{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/46751"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/46751","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Examining state social emotional standards and professional development related to those standards","abstract":"Embedding social emotional standards into professional development can enhance teachers’ ability to address the social emotional needs of young children. However, research on early childhood standards has mainly focused on the development of specific content areas (e.g., mathematics, science, social studies, literacy) within these stadnards while professional development studies have focused mainly on inclusion, evidence-based practices, and social skills interventions. There is little research on professional development that focuses on state social emotional standards. The purpose of this mixed method study was to gain insights into professional development related to early learning standards for early childhood practitioners who work with preschool-age children (3 to 5 years old). Using mixed methods, the social emotional content within state early childhood learning standards was examined for similiarities and differences across states. Futhermore, the resources that six states utilized to support the professional development that teachers received in addressing the social emotional needs of children with and without disabilities was investigated. Results indicate variations in state social emotional standards, approaches to professional development in relation to state social emotional standards, and the resources and supports available by states providing social emotional professional development.","abstract_html":"Embedding social emotional standards into professional development can enhance teachers’ ability to address the social emotional needs of young children. However, research on early childhood standards has mainly focused on the development of specific content areas (e.g., mathematics, science, social studies, literacy) within these stadnards while professional development studies have focused mainly on inclusion, evidence-based practices, and social skills interventions. There is little research on professional development that focuses on state social emotional standards. The purpose of this mixed method study was to gain insights into professional development related to early learning standards for early childhood practitioners who work with preschool-age children (3 to 5 years old). Using mixed methods, the social emotional content within state early childhood learning standards was examined for similiarities and differences across states. Futhermore, the resources that six states utilized to support the professional development that teachers received in addressing the social emotional needs of children with and without disabilities was investigated. Results indicate variations in state social emotional standards, approaches to professional development in relation to state social emotional standards, and the resources and supports available by states providing social emotional professional development.","abstract_has_math":false,"creators":["Shaffer, LaShorage"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Santos Gilbertz, Rosa Milagros","Ostrosky, Michaelene M.","Gaffney, Janet S.","Hemmeter, Mary Louise"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-16T18:01:12Z","date_published":"2014-01-16T18:01:12Z","updated_at":"2026-07-22T22:25:36Z","subjects":["Early learning standards","professional development","early childhood","social emotional standards"],"languages":["en"],"rights":["Copyright 2013 LaShorage Shaffer"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/46751","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Santos Gilbertz, Rosa Milagros","Ostrosky, Michaelene M.","Gaffney, Janet S.","Hemmeter, Mary Louise"]},{"key":"dc:creator","label":"Author","values":["Shaffer, LaShorage"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-01-16T18:01:12Z","2013-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early learning standards","professional development","early childhood","social emotional standards"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 LaShorage Shaffer"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/46751"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Embedding social emotional standards into professional development can enhance teachers’ ability to address the social emotional needs of young children. 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Futhermore, the resources that six states utilized to support the professional development that teachers received in addressing the social emotional needs of children with and without disabilities was investigated. Results indicate variations in state social emotional standards, approaches to professional development in relation to state social emotional standards, and the resources and supports available by states providing social emotional professional development.","Item withdrawn by Alexis Thompson (athmpsn1@illinois.edu) on 2013-10-01T18:06:25Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Shaffer_LaShorage.docx: 389566 bytes, checksum: 07543809c1351f86a7a19300fa7cf216 (MD5) Shaffer_LaShorage.pdf: 1296891 bytes, checksum: fca4302580112971a91c2c8b2d9daf07 (MD5)","Made available in DSpace on 2014-01-16T18:01:12Z (GMT). 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Futhermore, the resources that six states utilized to support the professional development that teachers received in addressing the social emotional needs of children with and without disabilities was investigated. Results indicate variations in state social emotional standards, approaches to professional development in relation to state social emotional standards, and the resources and supports available by states providing social emotional professional development.","Item withdrawn by Alexis Thompson (athmpsn1@illinois.edu) on 2013-10-01T18:06:25Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Shaffer_LaShorage.docx: 389566 bytes, checksum: 07543809c1351f86a7a19300fa7cf216 (MD5) Shaffer_LaShorage.pdf: 1296891 bytes, checksum: fca4302580112971a91c2c8b2d9daf07 (MD5)","Made available in DSpace on 2014-01-16T18:01:12Z (GMT). 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