Social Emotional Learning and Classroom Meetings

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorMcGary, Annette
dc.date.accessioned2020-09-24T18:31:35Z
dc.date.available2020-09-24T18:31:35Z
dc.date.issued2020-07-07
dc.description.abstractThis researcher studied the effect weekly classroom meetings had on classroom climate. The participants included nineteen second-grade students in a Seattle public school over a one-month period. Students led and participated in a weekly meeting regarding social and emotional behaviors amongst peers. The goal of the meetings was to increase student responsibility for their actions thereby creating a more positive classroom climate. Assessments included exit tickets, journals, observations, and questionnaires.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/927
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectsocial emotional learning
dc.subjectclassroom meetings
dc.titleSocial Emotional Learning and Classroom Meetings
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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