How Teacher Perceptions Influence Social Emotional Learning (SEL) Program Implementation

dc.contributor.author	Brown, NeShante
dc.contributor.author	Bryce, Christy
dc.contributor.author	Trapanese, Erin Mack
dc.date.accessioned	2019-07-26T13:31:24Z
dc.date.available	2019-07-26T13:31:24Z
dc.date.issued	2019
dc.identifier.uri	http://hdl.handle.net/1803/9498
dc.description	Leadership Policy and Organizations Department capstone project	en_US
dc.description.abstract	In 2018, an urban district in the Southeastern United States, identified for this study as Manchester City Schools (MCS), developed a strategic plan under the newly hired superintendent. This strategic plan established a district road map centered around four pillars: Student Success, Team Excellence, Stakeholder Trust, and Effective Systems and Planning.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Vanderbilt University. Peabody College	en_US
dc.subject	SEL	en_US
dc.subject	Social Emotional Learning	en_US
dc.subject	Teacher Perceptions	en_US
dc.subject	Implementation	en_US
dc.subject.lcsh	Education	en_US
dc.title	How Teacher Perceptions Influence Social Emotional Learning (SEL) Program Implementation	en_US
dc.type	Capstone	en_US
dc.description.college	Peabody College of Education and Human Development	en_US
dc.description.department	Department of Leadership Policy and Organizations	en_US