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Teachers’ perspectives and practices on social and emotional learning: multiple case study approach

Djambazova-Popordanoska, Snezhana 2016, Teachers’ perspectives and practices on social and emotional learning: multiple case study approach, Ph.D. thesis, School of Humanities and Social Sciences, Deakin University.

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Title Teachers’ perspectives and practices on social and emotional learning: multiple case study approach
Author Djambazova-Popordanoska, Snezhana
Institution Deakin University
School School of Humanities and Social Sciences
Faculty Faculty of Arts and Education
Degree type Research doctorate
Degree name Ph.D.
Thesis advisor Clarke, Matthew
Date submitted 2016-02
Keyword(s) primary education
social skills
emotions in children
Summary  This thesis has explored how Preparatory teachers in two Victorian primary schools understand and implement social and emotional learning in their classrooms. The findings of this research indicated that the participating teachers paid more attention to children's social skills rather than to their emotional skills. Another important finding was that social and emotional learning has a very limited place within the policies and the curricula of the participating schools.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930101 Learner and Learning Achievement
Description of original viii, 297 pages : illustrations, tables (some coloured)
Copyright notice ©The Author. All Rights Reserved
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085447

Document type: Thesis
Collections: Higher degree theses (full text)
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Created: Tue, 16 Aug 2016, 14:21:42 EST by Prue Plummer

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.