Goode, Constance Lee Boyd
Ed.D. (Doctor of Education)
Department of Teaching and Learning
Elementary school teachers--Illinois--Attitudes; Social skills in children--Study and teaching--Illinois; Child development--Illinois
This study investigated the beliefs and practices of teachers of elementary students regarding the teaching of social skills as part of the school curriculum. The researcher conducted interviews with 21 fourth-grade teachers in the same school district to secure their perspectives relative to the social development of their students. Interviews were conducted to answer the following research questions: (1) Do teachers feel it is the classroom teachers' responsibility to teach social skills? (2) What are teachers' perceptions about the relationship between social competence and academic achievement? (3) What are the driving forces that motivate teachers to emphasize the importance of social development in young people? (4) What are some of the barriers to promoting social learning into the classroom? (5) How are some teachers able to incorporate social learning into the classroom and to what extent are teachers engaging in activities to promote social competence in students? and (6) How do teachers see their relationship with parents in developing competence in their students? Responses from the participants were transcribed and analyzed for emerging themes regarding their beliefs and practices pertaining to social skills instruction with their students. The results of this study suggest that teaching social skills to students in the classroom is viewed as an important element of the learning process, but the actual development and application of the activities need to improve to more adequately serve the students.
Doran, William T., "Teacher's roles in social competencies of elementary-school students" (2002). Graduate Research Theses & Dissertations. 5232.
[viii], 205 pages
Northern Illinois University
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