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The purpose of this study was to examine Kansas (KS) elementary teachers’phenomenological experiences with teaching the content in the Kansas Social Emotionaland Character Development Model Standards. The study is comprised of twocomponents including the collection of observational data to examine if KS elementaryteachers are teaching the content in the KS SECD Model standards and the collection offocus group data to allow KS elementary teachers to describe their phenomenologicalexperiences with teaching the content in the KS SECD Model Standards.The observational data were collected by the researcher as part of her job as anelementary school counselor to determine if and how frequently KS elementary teacherswere teaching the content in the KS SECD Model Standards based on pre-serviceprofessional development training, and an attempt to collect locally measured data asoutlined in the Kansas Can initiative. The focus group data were collected fromvoluntary participants that are Kansas elementary teachers. Compiled data were enteredinto an Excel spreadsheet and analyzed by the researcher. Observational data and focusgroup data were intended to be tangential in nature. The researcher investigatedcommonalities between the focus group data and the observational data.Results from the observational and the focus group data indicate that KSelementary teachers’ phenomenological experiences with teaching the content in the KSSECD Model standards have been positive in improving their classroom environment andincreasing the capacity of elementary teachers to manage their classrooms. There is alsoevidence reported by teachers that students value the benefit of learning the content of theSECD Model Standards. KS elementary teachers perceive that time, support from administrators, quality professional development, and assessment measurement tools forSECD are necessary for them to adequately deliver the content contained in the KSSECD Model Standards. |
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