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dc.contributor.advisor Price Wolf, Jennifer en
dc.contributor.author DeSimoni, Danielle en
dc.contributor.author Crouch, Ashley en
dc.date.accessioned 2017-04-28T19:27:45Z en
dc.date.available 2017-04-28T19:27:45Z en
dc.date.issued 2017-04-28 en
dc.date.submitted 2017-04-28 en
dc.identifier.uri http://hdl.handle.net/10211.3/190246 en
dc.description Project (M.S.W., Social Work)--California State University, Sacramento, 2016. en
dc.description.abstract Recently, more schools have been turning to social-emotional learning (SEL) curricula to develop social and emotional skills and reduce conflict among students. The purpose of this study was to examine the relationship between teachers’ perceptions of social-emotional learning and classroom conflict. Perceptions of social-emotional learning were broken down into three aspects: comfort; commitment; and culture. Conflict was broken down into verbal conflict, physical conflict, conflict requiring teacher intervention, and conflict requiring office intervention. 157 teachers from the Sacramento region participated in this cross-sectional, quantitative design study. The study found teachers who reported higher rates of verbal conflict or higher rates of conflict requiring teacher intervention reported being more committed to SEL. This study also found that the more conflict requiring administrative intervention a teacher reported, the lower their perception of the school culture. This study has important implications and may indicate that SEL does not reduce conflict but only helps the teacher identify conflict. en
dc.description.sponsorship Social Work en
dc.language.iso en_US en
dc.subject Social emotional learning en
dc.subject SEL curriculum en
dc.subject Social work en
dc.subject School culture en
dc.subject Bullying en
dc.title The relationship between teacher knowledge of SEL and student conflict en
dc.type Project en


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