Date of Award
8-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Lynda Leavitt
Second Advisor
Kristen Levin
Third Advisor
Jeffrey Deckelbaum
Abstract
Social emotional learning (SEL) had largely been absent from early elementary curriculum, despite research which indicated the need for specialized SEL curricula for unique groups, especially students identified as gifted and talented, exceptional students living in geographically isolated areas, and unidentified gifted students from historically disadvantaged minority groups, including African American, Latinx, and Native American. The researcher proposed an SEL pilot in early elementary grades, including pre-kindergarten and kindergarten, may create a scaffolded approach to SEL curricula throughout the students’ educational experiences with a focus on scaffolding to specific subgroups, such as gifted and talented students with unique SEL needs. The proposed intervention aligned with the Lindenwood University Leadership, Ed.D. conceptual framework leading to organizational change in the domains of developing and transforming educational processes, practices, and organization through (1) human centric in that the research seeks to design creative solutions for the future; (2) sought organizational change insofar as scaffolding an SEL program to promote and evaluates educational policy and systems focused on continual improvement; and (3) deconstructed bias and misconceptions of groups, including gifted and gifted minority students, to create change and address inequities in education in the areas of Ethics, Equity and Social Justice.
Recommended Citation
Woodall, Emily, "A Design Thinking Mixed Method Study on Social-Emotional Learning Lessons for Early Elementary Learners" (2024). Dissertations. 783.
https://digitalcommons.lindenwood.edu/dissertations/783