ERIC Number: ED650476
Record Type: Non-Journal
Publication Date: 2023
Pages: 216
Abstractor: As Provided
ISBN: 979-8-3584-8665-2
ISSN: N/A
EISSN: N/A
Teachers' Perceptions of Social Emotional Learning Instruction and High Residential Mobility Students' Reading Literacy
Janel Dorene Morris
ProQuest LLC, Ed.D. Dissertation, Walden University
Based on recommendations from research, leaders in a north Texas public school district implemented social emotional learning (SEL) to address academic gaps among high residential mobility (HRM) students. Incorporating SEL instruction improves academic achievement 11 percentile points on average; however, in Adoniram School District (ASD), 2021 passing rates fell 8% from 2019 despite adopting SEL curriculum. The purpose of this qualitative case study was to explore how ASD elementary teachers instructed SEL, and their perceptions of how SEL techniques influenced HRM elementary students' reading literacy development. The study on social and emotional skills (SSES) conceptual framework guided this study because SEL instruction may improve student academic growth, including reading literacy. Data were collected by interviewing 15 ASD teachers and reviewing their lesson plans and analyzed thematically through open and axial coding strategies. According to results, teachers perceived HRM students' academic growth was positively impacted when SEL was taught each morning and reinforced during core content instruction. Participants indicated the level to which SEL influenced students depended primarily on leadership attitudes toward SEL, and collaboration in professional learning communities. The findings led to a white paper offering ASD leaders research-based recommendations to support teachers in SEL implementation during reading literacy instruction. This study may contribute to positive social change when teachers integrate SEL principles in core content lessons to provide HRM students with resilience strategies that facilitate acquiring new skills, including reading literacy, resulting in satisfactory performance on state assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Elementary School Teachers, Social Emotional Learning, Student Mobility, Elementary School Students, Reading Skills, Reading Ability, Literacy, Teacher Attitudes, Public Schools, Skill Development, Place of Residence
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A