Term
Spring 2021
Capstone
Thesis
Degree Name
MAED: NSEE
Primary Advisor/Dissertation Chair
Maggie Ann Struck
Secondary Advisor/Reader One
Beth Coleman
Peer-Reviewer/Reader Two
Michelle Sturm
Abstract
This content analysis examines two kindergarten-sixth grade Social Emotional Learning (SEL) Curriculums; Second Step and Caring School Community through a Culturally Responsive Teaching (CRT) framework. SEL and CRT are often thought of as two distinct domains in education, however this analysis explores their interdependence on one another. Grounded in research on social emotional intelligence, curricular design and culturally sustaining pedagogy, this study developed an evaluation framework that the researcher used to systematically review the curricular activities, strategies, language and visuals. Findings include multiple culturally responsive trends within each curriculum, as well as shortcomings which include a lack of representation of people with disabilities and lack of connections to socio-political and environmental issues. Implications of this study point to the importance for SEL curriculums to address these missing elements. Additionally, this analysis sheds light on the importance of educators critically examining curriculum whether it is selected or assigned.
Keywords
Evaluating The Cultural Responsiveness Of Language, Strategies And Visuals In Social Emotional Curriculum
Recommended Citation
Pedersen, Julia, "Evaluating The Cultural Responsiveness Of Language, Strategies And Visuals In Social Emotional Curriculum" (2021). School of Education and Leadership Student Capstone Theses and Dissertations. 4526.
https://digitalcommons.hamline.edu/hse_all/4526
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations