The thesis is divided into two parts, theoretical and research part. The theoretical part is dedicated to reading workshops, specifically to their importance. Reading workshop is a teaching method that develops reading skills and creates a reading community in the classroom. Furthermore one of the cross-curricular themes, Social and Emotional Learning (SEL), is introduced. The goal of the research part of the thesis is to identify the possibilities of connecting these two areas, to describe how reading workshops are led by elementary school teachers, to determine whether and how can the cross-curricular theme of SEL be incorporated into the reading workshop. This goal was achieved through semi-structured interviews with teachers. The interviews show that the teachers aim at various goals during the preparation for reading workshops, nevertheless they usually don't implement the outputs of the SEL. They would appreciate using inspiring lesson plans. In response to their need, eleven lesson plans for reading reading lessons were added to the thesis. They are aimed at fulfilling the objectives of SEL. KEYWORDS cross-curricular theme of social and emotional learning, reading workshop, reading literacy, reading comunity, sharing

This qualitative single case study examined the connections between social-emotional learning and academic achievement in adolescents. Questions that formed the foundation for research include the background of how one middle school developed social and emotional practices for their student population, the ways in which those practices are implemented and sustained in the school community, how social-emotional learning practices interface with academics, and approaches which can be shared with other school sites. Qualitative research methods included formal and informal participant interviews, site and field observations, and the collection of artifacts and documents such as test scores and student work. Data was coded and analyzed by themes: 1) Building Relationships and Developing Trust; 2) Learning Engagement and Achievement; 3) Teaching Accountability and Responsibility; 4) Collaboration; 5) Resolving Conflicts; and 6) Budgets, Curriculum and Standards, and Teacher Demands. Data show convincing connections between creating caring school communities and the academic, social, and emotional development of adolescents.

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A large pool of reviewed literature and studies suggest that Social Emotional Learning (SEL) provides a multitude of developmental benefits to early childhood-aged children. The focus of this study was to assess whether SEL techniques were utilized within early care and education programs throughout the East Tennessee region and to investigate the relationship between SEL techniques and teacher self-efficacy. Sixteen early childhood teachers in the East Tennessee region completed a survey that gauged both their exposure and usage of SEL techniques in the classroom and their teacher self-efficacy. Findings showed that teachers primarily implemented self-studied SEL techniques in the classroom with the majority having not received any professional training. This project also found that teachers had high teacher self-efficacy, relating to their willingness and ability to efficiently implement SEL techniques. Results support the hypothesis that early childhood teachers are knowledgeable and capable of implementing SEL techniques within the classroom. However, a lack of professional training and direct SEL program implementation may affect the guarantee of efficiency and effectiveness within the implementation to students.

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