Date of Award

Spring 5-14-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

social emotional education, Zones of Regulation

Abstract

This research project examined how 24 third grade students in a rural school identified their feelings and categorized them in the appropriate zone, as determined by the Zones of Regulation Curriculum by Leah Kuypers (2011). It also analyzed what effect the implementation of the Zones of Regulation Curriculum would have on the number of conflicts in the classroom. Data were gathered on the number of conflicts in the classroom pre and post teaching the Zones of Regulation curriculum. The results were inconsistent; there was no evidence of an increase or decrease in conflicts resulting from the implementation of the Zones of Regulation curriculum. Results from participation of a group of 4 students indicated that their identification and categorization post intervention gravitated mostly around Level 2 feelings, which are most specific (e.g., anxious, calm, elated) in comparison to Level 1 (e.g., happy, sad, mad) which these students tended to identify with prior to intervention. This indicated that those 4 students were better able to identify and categorize their feelings after being taught the Zones of Regulation curriculum.

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