Teacher Perspectives on Social and Emotional Learning in Massachusetts: Findings from the American Teacher Panel

Doss, Christopher; Steiner, Elizabeth D.; Hamilton, Laura S.

doi:10.7249/rr3171

Cited by 2 publications

(2 citation statements)

References 6 publications

(15 reference statements)

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“…Given the association between emotion regulation and successful learning there is a critical need for teachers to be prepared to teach students to regulate emotions. Doss et al (2019) recommends that researchers investigate teachers' need for support related to teaching their students emotion regulation.…”

Section: Teacher Preparation To Teach Students Emotion Regulationmentioning

confidence: 99%

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

Nadelson¹,

Soto²,

Smith³

et al. 2021

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Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.

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Section: Teacher Preparation To Teach Students Emotion Regulationmentioning

confidence: 99%

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

Nadelson¹,

Soto²,

Smith³

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Authentic relationship with community organizations is also important since it provides students with consistent SEL support, and nurturing environments where students can access a vast availability of meaningful SEL resources. Communal channels through their close connections with school and family, potentially could effectively facilitate students in terms of applying, testing, and consolidating their knowledge, skills, and attitudes learned in a different context of living and learning (Doss et al, 2019).…”

Section: Students' Sec Influence On Students' Living Communitymentioning

confidence: 99%

Primary teachers’ perspectives and understanding of social and emotional learning in Vietnam

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My greatest gratitude goes to my supervisor -Professor Anikó Zsolnai, whose commitment, professional guidance, generosity of spirit, and patience helped me to accomplish this process of becoming a researcher and a better teacher.I sincerely thank my advisers Professor Nguyễn Lưu Lan Anh and Professor Garai Imre whose invaluable support and professional advice helped me through this journey. I am also very grateful to all professors, senior students, and administrative personnel at the Faculty of Education and Psychology (PPK), Eötvös Loránd University (ELTE).I especially thank the reviewers of my pre-defence and public defence, the members, the chair and the secretary of the defence committee for the time and effort dedicated to my dissertation and your invaluable suggestions.To Hong Duc University, Vietnam, for nominating me for this study and, in particular, to Tempus Foundation, whose generosity in availing me funds performed the magic of my study in PPK, ELTE. I am always grateful.To my research participants who were primary school teachers in different areas of Thanh Hoa province, Vietnam, without your generosity in availing information from your experiences, availability for the study, and wisdom, the completion of this study would have been impossible. Your love for our nation's young children and your passion for our most prestigious profession-Teacher have inspired and motivated me to work harder and learn faster to contribute better to our nation's education. To the principals of the participating schools who permitted me to use your schools in this study, I am sincerely thankful.To my friends Huỳnh Ngọc Thu Hương, Adrian Estrela Pereira, and Daria Borodina who sacrificed your time when I needed you at different times of the study, I sincerely thank you very much.My deepest and forever-lasting gratitude to my family who has brought me up as a healthy and happy person, who enjoys her life and loves studying, and who was not scared to start a challenging doctoral journey. My family's wellness, love, and support are what I am grounded on.

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Teacher Perspectives on Social and Emotional Learning in Massachusetts: Findings from the American Teacher Panel

Cited by 2 publications

References 6 publications

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

Primary teachers’ perspectives and understanding of social and emotional learning in Vietnam

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