The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.

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This qualitative study examined the perceptions and understandings of various stakeholders in the early childhood sector of Mississippi about kindergarten readiness in response to the implementation of more rigorous academic standards in kindergarten. The participants (N=20) in this study were parent/guardians and teachers at 2 elementary schools in Mississippi and various preschool programs that feed into them including public pre-K, private child care, and Head Start. These perceptions and understandings were compared with official documents including position statements of professional organizations and learning standards. The results of the study provide insight into the perceptions and understandings of the participants as they experience the readiness process from preschool through participation in kindergarten. The qualitative analysis showed that as more rigorous standards have been implemented in kindergarten, all stakeholder groups are experiencing high levels of pressure related to the testing and accountability requirements related to the standards. This has caused a mismatch between the stated values of kindergarten teachers and the practices they reportedly use as they shift to what I conceptualized as more environmental-behaviorist teaching methods versus the social-constructivist, play-based methods they believe to be more effective. The analysis also revealed a breakdown in communication as kindergarten teachers expect the other stakeholder groups to come to them to see what is happening in kindergarten. This is driven by a mismatch between the standards and actual practices. A surprising finding is that the perceived job satisfaction of preschool teachers seems to have improved as they see themselves in a more vital role in the readiness process. This study is organized into five chapters. Chapter I provides an overview and rationale for the study. Chapter II includes a review of the literature which includes historical perspectives about kindergarten readiness, theories of kindergarten readiness, domains of readiness, and stakeholder perspectives of kindergarten readiness. Chapter III provides the methodology for the study. Chapter IV presents the findings from the analysis of data. Chapter V provides a discussion of the findings, suggestions for future research, and implications for practice.

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