Date Approved

4-11-2004

Embargo Period

4-28-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Theodore

Subject(s)

Classroom environment; School environment

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of the study was to have a better understanding of the concept Responsive Classroom, and to develop a discipline code and strategy that would meet the needs of the Rush School students emotionally, socially, as well as cognitively. The intern used a case study approach by working with the third grade teachers who actively implemented the concepts of the Responsive Classroom. The study resulted in a cultural picture of the climate of the third grade and the impact the Responsive Classroom had on school discipline referrals, bullying, classroom climate, and achievement.

The intern clustered the participants into two sub-groups A and B. The intern then used the results from each group to compare the data. The data was gathered by using a qualitative and quantitative survey that was designed by Dr. Stephen Elliott based on his research instrument of the Social Skills Rating System. The intern received direct permission from Dr. Stephen Elliott.

The intern found that the implementation of the Responsive Classroom approach was beneficial for students and the concept made a positive impact on students' social behaviors, as well as achievement.

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