Date of Award

2022

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Erin Anderson

Second Advisor

Susan Korach

Third Advisor

Daniel Jorgensen

Keywords

CASEL, Implementation, Mindfulness, School engagement, SEL, Social emotional learning

Abstract

This interview-based qualitative study sought educators’ perceptions of best practices for and implementation of mindfulness and social and emotional learning (SEL) programs in the classroom in order to discern how SEL programs foster student socioemotional wellbeing (e.g., self-awareness, self-management, social awareness, relationship skills, responsible decision making). To do so, I conducted semi-structured interviews via videoconference with nine educators from public, private, and charter schools in the United States and Canada. Discussions include questions about personal experiences and implementation of SEL interventions. The recorded interviews were transcribed and coded to locate emergent themes. The present research revealed several training and implementation approaches that helped them with student discipline, academic achievement, and overall socio-emotional wellbeing. Furthermore, findings elucidated ways SEL changed educator approaches to classroom management using, tools, structures, and guidance for implementation; and illuminated practices and procedures for use in other school districts.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Monica Parra Ballon

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

152 pgs

Discipline

Education

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