What we wonder: an iterative exploration of teachers' perceptions of social-emotional learning
Purpose - The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences. Design/methodology/approach - This...
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| Main Authors: | , , |
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| Format: | Book |
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Emerald Publishing,
2023-08-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | Purpose - The paper aims to examine how a professional development school-district (PDS-D) partnership, enacting an improvement science stance, collectively explored social-emotional learning (SEL) during collaboratively designed professional learning experiences. Design/methodology/approach - This qualitative study, guided by an improvement science orientation, enacted an iterative research design. Data sources consisted of anecdotal field notes and artifacts from 12 professional learning sessions. Using a constant comparative method, the authors applied an inductive thematic analysis to identify salient themes across data related to teacher wonderings and identified goals. Findings - The paper illuminates teachers' voices while highlighting information gleaned from participant wonderings, their identified goals and how this information informed the iterative development of future professional learning experiences within a district-university partnership. Research limitations/implications - Due to the chosen research approaches and limited number of participants, the research results may lack generalizability. Originality/value - This paper provides original insight into collaborative development of recursive professional learning experiences within partnership spaces. |
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| Item Description: | 10.1108/SUP-01-2023-0002 2833-2075 1935-7125 |