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A Qualitative Case Study Examining M...

Williams, Leanay,

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A Qualitative Case Study Examining Middle School Teachers' Perceptions of Integrating Social-Emotional Learning in the Curriculum = = Un estudio de caso cualitativo que examina la percepción de los docentes de secundaria sobre la integración del aprendizaje socioemocional en el currículo /

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Case Study Examining Middle School Teachers' Perceptions of Integrating Social-Emotional Learning in the Curriculum =/ Leanay Williams.
Reminder of title:	Un estudio de caso cualitativo que examina la percepción de los docentes de secundaria sobre la integración del aprendizaje socioemocional en el currículo /
Author:	Williams, Leanay,
Description:	1 electronic resource (134 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
Contained By:	Dissertations Abstracts International87-02A.
Subject:	Middle school education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32116525
ISBN:	9798290940373

A Qualitative Case Study Examining Middle School Teachers' Perceptions of Integrating Social-Emotional Learning in the Curriculum = = Un estudio de caso cualitativo que examina la percepción de los docentes de secundaria sobre la integración del aprendizaje socioemocional en el currículo /
Williams, Leanay,

A Qualitative Case Study Examining Middle School Teachers' Perceptions of Integrating Social-Emotional Learning in the Curriculum =Un estudio de caso cualitativo que examina la percepción de los docentes de secundaria sobre la integración del aprendizaje socioemocional en el currículo /Leanay Williams. - 1 electronic resource (134 pages)

Source: Dissertations Abstracts International, Volume: 87-02, Section: A.

The problem addressed in this study was that middle school teachers' perspectives on socialemotional learning posed a challenge when integrating it into the core curriculum. The purpose of this qualitative case study was to explore middle school teachers' perceptions of integrating social-emotional learning into the curriculum. I applied Vygotsky's sociocultural theory, which examined how social interactions impacted learning, to gain insights into the difficulties teachers experienced during this integration. The study was conducted in a large suburban middle school located in the southern United States. The final sample consisted of seven participants selected through purposeful sampling. Data collection involved one-on-one interviews and a focus group to ensure triangulation of the findings. NVIVO software was used for data analysis to identify codes and categories, and the Braun & Clarke thematic analysis method was employed to pinpoint themes. The findings indicated that participants highlighted the importance of fostering a positive and connected classroom environment, underscoring the need for teacher flexibility within the curriculum and the effectiveness of informal discussion strategies. The implications for educational practice emphasize the importance of enhancing student engagement and wellbeing in middle school. This study highlights the importance of addressing curriculum-related time constraints and academic pressures by developing strategies that enable teachers to effectively prioritize and integrate social and emotional learning concepts, thereby supporting students' overall development. Future research should expand the study population to include high school teachers and elective teachers while exploring effective strategies for middle school. Additionally, researchers could undertake a quantitative study to assess the relationship between social-emotional learning programs and academic performance in middle school students.

English

ISBN: 9798290940373Subjects--Topical Terms:

969762
Middle school education.
Subjects--Index Terms:

Curriculum

A Qualitative Case Study Examining Middle School Teachers' Perceptions of Integrating Social-Emotional Learning in the Curriculum = = Un estudio de caso cualitativo que examina la percepción de los docentes de secundaria sobre la integración del aprendizaje socioemocional en el currículo /
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520 $a The problem addressed in this study was that middle school teachers' perspectives on socialemotional learning posed a challenge when integrating it into the core curriculum. The purpose of this qualitative case study was to explore middle school teachers' perceptions of integrating social-emotional learning into the curriculum. I applied Vygotsky's sociocultural theory, which examined how social interactions impacted learning, to gain insights into the difficulties teachers experienced during this integration. The study was conducted in a large suburban middle school located in the southern United States. The final sample consisted of seven participants selected through purposeful sampling. Data collection involved one-on-one interviews and a focus group to ensure triangulation of the findings. NVIVO software was used for data analysis to identify codes and categories, and the Braun & Clarke thematic analysis method was employed to pinpoint themes. The findings indicated that participants highlighted the importance of fostering a positive and connected classroom environment, underscoring the need for teacher flexibility within the curriculum and the effectiveness of informal discussion strategies. The implications for educational practice emphasize the importance of enhancing student engagement and wellbeing in middle school. This study highlights the importance of addressing curriculum-related time constraints and academic pressures by developing strategies that enable teachers to effectively prioritize and integrate social and emotional learning concepts, thereby supporting students' overall development. Future research should expand the study population to include high school teachers and elective teachers while exploring effective strategies for middle school. Additionally, researchers could undertake a quantitative study to assess the relationship between social-emotional learning programs and academic performance in middle school students.
520 3 $a El problema abordado en este estudio fue que las perspectivas del profesorado de secundaria sobre el aprendizaje socioemocional planteaban un desafío al integrarlo en el currículo básico. El propósito de este estudio de caso cualitativo fue explorar las percepciones del profesorado de secundaria sobre la integración del aprendizaje socioemocional en el currículo. Apliqué la teoría sociocultural de Vygotsky, que examina cómo las interacciones sociales impactan el aprendizaje, para comprender mejor las dificultades que experimentaban los profesores durante esta integración. El estudio se llevó a cabo en una gran escuela secundaria suburbana ubicada en el sur de Estados Unidos. La muestra final consistió en siete participantes seleccionados mediante un muestreo intencional. La recopilación de datos incluyó entrevistas individuales y un grupo focal para asegurar la triangulación de los hallazgos. Se utilizó el software NVIVO para el análisis de datos con el fin de identificar códigos y categorías, y se empleó el método de análisis temático de Braun & Clarke para identificar temas. Los hallazgos indicaron que los participantes destacaron la importancia de fomentar un ambiente de clase positivo y conectado, lo que subraya la necesidad de flexibilidad docente dentro del currículo y la eficacia de las estrategias de discusión informal. Las implicaciones para la práctica educativa enfatizan la importancia de mejorar la participación y el bienestar del alumnado en la escuela secundaria. Este estudio destaca la importancia de abordar las limitaciones de tiempo curriculares y las presiones académicas mediante el desarrollo de estrategias que permitan al profesorado priorizar e integrar eficazmente los conceptos de aprendizaje socioemocional, apoyando así el desarrollo integral del alumnado. Las investigaciones futuras deberían ampliar la población de estudio para incluir al profesorado de secundaria y el profesorado de asignaturas optativas, a la vez que se exploran estrategias eficaces para la educación media. Además, se podría realizar un estudio cuantitativo para evaluar la relación entre los programas de aprendizaje socioemocional y el rendimiento académico del alumnado de secundaria.
546 $a English
590 $a School code: 1625
650 4 $a Middle school education. $3 969762
650 4 $a Secondary education. $3 2122779
650 4 $a Curriculum development. $3 684418
650 4 $a Teacher education. $3 3172312
653 $a Curriculum
653 $a High-stake testing
653 $a Middle school
653 $a Prosocial behaviors
653 $a Social-emotional learning
653 $a Teacher perceptions
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690 $a 0533
690 $a 0530
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710 2 $a National University. $b Sanford College of Education and School of Arts, Letters and Sciences. $e degree granting institution. $3 3814585
720 1 $a Hayward, Norma $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 87-02A.
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791 $a Ed.D.
792 $a 2025
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