Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Ian Menchini
Second Advisor
Kristie Morin
Abstract
This qualitative exploratory case study examined the results of the CASEL (2021) School-based Staff Survey on SEL Implementation and individual semi-structured interviews with six teachers and three staff members regarding social-emotional learning (SEL) at the secondary school level. The purpose of this qualitative exploratory case study was to explore how secondary teachers and staff at a mid-size public, suburban high school in Connecticut perceive the implementation of the RULER SEL (Brackett et al., 2019) program. There were four themes that emerged from the data: becoming a warm demander (Hammond, 2015), adapting RULER SEL tools, RULER SEL and future impact, and the need for increased individual support. The first theme included the subtheme of building dynamic relationships with students. The second theme included the subtheme of professional development. Based on the findings three recommendations were made. First, schools should provide professional development opportunities for teachers and staff focused on adopting a warm demander (Hammond, 2015) approach in the classroom. Second, longitudinal studies were recommended to evaluate the long-term impact of RULER SEL (Brackett et al., 2019) on student outcomes, well-being, and academic achievement. Third, collaborating with other schools, SEL experts, and community organizations was recommended to allow educators to share resources, and successful practices related to SEL implementation. Recommendation for future studies include a longitudinal study and comparative analysis of RULER SEL (Brackett et al., 2019).
Keywords: Social-emotional learning, RULER SEL, warm demander, professional development
Comment
Ed.D. Dissertation
Recommended Citation
Poskus, Felicia, "Educator Perceptions Of Social-Emotional Learning Embedded In Academic Instruction" (2024). Doctor of Education Program Dissertations. 45.
https://dune.une.edu/edu_diss/45