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

First 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.

Share

COinS