of the return rate. The overall results were that special educators were more knowledgeable, planned for and used the standards at greater percentages than did their general education counterparts. However, results on teacher perceptions as to the need for teaching these standards were more closely aligned. Future investigations into disparity might involve educator training.