Date of Award

2014

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Elizabeth Ankeny

Abstract

Students benefit academically and socially from receiving high quality social emotional instruction in their general education classrooms. Teachers are confronted daily with the responsibility of providing social emotional learning opportunities for students with a wide range of needs. New teachers are still learning how to manage their classrooms, develop riruals and routines, provide effective academic instruction and diversify their instruction to meet the needs of their learners, all while providing proactive social emotional learning opportunities for students. Through qualitative methods, this sfudy examines the experiences new teachers had supporting their students' social emotional learning along with their many other responsibilities. Research findings suggest factors that motivate teachers to use social emotional learning curriculums. This study compares the actual experiences teachers had with best practices related to social emotional learning. Furthermore, the findings provide the perspectives of new teachers concerning the effectiveness of social emotional learning curriculums as well as needs related to training and suppor

Identifier

SC 11.MAE.2014.Sanders.L

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