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The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation

Wohlgamuth, Taylor Lynn
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084

Abstract Details

2020, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Social-emotional learning (SEL) is the process by which students incorporate skills, attitudes, and behaviors to deal effectively with life’s daily obstacles (CASEL, 2019). Social and emotional skills are predictors of school success; thus, schools are increasingly looking for ways to develop students’ social-emotional skills. SEL programs can have a long-term impact behaviorally and academically. Most SEL programs are implemented in after-school programs or added on to schools’ pre-existing daily curricula. SEL is often integrated into a multi-tiered system of support (MTSS) and specifically provided to those students who demonstrate a need for it (Eklund, Kilpatrick, Kilgus, & Eckert, 2018). To date, few studies have investigated SEL programs that are delivered within the academic curriculum; programs that demonstrate alignment between SEL standards and academic learning standards remain largely unexplored. Using a qualitative inquiry design, the implementation of a social-emotional learning English/Language Arts program known as SELLA was examined from the perspective of participating teachers for its feasibility, acceptability, and alignment with the state’s learning standards for ELA. Themes fell into two categories related to teachers’ perceptions of the program experience, including: 1) areas of strength and 2) areas of suggested improvement. Additionally, three themes emerged specifically regarding alignment of the program with the state’s learning standards in writing: 1) teachers needed to independently add content to meet writing standards; 2) teachers see improvements in their students writing after the SELLA program; however, they cannot deduce if that is a direct result of the SELLA program; and 3) students who do not normally participate in the general curriculum are now participating in the SELLA curriculum. The findings are presented along with implications for future research.
Elana Bernstein , Ph.D. (Committee Chair)
Sawyer Hunley, Ph.D. (Committee Member)
Treavor Bogard, Ph.D. (Committee Member)
77 p.
Education; Educational Psychology; Mental Health; Psychology; School Counseling; Teacher Education
Social and Emotional Learning; SEL; Language Arts; ELA; SEL and ELA; SEL and ELA alignment; Program Evaluation; Qualitative Inquiry Design; SELLA; Social and Emotional Learning during the school day; SEL embedded in ELA curriculum; SEL curriculum

Recommended Citations

Citations

  • Wohlgamuth, T. L. (2020). The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084

    APA Style (7th edition)

  • Wohlgamuth, Taylor. The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation. 2020. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.

    MLA Style (8th edition)

  • Wohlgamuth, Taylor. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." Electronic thesis or dissertation, University of Dayton, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084

    Chicago Manual of Style (17th edition)

dayton1596533920489084
912
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This open access ETD is published by University of Dayton and OhioLINK.
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