Detail Social-emotional learning in the elementary classroom: An inquiry into the needs of teachers and subsequent training program development Bibliografi Author: Epstein, Trina ; Elias, Maurice J. (Advisor) Topik: EDUCATION; EDUCATIONAL PSYCHOLOGY|EDUCATION; TEACHER TRAINING|EDUCATION; ELEMENTARY Bahasa: (EN )    ISBN: 0-599-01028-2     Penerbit: RUTGERS THE STATE UNIVERSITY OF NEW JERSEY, G.S.A.P.P.     Tahun Terbit: 1998     Jenis: Theses - Dissertation Fulltext: 9903742.pdf (0.0B; 7 download) Abstract A needs assessment survey was conducted with second through fourth grade public school teachers in Middlesex County and Union County to determine their training needs in the area of social-emotional learning. Teachers received a survey instrument via their school principals which had the following two purposes: to examine general teacher training factors and pragmatic issues that affect teachers' participation in professional development experiences; and to learn more specifically about teachers' training needs in the area of social-emotional learning in the classroom. One-hundred and two surveys were returned. Results indicated that teachers are interested in receiving further training in the area of social-emotional learning and implications of specific results are discussed. Survey information was then used to design a training program for the purpose of educating elementary teachers in social-emotional learning, and more specifically in the following areas that were deemed by survey respondents to be of most importance: teamwork/getting along; conflict resolution; involving parents in the social-emotional process; helping children to recognize and appropriately express their emotions; and helping children to understand and accept cultural differences. Through this program, teachers will obtain teaching materials and learn practical techniques for implementing a teamwork and conflict resolution program with their students, thereby increasing teachers' levels of knowledge and skill in the area of teaching social-emotional learning. Training participants will have many opportunities to interact with colleagues and to experience follow-up consultation which will help them throughout the program implementation phase. Program design elements, such as components, goals, and evaluation plans are outlined. Finally, limitations of the project and implications for the role of the school psychologist are discussed. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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