College of Education and Human Development
Permanent URI for this communityhttps://hdl.handle.net/1969.6/1127
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Browsing College of Education and Human Development by Author "Babbili, Anantha"
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Item Social and emotional learning competencies: A content analysis of Caldecott medal award winning texts published from 1994-2019(2021-12) Sullivan, Maureen; Valadez, Corinne; Kachorsky, Danielle; Gerlach, Jennifer; Babbili, AnanthaThis dissertation studied the social and emotional learning competencies found within the Caldecott Medal Award winning texts from 1994 through 2019. Social and emotional learning took root in the 1990s and is now part of mainstream culture in schools across the United States. Research has been completed on the effects of social and emotional learning, how it can be incorporated into public schools, and places within the daily school curriculum where it can be integrated. The subject area of English language arts has been described as an effective vehicle for social and emotional learning, and children’s literature a useful tool for social and emotional learning lessons. However, there are gaps in the literature regarding how social and emotional learning competencies are exhibited in children’s literature. In response, this study was directed at exploring how the competencies are illustrated in the Randolph Caldecott Medal Award winning texts from 1994 – 2019. A qualitative content analysis was conducted in which the researcher created, refined, and used an evaluative instrument which engaged the compositional and ideational meta functions to analyze the data corpus. The study found that there was a plethora of social and emotional learning competencies within the sample. Further, when it came to the competencies there were trends within the data corpus which can be used to inform the teaching of social and emotional learning lessons using these texts. From the findings, four assertions were created: 1) the Randolph Caldecott Medal Award winning texts from 1994 – 2019 are a potentially good source for the integration of social and emotional learning and literacy skills; 2) the data corpus is a possible wellspring for bibliotherapeutic social and emotional learning lessons; 3) within the data corpus, certain genres of children’s literature are better suited to teaching specific social and emotional learning competencies; 4) examples and non-examples of social and emotional learning competencies found within the sample can be used to teach social and emotional learning competencies.Item Student autonomy as a contemporary measure of care theory and student perceptions of care(2019-05) Whitley Grote, Diane; Bruun, Faye; Bippert, Kelli; Lenz, Stephen; Babbili, AnanthaWhile there are a variety of teaching methods that may or may not be successful, this study focused on a student led, autonomous classroom environment—where autonomy is defined as offering students several choices and much control of a classroom. The researcher addressed how this learning environment supported the idea of demonstrating care in the classroom based on Nel Noddings’ care theory and Deci and Ryan’s self-determination theory. The study addressed guidelines for professors at the community college based on students’ perceptions of care in the autonomy-based classroom. The data collected for this study reflected two campuses at one community college in central Texas. The study, conducted during fall 2018, focused on students enrolled in the researcher’s three English autonomy-based classes as well as students enrolled in an English professor colleague’s three instructor-controlled classes. The populations varied in ethnicity, gender, and age based on the two participating campus locations. Data relied on student participation in a pre and post-survey and results for them (generating a sample size of 35), interviews with six students (two from each of the autonomous courses), an interview with an English professor colleague, and student course outcomes. The study instrument used—Faculty Caring Survey—was developed by Garza and Overschelde (2017) to determine professor caring behaviors as identified by undergraduate and graduate students. Quantitative data statistically revealed students in the instructor-controlled classroom favored this method of learning and earned slightly higher grades than students in the autonomous classroom. However, there was not enough data to offer a final determination. All interviews, on the other hand, provided support for students’ perceptions of caring behaviors and recognition of the benefits of an autonomous classroom. The evidence base for care theory at the community college level requires further analysis. A similar or replicated study should be conducted to include student voices in the instructor-controlled classroom. Also, a study that includes more student input from both the instructor-controlled and autonomous classrooms would offer further analysis of student perceptions.