Date of Award
6-27-2023
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
Mary McCullough
Second Advisor
Lauren Casella
Third Advisor
Victoria Graf
Abstract
The goal of this mixed methods study was to examine educator and student perceptions of the implementation of social-emotional learning (SEL) and the RULER (i.e., recognizing, understanding, labeling, expressing, and regulating) approach in a Catholic school. The study investigated the perceptions of teachers, staff, and students about the implementation of SEL and RULER across elementary and middle school grade levels. The RULER approach is a K–12 SEL initiative designed to build the emotional intelligence and social-emotional competencies of all members of a school community. Data were gathered over a 4-month period through interviews with teachers and students, an educator survey, document analysis, and classroom and campus walkthroughs. The study produced findings around SEL and RULER implementation. The findings suggested SEL and RULER was valued by educators but there are challenges to implementation that may be obviated if the implementation team has a thorough understanding of the process of implementation of an initiative. Recommendations are provided to public and Catholic elementary and middle school leaders and SEL and RULER developers.
Recommended Citation
Balfe, Dorothy, "Student and Educator Perceptions of the Implementation of a Social-Emotional Learning Approach: A Mixed Methods Study of a Catholic School" (2023). LMU/LLS Theses and Dissertations. 1252.
https://digitalcommons.lmu.edu/etd/1252
