Date of Award
7-3-2019
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Department of Psychology
First Advisor
Gregory S. Braswell
Abstract
This thesis presents a research project that examined the differences between parent and teacher perceptions of social-emotional learning (SEL) in the schools. This project also examined how parents and teachers rank social-emotional goals with respect to academic goals for their children. Results indicate that teachers rate the importance of SEL more highly compared to parents; however, there was no difference in how parents and teachers ranked the items overall. Qualitative analyses revealed differences in the reasoning for parent and teacher support for SEL in the schools as well as concerns for the inclusion of SEL. Future research should further investigate these differences between parent and teacher perceptions of SEL, as this could influence how SEL is presented to stakeholders and how it is implemented.
Recommended Citation
Calkins, Heather Mae, "Parent and Teacher Perceptions of the Importance of Social-Emotional Learning in the Schools" (2019). Theses and Dissertations. 1166.
https://ir.library.illinoisstate.edu/etd/1166
DOI
http://doi.org/10.30707/ETD2020.Calkins.H
Page Count
82
Comments
Imported from ProQuest Calkins_ilstu_0092N_11537.pdf