Middle Level Students' Perceptions of Their Social and Emotional Learning: An Exploratory Study

Autor/inn/en	Strahan, David B.; Poteat, Beth
Titel	Middle Level Students' Perceptions of Their Social and Emotional Learning: An Exploratory Study
Quelle	In: RMLE Online: Research in Middle Level Education, 43 (2020) 5, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2020.1747139
Schlagwörter	Middle School Students; Student Attitudes; Social Development; Emotional Development; Interdisciplinary Approach; Peer Relationship; Teacher Student Relationship; Self Concept; Interpersonal Competence; Student Interests; Self Management; Decision Making; Reflection; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Soziale Entwicklung; Gefühlsbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Interpersonale Kompetenz; Studieninteresse; Selbstmanagement; Decision-making; Entscheidungsfindung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	As teachers and administrators focus increasing attention on the mental health needs of students, researchers are exploring ways that addressing social-emotional needs is essential to academic growth as well as personal wellness. This descriptive investigation explored ways that seventh and eighth grade students perceived their social-emotional development in a school context in which teachers integrated social and emotional learning (SEL) with academics. An English Language Arts (ELA) teacher and a team of university researchers observed students during lessons, gathered work samples, and interviewed students across a school year. Intensive case studies with ten students provided descriptions of the types of connections students made with their learning experiences and ways these connections varied. Participants made visible connections with teachers on a personal level. They connected with peers spontaneously and reflected on peer relationships to varying levels. Reflecting on these social connections helped develop self-awareness, social awareness, and relationship skills. Reflections also enabled participants to connect interests, engagement, and accomplishment to varying extents, enhancing capacities for self-management and responsible decision-making. Results suggest that emphasizing the process of reflection in reading, writing, math, science, social studies, and electives may be a powerful way to enhance social and emotional learning in the flow of classroom events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01