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

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dc.contributor.authorBrown, NeShante
dc.contributor.authorBryce, Christy
dc.contributor.authorTrapanese, Erin Mack
dc.date.accessioned2019-07-26T13:31:24Z
dc.date.available2019-07-26T13:31:24Z
dc.date.issued2019
dc.descriptionLeadership Policy and Organizations Department capstone projecten_US
dc.description.abstractIn 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.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Leadership Policy and Organizationsen_US
dc.identifier.urihttp://hdl.handle.net/1803/9498
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectSELen_US
dc.subjectSocial Emotional Learningen_US
dc.subjectTeacher Perceptionsen_US
dc.subjectImplementationen_US
dc.subject.lcshEducationen_US
dc.titleHow Teacher Perceptions Influence Social Emotional Learning (SEL) Program Implementationen_US
dc.typeCapstoneen_US

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