Date of Award
2024
Document Type
Dissertation
Degree Name
Education (Ed.D.)
Department
Administrative and Instructional Leadership
First Advisor
Stephen Kotok
Second Advisor
Cecelia Parnther
Third Advisor
Anthony Annunziato
Abstract
Social-emotional learning (SEL) has become a significant concern for schools across the United States and abroad, especially during the COVID-19 pandemic. Research suggests that school support is necessary for students to succeed academically and emotionally. In recognition of this need, the New York State Education Department mandated schools to implement a SEL program that focuses on developing self-awareness, self-management, social awareness, relationships, and responsible decision-making skills. Many SEL programs have been researched to determine their effectiveness in affecting students’ overall well-being. This phenomenological study used interviews with K–6 Responsive Classroom teachers in the Tri-State Area to determine the benefits of the Responsive Classroom approach for elementary students during a traumatic event. The findings showed a connection between the Responsive Classroom approach, a student-centered design of teaching and discipline, and the development of elementary students’ self-awareness, social awareness, and relationship skills. In addition, this study showed how the Responsive Classroom approach supports students during a traumatic event. Understanding the influence of the Responsive Classroom approach on students during a traumatic experience may inform educational leaders’ decisions when selecting an SEL program for their students.
Recommended Citation
Burke, Sheena, "TEACHERS’ PERSPECTIVE ON SOCIAL-EMOTIONAL LEARNING THROUGH THE RESPONSIVE CLASSROOM APPROACH FOR ELEMENTARY STUDENTS DURING A TRAUMATIC EVENT" (2024). Theses and Dissertations. 769.
https://scholar.stjohns.edu/theses_dissertations/769