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- Creators: Arizona State University
- Creators: Carlson, David L.
- Creators: LePore, Paul
Description
The purpose of this action research study was to examine the effects the Six Seconds model on the emotional intelligence development of teacher candidates in a teacher education program described above. How would this focus impact a teacher candidate's ability navigate the emotional aspects of teaching, exercise optimism, and make daily choices based on a greater sense of purpose? A mixed-methods (QUAL-quant ) was employed to investigate this question and to gain a greater understanding of emotional intelligence in the teaching profession. The Six Seconds model of emotional intelligence was used as a foundation for the intervention and data collection. Data were collected through an emotional intelligence assessment, a teaching satisfaction survey, semi-structured interviews, observations, field notes, training transcripts, training artifacts, and a participant journal. The results from the study indicated that the Six Seconds model has the potential to positively impact emotional intelligence development in teacher candidates. Moreover, the study resulted in broader assertions about emotional intelligence development among future teachers. Emotional intelligence starts with a commitment to change. Second, teacher candidates must have the opportunity to continuously apply new learning in an environment conducive to EQ development. Finally, the pursuit of a noble goal is critical to the application of all other emotional intelligence competencies.
ContributorsRojas, Michelle (Author) / Carlson, David L. (Thesis advisor) / Heck, Thomas (Committee member) / Stafford, Catherine (Committee member) / Arizona State University (Publisher)
Created2012
Description
Peer pressure is a very broad topic. Researching peer pressure and friendships allows me to back up my creative project, a children’s picture book, with reliable information. This topic is important because it affects everyone, no matter the age or situation. The book can be used as a tool for teachers and parents to start a conversation about peer pressure. It presents the topic in a light-hearted manner, where different characters have unique experiences that affects how they treat others. Pier Pressure is a social emotional literacy picture book meant for young children. I researched the importance of social emotional learning and how it can de depicted through children’s books. I explain the methods I used to create this book and share the research about friendships that guided my writing.
ContributorsMachen, Maryjane (Author) / Pfister, Mark (Thesis director) / LePore, Paul (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The pandemic has not only increased economic inequities within variouscommunities, but it has also exacerbated the social, emotional, and math achievement
inequities of middle school students, creating an environment that increases the potential
for heightened anxiety and peer conflict. Now, more than ever, it is imperative that
educators not only understand the existence and impact of these social and emotional
inequities but have the knowledge and skills to effectively address them. Within this
study, I facilitated a 10-week online community of practice with three middle school
math teachers, entitled The More than Math Collective (MTMC), with the purpose of
improving participant self-efficacy with SEL, developing their professional capital,
discussing various strategies to address the social and emotional skill needs of students in
their classrooms, and providing time for implementation of the discussed strategies. At
the conclusion of the study, most participants reported an increase in self-efficacy, human
capital, and decisional capital while only one out of three participants reported an
increase in social capital. All participants described a positive impact on their students
and their professional growth due to their participation in the MTMC and the various
strategies that were learned and implemented in their classrooms. Given the small sample
size, more research can be done to determine if the results of this study may be
transferable to other educational settings.
ContributorsNorcini, Erica (Author) / Dorn, Sherman (Thesis advisor) / Firetto, Carla (Committee member) / Grant, Cara (Committee member) / Arizona State University (Publisher)
Created2023
Description
This action research study explored the effects of implementing a professional learning community (PLC) as part of an eighth-grade advisory program on teacher confidence and attitudes toward social emotional learning (SEL) and perceptions of school climate. The two-semester long study was implemented in a K-12 private independent school. Using a mixed-methods research design, this study answered the following three research questions: 1) How does participation in a PLC to develop teacher social emotional competence (SEC) and curriculum for an eighth-grade advisory program focused on SEL affect teachers’ confidence in advisory and SEL? 2) How does participation in the PLC affect teachers’ attitude toward advisory and SEL? 3) What affordances and constraints are experienced by teachers participating in the PLC during remote learning? Likert scale surveys were administered at the start and conclusion of the intervention. The surveys measured teachers’ confidence in and attitude toward advisory, how well advisory supported remote learning, and perceptions of administrative support for the program. Semi-structured interviews were conducted at the midpoint and conclusion of the intervention. The interviews assessed perceptions of the advisory curriculum, teachers’ confidence and attitudes toward advisory, and affordances and constraints of the PLC. Study findings indicated three key results. Participation in the PLC (a) promoted teacher competence and commitment toward SEL, (b) increased SEL professionalism, and (c) increased camaraderie among advisory teachers as they evaluated the affordances and constraints of remotely teaching SEL. PLC participants demonstrated a more nuanced assessment of advisory curriculum and how to implement SEL content, and an increased commitment to continued professional growth. The PLC also fostered teachers’ sense of connection with colleagues. This study contributed to existing research on professional development for SEL and its effects on teacher efficacy and school climate, including satisfaction as an SEL teacher. In relation to practice, suggestions for middle school SEL interventions include the incorporation of collective learning for teachers as well as distributed leadership to promote teacher efficacy and commitment to SEL. Future research should focus on measuring the effects of teachers’ collective learning and distributed leadership on school climate outcomes for students.
ContributorsStrong, Melissa Marie (Author) / Kurz, Terri L. (Thesis advisor) / Buss, Ray (Committee member) / Herkstroeter, Kristin (Committee member) / Arizona State University (Publisher)
Created2021
Description
Years of teaching experience have long been taken as an important indicator of teacher and school quality in primary and secondary schools. However, research on the effects of teacher years of experience on student outcomes has shown mixed results. To investigate the source of variation causing these mixed results, this study examined a broad range of student and classroom compositions that might affect the relationship between teacher years of experience and student outcomes, including standardized test scores in English Language Arts and Mathematics, Social-Emotional Test scores, and the count and severity of student disciplinary incidents. Using multilevel regression, this study analyzed longitudinal data obtained from the largest school district in the state of Arizona, Mesa Unified School District, which is classified as a mid-high poverty district. Despite the large sample size, a very weak and non-significant relationship was found for teacher years of experience on any student outcome. In contrast, student and family demographic backgrounds were significantly related to student outcomes. English and Math scores were significantly associated with student giftedness, home languages, and English learning status. Social-emotional test scores were significantly related to race/ethnicity, home languages, and special education status. Both discipline counts and severity were statistically associated with race/ethnicity, and gender, while special education status was significantly related only to discipline severity. In addition, classroom composition variables based on student and family demographics, and students’ prior year scores on the outcome were significantly related to student outcomes. These results suggest that student characteristics, contextual classroom composition variables arising from student backgrounds are more important in predicting student outcomes than teacher years of experience, at least in a mid-high poverty school district. Therefore, student placements might be a key to addressing educational inequity for high-need students in mid-high poverty schools, consistent with prior studies in high-poverty schools.
ContributorsJin, Jeongim (Author) / Borman, Geoffrey (Thesis advisor) / West, Stephen (Committee member) / O'Reilly, Joseph (Committee member) / Zheng, Yi (Committee member) / Arizona State University (Publisher)
Created2024
Description
This mixed-methods action research study aimed to improve school climate through the creation of a student advisory program that addresses the need to build strong relationships between middle school students and teachers. The program also intended to help students build a variety of skills that would help them meet challenges at school and in life. The implementation of this program took place in an international school in China over a period of 3 school years (2021/2022 to the mid-point of the 2023/2024 school year). With the conclusion of each school year, changes were made based on three rounds of quantitative and qualitative data in the form of questionnaires given to students and advisors. Small group discussions with students and the use of reflective logs written by advisors were also used. An analysis of the data indicated that the student population felt an increasingly overall positive experience in the advisory program through the 3 years. They experienced increased positive relationships with classmates and advisors and were more comfortable advocating for themselves than before. Meanwhile, actions taken to increase the collective efficacy of the group of teachers serving as advisors, including (a) the increase of resources and materials, (b) more frequent communication, and (c) the elevation of particular advisors to the role of lead advisor, lead to an improvement in overall experience. Advisors felt increasingly positive about their understanding, buy-in, and ownership of the advisory program. Overall, teachers felt the work they did in advisory was helpful to students. Lastly, in additional surveys taken by parents and students, perceptions of the school experience improved during this 3-year period. Implications for future practice and recommendations are discussed.
ContributorsWilkerson, Mark Lee (Author) / Garcia, David (Thesis advisor) / Frias, Elizabeth (Committee member) / Ayers, Aaron (Committee member) / Arizona State University (Publisher)
Created2024