Romanishan, Stephanie
(2025)
Creating Social Cohesion in a Rural Elementary School.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Rural schools in high-poverty areas face significant challenges in fostering social cohesion
among students. This dissertation focuses on the implementation of a Social Emotional Learning
(SEL) curriculum in an elementary school. The initiative began with comprehensive teacher
training on the SEL curriculum and strategies for facilitating student engagement activities. Data
were collected to assess the effectiveness of the interventions, focusing on student achievement,
social-emotional skills, engagement levels, and the need for tier three support as identified by the
Multi-Tiered System of Supports (MTSS) screener. Feedback from both teachers and students was
instrumental in refining the approach.
Results indicated significant improvements in student self-esteem, empathy, selfregulation, social skills, and behavior. Teachers reported easier curriculum integration, increased
positivity, and improved student cooperation and accountability. Data showed little reduction in
the number of students requiring tier three support, with notable growth in students' ability to see
the good in others, avoid blame, stay neat and clean, and refrain from making excuses. Discipline
data also remained consistent with the previous year for this fourth-grade class, which is unusual
when compared with historical data from Springfield Clifford N. Pritts Elementary.
The goal of this Plan-Do-Study-Act (PDSA) cycle was to enhance student achievement
and social-emotional skills, thereby promoting social cohesion within the school. By continuing
to provide students with opportunities to learn and grow both academically and socially, the school may allow for continued growth in social cohesion and respect for the differences among us to all
for each student to reach their full potential in the school.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
8 January 2025 |
| Date Type: |
Publication |
| Defense Date: |
13 August 2024 |
| Approval Date: |
8 January 2025 |
| Submission Date: |
21 November 2024 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
117 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
rural schools, social cohesion, positive action, PBIS, MTSS, poverty |
| Date Deposited: |
08 Jan 2025 19:19 |
| Last Modified: |
08 Jan 2025 19:19 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/47120 |
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