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Socioemotional Learning and Sense of...

Mauk, Scott F.

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Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the PATHS Curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the PATHS Curriculum./
Author:	Mauk, Scott F.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
Description:	123 p.
Notes:	Source: Dissertations Abstracts International, Volume: 72-12, Section: A.
Contained By:	Dissertations Abstracts International72-12A.
Subject:	School administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438502
ISBN:	9781124415802

Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the PATHS Curriculum.
Mauk, Scott F.

Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the PATHS Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 123 p.

Source: Dissertations Abstracts International, Volume: 72-12, Section: A.

Thesis (Ph.D.)--Seattle Pacific University, 2010.

This item must not be sold to any third party vendors.

Many educators believe that developing a sense of community in their schools is necessary for having a vibrant and effective learning environment. Sense of community is a complex social construct with many proponents. Socioemotional learning programs purport to help young students develop emotional skills in order to develop intellectually and academically. The PATHS curriculum (Promoting Alternative THinking Strategies) is a universal prevention program designed to help children understand emotions. The author has attempted to bring together these two bodies of research to explore whether the PATHS curriculum has an effect on emotional outcomes and sense of community in a sample of fifth grade students in a rural elementary school. This study indicates that while involvement with the PATHS curriculum appears to have some positive effect on socioemotional outcomes (e.g., aggressive/disruptive behavior, concentration/focus), students' sense of community does not appear to be positively affected. The author discusses possible explanations and research limitations, including the relationship to external and internal motivation, academic achievement, and teacher satisfaction and implementation quality with the curriculum.

ISBN: 9781124415802Subjects--Topical Terms:

3172164
School administration.
Subjects--Index Terms:

Social support.

Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the PATHS Curriculum.
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245 1 0 $a Socioemotional Learning and Sense of Community: An Analysis of Implementation Quality and the PATHS Curriculum.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2010
300 $a 123 p.
500 $a Source: Dissertations Abstracts International, Volume: 72-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Sink, Christopher.
502 $a Thesis (Ph.D.)--Seattle Pacific University, 2010.
506 $a This item must not be sold to any third party vendors.
520 $a Many educators believe that developing a sense of community in their schools is necessary for having a vibrant and effective learning environment. Sense of community is a complex social construct with many proponents. Socioemotional learning programs purport to help young students develop emotional skills in order to develop intellectually and academically. The PATHS curriculum (Promoting Alternative THinking Strategies) is a universal prevention program designed to help children understand emotions. The author has attempted to bring together these two bodies of research to explore whether the PATHS curriculum has an effect on emotional outcomes and sense of community in a sample of fifth grade students in a rural elementary school. This study indicates that while involvement with the PATHS curriculum appears to have some positive effect on socioemotional outcomes (e.g., aggressive/disruptive behavior, concentration/focus), students' sense of community does not appear to be positively affected. The author discusses possible explanations and research limitations, including the relationship to external and internal motivation, academic achievement, and teacher satisfaction and implementation quality with the curriculum.
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653 4 $a Prevention programs.
653 4 $a Emotional intelligence.
653 4 $a Elementary school students.
653 4 $a Curricula.
653 $a Community
653 $a Implementation
653 $a PATHS
653 $a Promoting Alternative THinking Strategies
653 $a Sense of community
653 $a Socioemotional learning
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710 2 $a Seattle Pacific University. $3 1021997
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