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You searched for subject:(social emotional learning). Showing records 1 – 30 of 244 total matches.

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Clemson University

1. Dunn, Michelle. The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students.

Degree: PhD, Teaching and Learning, 2019, Clemson University

  This study investigated the impact of a social-emotional learning (SEL) curriculum on the social-emotional competence skills of second grade students in the general education… (more)

Subjects/Keywords: intervention; SEL; Social emotional learning

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

APA (6th Edition):

Dunn, M. (2019). The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2457

Chicago Manual of Style (16th Edition):

Dunn, Michelle. “The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students.” 2019. Doctoral Dissertation, Clemson University. Accessed April 04, 2020. https://tigerprints.clemson.edu/all_dissertations/2457.

MLA Handbook (7th Edition):

Dunn, Michelle. “The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students.” 2019. Web. 04 Apr 2020.

Vancouver:

Dunn M. The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2020 Apr 04]. Available from: https://tigerprints.clemson.edu/all_dissertations/2457.

Council of Science Editors:

Dunn M. The Impact of a Social Emotional Learning Curriculum on the Social-Emotional Competence of Elementary-Age Students. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2457


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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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


University of Illinois – Urbana-Champaign

3. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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 Toronto

4. Dafoe, Terra. The Role of Social-emotional Learning Skills in Bullying Behaviour.

Degree: PhD, 2016, University of Toronto

 Bullying is a serious problem in Canadian schools, with numerous consequences (see McDougall Vaillancourt, 2015). There are a number of causes and correlates (Rodkin, Espelage,… (more)

Subjects/Keywords: bullying; social-emotional learning; 0525

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APA (6th Edition):

Dafoe, T. (2016). The Role of Social-emotional Learning Skills in Bullying Behaviour. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/72973

Chicago Manual of Style (16th Edition):

Dafoe, Terra. “The Role of Social-emotional Learning Skills in Bullying Behaviour.” 2016. Doctoral Dissertation, University of Toronto. Accessed April 04, 2020. http://hdl.handle.net/1807/72973.

MLA Handbook (7th Edition):

Dafoe, Terra. “The Role of Social-emotional Learning Skills in Bullying Behaviour.” 2016. Web. 04 Apr 2020.

Vancouver:

Dafoe T. The Role of Social-emotional Learning Skills in Bullying Behaviour. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1807/72973.

Council of Science Editors:

Dafoe T. The Role of Social-emotional Learning Skills in Bullying Behaviour. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72973

5. Nielsen, Christina C. Small-Group and Intensive Intervention for Social-Emotional Intelligence.

Degree: 2014, University of Wisconsin – Eau Claire

Social-emotional intelligence (SEI) can be described as the basic skills an individual has to recognize and manage emotions appropriately (Hoffman, 2009). The development of these… (more)

Subjects/Keywords: Social learning; Social-emotional intelligence; Social skills

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APA (6th Edition):

Nielsen, C. C. (2014). Small-Group and Intensive Intervention for Social-Emotional Intelligence. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/73726

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):

Nielsen, Christina C. “Small-Group and Intensive Intervention for Social-Emotional Intelligence.” 2014. Thesis, University of Wisconsin – Eau Claire. Accessed April 04, 2020. http://digital.library.wisc.edu/1793/73726.

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

MLA Handbook (7th Edition):

Nielsen, Christina C. “Small-Group and Intensive Intervention for Social-Emotional Intelligence.” 2014. Web. 04 Apr 2020.

Vancouver:

Nielsen CC. Small-Group and Intensive Intervention for Social-Emotional Intelligence. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2014. [cited 2020 Apr 04]. Available from: http://digital.library.wisc.edu/1793/73726.

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

Council of Science Editors:

Nielsen CC. Small-Group and Intensive Intervention for Social-Emotional Intelligence. [Thesis]. University of Wisconsin – Eau Claire; 2014. Available from: http://digital.library.wisc.edu/1793/73726

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


Humboldt State University

6. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Schreiber NM. Social and emotional learning teaching practices in kindergarten to third grade. [Internet] [Masters thesis]. Humboldt State University; 2015. [cited 2020 Apr 04]. 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

7. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

8. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Weber S. The Choice is Clear: A Handbook for Teachers on Social Emotional Learning . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Apr 04]. 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

9. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Boomsma AJ. Mechanisms of growth: social-emotional learning and the PwrHrs program. [Internet] [Masters thesis]. Colorado State University; 2019. [cited 2020 Apr 04]. 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

10. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

11. 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 April 04, 2020. https://digitalcommons.nl.edu/diss/288.

MLA Handbook (7th Edition):

Correa, Emilie. “Advocacy For Compliance With Existing Policy in Social Emotional Learning.” 2017. Web. 04 Apr 2020.

Vancouver:

Correa E. Advocacy For Compliance With Existing Policy in Social Emotional Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Apr 04]. 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

12. 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 April 04, 2020. https://digitalcommons.nl.edu/diss/289.

MLA Handbook (7th Edition):

Correa, Emilie. “Addressing The Need For Systemic Implementation of Social Emotional Learning.” 2017. Web. 04 Apr 2020.

Vancouver:

Correa E. Addressing The Need For Systemic Implementation of Social Emotional Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Apr 04]. 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


Boston College

13. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Langlois D. The Role of Leadership in Social-emotional Learning Implementation: Leadership and Classroom Environment. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2020 Apr 04]. 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


Boston University

14. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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


University of Wollongong

15. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

16. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Cornell LC. ADMINISTRATIVE SUPPORT OF SEL: SCHOOL STAFF PERSPECTIVES ON WHAT IS NECESSARY FOR SUCCESSFUL IMPLEMENTATION. [Internet] [Thesis]. Tulane University; 2017. [cited 2020 Apr 04]. 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

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

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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Kao ST. Social And Emotional Learning In The ELL Classroom: A Case Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2020 Apr 04]. 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

18. 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 April 04, 2020. https://digitalcommons.nl.edu/diss/290.

MLA Handbook (7th Edition):

Correa, Emilie. “Emotional Wellness And Learning.” 2017. Web. 04 Apr 2020.

Vancouver:

Correa E. Emotional Wellness And Learning. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Apr 04]. 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

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

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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

McCoy MK. Examining high school teachers experiences with social and emotional learning: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Apr 04]. 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

20. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

21. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

22. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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

23. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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


University of Delaware

24. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Mantz LS. School-based social-emotional development: the role of relationships and teaching . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2020 Apr 04]. 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


Loyola University Chicago

25. 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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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 Dayton

26. 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 April 04, 2020. 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. 04 Apr 2020.

Vancouver:

Bole JM. Evaluation of the Second Step Program in an Urban Elementary School. [Internet] [Thesis]. University of Dayton; 2019. [cited 2020 Apr 04]. 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


Brigham Young University

27. Banks, Oakley Dean. Emotional and Behavioral Disorders Screening in Utah Schools.

Degree: EdS, 2019, Brigham Young University

 This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah… (more)

Subjects/Keywords: screening; multi-tiered system of supports; emotional and behavioral disorders; social and emotional learning

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APA (6th Edition):

Banks, O. D. (2019). Emotional and Behavioral Disorders Screening in Utah Schools. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8509&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):

Banks, Oakley Dean. “Emotional and Behavioral Disorders Screening in Utah Schools.” 2019. Thesis, Brigham Young University. Accessed April 04, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8509&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):

Banks, Oakley Dean. “Emotional and Behavioral Disorders Screening in Utah Schools.” 2019. Web. 04 Apr 2020.

Vancouver:

Banks OD. Emotional and Behavioral Disorders Screening in Utah Schools. [Internet] [Thesis]. Brigham Young University; 2019. [cited 2020 Apr 04]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8509&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:

Banks OD. Emotional and Behavioral Disorders Screening in Utah Schools. [Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8509&context=etd

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


Loyola University Chicago

28. 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 (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 April 04, 2020. 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. 04 Apr 2020.

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 2020 Apr 04]. 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


Boston College

29. Blattner, Meghan CC. The Socio-emotional Climates of Out-of-School Time Programs.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2018, Boston College

 The differential effects of the achievement gap on lower-income youth persist in this country (National Association of State Boards of Education, 2013). Recognition of the… (more)

Subjects/Keywords: Afterschool; Out-of-School Time; Resilience; Social Competence; Socio-emotional Climate; Socio-emotional learning

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APA (6th Edition):

Blattner, M. C. (2018). The Socio-emotional Climates of Out-of-School Time Programs. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107698

Chicago Manual of Style (16th Edition):

Blattner, Meghan CC. “The Socio-emotional Climates of Out-of-School Time Programs.” 2018. Doctoral Dissertation, Boston College. Accessed April 04, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107698.

MLA Handbook (7th Edition):

Blattner, Meghan CC. “The Socio-emotional Climates of Out-of-School Time Programs.” 2018. Web. 04 Apr 2020.

Vancouver:

Blattner MC. The Socio-emotional Climates of Out-of-School Time Programs. [Internet] [Doctoral dissertation]. Boston College; 2018. [cited 2020 Apr 04]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107698.

Council of Science Editors:

Blattner MC. The Socio-emotional Climates of Out-of-School Time Programs. [Doctoral Dissertation]. Boston College; 2018. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107698


George Mason University

30. Zinsser, Katherine M. Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning .

Degree: 2013, George Mason University

 Early childhood education (ECE) centers are more than a series of contiguous classrooms. They are vibrant social communities where child and adult emotions are ever-present… (more)

Subjects/Keywords: Early childhood education; Developmental psychology; Emotional climate; Leadership; Social-emotional learning; Socialization

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

APA (6th Edition):

Zinsser, K. M. (2013). Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8234

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):

Zinsser, Katherine M. “Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning .” 2013. Thesis, George Mason University. Accessed April 04, 2020. http://hdl.handle.net/1920/8234.

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

MLA Handbook (7th Edition):

Zinsser, Katherine M. “Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning .” 2013. Web. 04 Apr 2020.

Vancouver:

Zinsser KM. Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/1920/8234.

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

Council of Science Editors:

Zinsser KM. Early Childhood Education Directors' Impacts on Social-Emotional Teaching and Learning . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8234

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

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