Social and Emotional Learning and Student Achievement in a Culture of Care

This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transfo...

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Main Author:	Pritchard, Odalys G.
Format:	Others
Published:	Scholar Commons 2018
Subjects:	social emotional learning middle school student achievement culture of care Education
Online Access:	https://scholarcommons.usf.edu/etd/7561 https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=8758&context=etd

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spelling	ndltd-USF-oai-scholarcommons.usf.edu-etd-87582019-10-04T05:07:12Z Social and Emotional Learning and Student Achievement in a Culture of Care Pritchard, Odalys G. This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My focus in this group project looked at social emotional learning, student behavior, and student achievement in high needs schools. Social Emotional Learning (SEL) and its related activities and lessons were once a foundational piece of the middle school program. Over the years, increased accountability and legislative mandates have made it very challenging to include dedicated time in a student’s daily schedule for SEL lessons and activities. In Hillsborough County Public Schools, a summer program for retained sixth graders served as a launching ground for the re-introduction of SEL activities. The positive impact of the SEL activities were immediate and the SEL lessons, delivered through daily Community Building Sessions (CBS), were received well by teachers and students. How can the overwhelmingly positive results of the use of SEL activities with students in a summer program be replicated during the regular school year? Literature supported the growing need for social emotional learning, positive impacts of SEL on student behavior and academic learning, the importance of positive classroom climates as a school-wide strategy, and the importance of leadership support. 2018-08-16T07:00:00Z text application/pdf https://scholarcommons.usf.edu/etd/7561 https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=8758&context=etd Graduate Theses and Dissertations Scholar Commons social emotional learning middle school student achievement culture of care Education
collection	NDLTD
format	Others
sources	NDLTD
topic	social emotional learning middle school student achievement culture of care Education
spellingShingle	social emotional learning middle school student achievement culture of care Education Pritchard, Odalys G. Social and Emotional Learning and Student Achievement in a Culture of Care
description	This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My focus in this group project looked at social emotional learning, student behavior, and student achievement in high needs schools. Social Emotional Learning (SEL) and its related activities and lessons were once a foundational piece of the middle school program. Over the years, increased accountability and legislative mandates have made it very challenging to include dedicated time in a student’s daily schedule for SEL lessons and activities. In Hillsborough County Public Schools, a summer program for retained sixth graders served as a launching ground for the re-introduction of SEL activities. The positive impact of the SEL activities were immediate and the SEL lessons, delivered through daily Community Building Sessions (CBS), were received well by teachers and students. How can the overwhelmingly positive results of the use of SEL activities with students in a summer program be replicated during the regular school year? Literature supported the growing need for social emotional learning, positive impacts of SEL on student behavior and academic learning, the importance of positive classroom climates as a school-wide strategy, and the importance of leadership support.
author	Pritchard, Odalys G.
author_facet	Pritchard, Odalys G.
author_sort	Pritchard, Odalys G.
title	Social and Emotional Learning and Student Achievement in a Culture of Care
title_short	Social and Emotional Learning and Student Achievement in a Culture of Care
title_full	Social and Emotional Learning and Student Achievement in a Culture of Care
title_fullStr	Social and Emotional Learning and Student Achievement in a Culture of Care
title_full_unstemmed	Social and Emotional Learning and Student Achievement in a Culture of Care
title_sort	social and emotional learning and student achievement in a culture of care
publisher	Scholar Commons
publishDate	2018
url	https://scholarcommons.usf.edu/etd/7561 https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=8758&context=etd
work_keys_str_mv	AT pritchardodalysg socialandemotionallearningandstudentachievementinacultureofcare
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Social and Emotional Learning and Student Achievement in a Culture of Care

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