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Within U.S. public schools, achievement is not equal. Some groups of students have historically achieved greater academic success than others. There have been two major federal initiatives aimed at education reform over the last twenty years. These reforms have had either little or no effect towards creating equitable achievement among all students. One major feature missing from these federal education policies is social-emotional learning (SEL). Students who participate in SEL benefit in many ways, including improved social skills, higher school engagement, and increased academic achievement. SEL is an important component that complements rigorous academic learning. It also provides students with strategies for dealing with strong emotions, such as anxiety, frustration, and joy that occur during the school day. In addition to daily emotions at school, SEL also provides students, who have recently returned to in-person learning, with strategies to manage any stress or trauma associated with the COVID-19 pandemic. Jefferson Elementary School (pseudonym) has two SEL curriculums. The primary curriculum is TRAILS to Wellness and the supplementary curriculum is MindUP. During the study period of October 2022 to January 2023, Students at Jefferson experienced lessons from the primary curriculum, TRAILS to Wellness. Teachers did not cover the MindUP lessons, but they did include some of its components, such as mindful breathing and utilization of a break space. Ethnographic data show that students benefited from the TRAILS to Wellness curriculum. The primarily Latinx population had success frequently discussing their emotions and learning specific strategies through movement. Initial data show that the animal characters used primarily in the K–2 curriculum, however, causes some confusion and further study in this area is warranted. Interviews of students and teachers show that Latinx students have also gained social-emotional skills. In the areas of self-awareness, students more accurately identify their emotions and utilize more specific language to describe how they are feeling. Students are also better at self-management as they have specific strategies that they use during the school day to deal with strong emotions. Data for social awareness, relationship skills, and responsible decision-making is less conclusive. Approximately half of the students interviewed reported skills in these areas, but data from teachers is more limited. In terms of academic achievement, data showed that students reported using their SEL strategies during academic instruction, which puts them in a better position to succeed academically. Additionally, some students reported higher engagement with school.

Thesis advisor: Vincent Cho / This case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Habilitationsschrift--Fakultät für Ostasienwissenschaften--Ruhr-Universität Bochum.

School leaders are increasingly being required to support students beyond academic metrics. The Covid-19 pandemic caused unanticipated closures in schools throughout the country forcing many students to an unfamiliar online environment. In the months that followed, anxiety and loneliness rose dramatically, requiring staff to re-think how to best support the social emotional needs of students. The purpose of this study was to identify how principals perceive their role in providing social emotional learning (SEL) support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students. This research suggests that relationships are essential in providing SEL in a meaningful way and principals rely on a variety of staff to ensure students are receiving SEL in traditional (in-person) and virtual environments. Principals expressed a deepened urgency for SEL needs due to the global pandemic of Covid-19. The role of the principals is uniquely positioned to support both the structural and interpersonal supports needed to develop SEL for all students. As the growing evidence supports the inclusion of SEL-related activities, principal and teacher preparation programs should include SEL training as part of the curriculum as part of pre-service training. Additionally, school divisions should provide in-service opportunities for those already in the field. The findings from this research underscore the important role that principals have in promoting a SEL-supportive culture. Implications of these findings and suggestions for future research are also shared. / Doctor of Education / The purpose of this study was to identify how principals perceive their role in providing SEL support for all students in high-achieving schools (HAS) in both in-person and virtual learning environments. Due to the widespread closure of in-person schooling across the country in the fall of 2020, school leaders have been forced to think differently on implementing support for the whole child. Using a phenomenological research design, principals from high achieving schools were interviewed to identify their perceived role in providing SEL for all students. A review of the literature shows SEL can be delivered at both the classroom and whole-school level and has academic, behavioral, and societal benefits. Findings showed that principals are uniquely positioned to develop SEL-supportive cultures by providing a common vision, structural supports, and opportunities to increase long-term relationships. Principals utilized a variety of people and places to provide SEL for all students, with a strong emphasis on building relationships. The capacity of both school leaders and teachers plays an important role in providing SEL with fidelity. Principal's expressed a deepened understanding of the urgency of SEL. In light of limited pre-service training at both the teacher and administrative level, additional professional development is needed in this area as schools seek to address the whole child.

The purpose of this content analysis study was to identify opportunities embedded in selected reading programs that facilitate the development of social and emotional competencies in the context of literacy instruction. These competencies have been shown to strengthen academic performance and help children learn skills that accelerate success inside and outside of the classroom. The content analysis examined three commonly used third-grade core reading programs to identify content that focuses on social and emotional competencies and instructional processes important in teaching social and emotional skills to children. The study also sought to identify content and instructional processes that might be strengthened in the curriculum to provide greater opportunities for social and emotional growth. As a part of the investigation of core reading programs, current market information was used to identify the most recent editions of the most widely used core reading programs in the U.S.

Thèse (M.A.)--University of Manitoba, 1990. / "February, 1990." In Nos racines. Bibliogr.: p. 102-114. Publié aussi en version papier.

La surconsommation de sel est considérée comme un problème majeur de santé publique. Il est essentiel que l’infirmière s’y intéresse dans l’objectif de développer des interventions efficaces visant la promotion d’une saine consommation de sodium. Cependant, avant d’intervenir, il est d’abord nécessaire d’obtenir une compréhension approfondie de la consommation de sel chez la population ciblée, en commençant par la quantification et l’identification des principales sources alimentaires de ce nutriment. Cette étude avait deux objectifs : 1) développer deux questionnaires auto-rapportés chez la population adulte canadienne francophone, soit un questionnaire de sel discrétionnaire (QSD) et un questionnaire de fréquence alimentaire spécifique pour le sel (QFA-Na), et 2) démontrer leurs propriétés de mesure. La fidélité a été évaluée selon le critère de stabilité temporelle. La validité des questionnaires a été évaluée en comparant les données recueillies avec celles d’un sodium urinaire de 24 heures (24h-Na) ainsi que d’un journal alimentaire de 72 heures (J72h). Les ICC pour le QSD, le QFA-Na et les deux questionnaires combinés étaient respectivement de 0,73 (0,56-0,85), 0,97 (0,94-0,98) et 0,98 (0,95-0,99). Les corrélations entre le QFA-Na et le 24h-Na et entre le QFA-Na et le J72h étaient de 0,30 (p<0,001) et de 0,35 (p<0,001). Le QSD n’a pas démontré de corrélation significative avec les mesures de référence. Les corrélations entre les deux questionnaires combinés (QSD et QFA-Na) étaient de 0,29 (p<0,001) avec le 24h-Na et de 0,31 (p<0,001) avec le J72h. Les résultats de Bland- Altman indiquaient que pour les questionnaires combinés, il y avait un biais de mesure (sousestimation de l'apport en sel), mais qui demeurait constant indépendamment du niveau d’apport. Finalement, la classification croisée a indiqué une proportion acceptable d'accord, mais 20 à 30% de classification dans le quartile opposé. En conclusion, les outils développés sont fiables et ont démontré quelques propriétés de validité. / Salt over intake has been considered a major public health problem. Nurses are in the front wave of the health care system, thus the development of effective nursing interventions aimed at promoting a healthier salt intake could contribute importantly to the population health. However, before intervening, it is essential to obtain a thorough and comprehensive understanding of the dietary patterns of salt intake in the target population, beginning with the quantification and the identification of the major sources of intake of the nutrient. Thus, this study had two objectives: 1) to develop two self-reported questionnaires for the French- Canadian adult population: a discretionary salt questionnaire (DSQ) and a specific foodfrequency questionnaire for salt (FFQ-Na) and 2) to demonstrate their measurement properties. The reliability of the tools was evaluated according to the criterion of temporal stability. Validity was evaluated by testing the tools against a 24-hour urine sodium (24h Uri- Na) and a 3-day food record, and this at an individual and a group levels. The ICC values for the test-retest of the DSQ, the FFQ-Na and the two questionnaires combined were 0.73, 0.97 and 0.98 respectively. The correlations of the FFQ-Na with the 24h Uri-Na and the 3-day food record were 0.30 (p<0.001) and 0.35 (p<0.001). The DSQ had no significant correlation with the reference measures. The correlation between the two methods combined were 0.29 (p<0.001) with the 24h Uri-Na and 0.31 (p<0.001) with the 3-day food record. The results of Bland–Altman indicated that for the combined questionnaires, there was a bias of measurement (underestimation of intake), but it was constant for every level of intake. Finally, the cross-classification indicated an acceptable proportion of agreement, but a rate between 20-30% of classification in the opposite quartile. In conclusion, the developed tools are reliable and demonstrate some facets of validity.

Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2013-2014. / Les variations de sodium (Na+) extracellulaire sont, chez le rat, détectées par les neurones du noyau préoptique médian (MnPO) grâce à la présence des canaux NaX. Nous voulions tout d’abord étudier les propriétés électriques des neurones senseurs de Na+ du MnPO en réalisant des enregistrements électrophysiologiques. Nous démontrons une augmentation de l’excitabilité des senseurs de Na+ due probablement à une diminution des canaux responsables de l’adaptation de fréquence et une augmentation des canaux responsables de la rectification membranaire dépendante du temps. Comme notre laboratoire a démontré une modulation de l’excitabilité des senseurs de Na+ par le système des enképhalines (ENK) et des récepteurs aux opiacés de type mu (mu-OR) fonctionnels lors d’un déficit sodique aigü, nous voulions démontrer alors un renforcement de cette excitabilité neuronale lors de déplétions sodiques répétées. Nos résultats démontrent que des déplétions sodiques répétées induisent une désensibilisation des neurones senseurs de Na+ et de l’expression des canaux NaX. Toutefois, les senseurs de Na+ montrent une hyperexcitabilité en réponse à trois déficits en Na+ qui semble être modérée par la surexpression fonctionnelle des mu-OR . De ce fait, nous voulions déterminer les régions cérébrales qui libéraient les ENK au MnPO en y injectant un traceur rétrograde fluorescent. Nos données rapportent le noyau parabrachial et le noyau du tractus solitaire comme principales sources ENKergiques au MnPO; le noyau lit de la strie terminale et le noyau paraventriculaire comme sources ENKergiques modérées. Cette relâche d’ENK pourrait initier l’appétit pour le sel en réponse à un déficit sodique. Comme l’appétit pour le sel est un comportement motivé et que certaines études rapportent un renforcement de l’appétit pour le sel appelé sensibilisation au sel, nous voulions alors établir une corrélation entre expression des ENK et/ou des mu-OR dans le circuit de récompense et sensibilisation au sel. Nous montrons que la sensibilisation au sel n’est pas un phénomène universel chez les rats et que celle-ci est corrélée à une diminution de l’expression des mu-OR dans le pallidum ventral (VP). De plus, l’expression des mu-OR dans le VP est un requis essentiel à la mise en place de la sensibilisation au sel. / In rats, extracellular sodium (Na+) variations are detected by neurons in the median preoptic nucleus (MNPO) due to the presence of NaX channels. First, we wanted to determine the electrical properties of MnPO Na+ sensor neurons using electrophysiological recordings. We demonstrate an increase in the excitability of Na+ sensors, probably due to a decrease in ionic channels responsible for spike frequency adaptation and an increase in the ionic channels sustaining time-dependent membrane rectification. Since our laboratory demonstrated a modulation of Na+ sensors excitability by enkephalins (ENK) and mu-opioid receptors (mu-OR) system for an acute sodium deficit, so we wanted to demonstrate an enhancement in this neuronal excitability during repeated sodium depletion. Our results demonstrate that repeated sodium depletion induced desensitization of Na+ sensors and NaX channels expression. However, Na+ sensors show a hyperexcitability in response to three Na+ deficits that appears to be mitigated by the overexpression of functional mu-OR. Then, we wanted to determine the brain regions releasing ENK within the MNPO by injecting a fluorescent retrograde tracer. Our data report the parabrachial nucleus and the nucleus of solitary tract as the main ENK sources to MNPO; the bed nucleus of stria terminalis and the paraventricular nucleus as moderate ENK projections. This ENK release could initiate salt appetite in response to sodium deficit. Since salt appetite is a motivated behavior and some studies reported an enhanced salt appetite named salt sensitization, so we wanted to correlate ENK and/or mu-OR expression in reward circuit and salt sensitization. We show that salt sensitization is not a universal phenomenon in rats and that it is correlated with a decreased mu-OR expression in the ventral pallidum (VP). In addition, mu-OR expression in the VP is a fundamental requisite to the development of salt sensitization.

Avec les émissions de gaz à effet de serre contribuant aux changements climatiques, les technologies de capture du CO₂ commencent à gagner en intérêt. Les contacteurs à membranes sont une alternative prometteuse aux contacteurs conventionnels pour l'absorption gaz-liquide du CO₂, permettant d'éviter les complications liées à la dispersion des phases tout en bénéficiant d'une modularité, d'un contrôle indépendant des débits de liquide et de gaz et d'une surface de contact plus élevée. Les deux inconvénients majeurs des contacteurs à membranes incluent l'usage de solvants coûteux et toxiques lors de la fabrication des membranes, ainsi que le potentiel de mouillage qui interfère avec l'absorption en augmentant la résistance au transfert de matière. Afin de remédier à ces deux obstacles, une méthode d'extrusion par fusion avec lessivage de sel a été développée dans notre groupe de recherche pour la fabrication de membranes à fibres creuses microporeuses hydrophobes, n'utilisant que du sel et de l'eau pour la formation des pores tout en générant une surface rugueuse et hydrophobe. L'objectif principal de ce projet est d'investiguer l'application de ce procédé d'extrusion par fusion avec lessivage de sel pour la fabrication de membranes planes. Les membranes ont été extrudées sous différentes conditions, en variant le type de polymère, la teneur en sel à l'alimentation, la méthode de d'alimentation, la méthode de figeage, la vitesse de rotation des vis et la vitesse de tirage à la sortie de l'extrudeuse. Lors de la fabrication des membranes, le contrôle de la structure poreuse est un défi important car le sel peut être sujet à des agglomérations. Toutefois, le cisaillement par la rotation des vis lors de l'extrusion et la désagglomération du sel par broyage peuvent aider à limiter les irrégularités dans la structure poreuse. Due à l'ajustabilité limitée de la filière utilisée pour l'extrusion, l'épaisseur des membranes a dû être ajustée en étirant les membranes à la sortie de l'extrudeuse, ce qui a comme effet secondaire d'altérer les propriétés de surface, menant à des angles de contact(105 à 115°) et des rugosités moyennes (20 à 150 nm) plus faibles que prévu. Par conséquent, l'usage d'une filière adaptée pour l'extrusion à des épaisseurs inférieures à 0,2 mm est recommandé pour la suite des travaux afin d'obtenir des membranes plates aux épaisseurs voulues et sans détériorer les propriétés de surfaces.