What effects does a \"one on one\" developmental program done with first grade students that are struggling with behavioral and emotional issues have on me as a teacher and inform and influence my teaching? This action research study took place in a southern New Jersey school from January 24 until May 9, 2008. Students were observed both in and out of the classroom. A better understanding of the classroom community and interactions of the students were gleamed from this process. Two students were selected based on their unique emotional situations, which influenced their ability to behave appropriately according to teacher expectations. These students were chosen to participate in an individualized social management program. Data collection consisted of two phases, an intervention program and a document review. Data included observations, informal interviews, and artifacts. School documents such as school records and report cards were utilized to determine past behaviors as well as academic success. Findings indicate that students responded positively to direct individualized social strategies and enhanced their learning. In conclusion, a better understanding of my students' social and personal needs was achieved as I was able to better interact with and teach the whole child.
","abstract_html":"<p>What effects does a "one on one" developmental program done with first grade students that are struggling with behavioral and emotional issues have on me as a teacher and inform and influence my teaching? This action research study took place in a southern New Jersey school from January 24 until May 9, 2008. Students were observed both in and out of the classroom. A better understanding of the classroom community and interactions of the students were gleamed from this process. Two students were selected based on their unique emotional situations, which influenced their ability to behave appropriately according to teacher expectations. These students were chosen to participate in an individualized social management program. Data collection consisted of two phases, an intervention program and a document review. Data included observations, informal interviews, and artifacts. School documents such as school records and report cards were utilized to determine past behaviors as well as academic success. Findings indicate that students responded positively to direct individualized social strategies and enhanced their learning. In conclusion, a better understanding of my students' social and personal needs was achieved as I was able to better interact with and teach the whole child.</p>","abstract_has_math":false,"creators":["Trussler, Rachel"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Rodríguez, Yvonne E. González"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-06-18T07:00:00Z","date_published":"2008-06-18T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Education, Primary--New Jersey; First grade (Education)--New Jersey","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/762","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rodríguez, Yvonne E. González"]},{"key":"dc:creator","label":"Author","values":["Trussler, Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Primary--New Jersey; First grade (Education)--New Jersey","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/762"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["What effects does a \"one on one\" developmental program done with first grade students that are struggling with behavioral and emotional issues have on me as a teacher and inform and influence my teaching? This action research study took place in a southern New Jersey school from January 24 until May 9, 2008. Students were observed both in and out of the classroom. A better understanding of the classroom community and interactions of the students were gleamed from this process. Two students were selected based on their unique emotional situations, which influenced their ability to behave appropriately according to teacher expectations. These students were chosen to participate in an individualized social management program. Data collection consisted of two phases, an intervention program and a document review. Data included observations, informal interviews, and artifacts. School documents such as school records and report cards were utilized to determine past behaviors as well as academic success. Findings indicate that students responded positively to direct individualized social strategies and enhanced their learning. In conclusion, a better understanding of my students' social and personal needs was achieved as I was able to better interact with and teach the whole child.
"]},{"key":"dc:title","label":"Title","values":["How implementing social programs with first grade students to improve their existing emotional and behavioral issues affects a new teacher's outlook on her classroom and students"]}]}],"canonical_facts":{"dc:contributor":["Rodríguez, Yvonne E. González"],"dc:creator":["Trussler, Rachel"],"dc:date.available":["2016-03-23T07:00:00Z"],"dc:description.abstract":["What effects does a \"one on one\" developmental program done with first grade students that are struggling with behavioral and emotional issues have on me as a teacher and inform and influence my teaching? This action research study took place in a southern New Jersey school from January 24 until May 9, 2008. Students were observed both in and out of the classroom. A better understanding of the classroom community and interactions of the students were gleamed from this process. Two students were selected based on their unique emotional situations, which influenced their ability to behave appropriately according to teacher expectations. These students were chosen to participate in an individualized social management program. Data collection consisted of two phases, an intervention program and a document review. Data included observations, informal interviews, and artifacts. School documents such as school records and report cards were utilized to determine past behaviors as well as academic success. Findings indicate that students responded positively to direct individualized social strategies and enhanced their learning. In conclusion, a better understanding of my students' social and personal needs was achieved as I was able to better interact with and teach the whole child.
"],"dc:identifier":["https://rdw.rowan.edu/etd/762"],"dc:subject":["Education, Primary--New Jersey; First grade (Education)--New Jersey","Elementary Education and Teaching"],"dc:title":["How implementing social programs with first grade students to improve their existing emotional and behavioral issues affects a new teacher's outlook on her classroom and students"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:40Z"}