A Study of Elementary Educators’ Perceptions and Experiences Related to the Implementation Process of the Responsive Classroom Approach
Year: 2018
Type: article
Abstract: Administrators and educators face increasing challenges to prepare students for standardized test while simultaneously supporting each child's behavioral, social, emotional and physical growth and wellbeing.The philosophy and teaching practices of The Responsive Classroom Approach offers educators tools to bring balance to the whole child.The current investigation examines the implementation efforts of seven educators in a small rural school district.This school district has a building-wide (Positive Behavior Intervention Support) system in place, while a small group of educators are using the Responsive Classroom Approach.The current investigation utilizes a mixedmethods approach.A short self-assessment reflection was used as a warm-up activity, and Q methodology provided the basis to gain quantitative and qualitative results.Results indicate that all response variance loaded on one perspective, explaining more than 70% of the variance in the Q-sort.The current study revealed an increase in educator job satisfaction related to Responsive Classroom implementation.Participants also revealed that collegial collaboration was one of the strongest factors related to successful Responsive Classroom implementation.
Author: Tammy L. Mild
Institution: Youngstown State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2884170288