Educators' Experiences of Establishing Social and Emotional Learning Pedagogies in an Elementary School with At-Risk Students

Autor/inn/en	Dyson, Ben; Howley, Donal; Shen, Yanhua; Baek, Seunghyun
Titel	Educators' Experiences of Establishing Social and Emotional Learning Pedagogies in an Elementary School with At-Risk Students
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 5, S.625-638 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dyson, Ben) ORCID (Howley, Donal) ORCID (Shen, Yanhua) ORCID (Baek, Seunghyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Teaching Methods; Social Emotional Learning; Elementary School Teachers; Teacher Attitudes; Teaching Experience; At Risk Students; Family Influence; Child Development; Comparative Analysis; Faculty Development; Educational Practices; Time Management + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kindesentwicklung; Bildungspraxis; Zeitmanagement
Abstract	There exists a need to explore educators' initial experiences of working to establish Social and Emotional (SEL) pedagogies like Restorative Practices (RP) at elementary school level to help avoid slippage in implementation and inform and sustain long term positive change within school communities. Adopting a social ecological perspective, the purpose of this qualitative study was to explore educators' experiences of establishing SEL pedagogies in an elementary school with at-risk students. Utilizing interviews, focus group, and researcher field notes, 14 educators were asked to reflect on their understandings and ongoing experiences of SEL continued professional development and implementation of restorative practices. Applying inductive and deductive analysis, three themes emerged: Establishing the Significance of SEL through CPD; Putting SEL into Practice; and Realities of Establishing SEL. The insights of educators highlight where gaps existed and further support was required in order to incorporate the wider community and the fundamental role and influence of family in development of their students. Compared with the quantitative methodologies that have dominated SEL literature, qualitative methods help elicit the nuanced contextual opportunities and challenges educators experience when it comes to understanding and practically implementing SEL pedagogies holistically. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01