2024 Doctoral Capstone Projects

With an ever-increasing mental health concerns and social-emotional needs of adolescents, it is more important than ever for schools to go beyond academics, and therefore, it is imperative to provide a universal social-emotional curriculum for students. Despite limited resources and the logistical challenges of scheduling additional content during the academic day, school districts must prioritize social-emotional learning in the same manner as core content as ELA and mathematics. Using a mixed-methods approach, this research study honed in on middle school teachers’ perception of SEL and its impact on student behavior. Qualitative data was collected from self-reflection pre- and post-surveys so that the researcher could better comprehend the depth of teacher’s understanding of SEL and its purpose. Quantitative data was gathered from the surveys to show to identify how effective staff felt an SEL curriculum is for students and to what degree they would be willing to implement an SEL curriculum during the instructional day. Additionally, student behavioral data, in the form of state reportable offenses, was collected before and after the implementation of the School-Connect SEL curriculum and then analyzed and compared to see if there was a causal relationship. Although there was no clear correlation between the SEL curriculum and a decrease in student behavior, there was, however, a positive change in teacher perception of SEL. At the inception of the SEL, general optimism existed as staff expressed a willingness to facilitate SEL lessons and saw value in the curriculum. The post-survey results saw that optimism evolve into enthusiasm to continue with the School-Connect SEL platform, as staff perceived SEL to be effective and were far more willing to facilitate the social-emotional learning lessons with their students. However, the research did not come without limitations, and therefore, further studies are recommended to better understand the impact of SEL on student behavior, and ultimately, student achievement.

The purpose of this action research study was to analyze the effect that the School-Wide Positive Behavior Plan had on the number of discipline referrals that were submitted to
the principal’s office and the effect that the plan had on the overall school climate at Hasson Height Elementary School. The study utilized a mixed-methods approach, using
surveys, interviews, as well as numerical data gathered from the school’s student information system. The survey used Likert-scale questions about the student’s perceptions about their school, teachers, other students, and themselves. The interviews consisted of open-ended questions developed by the researcher to gain the staff’s perception on the program, the staff’s interpretation of the students’ perceptions and the staffs’ perception on how the community feels about the program. The quantitative data was collected from the student information system on the number of discipline referrals that were submitted involving students’ interaction with other students, students’ interactions with staff members, and discipline on transportation. The data was analyzed together to determine the effectiveness of the program and its impact on the school climate. The research suggested that the program had a minimal impact on the discipline referrals. The staff has indicated that the school climate is positive and the School-Wide Positive Behavior was a large component of that.