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dc.contributor.advisorGiblin, Thomas R.
dc.contributor.authorLawrick, Aaron C.
dc.date.accessioned2021-09-07T21:57:53Z
dc.date.available2021-09-07T21:57:53Z
dc.date.issued8/25/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5816
dc.description.abstractThe intent of this project was to design a system to encourage self-reflection in the At-risk classroom. As teachers and staff working with these students, we must first learn and then model the success of self-reflection. We must know ways to properly look within ourselves through reflection and introspection, enabling our pedagogies to grow and evolve, to be at the ready to inspire whichever population of students we work with. The data from this project represents proof that classroom intervention strategies that focus on peace through self-understanding are vital for the overall success of ED students and the dedicated staff with whom they learn.
dc.subjectSpecial Education
dc.subjectEmotional Disturbance
dc.subjectReflective Journaling
dc.subjectBest Practice
dc.titleReflective Peace in the At-Risk Classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:57:53Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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