Student Perceptions of Social-emotional Environments in Online Classrooms PDF Download

Author: Kim Riordan
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 246

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Book Description
In classrooms, one key to enhancing teaching effectiveness is positive social-emotional environments. Using a validated survey instrument developed for face-to-face classroom settings, the College and University Classroom Environment Inventory (CUCAI), this quantitative study examined the question of whether this key enhancement applies to virtual environments as well as face-to-face classrooms. The survey was administered to graduate and undergraduate students in online courses to ascertain if there was a difference between graduate and undergraduate students' perceptions. The analysis also examined one further variable: whether or not the instructors of these courses had been previously mentored or taught to teach online. Using the CUCAI survey instrument, the study examined the variables within seven psycho-social domains, including (a) personalization, (b) involvement, (c) student cohesiveness, (d) satisfaction, (e) task orientation, (f) innovation, and (g) individualization. Of the seven social-emotional domains within the survey instrument, a stronger relationship was suggested among three domains: innovation, task orientation, and cohesiveness. The results of the study suggest that positive student perception of virtual classroom environment is not dependent on instructors having completed formal training to teach online. Furthermore, students in graduate online courses (defined as adults) perceived their online environments more positively than did students (emerging adults) in undergraduate online courses.

Author: Summer Anguiano
Publisher:
ISBN:
Category : Emotional intelligence
Languages : en
Pages : 0

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Book Description
With increased interest in Social-Emotional Learning (SEL), teachers have worked to find ways in which SEL can be brought into the school and classroom community. For this study, the researcher wanted to bring SEL into the classroom and understand how the students perceived it. The study was conducted in an on-level senior Economics classroom where SEL had not previously been introduced into the classroom culture. Data was gathered through a student survey, individual student interviews, and a focus group interview. To analyze the data, the researcher used a constant comparative method of coding to identify the data thematically. From the data analysis, three major themes emerged: the importance of class climate, the powerfulness of student self-refection, and the importance of compassion and community to learners.

Author: Ali Bond
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
Continuous improvement is about learning from mistakes and experiences to improve in the future. However, students' perceptions of how continuous improvement practices affect their social and emotional skills have not been considered. The literature that exists neglects to include the perception of elementary students' social and emotional skills within this systematic approach to school improvement. Given this gap of research, this study examines the research questions: How do students perceive their social and emotional skills in a classroom learning community model? To what extent does the implementation of the components of the classroom learning community have an impact on the social and emotional skills of the students? The research and information illustrated in this qualitative intrinsic action research case study will provide a greater understanding of how continuous improvement practices increase the quality of an education system, specifically within the classroom environment. I conducted a survey of students' perception of social and emotional skills, semi-structured interviews, observations of classroom meetings, and collected documents from students in second and third grade as well as the classroom data centers, then employed inductive and deductive processes to analyze the data into themes which resulted in my findings from the study. Results of this study showed that most students perceive their social and emotional skills as average. The classroom learning community components that had the greatest impact on students were the student data binders that included individual SMART goals and the classroom meetings which provided every student a voice in the classroom. This study is important to understand how continuous improvement practices affect students and how these practices can be modified to provide an even greater impact on students' lifelong learning.

Author: OECD
Publisher: OECD Publishing
ISBN: 926474715X
Category :
Languages : en
Pages : 310

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Book Description
What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world.

Author: Cassandra Wetzel
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description
The month of March 2020 is one that will not be forgotten. The coronavirus disease (COVID-19) is caused by a severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and the outbreak forced schools to close their doors and quickly develop a virtual learning platform where students would be learning virtually in their homes. Social-emotional learning (SEL) has always been important but it has been emphasized even more so throughout the pandemic. Numerous studies over the years have emphasized the importance of SEL for students' education and development as it influences achievement and long-term outcomes. This quantitative study investigated the differences among student SEL, measured by Panorama Education's SEL student perception data from students in grades 3-12 and the COVID-19 pandemic. The researcher examined the data from Fall 2019, Fall 2020, and Fall 2021 to reflect differences in students' SEL prior to the COVID-19 pandemic and during the pandemic. The researcher also examined the differences among student SEL results related to grade level during Fall 2019, Fall 2020, and Fall 2021.

Author: Pincham, Linda B.
Publisher: IGI Global
ISBN: 1799841030
Category : Education
Languages : en
Pages : 187

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Book Description
Establishing a student-centered classroom environment where learning puts students’ interests first is essential for middle school students to learn and thrive. Student success does not simply rely on instruction; it relies on external factors such as school and classroom climate, positive relationships with their teachers and other adults, and a strong sense of belonging with their peers. The young adolescent learner is at a turning point where the need for love, belonging, and acceptance is heightened. Research studies indicate that large percentages of students lack social-emotional competence and believe their teachers do not care about them. Social-emotional learning skills are vital for young adolescents, as are 21st century skills and competencies to prepare them for an information- and technology-driven world. Aligning Social-Emotional and 21st Century Learning in the Classroom: Emerging Research and Opportunities shows teachers practical ways to combine the skills that young adolescents need (social-emotional) and the 21st century skills that they learn to create a culture of success in their middle school classrooms. This book also provides examples of education technologies that teachers can use to promote 21st century learning in their classroom. Highlighting a wide range of topics such as communication skills, critical thinking, social media, and emotional intelligence, this book is crucial for teachers, school administrators, instructional designers, K-12 educators, curriculum developers, academicians, researchers, and students.

Author: Emily Wooten
Publisher:
ISBN:
Category : Drama in education
Languages : en
Pages : 0

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Book Description
This study examined the effects of social emotional learning (SEL) on student perceptions of safety and comfortability in the theatre classroom. The researcher implemented SEL lessons using a morning meeting/class meeting format. Data was collected using a pre-survey, field notes, and focus group interviews. Data was analyzed using the constant comparative method to look for recurring themes to use for poetic transcription. Four primary codes, entitled “Will You Please Join Us?,” “Friend or Foe?,” “Climbing the Mountain of Anxiety,” and “The Love of Theatre” were used to create their own unique poem demonstrating the thoughts and emotions of the students in the classroom.

Author: Jenny Nagaoka
Publisher: Consortium on Chicago School Research
ISBN: 9780990956341
Category :
Languages : en
Pages : 110

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Book Description
Amid growing recognition that strong academic skills alone are not enough for young people to become successful adults, this comprehensive report offers wide-ranging evidence to show what young people need to develop from preschool to young adulthood to succeed in college and career, have healthy relationships, be engaged citizens, and make wise choices. It concludes that rich experiences combining action and reflection help children develop a set of critical skills, attitudes, and behaviors. And it suggests that policies should aim to ensure that all children have consistent, supportive relationships and an abundance of these developmental experiences through activities inside and outside of school.

Author: Ana B Bernardo
Publisher: Mdpi AG
ISBN: 9783036524443
Category : Social Science
Languages : en
Pages : 254

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Book Description
Today, new technologies bring with them an everchanging panorama, forcing us to constantly update our knowledge. For this reason, quality education is necessary in all areas of knowledge and at all educational levels. The quality of our educational systems and the questions raised by reviewing whether our educational institutions offer quality education or not are some of the main reasons why quality education is a topic that, in recent years, has captured the interest of governments, researchers and lecturers, among others. This issue brings together different socioeducational actors with their concerns for and commitments to higher education, in order to achieve the aim of providing people with the competencies necessary to adapt to a changing and competitive world, in which the individual needs to engage in lifelong learning and where education must align with sustainable development goals, such as democracy, justice and equality. All of this provides us with a scenario for reflecting on and researching fundamental questions, such as how to prevent school absenteeism, how to deal with students leaving school early, how to prevent or alleviate the phenomenon of dropping out in higher education, etc. In other words, can we assume that student failure is partly due to the failure of our educational systems? Are we educating self-regulated, critical, learning-motivated and competent students? These and other questions lead us to search for measures with which we can improve the quality of our educational systems by proposing strategies and developing tools to enhance the lecturing-learning processes in our classrooms.

Author: Anna-Lisa Mackey
Publisher: John Wiley & Sons
ISBN: 1119814340
Category : Education
Languages : en
Pages : 226

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Book Description
Learn to implement powerful new learning techniques in your classroom experience In The Social Emotional Classroom, celebrated educators and authors Anna-Lisa Mackey and Melissa Ragan deliver an insightful, rigorous, and accessible treatment of social emotional learning in education. Using research from the Theory of Constructed Emotion, the authors highlight the relationship between the new view of neurobiology and Social Emotional Learning. The book connects five key competencies, including self-awareness, social awareness, self-management, responsible decision-making, and relationship skills, to this new understanding of the brain. You'll also learn from: Teacher stories included in each chapter The inclusion of over two decades worth of experience and research in the field of social and emotional learning Instructions and guides for educators to embed social and emotional learning into their everyday practices Perfect for K-12 educators, principals, superintendents, and other education leaders, The Social Emotional Classroom will also earn a place in the libraries of parents and caregivers who are responsible for young people's day-to-day learning.