{"id":157,"date":"2016-01-12T15:19:47","date_gmt":"2016-01-12T22:19:47","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mpendree\/?page_id=157"},"modified":"2016-01-26T15:01:09","modified_gmt":"2016-01-26T22:01:09","slug":"abstract","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/mpendree\/iquiry\/abstract\/","title":{"rendered":"Abstract"},"content":{"rendered":"<p style=\"text-align: center;\" align=\"LEFT\"><span style=\"font-family: 'Times New Roman', serif;\"><em><span style=\"color: #2b2b2b;\"><span style=\"font-size: medium;\"><i>T<\/i><\/span><\/span><\/em><em><span style=\"color: #2b2b2b;\"><span style=\"font-size: medium;\"><i>here is a common tendency that as students progress into adolescence, a time where intrinsic motivation decreases and the need for autonomy is crucial in the\u00a0development of self identity and self competence, &#8220;schools appear to reduce choices and\u00a0tighten controls as students\u2019 autonomy needs begin to increase&#8221;, thus, decreasing student engagement (Thompson, 2015). In addition, the rapid increases in technology are changing the world we live in and reshaping how we interact (BC&#8217;s New Curriculum). Based on the research of Vigotsky, &#8220;social interaction plays a fundamental role in the process of cognitive development&#8221;, however if students are disengaged from learning, the opportunity to socially interact is decreased, thus hindering social emotional learning(SEL)\u00a0(Moll,2014).\u00a0<\/i><\/span><\/span><\/em><\/span><\/p>\n<p style=\"text-align: center;\" align=\"LEFT\"><span style=\"font-family: 'Times New Roman', serif;\"><em><span style=\"color: #2b2b2b;\"><span style=\"font-size: medium;\"><i>The purpose of this research is to further explore the importance and implication strategies of SEL and to consider how the application\u00a0of leadership strategies may promote\u00a0social and emotional learning; can activities and situations that\u00a0empower students to make their own choices in their learning increase participation, social interaction and emotional awareness?\u00a0<\/i><\/span><\/span><\/em><\/span><\/p>\n<p style=\"text-align: center;\"><em><span style=\"color: #2b2b2b;\"><span style=\"font-family: 'Times New Roman', serif;\"><span style=\"font-size: medium;\"><i>By integrating several different types of activities that promote student choice in grade 8 and 9 physical education classes and grade 10 and 11 Spanish classes, students&#8217; levels of engagement and social interaction will be observed and evaluated. The assessment process will include a variety of formative assessments from which data yielded will aid in the evaluation of student engagement prior to and after practicum. It is\u00a0expected\u00a0that by increasing students&#8217; autonomy, students will feel more competent, will be more engaged, thus increasing social interaction and the opportunity for SEL.<\/i><\/span><\/span><\/span><\/em><\/p>\n<p><span style=\"color: #2b2b2b;\"><span style=\"font-family: 'Times New Roman', serif;\"><span style=\"font-size: medium;\">Key words:\u00a0Social\u00a0and emotional Learning, social and emotional\u00a0competence, social interaction, engagement, participation, choice, autonomy, leadership.\u00a0<\/span><\/span><\/span><\/p>\n<p><span style=\"font-family: 'Times New Roman', serif;\"><span style=\"font-size: medium;\"><br \/>\n<\/span><\/span><\/p>\n<p style=\"text-align: center;\" align=\"LEFT\"><em style=\"line-height: 1.5;\"><span style=\"font-family: 'Times New Roman', serif;\"><span style=\"font-size: large;\"><i>\u00a0<\/i><\/span><\/span><\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>There is a common tendency that as students progress into adolescence, a time where intrinsic motivation decreases and the need for autonomy is crucial in the\u00a0development of self identity and self competence, &#8220;schools appear to reduce choices and\u00a0tighten controls as students\u2019 autonomy needs begin to increase&#8221;, thus, decreasing student engagement (Thompson, 2015). In addition, the &hellip; <a href=\"https:\/\/blogs.ubc.ca\/mpendree\/iquiry\/abstract\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Abstract<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":29044,"featured_media":0,"parent":66,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-157","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/pages\/157","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/users\/29044"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/comments?post=157"}],"version-history":[{"count":15,"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/pages\/157\/revisions"}],"predecessor-version":[{"id":367,"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/pages\/157\/revisions\/367"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/pages\/66"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/mpendree\/wp-json\/wp\/v2\/media?parent=157"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}