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dc.contributor.authorLesiuk, Jeanette A.
dc.date.accessioned2019-03-04T20:10:34Z
dc.date.available2019-03-04T20:10:34Z
dc.date.issued2018
dc.identifier.otherDOI: 10.25316/IR-4369en
dc.identifier.urihttp://hdl.handle.net/10613/9929
dc.identifier.urihttp://dx.doi.org/10.25316/IR-4369
dc.description.abstractStudies have shown that students who struggle with self-regulation often have increased difficulty meeting learning and behavioural demands in the typical classroom environment. Various researchers recommend the inclusion of a withdrawal space within the classroom, where students can go when they are feeling upset, angry, or otherwise dysregulated. Such a space can help students to calm down, self-regulate, and then rejoin the rest of the class. The purpose of this applied project is to support educators in designing self-regulation spaces rooted in research, within their inclusive classroom environments. An in-depth analysis of the literature around self-regulation, inclusion, classroom design, and self-regulation spaces informed the design and implementation of a website that supports educators and answers the guiding questions, “How can elementary school teachers design research-informed self-regulation spaces in their inclusive classroom environments to support students with self-regulation?” and “What are the key design elements of effective self-regulation spaces?”en
dc.format.extent63 pg.en
dc.format.mediumtexten
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherElectronic version published by Vancouver Island Universityen
dc.subject.lcshRegulatory focus (Psychology)en
dc.titleKey design elements of self-regulation spaces within inclusive elementary school classroomsen
dc.typeThesisen
dc.ThesisDegree.nameMaster of Educationen
dc.ThesisDegree.levelMaster'sen
dc.ThesisDegree.disciplineEducationen
dc.ThesisDegree.grantorVancouver Island Universityen
dc.description.fulltexthttps://viurrspace.ca/bitstream/handle/10613/9929/Lesiuk.pdf?sequence=3&isAllowed=yen
dc.identifier.doi10.25316/IR-4369


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