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ERIC Number: EJ991113
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0013-1172
Early Childhood Educators' Perceptions of Conscious Discipline
Caldarella, Paul; Page, Nate W.; Gunter, Leslie
Education, v132 n3 p589-599 Spr 2012
Classroom management is a significant challenge for school teachers and administrators, often rated as the primary area of concern for first-year teachers and the most common reason many choose to leave the profession. Recently there has been an increased interest in social and emotional learning and its' relationship to improved student behavior, academic outcomes, and emotional health, particularly during the early childhood years. This study examined the social validity of Conscious Discipline, a classroom management program which incorporates social and emotional learning. Seventeen early childhood special educators rated the significance, appropriateness, and effects of the program in a preschool setting. Results indicated that the program had high social validity, with ratings positively correlated with both teaching experience and experience using the program. Limitations and implications of this study are discussed. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A