Content area
Abstract
This action research study was designed to study the implementation and effect on teacher-child interactions and thus, the children's emotional and cognitive development from implementing Conscious Discipline skills and structures in the classroom. This study utilized a quasi-experimental design. Outcome data about the classroom environment receiving Conscious Discipline (experimental group) was compared to similar data from classrooms not receiving Conscious Discipline (control group). The sources of data that were collected to document the effects of the implementation included the Classroom Assessment Scoring System (CLASS), Active Parenting Now Teacher Survey, and Conscious Discipline rubrics. The results of this study indicate participants in the experimental group that participated in Conscious Discipline training did not have a statistically significant difference in scores when compared to the participants in the control group. The null hypotheses for all three research questions were accepted because there were no statistically significant differences. However, it is worth further investigation to consider the positive implications for the future of improving children's emotional and cognitive development, and bringing about improvement in teacher-child interactions through the use of Conscious Discipline.
