This qualitative single case study examined the connections between social-emotional learning and academic achievement in adolescents. Questions that formed the foundation for research include the background of how one middle school developed social and emotional practices for their student population, the ways in which those practices are implemented and sustained in the school community, how social-emotional learning practices interface with academics, and approaches which can be shared with other school sites. Qualitative research methods included formal and informal participant interviews, site and field observations, and the collection of artifacts and documents such as test scores and student work. Data was coded and analyzed by themes: 1) Building Relationships and Developing Trust; 2) Learning Engagement and Achievement; 3) Teaching Accountability and Responsibility; 4) Collaboration; 5) Resolving Conflicts; and 6) Budgets, Curriculum and Standards, and Teacher Demands. Data show convincing connections between creating caring school communities and the academic, social, and emotional development of adolescents.
","abstract_html":"<p>This qualitative single case study examined the connections between social-emotional learning and academic achievement in adolescents. Questions that formed the foundation for research include the background of how one middle school developed social and emotional practices for their student population, the ways in which those practices are implemented and sustained in the school community, how social-emotional learning practices interface with academics, and approaches which can be shared with other school sites. Qualitative research methods included formal and informal participant interviews, site and field observations, and the collection of artifacts and documents such as test scores and student work. Data was coded and analyzed by themes: 1) Building Relationships and Developing Trust; 2) Learning Engagement and Achievement; 3) Teaching Accountability and Responsibility; 4) Collaboration; 5) Resolving Conflicts; and 6) Budgets, Curriculum and Standards, and Teacher Demands. Data show convincing connections between creating caring school communities and the academic, social, and emotional development of adolescents.</p>","abstract_has_math":false,"creators":["Hoffman, Carla Ruth Clawson"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation - Pacific Access Restricted","degree_discipline":"Educational Administration and Leadership","degree_department":null,"school":null,"contributors":["Lynn Brailler"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T05:35:52Z","subjects":["Middle School education","School administration","Education","Building relationships","Creating caring school communities","Developing trust","Social-emotional learning","Student accountability and responsibiility","Studentengagement","Educational Administration and Supervision","Educational Leadership"],"languages":[],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["9781369654288"],"render_values":[{"text":"9781369654288","href":null,"code":true}]}]},"links":{"outbound_url":"https://scholarlycommons.pacific.edu/uop_etds/32","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Lynn Brailler"]},{"key":"dc:creator","label":"Author","values":["Hoffman, Carla Ruth Clawson"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-06-29T08:56:52Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Administration and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Pacific Access Restricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Middle School education","School administration","Education","Building relationships","Creating caring school communities","Developing trust","Social-emotional learning","Student accountability and responsibiility","Studentengagement","Educational Administration and Supervision","Educational Leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["9781369654288","https://scholarlycommons.pacific.edu/uop_etds/32"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative single case study examined the connections between social-emotional learning and academic achievement in adolescents. Questions that formed the foundation for research include the background of how one middle school developed social and emotional practices for their student population, the ways in which those practices are implemented and sustained in the school community, how social-emotional learning practices interface with academics, and approaches which can be shared with other school sites. Qualitative research methods included formal and informal participant interviews, site and field observations, and the collection of artifacts and documents such as test scores and student work. Data was coded and analyzed by themes: 1) Building Relationships and Developing Trust; 2) Learning Engagement and Achievement; 3) Teaching Accountability and Responsibility; 4) Collaboration; 5) Resolving Conflicts; and 6) Budgets, Curriculum and Standards, and Teacher Demands. Data show convincing connections between creating caring school communities and the academic, social, and emotional development of adolescents.
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