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1. Theodore, Kathleen. Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School.

Degree: PhD, Educational Leadership, Counseling, and Foundations, 2018, University of New Orleans

Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for implementing and improving social and emotional learning practices. Data collection includes multiple sources of data, such as observations, document analyses, semi-structured interviews, and focus groups. Drawing upon Stake’s (1995) process for data analysis, the following themes emerge: (1) routines and shared practices, (2) physical environment and classrooms, (3) common language (4) school family, and (5) leadership support for social and emotional learning. The implications of this study support understandings of what integrated school-wide social and emotional learning programming look like in an elementary school context. Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming. Advisors/Committee Members: Dr. Brian Beabout, Dr. Christopher Broadhurst, Dr. Darlene Brown.

Subjects/Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming.; Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Theodore, K. (2018). Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2554

Chicago Manual of Style (16th Edition):

Theodore, Kathleen. “Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed November 28, 2020. https://scholarworks.uno.edu/td/2554.

MLA Handbook (7th Edition):

Theodore, Kathleen. “Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School.” 2018. Web. 28 Nov 2020.

Vancouver:

Theodore K. Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2020 Nov 28]. Available from: https://scholarworks.uno.edu/td/2554.

Council of Science Editors:

Theodore K. Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2554

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