Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

AbstractCharter schools often have more autonomy (i.e., freedom to innovate) and are typically more student centered than their traditional school counterparts. To address less privileged, underserved student academic deficits, some charter schools have infused curriculum with academic and social-emotional learning (SEL) strategies. The purpose of this study was to understand the perceptions of principals and teachers regarding the infusion and outcomes of SEL initiatives with academic curriculum at their charter middle schools. The exploration of educators’ perceptions of low-income, underserved students’ academic and social-emotional advancement and the efficacy of infusion of SEL into the academic curriculum in their Northern California, Southern California, and Arizona charter school settings was the focal point of this basic qualitative study. Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory comprised the conceptual framework. Data were collected in interviews with two school principals and five teachers from four low-income, charter middle schools and from one teacher who taught in an upper income, charter middle school. An open coding strategy was used to delineate themes that related to the two research questions. Findings included the perceived need for SEL infusion to be in alignment with the schools’ social and academic agenda as well as with the schools’ culture and values. To advance positive social change, the results suggest current education paradigms should integrate SEL practices that evoke a growth mindset and a tacit schoolwide sense of partnership that is commensurate with the challenges of a changing student demographic and an evolving social-political education landscape.

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