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Tellagami is a mobile app that lets you create and share a quick animated Gami video.

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The purpose of this research is to analyze how social-emotional learning lesson implementation fidelity impacts the effectiveness of the program within an urban public school setting. The results of this research could be used to make recommendations to schools to provide appropriate time and scheduling to ensure all students receive direct social-emotional learning instruction. If all students increase their understanding of social-emotional behaviors it will expand the amount of options for the students after high school.

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Children in K-2 emotional support classes in urban public schools historically exhibit inappropriate behaviors and receive the most discipline referrals in their grade span. If these children are provided with a social-emotional curriculum and it is implemented with fidelity they have higher chances of assimilating into society successfully. If students do not develop these skills at a young age it can lead to unemployment, unhealthy relationships, addiction, and drop outs as they get older. Educators must begin to teach the whole child in order to prepare him/her for life after high school. In order to be successful, students must not only be able to navigate the world with their intellect but also with their character.

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Children in low-income urban neighborhoods may be experiencing abuse, homelessness, addiction, bullying and hunger on a daily basis. When children in low-income urban neighborhoods basic needs aren’t being met it is hard for them to focus on academics and the importance of an education can become trivial. In schools today there is a significant amount of time allotted for academics but little to no time is provided for implementation of a structured social-emotional learning curriculum to all students. In order for children in these neighborhoods to be truly successful they require the time to be taken to be taught social-emotional skills explicitly and with fidelity.  Therefore, as educators we need to meet children where they are and guide them to where they need to be.

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Social-Emotional Learning: What It Is and Why It Matters

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Social-Emotional Learning: What It Is and Why It Matters

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Social-Emotional Learning: What Is SEL and Why SEL Matters

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Taking a Second Look at Social-Emotional Learning Implementation 

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Taking a Second Look at Social-Emotional Learning Implementation 

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Jaclyn Fossett

EDUC 815 – Writing for Research, Publication & Funding in Education

August 21st, 2017

Jaclyn Fossett earned her B.S.Ed. from LaSalle University in Early Childhood and Elementary Education as well as Special Education. While teaching in the School District of Philadelphia for nine years as an Emotional Support Teacher and Special Education Liaison she earned her M.Ed. at Cabrini College with a Reading Specialist concentration. Ms. Fossett currently serves the School District of Philadelphia as a Special Education Case Manager and Interim Special Education Director. Ms. Fossett is currently working on her Ed.D in Educational Leadership and Management from Drexel University.

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Unfortunately, not all children in urban low income neighborhoods are provided with positive social-emotional interactions and experiences at an early age. Due to this deficit there is the potential for these students to exhibit inappropriate behaviors in school and in the community.

Often students, who identify as children with emotional disabilities, have difficulties maintaining relationships, receive multiple discipline referrals and decline in academic endeavors. Many

current studies indicate that social-emotional learning lessons positively impact both student behavior and academic growth. This research focuses on the importance of early social-

emotional intervention and implementation fidelity in public schools in urban low income neighborhoods. Additionally, this research will analyze the effectiveness of social-emotional lesson implementation in a K-2 emotional support class in an inner city public school using both qualitative and quantitative data.

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Please click the link below to hear a brief overview of my literature concept map. 

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Please click the link below to hear a brief overview of my literature concept map. 

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1.)   What are the benefits of integrating social-emotional learning into a school wide implementation plan at an urban school?

2.)   Do K-2 students in who participate in social emotional learning develop skills to help them succeed outside of school?
3.) What are the most effective social-emotional learning methods?

3.)   Does implementation of a social-emotional learning curriculum effect the amount of students referred for special education evaluations for behavior?

4.)   How does implementation fidelity impact social-emotional learning effectiveness?

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Effective- successful in producing increased social emotional skills (awareness, responsible decision making, relationship skills, social awareness, self-management)
Successful- demonstrates skills needed for post-secondary education or employment and independent living
Fidelity- curriculum taught based on the program's prescription
Social-emotional learning-  the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. (http://www.casel.org/what-is-sel/)

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I’ve noticed that a large majority of the data collected when measuring the effectiveness of social emotional curriculums is qualitative. I often see that the data is from self-rating scales and without supportive quantitative data it is hard to determine if all results are valid. When data is solely self-reported it is imperative that individuals consider that others may have different perceptions, may not understand the questions, they may not take the time to answer thoroughly or respond at all. I’m interested in types of quantitative data that can be collected and determine if there is an effective tool to measure results both qualitatively and quantitatively.

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Next Steps/Further Direction of the Research

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Next Steps/Further Direction of the Research