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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Jewell, Lisa"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Hespe, David"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-07-16T07:00:00Z","date_published":"2007-07-16T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Classroom management; School discipline","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/809","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hespe, David"]},{"key":"dc:creator","label":"Author","values":["Jewell, Lisa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-29T07:00:00Z"]},{"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":["Classroom management; School discipline","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/809"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["What is the result when responsive classroom techniques are used as both a classroom management and character education program without implementing the whole approach?"]}]}],"canonical_facts":{"dc:contributor":["Hespe, David"],"dc:creator":["Jewell, Lisa"],"dc:date.available":["2016-03-29T07:00:00Z"],"dc:description.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.
"],"dc:identifier":["https://rdw.rowan.edu/etd/809"],"dc:subject":["Classroom management; School discipline","Elementary Education and Teaching"],"dc:title":["What is the result when responsive classroom techniques are used as both a classroom management and character education program without implementing the whole approach?"],"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"}