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Teachers working with social emotional competence: students' perspectives on the positive effects

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dc.contributor.authorMcCuin, Deborah, author
dc.contributor.authorTimpson, William, advisor
dc.contributor.authorBanning, Jim, committee member
dc.contributor.authorMost, David, committee member
dc.contributor.authorDoe, Sue, committee member
dc.date.accessioned2007-01-03T08:10:03Z
dc.date.available2007-01-03T08:10:03Z
dc.date.issued2012
dc.description.abstractResearch has shown that social emotional learning (SEL) skills help reduce violence, enhance cooperation and problem solving, and foster academic achievement. Teachers with social emotional competence (SEC) develop supportive relationships with students, build on student strengths and abilities, establish behavioral guidelines, coach students through conflicts, encourage cooperation, and model respect and appropriate communication. This qualitative document analysis describes the perceived experience of students positively impacted by a teacher coded as using SEC. Analysis of the traits or qualities of the persons and classrooms they described may impact teacher training and hiring of qualified individuals in the educational setting. Using abductive coding processes, education autobiographies written by 28 undergraduate students at a university in the Midwest were coded for the presence of SEL constructs and traits and attributes of teachers they admired in order to give voice to the perceived experience of students regarding the people and practices that positively impacted them. All of the core constructs of SEL were found to be in evidence and 75% of students cited three or more of the constructs in their documents. Known SEC traits were confirmed by the students' perceived experiences as being impactful as well as opportunities to grapple with issues of social awareness and diversity and teacher investment in the daily activities. Implications on teacher training and hiring of individuals that are capable in creating environments inclusive of safety and belonging, as well as those who are adept at developing relationships both with and among students emerged.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierMcCuin_colostate_0053A_10966.pdf
dc.identifierETDF2012400262EDUC
dc.identifier.urihttp://hdl.handle.net/10217/67568
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectsocial emotional learning
dc.subjectsocial emotional competence
dc.subjecttemplate protocol
dc.subjectdocument analysis
dc.subjectemotional intelligence
dc.titleTeachers working with social emotional competence: students' perspectives on the positive effects
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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