{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/18037"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/18037","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Social-Emotional Learning in Middle Schools: a Descriptive Case Study of Program Implementation","abstract":"This research examined the implementation of a specific social-emotional skills monitoring system (Sown to Grow) in a public middle school in suburban Massachusetts in the school years 2022-25, compared to a district-designed School Connectedness Survey. The study looked at the longitudinal effects of social-emotional monitoring in relation to the year over year improvement of students' perception and reporting of social-emotional status; what trends were found looking at weekly monitoring of social-emotional status as compared to an annual survey of student well-being; and whether Sown to Grow, as a universal Tier 1 strategy for social-emotional awareness, measured real improvement in social-emotional outcomes. This study analyzed the quantitative data from Sown to Grow participation, and the School Connectedness survey, and whether social-emotional outcomes at the school level improved year over year. Findings from this study indicated that student self-reported social-emotional functioning demonstrated modest improvement and overall stability across multiple years and measurement tools. Descriptive trends suggested practical improvement over time, as well as a consistent, ongoing view into student well-being, supporting the validity of Sown to Grow as a universal Tier 1 monitoring instrument. Future research could center around student learning and skills outcomes, individual measurement of student well-being and sense of belonging over time, sustainability of the program, and how teacher mindset affects how the program is followed and perceptions of usefulness and value.","abstract_html":"This research examined the implementation of a specific social-emotional skills monitoring system (Sown to Grow) in a public middle school in suburban Massachusetts in the school years 2022-25, compared to a district-designed School Connectedness Survey. The study looked at the longitudinal effects of social-emotional monitoring in relation to the year over year improvement of students' perception and reporting of social-emotional status; what trends were found looking at weekly monitoring of social-emotional status as compared to an annual survey of student well-being; and whether Sown to Grow, as a universal Tier 1 strategy for social-emotional awareness, measured real improvement in social-emotional outcomes. This study analyzed the quantitative data from Sown to Grow participation, and the School Connectedness survey, and whether social-emotional outcomes at the school level improved year over year. Findings from this study indicated that student self-reported social-emotional functioning demonstrated modest improvement and overall stability across multiple years and measurement tools. Descriptive trends suggested practical improvement over time, as well as a consistent, ongoing view into student well-being, supporting the validity of Sown to Grow as a universal Tier 1 monitoring instrument. Future research could center around student learning and skills outcomes, individual measurement of student well-being and sense of belonging over time, sustainability of the program, and how teacher mindset affects how the program is followed and perceptions of usefulness and value.","abstract_has_math":false,"creators":["Rau Rogers, Courtney"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Filderman, Marissa J","Jolivette, Kristine","Lee, Joonhoo"],"advisors":["Barnard-Brak, Lucy"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026","date_published":"2026","updated_at":"2026-07-27T18:44:25Z","subjects":["middle school","MTSS","progress monitoring","social-emotional learning","Tier 1 instruction"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1232968"],"render_values":[{"text":"1232968","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/18037","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Filderman, Marissa J","Jolivette, Kristine","Lee, Joonhoo"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Barnard-Brak, Lucy"]},{"key":"dc:creator","label":"Author","values":["Rau Rogers, Courtney"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-07-09T13:54:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-07-09T13:54:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2026"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["middle school","MTSS","progress monitoring","social-emotional learning","Tier 1 instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1232968"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/18037"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["This research examined the implementation of a specific social-emotional skills monitoring system (Sown to Grow) in a public middle school in suburban Massachusetts in the school years 2022-25, compared to a district-designed School Connectedness Survey. 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Descriptive trends suggested practical improvement over time, as well as a consistent, ongoing view into student well-being, supporting the validity of Sown to Grow as a universal Tier 1 monitoring instrument. 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