Date of Award
Spring 4-15-2022
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Kristen Carlson
Keywords
SEL, implementing universal social emotional instruction, rural school, teacher voice in curriculum choice
Abstract
Universal social-emotional learning is shown by research to have positive impacts on academic, social and economic outcomes for students. High quality implementation of universal social and emotional learning is a key factor for seeing these gains. When a universal social emotional curriculum is introduced, several factors need to be addressed at initial implementation for future curriculum to be delivered with fidelity. This paper describes the factors of initial implementation shown by the literature to ensure the highest quality of further curriculum delivery, including establishing a need, listening to teacher voices, addressing concerns, ensuring a good fit with the current school culture, adequate training, and peer and administrative support. Furthermore, this paper describes the outcomes of whether teacher readiness to implement a new universal social emotional curriculum with fidelity improves when such factors are accounted for. If pre-implementation quality is high, literature suggests curriculum implementation is likewise improved.
Recommended Citation
Ronchetti, Kristie, "Teacher Readiness to Implement Universal Social Emotional Instruction in a Rural 7-12 Grade School" (2022). Dissertations, Theses, and Projects. 654.
https://red.mnstate.edu/thesis/654