This dissertation investigates the relationship between Social-Emotional Learning (SEL) and academic achievement within the context of a Pre-K classroom. With a growing emphasis on holistic development in early childhood education, understanding the relationship between socio-emotional skills and academic performance becomes paramount. The study employs a qualitative case study approach, focusing on a single Pre-K classroom to delve deeply into the dynamics of SEL implementation and its effects on academic outcomes. Data collection methods include observations, interviews, and document analysis. Through an in-depth examination of the teacher’s and students’ experiences, this research aims to uncover the many ways in which SEL practices influence various facets of academic achievement. Findings from this study not only contribute to the existing body of research on SEL but also offer practical insights for educators and policymakers seeking to enhance the educational experience of young learners.
","abstract_html":"<p>This dissertation investigates the relationship between Social-Emotional Learning (SEL) and academic achievement within the context of a Pre-K classroom. With a growing emphasis on holistic development in early childhood education, understanding the relationship between socio-emotional skills and academic performance becomes paramount. The study employs a qualitative case study approach, focusing on a single Pre-K classroom to delve deeply into the dynamics of SEL implementation and its effects on academic outcomes. Data collection methods include observations, interviews, and document analysis. Through an in-depth examination of the teacher’s and students’ experiences, this research aims to uncover the many ways in which SEL practices influence various facets of academic achievement. Findings from this study not only contribute to the existing body of research on SEL but also offer practical insights for educators and policymakers seeking to enhance the educational experience of young learners.</p>","abstract_has_math":false,"creators":["Tate, Lee"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Dr. Ayn Keneman","Dr. Todd Price","Dr. Gloria McDaniel-Hall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-01T08:00:00Z","date_published":"2024-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:38Z","subjects":["Social-Emotional Learning","Early Childhood Education","Academic Achievement","Teacher-Child Interaction","Learning","Environments"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/922","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Ayn Keneman","Dr. Todd Price","Dr. Gloria McDaniel-Hall"]},{"key":"dc:creator","label":"Author","values":["Tate, Lee"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2028-08-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social-Emotional Learning","Early Childhood Education","Academic Achievement","Teacher-Child Interaction","Learning","Environments"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/922"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation investigates the relationship between Social-Emotional Learning (SEL) and academic achievement within the context of a Pre-K classroom. With a growing emphasis on holistic development in early childhood education, understanding the relationship between socio-emotional skills and academic performance becomes paramount. The study employs a qualitative case study approach, focusing on a single Pre-K classroom to delve deeply into the dynamics of SEL implementation and its effects on academic outcomes. Data collection methods include observations, interviews, and document analysis. Through an in-depth examination of the teacher’s and students’ experiences, this research aims to uncover the many ways in which SEL practices influence various facets of academic achievement. Findings from this study not only contribute to the existing body of research on SEL but also offer practical insights for educators and policymakers seeking to enhance the educational experience of young learners.
"]},{"key":"dc:title","label":"Title","values":["A Case Study of the Impact of Social-Emotional Learning (SEL) on Academic Achievement in One Pre-K Classroom"]}]}],"canonical_facts":{"dc:contributor":["Dr. Ayn Keneman","Dr. Todd Price","Dr. Gloria McDaniel-Hall"],"dc:creator":["Tate, Lee"],"dc:date.available":["2028-08-11T07:00:00Z"],"dc:description.abstract":["This dissertation investigates the relationship between Social-Emotional Learning (SEL) and academic achievement within the context of a Pre-K classroom. With a growing emphasis on holistic development in early childhood education, understanding the relationship between socio-emotional skills and academic performance becomes paramount. The study employs a qualitative case study approach, focusing on a single Pre-K classroom to delve deeply into the dynamics of SEL implementation and its effects on academic outcomes. Data collection methods include observations, interviews, and document analysis. Through an in-depth examination of the teacher’s and students’ experiences, this research aims to uncover the many ways in which SEL practices influence various facets of academic achievement. Findings from this study not only contribute to the existing body of research on SEL but also offer practical insights for educators and policymakers seeking to enhance the educational experience of young learners.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/922"],"dc:subject":["Social-Emotional Learning","Early Childhood Education","Academic Achievement","Teacher-Child Interaction","Learning","Environments"],"dc:title":["A Case Study of the Impact of Social-Emotional Learning (SEL) on Academic Achievement in One Pre-K Classroom"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - NLU Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:38Z"}