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SCHOOL-BASED SOCIAL-EMOTIONAL LEARNING PROGRAMS IN AN URBAN SETTING: BARRIERS AND FACILITATORS FROM THE PERSPECTIVE OF THOSE WHO IMPLEMENT THEM

Moldovan, Kristen L
http://rave.ohiolink.edu/etdc/view?acc_num=csu1600947170740234

Abstract Details

2020, Master of Education, Cleveland State University, College of Education and Human Services.
Recent research in education indicates that social and emotional learning (SEL) programs in urban K-12 schools not only improve students’ academic level but also improves their quality of life. This study employed semi-structured interviews with SEL teachers to understand the barriers and facilitators to the implementation of a SEL (Social-emotional learning) program in an urban district. From the study, several barriers were identified by participants. The most significant one pertained to the limited training and in some cases, the quality of the training prior to implementing a SEL program, as well as the need for ongoing training. Participants also indicated that there was a need for more unity in terms of SEL being embraced by the entire staff and implemented as a school-wide initiative. Another barrier was economic, specific to funding of the initial year of the program but more importantly, the sustainability in terms of quality implementation. Facilitators identified by participants included partnerships the district has with non-profit organizations to provide SEL implementers and the amount of student engagement SEL programming encouraged and gained.
Adam Voight, Dr. (Committee Chair)
Glenda Cotner, Dr. (Committee Member)
Dakota King-White, Dr. (Committee Member)
Shereen Naser, Dr. (Committee Member)
46 p.
Education; Social Research
Social emotional learning, implementation, urban education

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Citations

  • Moldovan, K. L. (2020). SCHOOL-BASED SOCIAL-EMOTIONAL LEARNING PROGRAMS IN AN URBAN SETTING: BARRIERS AND FACILITATORS FROM THE PERSPECTIVE OF THOSE WHO IMPLEMENT THEM [Master's thesis, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600947170740234

    APA Style (7th edition)

  • Moldovan, Kristen. SCHOOL-BASED SOCIAL-EMOTIONAL LEARNING PROGRAMS IN AN URBAN SETTING: BARRIERS AND FACILITATORS FROM THE PERSPECTIVE OF THOSE WHO IMPLEMENT THEM. 2020. Cleveland State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1600947170740234.

    MLA Style (8th edition)

  • Moldovan, Kristen. "SCHOOL-BASED SOCIAL-EMOTIONAL LEARNING PROGRAMS IN AN URBAN SETTING: BARRIERS AND FACILITATORS FROM THE PERSPECTIVE OF THOSE WHO IMPLEMENT THEM." Master's thesis, Cleveland State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600947170740234

    Chicago Manual of Style (17th edition)

csu1600947170740234
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This open access ETD is published by Cleveland State University and OhioLINK.