Twenty-first century schools are increasingly recognizing the need to nurture students’ social and emotional skills (The Collaborative for Academic, Social, and Emotional Learning-CASEL, 2015). There is a developing base of evidence that well-orchestrated, systematically-implemented social and emotional pedagogy can positively affect a wide range of social, emotional, and academic achievement levels (Bar-On, 2006; Bridgeland, Bruce, & Hariharan, 2013; CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et al., 1997; Goleman, 1995; Mayer, Salovey, Caruso, & Sitarenious, 2001; Zins, Bloodworth, Weissberg, & Walberg, 2004). Empirical research studies have also shown that systematic, ongoing pedagogical practices to further these initiatives will enhance students’ academic achievement and personal success (Cohen, 1999; Durlak et al., 2011). Students transferring back into the system after home-based learning were particularly in need of evidence-based social and emotional learning techniques, both while in the home and when they are returning to school. The purpose of this study was to examine the pedagogical practices of teachers of home-based learners. The goal of this study was to share learning outcomes and develop professional practices based upon the findings of this study.
","abstract_html":"<p>Twenty-first century schools are increasingly recognizing the need to nurture students’ social and emotional skills (The Collaborative for Academic, Social, and Emotional Learning-CASEL, 2015). There is a developing base of evidence that well-orchestrated, systematically-implemented social and emotional pedagogy can positively affect a wide range of social, emotional, and academic achievement levels (Bar-On, 2006; Bridgeland, Bruce, & Hariharan, 2013; CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et al., 1997; Goleman, 1995; Mayer, Salovey, Caruso, & Sitarenious, 2001; Zins, Bloodworth, Weissberg, & Walberg, 2004). Empirical research studies have also shown that systematic, ongoing pedagogical practices to further these initiatives will enhance students’ academic achievement and personal success (Cohen, 1999; Durlak et al., 2011). Students transferring back into the system after home-based learning were particularly in need of evidence-based social and emotional learning techniques, both while in the home and when they are returning to school. The purpose of this study was to examine the pedagogical practices of teachers of home-based learners. The goal of this study was to share learning outcomes and develop professional practices based upon the findings of this study.</p>","abstract_has_math":false,"creators":["Wilson, Rezenia"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Ethel King-McKenzie","Dr. Karen Kuhel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-05-29T07:00:00Z","date_published":"2018-05-29T07:00:00Z","updated_at":"2026-07-24T02:43:26Z","subjects":["Co-generative Dialogue","Teacher Efficacy","home-based/Homebound Instruction","Marginalized Learners","Social Emotional Learning (SEL)","Universal Design for Learning","Curriculum and Social Inquiry","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/27","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ethel King-McKenzie","Dr. Karen Kuhel"]},{"key":"dc:creator","label":"Author","values":["Wilson, Rezenia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Co-generative Dialogue","Teacher Efficacy","home-based/Homebound Instruction","Marginalized Learners","Social Emotional Learning (SEL)","Universal Design for Learning","Curriculum and Social Inquiry","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/27"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Twenty-first century schools are increasingly recognizing the need to nurture students’ social and emotional skills (The Collaborative for Academic, Social, and Emotional Learning-CASEL, 2015). There is a developing base of evidence that well-orchestrated, systematically-implemented social and emotional pedagogy can positively affect a wide range of social, emotional, and academic achievement levels (Bar-On, 2006; Bridgeland, Bruce, & Hariharan, 2013; CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et al., 1997; Goleman, 1995; Mayer, Salovey, Caruso, & Sitarenious, 2001; Zins, Bloodworth, Weissberg, & Walberg, 2004). Empirical research studies have also shown that systematic, ongoing pedagogical practices to further these initiatives will enhance students’ academic achievement and personal success (Cohen, 1999; Durlak et al., 2011). Students transferring back into the system after home-based learning were particularly in need of evidence-based social and emotional learning techniques, both while in the home and when they are returning to school. The purpose of this study was to examine the pedagogical practices of teachers of home-based learners. The goal of this study was to share learning outcomes and develop professional practices based upon the findings of this study.
"]},{"key":"dc:title","label":"Title","values":["Pedagogical Examination of Alternative Keys with SEL-Strategies (P. E. A. K. S.): An Examination of Social Emotional Learning Pedagogy"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ethel King-McKenzie","Dr. Karen Kuhel"],"dc:creator":["Wilson, Rezenia"],"dc:date.available":["2021-06-28T07:00:00Z"],"dc:description.abstract":["Twenty-first century schools are increasingly recognizing the need to nurture students’ social and emotional skills (The Collaborative for Academic, Social, and Emotional Learning-CASEL, 2015). There is a developing base of evidence that well-orchestrated, systematically-implemented social and emotional pedagogy can positively affect a wide range of social, emotional, and academic achievement levels (Bar-On, 2006; Bridgeland, Bruce, & Hariharan, 2013; CASEL, 2012; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et al., 1997; Goleman, 1995; Mayer, Salovey, Caruso, & Sitarenious, 2001; Zins, Bloodworth, Weissberg, & Walberg, 2004). Empirical research studies have also shown that systematic, ongoing pedagogical practices to further these initiatives will enhance students’ academic achievement and personal success (Cohen, 1999; Durlak et al., 2011). Students transferring back into the system after home-based learning were particularly in need of evidence-based social and emotional learning techniques, both while in the home and when they are returning to school. The purpose of this study was to examine the pedagogical practices of teachers of home-based learners. The goal of this study was to share learning outcomes and develop professional practices based upon the findings of this study.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/27"],"dc:subject":["Co-generative Dialogue","Teacher Efficacy","home-based/Homebound Instruction","Marginalized Learners","Social Emotional Learning (SEL)","Universal Design for Learning","Curriculum and Social Inquiry","Social and Philosophical Foundations of Education"],"dc:title":["Pedagogical Examination of Alternative Keys with SEL-Strategies (P. E. A. K. S.): An Examination of Social Emotional Learning Pedagogy"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:26Z"}