First Advisor
Vogel, Linda R.
Document Type
Dissertation
Date Created
5-2020
Department
College of Education and Behavioral Sciences, Leadership Policy and Development: Higher Education and P-12 Education, LPD Student Work
Abstract
The purpose of this study was to identify the circumstances of rural Colorado schools that impact SEL implementation. The research also sought to determine the relationship between impetus for implementation and levels of achieved implementation as well as the relationship between implementation challenges and achieved levels of implementation. A survey of 113 school leaders provided data about these relationships. The findings supported current literature about the difficulties of implementing SEL and about rural school challenges in general. The results indicate that leaders who observed best practices in SEL at the building-wide and classroom level also rated themselves as having higher levels of implementation. Reasons for SEL implementation that rated the highest were those closest to the interests of students while outside influences rated lower. Schools with higher levels of implementation in general rated challenges low. This study has affirmed the need to further research to define the impact of challenges and impetus in rural settings, particularly for schools currently choosing not to implement SEL at the time of the survey.
Extent
213 pages
Local Identifiers
Phillips_unco_0161D_10853.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Phillips, Jimmie Robert Charles, "Implementing Social and Emotional Learning in Rural Colorado Schools: A Quantitative Study of the Impact of Impetuses and Challenges" (2020). Dissertations. 692.
https://digscholarship.unco.edu/dissertations/692