The purpose of this study has been to investigate the impact of a well-being intervention, using a well-being curriculum, known as A. B.A.L.A.N.C.E.. The method of educational criticism and connoisseurship was used as the qualitative method. Educational criticism is rooted in the process of expressing the specific qualities of one’s observations, while educational connoisseurship is rooted in the process of appreciation. The intervention will be conducted by an interventionist, myself, who gave the 10-lesson intervention to six 6th grade (11 – 12 years old) participants over a two-week period. This was orchestrated over a technological platform known as Zoom. It should be noted that I, the researcher, am also the author of A. B.A.L.A.N.C.E. This is a teacher as the researcher study. Some findings include practical benefits for six different 6th grade participants. All of the themes discussed within this study can have transferability to either a different intervention, after-school setting, practical classroom setting, or even a home setting with participants of varying age, learning ability, ethnicity, gender, or socioeconomic background.
","abstract_html":"<p>The purpose of this study has been to investigate the impact of a well-being intervention, using a well-being curriculum, known as A. B.A.L.A.N.C.E.. The method of educational criticism and connoisseurship was used as the qualitative method. Educational criticism is rooted in the process of expressing the specific qualities of one’s observations, while educational connoisseurship is rooted in the process of appreciation. The intervention will be conducted by an interventionist, myself, who gave the 10-lesson intervention to six 6th grade (11 – 12 years old) participants over a two-week period. This was orchestrated over a technological platform known as Zoom. It should be noted that I, the researcher, am also the author of A. B.A.L.A.N.C.E. This is a teacher as the researcher study. Some findings include practical benefits for six different 6th grade participants. All of the themes discussed within this study can have transferability to either a different intervention, after-school setting, practical classroom setting, or even a home setting with participants of varying age, learning ability, ethnicity, gender, or socioeconomic background.</p>","abstract_has_math":false,"creators":["Gwinn, Reggie"],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["P. Bruce Uhrmacher","Nick Cutforth","Jeanine Coleman"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:35Z","subjects":["Education","Fulfilled","Happy","Students","Teaching","Well-being","Curriculum and Instruction","Curriculum and Social Inquiry","Elementary Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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