Early intervention in conflict resolution for lower elementary students in a self-contained classroom

The purpose of this qualitative research study was to investigate the effects of teaching conflict-resolution strategies to lower elementary students in a self-contained classroom. The students received conflict-resolution strategies and social skill development through an instructional unit involving children's literature along with student self-evaluations, appropriate outlets for tattletales, and the formation of a classroom club against bullying. This qualitative research study was conducted in a kindergarten and first grade self-contained classroom located in southern New Jersey. In order to ensure the privacy and confidentiality of the students, all names have been altered. There were seven students in the class who participated in the study. According to the students' Individualized Education Plans (IEPs), the disabilities included communication impaired, multiple disabled, specific learning disability, and other health impaired. In analyzing the data, the findings suggested that all of the students who participated in this study achieved success in two or more areas of conflict resolution.

Name thesis:degree_name

M.S.T. Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2010

Author dc:creator

• Roughgarden, Colleen

Contributors dc:contributor

• Lee, Valarie

• Conflict management; Social skills in children
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/23

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1022