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Implementation of a Social-Emotional Learning Program in International Schools in Morocco: An Exploratory Study Into Its Effects, Cost, and Perceptions by Students and Teachers
Implementation of a Social-Emotional Learning Program in International Schools in Morocco: An Exploratory Study Into Its Effects, Cost, and Perceptions by Students and Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211150938
- ISBN
- 9798382830186
- DDC
- 379.1
- 서명/저자
- Implementation of a Social-Emotional Learning Program in International Schools in Morocco: An Exploratory Study Into Its Effects, Cost, and Perceptions by Students and Teachers
- 발행사항
- [Sl] : University of Pennsylvania, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 142 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: McDermott, Paul A.
- 학위논문주기
- Thesis (Ph.D.)--University of Pennsylvania, 2024.
- 초록/해제
- 요약The effectiveness of SEL programs in promoting students' social-emotional competencies is well documented in North American and European countries; however, evidence is more limited for other cultural and educational contexts. This dissertation examines the perceptions and experiences of teachers and students, cost of implementation, and effectiveness of the SEL program Fly Five in promoting children's social-emotional competencies in international schools in Morocco. The program consists of a comprehensive K-8 curriculum designed to explicitly teach five core SEL competencies - cooperation, assertiveness, responsibility, empathy, and self-control. Data collection took place during the 2022/23 school year in three international schools in Morocco, with 40 teachers in grades K-8 and approximately 450 students participating. The study used a pretest-posttest design with two schools receiving the program (treatment condition) and one school serving as the control (business-as-usual condition). Base- and endline data on children's SEL competencies and behavioral adjustment reported by students and teachers were collected in the fall and spring. Multi-level analyses revealed improvements in students' SEL competencies relative to students in the control group (ES = 0.40), which were driven by positive intervention effects on students' cooperation and empathy skills at one of the treatment sites. Interviews and focus groups indicated that student and teacher buy-in was high, especially in classrooms that used the program more consistently. While students liked that SEL classes were student-centered, teachers appreciated that the program was easy to use and encouraged students to get to know each other. Finally, the cost analysis revealed heterogeneity in program implementation and explored how costs varied by class size, number of teachers receiving training, and instructional time. This dissertation represents the first time Fly Five is being implemented and evaluated outside of the United States; thus, the study provided important, new insights into the successful implementation of the program abroad and guidance for future large-scale evaluations.
- 일반주제명
- Educational evaluation
- 일반주제명
- Educational psychology
- 일반주제명
- Teacher education
- 키워드
- Cost analysis
- 기타저자
- University of Pennsylvania Education
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211150938
■006m o d
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■020 ▼a9798382830186
■035 ▼a(MiAaPQ)AAI30991513
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379.1
■1001 ▼aGerstner, Clara-Christina E.
■24510▼aImplementation of a Social-Emotional Learning Program in International Schools in Morocco: An Exploratory Study Into Its Effects, Cost, and Perceptions by Students and Teachers
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a142 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: McDermott, Paul A.
■5021 ▼aThesis (Ph.D.)--University of Pennsylvania, 2024.
■520 ▼aThe effectiveness of SEL programs in promoting students' social-emotional competencies is well documented in North American and European countries; however, evidence is more limited for other cultural and educational contexts. This dissertation examines the perceptions and experiences of teachers and students, cost of implementation, and effectiveness of the SEL program Fly Five in promoting children's social-emotional competencies in international schools in Morocco. The program consists of a comprehensive K-8 curriculum designed to explicitly teach five core SEL competencies - cooperation, assertiveness, responsibility, empathy, and self-control. Data collection took place during the 2022/23 school year in three international schools in Morocco, with 40 teachers in grades K-8 and approximately 450 students participating. The study used a pretest-posttest design with two schools receiving the program (treatment condition) and one school serving as the control (business-as-usual condition). Base- and endline data on children's SEL competencies and behavioral adjustment reported by students and teachers were collected in the fall and spring. Multi-level analyses revealed improvements in students' SEL competencies relative to students in the control group (ES = 0.40), which were driven by positive intervention effects on students' cooperation and empathy skills at one of the treatment sites. Interviews and focus groups indicated that student and teacher buy-in was high, especially in classrooms that used the program more consistently. While students liked that SEL classes were student-centered, teachers appreciated that the program was easy to use and encouraged students to get to know each other. Finally, the cost analysis revealed heterogeneity in program implementation and explored how costs varied by class size, number of teachers receiving training, and instructional time. This dissertation represents the first time Fly Five is being implemented and evaluated outside of the United States; thus, the study provided important, new insights into the successful implementation of the program abroad and guidance for future large-scale evaluations.
■590 ▼aSchool code: 0175.
■650 4▼aEducational evaluation
■650 4▼aEducational psychology
■650 4▼aTeacher education
■653 ▼aCost analysis
■653 ▼aImplementation research
■653 ▼aInternational schools
■653 ▼aProgram evaluation
■653 ▼aSocial-emotional learning
■690 ▼a0443
■690 ▼a0530
■690 ▼a0525
■71020▼aUniversity of Pennsylvania▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0175
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160229▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
