Date
2-28-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sherrita Rogers
Keywords
social skills, emotional and behavioral disorders, collaborative learning
Disciplines
Special Education and Teaching
Recommended Citation
Prince, Sharmonica Monique, "Educators' Experiences with Social Skill Acquisition Through Collaborative Learning Strategies for Students with Emotional and Behavioral Disabilities: A Qualitative Phenomenological Study" (2025). Doctoral Dissertations and Projects. 6532.
https://digitalcommons.liberty.edu/doctoral/6532
Abstract
The purpose of this phenomenological study was to understand the effectiveness of social skill acquisition through collaborative learning strategies for students with emotional and behavioral disorders by educators in the Crest County School District. The theories guiding this study were Skinner’s theory of behaviorism and Bandura’s social learning theory, as both theories are significant to understanding how external stimuli and observational learning shape behavior. The central question was, “What are educators' experiences with social skill acquisition through collaborative learning strategies for students with emotional and behavioral disabilities?” A phenomenological study was utilized to describe teachers' perceptions of collaborative learning and its effect on social skill implementation within a learning environment. The sample and setting were 10 teachers within Crest County School District who teach or have taught students with emotional and behavioral disorders in self-contained classrooms. Data collection was conducted through interviews, journaling, and focus groups. Data analysis of each collection method was performed, with detailed attention to experiences explored between implementing and acquiring social skills and positive, collaborative learning within the classroom.
