Date Approved
7-16-2007
Embargo Period
3-29-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Hespe, David
Subject(s)
Classroom management; School discipline
Disciplines
Elementary Education and Teaching
Abstract
The purpose of this study was to determine if six Responsive Classroom techniques can be used as a classroom management system and character education program, without implementing the entire approach. The six approaches used were class meetings, stress the deed not the doer, time-outs, voices of authority, social conferences and logical conferences. The research was conducted in the researcher's co-teach classroom in a suburban elementary school. A researcher's journal, teacher and aide interviews, teacher reflections and student surveys were used to collect data. Results are aligned with the literature on the subjects of character education and classroom management and the data collected. The Study determined that Responsive Classroom techniques can be used as a classroom management and character education program without implementing the entire approach. Implications for future research are discussed.
Recommended Citation
Jewell, Lisa, "What is the result when responsive classroom techniques are used as both a classroom management and character education program without implementing the whole approach?" (2007). Theses and Dissertations. 809.
https://rdw.rowan.edu/etd/809
