Beyond teaching: a commitment to social and emotional learning at the elementary level, 2020

Item — Call Number: MU Thesis Bev

Identifier: b7930093

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2020

Creator

Bevere, James (1971- ) (Author, Person)
Bazler, Judith, 1945- (Thesis advisor, Person)
Bragen, Bernard (Thesis advisor, Person)
Mazzoni, Matthew (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Extent

1 Items (print book) : 133 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Todays schools are increasingly multicultural and multilingual, with students from diverse social and ecnomomic backgrounds. Educators serve students with different motivations for engaging in learning, behaving positively, and performing academically (Weisberg, 2016). Raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attetion to children's social and emootional learning (SEL). The purpose of this program evaluation was to compare and evaluate the district's Grade 4 and Grade 5 students' academic performance, incidences of misconduct, and school attendance in response to its redesgined elementary school schedule. The redesigned schedule, more explicitly defined as a plan for carrying out a procedure, listing specific times and events, afforded students 20 consecutive minutes of daily instruction around SEL supported by resources which included but were not limited to the Sanford Harmony Program (SHP). This quantitaive study explored the impact of daily and direct teaching of SEL on student academic, behavioral, and attendance outcomes. An analysis of the data revealed that the district's Grade 4 and 5 students experienced statistically significant gains in Languate Arts Literacy and Mathematics overall and in each of the 12 population subgroups. The study, however, did not result in statistically significant findings with disciplinary outcomes for Grade 4 abd 5 students overall, or for 11 of the 12 subgroups. Additionally, the study lacked statistically significant findings with attendance outcomes for Grade 4 and Grade 5 students overall as well as for the majority of the subgroups. There were three subgroups (Grade 4 Students with Disabilities, Grade 5 English Language Learners, and Grade 5 Economically Disadvantaged Females) whose attendance pre- and post-intervention results were statistically significant. Each of these subgroups' attendance improved from pre- to post-intervention. It is signficant in itself that the district's most vulnerable students' attendance improved. This provides evidence that these populations' attendance outcomes may improve at a faster rate with an improved climate.

Partial Contents

List of tables -- List of figures -- 1. Introduction to the study -- 2. Literature review -- 3. Methodology -- 4. Analysis and results -- 5. Discussion, conclusions, and recommendations -- References -- Appendix.