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You searched for subject:(social AND emotional learning). Showing records 1 – 30 of 1202 total matches.

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University of Illinois – Urbana-Champaign

1. Owens, Megan H. Camp counselors' social-emotional behaviors when interacting with campers and the campers’ perceptions of these behaviors.

Degree: PhD, Recreation, Sport, and Tourism, 2016, University of Illinois – Urbana-Champaign

 Summer residential camps have provided youth with learning experiences for over 125 years. Prior research has demonstrated that youth gain positive skills through their camp… (more)

Subjects/Keywords: social-emotional learning; camp

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APA (6th Edition):

Owens, M. H. (2016). Camp counselors' social-emotional behaviors when interacting with campers and the campers’ perceptions of these behaviors. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90596

Chicago Manual of Style (16th Edition):

Owens, Megan H. “Camp counselors' social-emotional behaviors when interacting with campers and the campers’ perceptions of these behaviors.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2019. http://hdl.handle.net/2142/90596.

MLA Handbook (7th Edition):

Owens, Megan H. “Camp counselors' social-emotional behaviors when interacting with campers and the campers’ perceptions of these behaviors.” 2016. Web. 19 Sep 2019.

Vancouver:

Owens MH. Camp counselors' social-emotional behaviors when interacting with campers and the campers’ perceptions of these behaviors. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2142/90596.

Council of Science Editors:

Owens MH. Camp counselors' social-emotional behaviors when interacting with campers and the campers’ perceptions of these behaviors. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90596


University of Sydney

2. Pennington, Rose Elizabeth. Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers? .

Degree: 2016, University of Sydney

 The traditional role of schools as solely responsible for the academic achievement of its students has been altered in recent times, with an increased focus… (more)

Subjects/Keywords: Implementation; Social emotional learning

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APA (6th Edition):

Pennington, R. E. (2016). Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers? . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/16004

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pennington, Rose Elizabeth. “Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers? .” 2016. Thesis, University of Sydney. Accessed September 19, 2019. http://hdl.handle.net/2123/16004.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pennington, Rose Elizabeth. “Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers? .” 2016. Web. 19 Sep 2019.

Vancouver:

Pennington RE. Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers? . [Internet] [Thesis]. University of Sydney; 2016. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2123/16004.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pennington RE. Teachers’ perspectives: what support systems are needed to ensure effective implementation of SEL by classroom teachers? . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/16004

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Humboldt State University

3. Schreiber, Nikki M. Social and emotional learning teaching practices in kindergarten to third grade.

Degree: MA, Education, 2015, Humboldt State University

Social and Emotional Learning (SEL) encompasses the skills, attitudes, and values that enable children to navigate through the intrapersonal and interpersonal realms of their lives.… (more)

Subjects/Keywords: Social learning; Emotional learning; Affective education

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APA (6th Edition):

Schreiber, N. M. (2015). Social and emotional learning teaching practices in kindergarten to third grade. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/163189

Chicago Manual of Style (16th Edition):

Schreiber, Nikki M. “Social and emotional learning teaching practices in kindergarten to third grade.” 2015. Masters Thesis, Humboldt State University. Accessed September 19, 2019. http://hdl.handle.net/10211.3/163189.

MLA Handbook (7th Edition):

Schreiber, Nikki M. “Social and emotional learning teaching practices in kindergarten to third grade.” 2015. Web. 19 Sep 2019.

Vancouver:

Schreiber NM. Social and emotional learning teaching practices in kindergarten to third grade. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/163189.

Council of Science Editors:

Schreiber NM. Social and emotional learning teaching practices in kindergarten to third grade. [Masters Thesis]. Humboldt State University; 2015. Available from: http://hdl.handle.net/10211.3/163189

4. Khan, Rifat Abbas. The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children : Les effets d'un programme de compétences émotionnelles sur le développement du capital émotionnel chez les enfants des écoles primaires.

Degree: Docteur es, Sciences de l'éducation, 2012, Université Paul Valéry – Montpellier III

Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à… (more)

Subjects/Keywords: Non communiqué; Emotional Capital; Emotional Competencies; Emotional Intelligence; Emotional Intelligence Training; Social Emotional Learning (SEL); Emotional Development of children

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APA (6th Edition):

Khan, R. A. (2012). The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children : Les effets d'un programme de compétences émotionnelles sur le développement du capital émotionnel chez les enfants des écoles primaires. (Doctoral Dissertation). Université Paul Valéry – Montpellier III. Retrieved from http://www.theses.fr/2012MON30020

Chicago Manual of Style (16th Edition):

Khan, Rifat Abbas. “The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children : Les effets d'un programme de compétences émotionnelles sur le développement du capital émotionnel chez les enfants des écoles primaires.” 2012. Doctoral Dissertation, Université Paul Valéry – Montpellier III. Accessed September 19, 2019. http://www.theses.fr/2012MON30020.

MLA Handbook (7th Edition):

Khan, Rifat Abbas. “The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children : Les effets d'un programme de compétences émotionnelles sur le développement du capital émotionnel chez les enfants des écoles primaires.” 2012. Web. 19 Sep 2019.

Vancouver:

Khan RA. The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children : Les effets d'un programme de compétences émotionnelles sur le développement du capital émotionnel chez les enfants des écoles primaires. [Internet] [Doctoral dissertation]. Université Paul Valéry – Montpellier III; 2012. [cited 2019 Sep 19]. Available from: http://www.theses.fr/2012MON30020.

Council of Science Editors:

Khan RA. The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children : Les effets d'un programme de compétences émotionnelles sur le développement du capital émotionnel chez les enfants des écoles primaires. [Doctoral Dissertation]. Université Paul Valéry – Montpellier III; 2012. Available from: http://www.theses.fr/2012MON30020

5. Weber, Stacie. The Choice is Clear: A Handbook for Teachers on Social Emotional Learning .

Degree: 2015, California State University – San Marcos

 With students facing situations that may have a negative impact on their lives including bullying, substance abuse and dropping out of school, it is crucial… (more)

Subjects/Keywords: Social Emotional Learning; Responsive Classroom; Elementary; Handbook; Social Emotional Competence

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APA (6th Edition):

Weber, S. (2015). The Choice is Clear: A Handbook for Teachers on Social Emotional Learning . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/142423

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weber, Stacie. “The Choice is Clear: A Handbook for Teachers on Social Emotional Learning .” 2015. Thesis, California State University – San Marcos. Accessed September 19, 2019. http://hdl.handle.net/10211.3/142423.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weber, Stacie. “The Choice is Clear: A Handbook for Teachers on Social Emotional Learning .” 2015. Web. 19 Sep 2019.

Vancouver:

Weber S. The Choice is Clear: A Handbook for Teachers on Social Emotional Learning . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10211.3/142423.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weber S. The Choice is Clear: A Handbook for Teachers on Social Emotional Learning . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/142423

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Colorado State University

6. Boomsma, A'Lece J. MECHANISMS OF GROWTH: SOCIAL-EMOTIONAL LEARNING AND THE PWRHRS PROGRAM.

Degree: MS(M.S.), Human Development and Family Studies, 2019, Colorado State University

 Recent public education reform initiatives have emphasized student academic achievement, primarily in reading and mathematics. To meet the pressure these initiatives present, a growing number… (more)

Subjects/Keywords: after-school; SEL; social-emotional program; PwrHrs; afterschool; Social-emotional learning

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APA (6th Edition):

Boomsma, A. J. (2019). MECHANISMS OF GROWTH: SOCIAL-EMOTIONAL LEARNING AND THE PWRHRS PROGRAM. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/197349

Chicago Manual of Style (16th Edition):

Boomsma, A'Lece J. “MECHANISMS OF GROWTH: SOCIAL-EMOTIONAL LEARNING AND THE PWRHRS PROGRAM.” 2019. Masters Thesis, Colorado State University. Accessed September 19, 2019. http://hdl.handle.net/10217/197349.

MLA Handbook (7th Edition):

Boomsma, A'Lece J. “MECHANISMS OF GROWTH: SOCIAL-EMOTIONAL LEARNING AND THE PWRHRS PROGRAM.” 2019. Web. 19 Sep 2019.

Vancouver:

Boomsma AJ. MECHANISMS OF GROWTH: SOCIAL-EMOTIONAL LEARNING AND THE PWRHRS PROGRAM. [Internet] [Masters thesis]. Colorado State University; 2019. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10217/197349.

Council of Science Editors:

Boomsma AJ. MECHANISMS OF GROWTH: SOCIAL-EMOTIONAL LEARNING AND THE PWRHRS PROGRAM. [Masters Thesis]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/197349


University of Illinois – Chicago

7. Mart, Amy K. District Support for Social and Emotional Learning in the Context of No Child Left Behind: Exploring Predictors of School-Level Implementation.

Degree: 2017, University of Illinois – Chicago

 There are a wide range of evidence-based approaches that educators can use to support social and emotional learning (SEL) in the classroom. The effectiveness of… (more)

Subjects/Keywords: Social and Emotional Learning: District Policy

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APA (6th Edition):

Mart, A. K. (2017). District Support for Social and Emotional Learning in the Context of No Child Left Behind: Exploring Predictors of School-Level Implementation. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mart, Amy K. “District Support for Social and Emotional Learning in the Context of No Child Left Behind: Exploring Predictors of School-Level Implementation.” 2017. Thesis, University of Illinois – Chicago. Accessed September 19, 2019. http://hdl.handle.net/10027/22022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mart, Amy K. “District Support for Social and Emotional Learning in the Context of No Child Left Behind: Exploring Predictors of School-Level Implementation.” 2017. Web. 19 Sep 2019.

Vancouver:

Mart AK. District Support for Social and Emotional Learning in the Context of No Child Left Behind: Exploring Predictors of School-Level Implementation. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10027/22022.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mart AK. District Support for Social and Emotional Learning in the Context of No Child Left Behind: Exploring Predictors of School-Level Implementation. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22022

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Joyce, Craig. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.

Degree: 2016, University of Manchester

 Research indicates a significant rise in child and adolescent mental health difficulties over the past few decades (Mental Health Foundation, 2015). Evidence-based programmes are becoming… (more)

Subjects/Keywords: Implementation; Social and emotional learning; Teacher characteristics

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APA (6th Edition):

Joyce, C. (2016). The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869

Chicago Manual of Style (16th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Doctoral Dissertation, University of Manchester. Accessed September 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

MLA Handbook (7th Edition):

Joyce, Craig. “The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme.” 2016. Web. 19 Sep 2019.

Vancouver:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Sep 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869.

Council of Science Editors:

Joyce C. The influence of teacher characteristics on implementation variability in a universal social and emotional learning programme. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:301869


Boston University

9. Soutter, Madora. The role of The Leader in Me in the social and emotional learning and youth voice development of elementary students.

Degree: EdD, Education, 2018, Boston University

 The Leader in Me (Covey, 2008) is an approach to fostering social and emotional learning that has been adopted by more than 3,000 schools across… (more)

Subjects/Keywords: Education; Social and emotional learning; Youth voice

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APA (6th Edition):

Soutter, M. (2018). The role of The Leader in Me in the social and emotional learning and youth voice development of elementary students. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/30687

Chicago Manual of Style (16th Edition):

Soutter, Madora. “The role of The Leader in Me in the social and emotional learning and youth voice development of elementary students.” 2018. Doctoral Dissertation, Boston University. Accessed September 19, 2019. http://hdl.handle.net/2144/30687.

MLA Handbook (7th Edition):

Soutter, Madora. “The role of The Leader in Me in the social and emotional learning and youth voice development of elementary students.” 2018. Web. 19 Sep 2019.

Vancouver:

Soutter M. The role of The Leader in Me in the social and emotional learning and youth voice development of elementary students. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2144/30687.

Council of Science Editors:

Soutter M. The role of The Leader in Me in the social and emotional learning and youth voice development of elementary students. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/30687

10. Correa, Emilie. Advocacy For Compliance With Existing Policy in Social Emotional Learning.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

Social Emotional Learning (SEL) standards were adopted by the state of Illinois in 2004. Local SEL policy was adopted by District 1234 in 2010.… (more)

Subjects/Keywords: Social Emotional Learning; Well-being; Education

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APA (6th Edition):

Correa, E. (2017). Advocacy For Compliance With Existing Policy in Social Emotional Learning. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/288

Chicago Manual of Style (16th Edition):

Correa, Emilie. “Advocacy For Compliance With Existing Policy in Social Emotional Learning.” 2017. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. https://digitalcommons.nl.edu/diss/288.

MLA Handbook (7th Edition):

Correa, Emilie. “Advocacy For Compliance With Existing Policy in Social Emotional Learning.” 2017. Web. 19 Sep 2019.

Vancouver:

Correa E. Advocacy For Compliance With Existing Policy in Social Emotional Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Sep 19]. Available from: https://digitalcommons.nl.edu/diss/288.

Council of Science Editors:

Correa E. Advocacy For Compliance With Existing Policy in Social Emotional Learning. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/288

11. Correa, Emilie. Addressing The Need For Systemic Implementation of Social Emotional Learning.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  Two alarming trends are on the rise in schools, the rise of school violence and school shootings, and our nation’s hyper-focus on academics and… (more)

Subjects/Keywords: Social Emotional Learning; Well-being; Education

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APA (6th Edition):

Correa, E. (2017). Addressing The Need For Systemic Implementation of Social Emotional Learning. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/289

Chicago Manual of Style (16th Edition):

Correa, Emilie. “Addressing The Need For Systemic Implementation of Social Emotional Learning.” 2017. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. https://digitalcommons.nl.edu/diss/289.

MLA Handbook (7th Edition):

Correa, Emilie. “Addressing The Need For Systemic Implementation of Social Emotional Learning.” 2017. Web. 19 Sep 2019.

Vancouver:

Correa E. Addressing The Need For Systemic Implementation of Social Emotional Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Sep 19]. Available from: https://digitalcommons.nl.edu/diss/289.

Council of Science Editors:

Correa E. Addressing The Need For Systemic Implementation of Social Emotional Learning. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/289


University of Wollongong

12. Hayes-Williams, Kerrie. How does the foundation staff of a new Catholic coeducation secondary school experience teaching social and emotional learning within school structures and as a regular component of an integrated curriculum?.

Degree: PhD, School of Education, Faculty of Social Sciences, 2014, University of Wollongong

  The building of new schools in Australia is not an uncommon occurrence, however, there is little research that guides education authorities on ‘how’ to… (more)

Subjects/Keywords: New school; leadership; social and emotional learning

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APA (6th Edition):

Hayes-Williams, K. (2014). How does the foundation staff of a new Catholic coeducation secondary school experience teaching social and emotional learning within school structures and as a regular component of an integrated curriculum?. (Doctoral Dissertation). University of Wollongong. Retrieved from 130106 Secondary Education, 130202 Curriculum and Pedagogy Theory and Development, 130304 Educational Administration, Management and Leadership ; https://ro.uow.edu.au/theses/4256

Chicago Manual of Style (16th Edition):

Hayes-Williams, Kerrie. “How does the foundation staff of a new Catholic coeducation secondary school experience teaching social and emotional learning within school structures and as a regular component of an integrated curriculum?.” 2014. Doctoral Dissertation, University of Wollongong. Accessed September 19, 2019. 130106 Secondary Education, 130202 Curriculum and Pedagogy Theory and Development, 130304 Educational Administration, Management and Leadership ; https://ro.uow.edu.au/theses/4256.

MLA Handbook (7th Edition):

Hayes-Williams, Kerrie. “How does the foundation staff of a new Catholic coeducation secondary school experience teaching social and emotional learning within school structures and as a regular component of an integrated curriculum?.” 2014. Web. 19 Sep 2019.

Vancouver:

Hayes-Williams K. How does the foundation staff of a new Catholic coeducation secondary school experience teaching social and emotional learning within school structures and as a regular component of an integrated curriculum?. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2019 Sep 19]. Available from: 130106 Secondary Education, 130202 Curriculum and Pedagogy Theory and Development, 130304 Educational Administration, Management and Leadership ; https://ro.uow.edu.au/theses/4256.

Council of Science Editors:

Hayes-Williams K. How does the foundation staff of a new Catholic coeducation secondary school experience teaching social and emotional learning within school structures and as a regular component of an integrated curriculum?. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: 130106 Secondary Education, 130202 Curriculum and Pedagogy Theory and Development, 130304 Educational Administration, Management and Leadership ; https://ro.uow.edu.au/theses/4256


Tulane University

13. Cornell, Laura C. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION.

Degree: 2017, Tulane University

Agencies declare the development of social and emotional skills critical to child development, and research on outcomes of Social Emotional Learning (SEL) programming supports this… (more)

Subjects/Keywords: social emotional learning; implementation; administrative support

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APA (6th Edition):

Cornell, L. C. (2017). ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77015

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cornell, Laura C. “ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION.” 2017. Thesis, Tulane University. Accessed September 19, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77015.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cornell, Laura C. “ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION.” 2017. Web. 19 Sep 2019.

Vancouver:

Cornell LC. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Sep 19]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77015.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cornell LC. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77015

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Kao, Satoko Takeda. Social And Emotional Learning In The ELL Classroom: A Case Study.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

  ABSTRACT The goal of social-emotional learning (SEL) is to create a safe environment for students to learn in and improve peer relationships, decrease conduct… (more)

Subjects/Keywords: ELL; Refugee ELL students; Social-Emotional Learning

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APA (6th Edition):

Kao, S. T. (2017). Social And Emotional Learning In The ELL Classroom: A Case Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2248

Chicago Manual of Style (16th Edition):

Kao, Satoko Takeda. “Social And Emotional Learning In The ELL Classroom: A Case Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed September 19, 2019. https://commons.und.edu/theses/2248.

MLA Handbook (7th Edition):

Kao, Satoko Takeda. “Social And Emotional Learning In The ELL Classroom: A Case Study.” 2017. Web. 19 Sep 2019.

Vancouver:

Kao ST. Social And Emotional Learning In The ELL Classroom: A Case Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Sep 19]. Available from: https://commons.und.edu/theses/2248.

Council of Science Editors:

Kao ST. Social And Emotional Learning In The ELL Classroom: A Case Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2248


Boston College

15. Langlois, Deborah. The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment.

Degree: EdD, Educational Leadership and Higher Education, 2018, Boston College

 The purpose of this study was to understand the role of school leaders in supporting teachers as they build relationships with and between students in… (more)

Subjects/Keywords: Relationship building; Leadership; Social emotional learning

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APA (6th Edition):

Langlois, D. (2018). The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107974

Chicago Manual of Style (16th Edition):

Langlois, Deborah. “The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment.” 2018. Doctoral Dissertation, Boston College. Accessed September 19, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107974.

MLA Handbook (7th Edition):

Langlois, Deborah. “The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment.” 2018. Web. 19 Sep 2019.

Vancouver:

Langlois D. The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2019 Sep 19]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107974.

Council of Science Editors:

Langlois D. The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107974

16. Correa, Emilie. Emotional Wellness And Learning.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  “Education has two great goals: to help students become smart, and to help them become good” (Lickona & Davidson, n.d., p. 15). This program… (more)

Subjects/Keywords: Emotional Wellness; Social Emotional Learning; Well-being; Education

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APA (6th Edition):

Correa, E. (2017). Emotional Wellness And Learning. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/290

Chicago Manual of Style (16th Edition):

Correa, Emilie. “Emotional Wellness And Learning.” 2017. Doctoral Dissertation, National-Louis University. Accessed September 19, 2019. https://digitalcommons.nl.edu/diss/290.

MLA Handbook (7th Edition):

Correa, Emilie. “Emotional Wellness And Learning.” 2017. Web. 19 Sep 2019.

Vancouver:

Correa E. Emotional Wellness And Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Sep 19]. Available from: https://digitalcommons.nl.edu/diss/290.

Council of Science Editors:

Correa E. Emotional Wellness And Learning. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/290


Northeastern University

17. McCoy, Meghan K. Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 Despite wide recognition that social and emotional learning (SEL) is correlated with increased emotional intelligence and well-developed social and emotional competencies, few opportunities exists for… (more)

Subjects/Keywords: adult learners; emotional intelligence; high school; social and emotional learning

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APA (6th Edition):

McCoy, M. K. (2017). Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20251792

Chicago Manual of Style (16th Edition):

McCoy, Meghan K. “Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20251792.

MLA Handbook (7th Edition):

McCoy, Meghan K. “Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis.” 2017. Web. 19 Sep 2019.

Vancouver:

McCoy MK. Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20251792.

Council of Science Editors:

McCoy MK. Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20251792


University of Manchester

18. Wigelsworth, Michael Robert. A multi-level approach to assessing the impact of Social and Emotional Learning : Secondary SEAL.

Degree: PhD, 2010, University of Manchester

 Despite an expanding interest in the concept of Emotional Intelligence (EI), difficulties in definition, measurement and reconciling competing models has led to an argument that… (more)

Subjects/Keywords: 370.15; emotional intelligence; emotional literacy; SEAL; social and emotional learning; multi level modelling

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APA (6th Edition):

Wigelsworth, M. R. (2010). A multi-level approach to assessing the impact of Social and Emotional Learning : Secondary SEAL. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/a-multilevel-approach-to-assessing-the-impact-of-social-and-emotional-learning-secondary-seal(5810bffa-e877-4903-9cc0-0da55a31942a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526983

Chicago Manual of Style (16th Edition):

Wigelsworth, Michael Robert. “A multi-level approach to assessing the impact of Social and Emotional Learning : Secondary SEAL.” 2010. Doctoral Dissertation, University of Manchester. Accessed September 19, 2019. https://www.research.manchester.ac.uk/portal/en/theses/a-multilevel-approach-to-assessing-the-impact-of-social-and-emotional-learning-secondary-seal(5810bffa-e877-4903-9cc0-0da55a31942a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526983.

MLA Handbook (7th Edition):

Wigelsworth, Michael Robert. “A multi-level approach to assessing the impact of Social and Emotional Learning : Secondary SEAL.” 2010. Web. 19 Sep 2019.

Vancouver:

Wigelsworth MR. A multi-level approach to assessing the impact of Social and Emotional Learning : Secondary SEAL. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Sep 19]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-multilevel-approach-to-assessing-the-impact-of-social-and-emotional-learning-secondary-seal(5810bffa-e877-4903-9cc0-0da55a31942a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526983.

Council of Science Editors:

Wigelsworth MR. A multi-level approach to assessing the impact of Social and Emotional Learning : Secondary SEAL. [Doctoral Dissertation]. University of Manchester; 2010. Available from: https://www.research.manchester.ac.uk/portal/en/theses/a-multilevel-approach-to-assessing-the-impact-of-social-and-emotional-learning-secondary-seal(5810bffa-e877-4903-9cc0-0da55a31942a).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526983


University of Manchester

19. Wigelsworth, Michael Robert. A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL.

Degree: 2010, University of Manchester

 Michael WigelsworthUniversity of ManchesterPhD EducationA multi-level approach to assessing the impact of Social Emotional Learning:Secondary SEALDespite an expanding interest in the concept of Emotional Intelligence… (more)

Subjects/Keywords: emotional intelligence; emotional literacy; SEAL; social and emotional learning; multi level modelling

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

APA (6th Edition):

Wigelsworth, M. R. (2010). A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96886

Chicago Manual of Style (16th Edition):

Wigelsworth, Michael Robert. “A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL.” 2010. Doctoral Dissertation, University of Manchester. Accessed September 19, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96886.

MLA Handbook (7th Edition):

Wigelsworth, Michael Robert. “A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL.” 2010. Web. 19 Sep 2019.

Vancouver:

Wigelsworth MR. A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL. [Internet] [Doctoral dissertation]. University of Manchester; 2010. [cited 2019 Sep 19]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96886.

Council of Science Editors:

Wigelsworth MR. A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL. [Doctoral Dissertation]. University of Manchester; 2010. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:96886


University of Alberta

20. Wagner, Amanda K. How Social and Emotional Learning Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers.

Degree: MEd, Department of Educational Psychology, 2013, University of Alberta

 The Prosocial Classroom Model posits teachers’ social emotional competence (SEC) at the forefront of the path that impacts healthy teacher/student relationships, effective classroom management, and… (more)

Subjects/Keywords: teaching efficacy beliefs; teaching engagement beliefs; preservice teachers; social emotional competence; social emotional learning

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APA (6th Edition):

Wagner, A. K. (2013). How Social and Emotional Learning Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c9p290951r

Chicago Manual of Style (16th Edition):

Wagner, Amanda K. “How Social and Emotional Learning Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers.” 2013. Masters Thesis, University of Alberta. Accessed September 19, 2019. https://era.library.ualberta.ca/files/c9p290951r.

MLA Handbook (7th Edition):

Wagner, Amanda K. “How Social and Emotional Learning Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers.” 2013. Web. 19 Sep 2019.

Vancouver:

Wagner AK. How Social and Emotional Learning Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2019 Sep 19]. Available from: https://era.library.ualberta.ca/files/c9p290951r.

Council of Science Editors:

Wagner AK. How Social and Emotional Learning Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/c9p290951r


University of Alberta

21. Wagner, Amanda K. How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers.

Degree: MEd, Department of Educational Psychology, 2013, University of Alberta

 The Prosocial Classroom Model posits teachers’ social emotional competence (SEC) at the forefront of the path that impacts healthy teacher/student relationships, effective classroom management, and… (more)

Subjects/Keywords: social emotional competence; preservice teachers; teaching efficacy beliefs; social emotional learning; teaching engagement beliefs

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

APA (6th Edition):

Wagner, A. K. (2013). How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sf268534z

Chicago Manual of Style (16th Edition):

Wagner, Amanda K. “How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers.” 2013. Masters Thesis, University of Alberta. Accessed September 19, 2019. https://era.library.ualberta.ca/files/sf268534z.

MLA Handbook (7th Edition):

Wagner, Amanda K. “How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers.” 2013. Web. 19 Sep 2019.

Vancouver:

Wagner AK. How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2019 Sep 19]. Available from: https://era.library.ualberta.ca/files/sf268534z.

Council of Science Editors:

Wagner AK. How Social and Emotional Learning and Beliefs Predict Efficacy and Engagement Beliefs in Practicing and Preservice Teachers. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/sf268534z


Loyola University Chicago

22. Saxe, David. The Relationship Between Transformational Leadership and the Emotional and Social Competence of the School Leader.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  Sustainable school reform efforts are needed to move schools closer toward the ideals of equity, justice and success for every student. The success or… (more)

Subjects/Keywords: Principal Leadership; Social Emotional Competence; Social Emotional Learning; Transformatiional Leadership; Educational Administration and Supervision

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APA (6th Edition):

Saxe, D. (2011). The Relationship Between Transformational Leadership and the Emotional and Social Competence of the School Leader. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/63

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Saxe, David. “The Relationship Between Transformational Leadership and the Emotional and Social Competence of the School Leader.” 2011. Thesis, Loyola University Chicago. Accessed September 19, 2019. https://ecommons.luc.edu/luc_diss/63.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Saxe, David. “The Relationship Between Transformational Leadership and the Emotional and Social Competence of the School Leader.” 2011. Web. 19 Sep 2019.

Vancouver:

Saxe D. The Relationship Between Transformational Leadership and the Emotional and Social Competence of the School Leader. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Sep 19]. Available from: https://ecommons.luc.edu/luc_diss/63.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Saxe D. The Relationship Between Transformational Leadership and the Emotional and Social Competence of the School Leader. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/63

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Delaware

23. Mantz, Lindsey Susanne. School-based social-emotional development: the role of relationships and teaching .

Degree: 2017, University of Delaware

 This study investigated the association of grade level, teacher–student relationship quality, student–student relationship quality, and the teaching of social– emotional skills with students’ social–emotional competence.… (more)

Subjects/Keywords: Education; Social-emotional competence; Social-emotional learning; Student-student relationships; Teacher-student relationships

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

APA (6th Edition):

Mantz, L. S. (2017). School-based social-emotional development: the role of relationships and teaching . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21828

Chicago Manual of Style (16th Edition):

Mantz, Lindsey Susanne. “School-based social-emotional development: the role of relationships and teaching .” 2017. Doctoral Dissertation, University of Delaware. Accessed September 19, 2019. http://udspace.udel.edu/handle/19716/21828.

MLA Handbook (7th Edition):

Mantz, Lindsey Susanne. “School-based social-emotional development: the role of relationships and teaching .” 2017. Web. 19 Sep 2019.

Vancouver:

Mantz LS. School-based social-emotional development: the role of relationships and teaching . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Sep 19]. Available from: http://udspace.udel.edu/handle/19716/21828.

Council of Science Editors:

Mantz LS. School-based social-emotional development: the role of relationships and teaching . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21828


University of Dayton

24. Bole, Jennifer M. Evaluation of the Second Step Program in an Urban Elementary School.

Degree: Specialist in Education (Ed.S.), School Psychology, 2019, University of Dayton

 The present study evaluated the impact of Second Step, a school-based program that promotes the growth of students’ social-emotional competence and self-regulation skills. The program… (more)

Subjects/Keywords: Educational Psychology; Education; Special Education; social-emotional learning; social-emotional competence; Second Step; urban; elementary

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APA (6th Edition):

Bole, J. M. (2019). Evaluation of the Second Step Program in an Urban Elementary School. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1550657857154014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bole, Jennifer M. “Evaluation of the Second Step Program in an Urban Elementary School.” 2019. Thesis, University of Dayton. Accessed September 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1550657857154014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bole, Jennifer M. “Evaluation of the Second Step Program in an Urban Elementary School.” 2019. Web. 19 Sep 2019.

Vancouver:

Bole JM. Evaluation of the Second Step Program in an Urban Elementary School. [Internet] [Thesis]. University of Dayton; 2019. [cited 2019 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1550657857154014.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bole JM. Evaluation of the Second Step Program in an Urban Elementary School. [Thesis]. University of Dayton; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1550657857154014

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Utah

25. Howard, Brittaini. An examination of the effects of the strong start pre-kindergarten program on the behaviors of children with externalizing behavior disorders in a therapeutic preschool.

Degree: PhD, Educational Psychology, 2014, University of Utah

 The current study evaluated the effectiveness of a manualized social and emotional learning curriculum, Strong Start Pre-Kindergarten (Pre-K) in decreasing aggressive behaviors and increasing positive… (more)

Subjects/Keywords: Behavior; Preschool; Social emotional learning; Social skills; Strong Kids; Strong start

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APA (6th Edition):

Howard, B. (2014). An examination of the effects of the strong start pre-kindergarten program on the behaviors of children with externalizing behavior disorders in a therapeutic preschool. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3296/rec/211

Chicago Manual of Style (16th Edition):

Howard, Brittaini. “An examination of the effects of the strong start pre-kindergarten program on the behaviors of children with externalizing behavior disorders in a therapeutic preschool.” 2014. Doctoral Dissertation, University of Utah. Accessed September 19, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3296/rec/211.

MLA Handbook (7th Edition):

Howard, Brittaini. “An examination of the effects of the strong start pre-kindergarten program on the behaviors of children with externalizing behavior disorders in a therapeutic preschool.” 2014. Web. 19 Sep 2019.

Vancouver:

Howard B. An examination of the effects of the strong start pre-kindergarten program on the behaviors of children with externalizing behavior disorders in a therapeutic preschool. [Internet] [Doctoral dissertation]. University of Utah; 2014. [cited 2019 Sep 19]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3296/rec/211.

Council of Science Editors:

Howard B. An examination of the effects of the strong start pre-kindergarten program on the behaviors of children with externalizing behavior disorders in a therapeutic preschool. [Doctoral Dissertation]. University of Utah; 2014. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3296/rec/211


Brigham Young University

26. Smith, Kathryn Ruth. Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program.

Degree: EdS, 2018, Brigham Young University

 While schools are focused on academic success, many lack the resources and instruction needed to help students grow in their social emotional learning. However, research… (more)

Subjects/Keywords: social emotional learning; social skills; elementary school; bibliotherapy; children's literature

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APA (6th Edition):

Smith, K. R. (2018). Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8385&context=etd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Kathryn Ruth. “Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program.” 2018. Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8385&context=etd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Kathryn Ruth. “Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program.” 2018. Web. 19 Sep 2019.

Vancouver:

Smith KR. Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program. [Internet] [Thesis]. Brigham Young University; 2018. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8385&context=etd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith KR. Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program. [Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8385&context=etd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

27. Kalvin, Carla. Early Growth in Social Competence and Treatment Responsivity to the Fast Track Intervention.

Degree: 2018, Penn State University

Social-emotional learning (SEL) interventions targeting the prevention of antisocial behavior are based on theoretical frameworks underscoring the key role of social-emotional competencies in promoting adjustment… (more)

Subjects/Keywords: social competence; social-emotional learning; prevention; crime; conduct problems; treatment responsivity

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APA (6th Edition):

Kalvin, C. (2018). Early Growth in Social Competence and Treatment Responsivity to the Fast Track Intervention. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15469cbk133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kalvin, Carla. “Early Growth in Social Competence and Treatment Responsivity to the Fast Track Intervention.” 2018. Thesis, Penn State University. Accessed September 19, 2019. https://etda.libraries.psu.edu/catalog/15469cbk133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kalvin, Carla. “Early Growth in Social Competence and Treatment Responsivity to the Fast Track Intervention.” 2018. Web. 19 Sep 2019.

Vancouver:

Kalvin C. Early Growth in Social Competence and Treatment Responsivity to the Fast Track Intervention. [Internet] [Thesis]. Penn State University; 2018. [cited 2019 Sep 19]. Available from: https://etda.libraries.psu.edu/catalog/15469cbk133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kalvin C. Early Growth in Social Competence and Treatment Responsivity to the Fast Track Intervention. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15469cbk133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

28. Meisch, Theresa. The emotional responses of children with learning difficulties regarding their social interaction experiences.

Degree: Educational Psychology, 2010, University of Pretoria

 The study is a qualitative explanation of the emotional responses of children with learning difficulties regarding their social interaction experiences. The primary research question that… (more)

Subjects/Keywords: Peer-learning; Learning difficulties; Emotional intelligence; Resilience; Emotions; Self-image; Emotional responses; Group-learning; Social interaction; Peers; UCTD

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APA (6th Edition):

Meisch, T. (2010). The emotional responses of children with learning difficulties regarding their social interaction experiences. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26716

Chicago Manual of Style (16th Edition):

Meisch, Theresa. “The emotional responses of children with learning difficulties regarding their social interaction experiences.” 2010. Masters Thesis, University of Pretoria. Accessed September 19, 2019. http://hdl.handle.net/2263/26716.

MLA Handbook (7th Edition):

Meisch, Theresa. “The emotional responses of children with learning difficulties regarding their social interaction experiences.” 2010. Web. 19 Sep 2019.

Vancouver:

Meisch T. The emotional responses of children with learning difficulties regarding their social interaction experiences. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2263/26716.

Council of Science Editors:

Meisch T. The emotional responses of children with learning difficulties regarding their social interaction experiences. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26716


University of Pretoria

29. [No author]. The emotional responses of children with learning difficulties regarding their social interaction experiences .

Degree: 2010, University of Pretoria

 The study is a qualitative explanation of the emotional responses of children with learning difficulties regarding their social interaction experiences. The primary research question that… (more)

Subjects/Keywords: Peer-learning; Learning difficulties; Emotional intelligence; Resilience; Emotions; Self-image; Emotional responses; Group-learning; Social interaction; Peers; UCTD

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

APA (6th Edition):

author], [. (2010). The emotional responses of children with learning difficulties regarding their social interaction experiences . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07272010-130448/

Chicago Manual of Style (16th Edition):

author], [No. “The emotional responses of children with learning difficulties regarding their social interaction experiences .” 2010. Masters Thesis, University of Pretoria. Accessed September 19, 2019. http://upetd.up.ac.za/thesis/available/etd-07272010-130448/.

MLA Handbook (7th Edition):

author], [No. “The emotional responses of children with learning difficulties regarding their social interaction experiences .” 2010. Web. 19 Sep 2019.

Vancouver:

author] [. The emotional responses of children with learning difficulties regarding their social interaction experiences . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Sep 19]. Available from: http://upetd.up.ac.za/thesis/available/etd-07272010-130448/.

Council of Science Editors:

author] [. The emotional responses of children with learning difficulties regarding their social interaction experiences . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-07272010-130448/


Loyola University Chicago

30. Ortegon, Nicole. Toward the “Better Than Well” Cultural Ideal: Understanding Changing Conceptualizations of Illness and Wellness and North American Parenting, Pedagogy, and Education Policy (19th-21st C.).

Degree: PhD, Education, 2017, Loyola University Chicago

  In the history of the United States, dominant conceptualizations of mental illness and wellness have been informed by scientific discourses situated in somatic and… (more)

Subjects/Keywords: affectivity; emotional intelligence; empathy; social and emotional learning; well-being; wellness; Education Policy

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

APA (6th Edition):

Ortegon, N. (2017). Toward the “Better Than Well” Cultural Ideal: Understanding Changing Conceptualizations of Illness and Wellness and North American Parenting, Pedagogy, and Education Policy (19th-21st C.). (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2598

Chicago Manual of Style (16th Edition):

Ortegon, Nicole. “Toward the “Better Than Well” Cultural Ideal: Understanding Changing Conceptualizations of Illness and Wellness and North American Parenting, Pedagogy, and Education Policy (19th-21st C.).” 2017. Doctoral Dissertation, Loyola University Chicago. Accessed September 19, 2019. https://ecommons.luc.edu/luc_diss/2598.

MLA Handbook (7th Edition):

Ortegon, Nicole. “Toward the “Better Than Well” Cultural Ideal: Understanding Changing Conceptualizations of Illness and Wellness and North American Parenting, Pedagogy, and Education Policy (19th-21st C.).” 2017. Web. 19 Sep 2019.

Vancouver:

Ortegon N. Toward the “Better Than Well” Cultural Ideal: Understanding Changing Conceptualizations of Illness and Wellness and North American Parenting, Pedagogy, and Education Policy (19th-21st C.). [Internet] [Doctoral dissertation]. Loyola University Chicago; 2017. [cited 2019 Sep 19]. Available from: https://ecommons.luc.edu/luc_diss/2598.

Council of Science Editors:

Ortegon N. Toward the “Better Than Well” Cultural Ideal: Understanding Changing Conceptualizations of Illness and Wellness and North American Parenting, Pedagogy, and Education Policy (19th-21st C.). [Doctoral Dissertation]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2598

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