Reimagining social and emotional learning in Manitoba schools: developing a framework that supports a comprehensive policy approach
| dc.contributor.author | Barbour-Dixon, Robyne | |
| dc.contributor.examiningcommittee | Bartlett, Nadine (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.examiningcommittee | Renaud, Robert (Educational Administration, Foundations & Psychology) | en_US |
| dc.contributor.supervisor | Enns, Charlotte | |
| dc.date.accessioned | 2023-01-04T21:58:38Z | |
| dc.date.available | 2023-01-04T21:58:38Z | |
| dc.date.copyright | 2022-12-29 | |
| dc.date.issued | 2022-12-29 | |
| dc.date.submitted | 2022-12-30T02:54:15Z | en_US |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | This study examines the ways in which policy makers could improve support for social and emotional learning (SEL) practices in Manitoba schools. A lack of policy guidance around SEL in Manitoba has led to a pedagogical void that does not align with what literature suggests are best practices. To understand how this current approach might be improved, a sample of SEL frameworks from a variety of educational contexts were analysed using a three-stage content analysis method. The data resulting from this analysis was used to construct a new framework that represents a more comprehensive and explicit approach to SEL in Manitoban schools. This process resulted in a reimagined Manitoba policy framework with three new thematic areas (Critical and Creative Thinking, Self-Regulation and Self Awareness) as well as new and more descriptive sub-themes in all thematic categories, and the addition of a new layer of explicit criteria that supports better teaching and assessment practice. A discussion of why this framework represents an improvement from current policy and the implications for educators and policy makers are also provided. | en_US |
| dc.description.note | February 2023 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/37049 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Education Policy | en_US |
| dc.subject | Social and Emotional Learning | en_US |
| dc.subject | SEL Framework | en_US |
| dc.subject | Content Analysis | en_US |
| dc.title | Reimagining social and emotional learning in Manitoba schools: developing a framework that supports a comprehensive policy approach | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |