The Social and Emotional Aspects of Learning (SEAL) initiative for secondary schools was launched in England in 2007 as part of the Secondary National Strategy for School Improvement. Designed as a universal, whole-school approach for the development of key social and emotional skills, SEAL was expected to improve behaviour, attendance, attainment and the emotional health and well-being of all members of the school community (DfES, 2007a). Research studies examining the implementation of school-based interventions have revealed, however, that they are rarely implemented as intended by the programme developers (Berman and McLaughlin, 1976) and that this is likely to negatively impact upon the achievement of the expected outcomes (Durlak and DuPre, 2008). Implementation is typically variable between settings due to local adaptations or modifications (Blakely et al, 1987) and challenges to implementation at a range of levels, including programme, classroom and school (Greenberg et al, 2005).This longitudinal study examined the processes of implementation of SEAL in five case study schools in the north-west of England. The primary aims were to: (i) identify both positive and negative factors affecting implementation so that any necessary improvements to SEAL may be made prior to its broader dissemination; (ii) support future practitioners in the implementation of SEAL by highlighting effective strategies and potential challenges; (iii) expand understanding of the processes of implementation of school-based interventions in English educational contexts. Schools were visited five times during the first two years of the implementation of SEAL; lessons were observed, relevant documents reviewed and interviews conducted with a range of staff, pupils and Local Education Authority representatives. Data was analysed thematically using a combination of a priori and emergent themes. As anticipated, implementation was variable between schools; this was in the detail of implementation, however, and broader convergences were seen in the barriers presented and the non-implementation of key processes and elements. None of the schools were able to fully implement SEAL. Challenges to implementation were identified at all levels examined (programme, classroom and school) and included programme characteristics, staff resistance, insufficient training, lack of time and competing initiatives. The interaction of negative and positive factors both within and between levels suggested, however, that no one factor may be considered dominant. This study concluded that until programme level issues and shared contextual factors such as initiative overload are addressed, then the full implementation of SEAL in secondary schools is unlikely to be achieved.

Made available in DSpace on 2016-12-08T16:35:10Z (GMT). No. of bitstreams: 1 CLARETE.pdf: 4871886 bytes, checksum: 8c527af785e44bfbcf4c2d686cfbc5f3 (MD5) Previous issue date: 2009-08-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims to understand and analyze aspects of school culture put into practice in the Ginásio de Aplicação of the Federal University of Santa Catarina (UFSC) in the 1960s. Created in 1961, aiming to serve as a training area for the UFSC Bachelor Courses students and as a educational experience area, the Ginásio de Aplicação, as well as the others Colégios de Aplicação (Implementation Schools), has as one of the main characteristics the innovation in education. These schools meet the function of Basic Education; development of research; experiment with new teaching practices; teachers training; and creation, implementation and evaluation of new curricula and subjects. In the development of research, this study sought contributions in the works of authors such as Dominique Julia, Chervel André, Jean-Claude Forquin, Antônio Vinão Frago, among others, as well as used written documental registries, iconography and photographs to fulfill its aims. The oral history was the research methodology used. Through interviews with former students and former teachers, we realize the school knowledge that integrated the school curriculum in the period from 1961 to 1969. The practices of socialization, for its importance to the students cultural, social and political education, have also a role of prominence within the school culture, which differs from common teaching that existed in the colleges of the city at that time / O presente trabalho tem como objetivo conhecer e analisar aspectos da cultura escolar em prática no Ginásio de Aplicação da Universidade Federal de Santa Catarina (UFSC) na década de 1960. Criado em 1961, com o objetivo de servir de campo de estágio aos alunos dos cursos de Licenciatura da UFSC e de campo de experiências pedagógicas, o Ginásio de Aplicação, assim como os demais Colégios de Aplicação, tem como uma de suas principais características a inovação pedagógica. Tais colégios cumprem as funções de educação básica; desenvolvimento da pesquisa; experimentação de novas práticas pedagógicas; formação de professores; e criação, implementação e avaliação de novos currículos e disciplinas. Com contribuições de Dominique Julia, André Chervel, Jean-Claud Forquin, Antônio Vinão Frago, entre outros, e os registros documentais escritos, iconografados, fotografias, foi possível alcançar o objetivo deste trabalho. Optou-se também pela História Oral como fonte de pesquisa, podendo-se perceber, através de entrevistas com ex-alunos e ex-professores, os saberes escolares que integraram o currículo escolar no período de 1961 a 1969. As práticas de socialização, por sua importância para a formação cultural, social e política dos discentes do Ginásio, têm destaque também dentro dessa cultura escolar, que se diferenciava das práticas pedagógicas comuns nos colégios da cidade naquela época

Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for implementing and improving social and emotional learning practices. Data collection includes multiple sources of data, such as observations, document analyses, semi-structured interviews, and focus groups. Drawing upon Stake’s (1995) process for data analysis, the following themes emerge: (1) routines and shared practices, (2) physical environment and classrooms, (3) common language (4) school family, and (5) leadership support for social and emotional learning. The implications of this study support understandings of what integrated school-wide social and emotional learning programming look like in an elementary school context. Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming.