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dc.contributor.advisorSummers, Kelly H.en_US
dc.contributor.authorWang, Catherine G.en_US
dc.date.accessioned2017-08-02T21:16:19Z
dc.date.available2017-08-02T21:16:19Z
dc.date.issued2014
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17766
dc.descriptionAdvisors: Kelly H. Summers.en_US
dc.descriptionCommittee members: Lisa D. Becker; Jon G. Crawford.en_US
dc.description.abstractDue to the current national discourse on the social and emotional well-being of our youth, the examination of student progress and development in the area of social and emotional skills is a critical area of study. To date, limited research on social and emotional skill development in schools has been conducted. In addition, there is little documented research on the direct assessment of student skills in the specific social and emotional learning competencies. With the emergence of a new assessment tool from Rush NeuroBehavioral Center (RNBC), schools are now able to gather performance based student assessment data in key areas of social emotional skill development. The current study analyzed assessment data collected via direct student assessment in the early elementary years using the new web-based tool developed by RNBC (SELweb TM).en_US
dc.description.abstractA key component of the study involved two rounds of data collection over the course of one school year utilized to investigate student development in two key areas of social and emotional skill: social problem solving and frustration tolerance. The deidentified data were collected from approximately 250 students in two grade-centered elementary schools in one Illinois public school district. The purpose of this quasiexperimental quantitative study was to investigate the changes in social and emotional skill development for boys and girls across one academic year. The research conducted in the current study produced only one statistically significant result. However, the potential for future school-based use of this new assessment tool, SELwebTM, is encouraging.en_US
dc.format.extent97 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshSocial skills--Study and teaching (Elementary)en_US
dc.subject.lcshFrustration in childrenen_US
dc.subject.lcshSocial skills in childrenen_US
dc.subject.lcshElementary educationen_US
dc.subject.lcshEducational administrationen_US
dc.subject.lcshEducational sociologyen_US
dc.titleAssessing social problem solving and frustration tolerance in early elementary studentsen_US
dc.typeTexten_US
dc.contributor.departmentLeadership, Educational Psychology and Foundationsen_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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