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dc.contributor.advisorBrashier, Rachel M.
dc.contributor.advisorBueno, Sydney
dc.contributor.authorOBrien, Becky Sue
dc.date.accessioned2022-06-07T14:07:00Z
dc.date.available2022-06-07T14:07:00Z
dc.date.issued2022-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/83261
dc.description.abstractHow do elementary music teachers meet the Social Emotional Learning needs of students from a variety of backgrounds in the general music classroom? I studied this topic because I wondered if some practices of Social Emotional Learning (SEL) might be more beneficial for elementary music students with varied backgrounds. Utilizing qualitative research and phenomenological and narrative data analysis methods, I wanted to gain understanding to help readers and other elementary music educators, who want to embed Social Emotional Learning practices in their classrooms develop specific Social Emotional Learning (SEL) strategies which may serve to better empower their students.en_US
dc.language.isoen_USen_US
dc.publisherCollege of Fine Arts and Communication, University of Wisconsin - Stevens Pointen_US
dc.subjectElementaryen_US
dc.subjectEmotionalen_US
dc.subjectLearningen_US
dc.subjectPracticeen_US
dc.subjectRestorativeen_US
dc.subjectSocialen_US
dc.titleIt's Always Personal: Social Emotional Learning in the Elementary Music Classroom with Student Populations of Varied Needsen_US
dc.typeThesisen_US


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