Teaching with Intention: Using WOOP to Support Social-Emotional Learning in the Classroom / Taylor C Hausburg.

Format:

Book

Thesis/Dissertation

Author/Creator:

Hausburg, Taylor C., author.

Contributor:

University of Pennsylvania. Teaching, Learning and Teacher Education, degree granting institution.

Language:

English

Subjects (All):

Teacher education.

Educational psychology.

Teaching, Learning and Teacher Education--Penn dissertations.

Penn dissertations--Teaching, Learning and Teacher Education.

Local Subjects:

Teacher education.

Educational psychology.

Teaching, Learning and Teacher Education--Penn dissertations.

Penn dissertations--Teaching, Learning and Teacher Education.

Physical Description:

1 online resource (282 pages)

Distribution:

Ann Arbor : ProQuest Dissertations & Theses, 2022

Contained In:

Dissertations Abstracts International 84-02A.

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.

Language Note:

English

Summary:

American society and schools are increasingly recognizing the importance of tending to children's social-emotional learning (SEL). According to social learning theory, one way children learn social-emotional skills, knowledge, and mindsets is by observing others-including their teachers. It is thus important that teachers model the same social-emotional practices that they hope to cultivate in students. This qualitative action research study explores how one psychological strategy-namely, intention-setting-can support teachers' social-emotional development. As part of a multi-day, online professional development (PD) program, 28 teacher-participants used the WOOP (Wish-Outcome-Obstacle-Plan) framework to set intentions around their SEL goals, journaled about, and reflected on their experience. Three caselets tell the story of what this process looked like for three different teachers. Using a combination of inductive, deductive, and collaborative coding techniques, this study then zooms in on the intention-setting phase to take a close look at teachers' SEL goals, and the reflection phase to see what teachers reported learning and feeling as they worked towards those goals. Finally, it looks across the entire intention-setting, enacting, and reflection process to illuminate the challenges and supports that participants encountered along the way. This analysis reveals that teachers face a wide range of social-emotional challenges in their classrooms and schools, and have an equally wide range of SEL goals; using WOOP to set and plan for these goals can lead to many (though not exclusively) positive learning and emotional outcomes; and the intention-setting process can be difficult, though doing it with others can help. These findings and their implications speak to education researchers and applied psychologists interested in if and how intentionality supports social-emotional learning and teaching; as well as teacher educators, PD providers, and perhaps most importantly, teachers looking for ways to support healthy SEL.

Notes:

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Advisors: Herrmann, Zachary; Committee members: Duckworth, Angela; Ravitch, Sharon; Remillard, Janine.

Department: Teaching, Learning and Teacher Education.

Ed.D. University of Pennsylvania 2022.

Local Notes:

School code: 0175

ISBN:

9798837522123

Access Restriction:

Restricted for use by site license.