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dc.contributor.authorBreckenridge, Megan
dc.date.accessioned2021-08-19T23:50:48Z
dc.date.available2021-08-19T23:50:48Z
dc.date.issued2021-07-21
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1502
dc.description.abstractAdministrators, teachers, and researchers have become progressively more aware of the need to acknowledge the importance of addressing students’ social emotional development. Educators contribute greatly to the implementation and practice of Social Emotional Learning (SEL) programs the hope of fostering social emotional, and intellectual skills among all students. This classroom action research study was designed to examine the Second Step SEL curriculum and its impact on students’ growth mindset, self-efficiency, self-management, and social awareness. There were 7 fifth grade students who participated in this study. Baseline data was collected from a self-report 5-point rating scale survey before implementing lessons from the Second Step curriculum. The same survey was then taken midway through implementation and once more at the end of six weeks. The researcher’s data analysis showed that there were increases in competence of student’s growth mindset, self-efficiency, self-management, and social awareness.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectSELen_US
dc.subjectSecond Step SELen_US
dc.subjectSocial emotional learningen_US
dc.subjectSecond Stepen_US
dc.titleSecond Step SEL Program in Upper Elementary Educationen_US
dc.typeCapstoneen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolSchool of Education and Leadershipen_US
cityu.siteRentonen_US
cityu.site.countryUnited Statesen_US


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