Examining high school teachers' experiences with social and emotional learning: an interpretative phenomenological analysis.

Permanent URL: http://hdl.handle.net/2047/D20251792
Title:
Examining high school teachers' experiences with social and emotional learning : an interpretative phenomenological analysis
Creator:
McCoy, Meghan K. (Author)
Contributor:
Reiss Medwed, Karen (Advisor)
Brown-Thompson, Corliss (Committee member)
Englander, Elizabeth (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2017
Date Accepted:
May 2017
Date Awarded:
July 2017
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
Despite wide recognition that social and emotional learning (SEL) is correlated with increased emotional intelligence and well-developed social and emotional competencies, few opportunities exists for students at the high school level. This is likely due to the fact that teachers, those most often charged with providing SEL for students, report limited training opportunities, varied levels of support, a focus on academics only education, and a feeling of being unprepared. Unfortunately, these feelings result in fewer SEL opportunities for students and can mediate the positive impact of such opportunities. While much is known about SEL as a whole, there exists little qualitative research examining high school teachers experiences with SEL in their daily work. The current study employed interpretative phenomenological analysis (IPA) in an effort to delve deep into teachers experiences, tell their stories, and identify themes across participants. Knowles, Holton, and Swanson (2011) theory of andragogy in practice was utilized as a framework through which to gather and interpret results. Research findings revealed individual participants experiences with SEL and shed light on the similarities and differences among experiences. Finally, the researcher offered many suggestions for the practical and scholarly implications of her work.
Subjects and keywords:
adult learners
emotional intelligence
high school
social and emotional learning
DOI:
https://doi.org/10.17760/D20251792
Permanent Link:
http://hdl.handle.net/2047/D20251792
Use and reproduction:
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