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BukuAn assessment of the professional development needs of middle school principals around social and emotional learning issues in schools
Bibliografi
Author: Elias, Maurice J. (Advisor); Ross, Margo R. ; Powell, Sharon Rose (Advisor)
Topik: EDUCATION; EDUCATIONAL PSYCHOLOGY|EDUCATION; ADMINISTRATION|PSYCHOLOGY; INDUSTRIAL
Bahasa: (EN )    ISBN: 0-599-61888-4    
Penerbit: RUTGERS THE STATE UNIVERSITY OF NEW JERSEY, G.S.A.P.P.     Tahun Terbit: 2000    
Jenis: Theses - Dissertation
Fulltext: 9958665.pdf (0.0B; 9 download)
Abstract
Social and emotional skills are becoming increasingly important as societal changes produce difficult challenges for youth. Psychologically competent young people are more likely to avoid high-risk activities that can have dangerous consequences for their health and well-being. Middle schools have the potential to reach students with these important life lessons during a critical phase of growth and development, and middle school principals can provide the leadership to enhance these educational experiences. The goal of this project was to better understand the needs of middle school principals in the area of social and emotional learning/emotional intelligence (SEL/EQ) and develop a model of professional development and/or training to address them. A needs assessment was conducted with New Jersey public middle school principals; a survey was developed and mailed to 152 principals. A total of 49 surveys (32.2%) were returned. Ten of the survey respondents also participated in follow-up individual interviews. Results indicated that most principals view SEL/EQ as an important issue for themselves and faculty. They are actively engaged in activities related to social and emotional issues, such as developing positive relationships and encouraging shared visioning and decision-making. They reported being less engaged in activities related to the inclusion of SEL/EQ-type activities into the regular classroom, such as encouraging teachers to address these issues. They also reported less interest in training to address these areas than those described above. This difference may be due to a variety of factors, including a lack of training or expertise and a fear of overburdening classroom teachers with additional responsibilities. Interview results supported these findings. These results were used to design a comprehensive training program for principals regarding SEL/EQ. Suggestions were also made for ways in which educational leaders and school psychologists can support principals in becoming instructional leaders responsible for improving the social and emotional climates of their schools.
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