Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Efleda Tolentino, Ph.D.

Second Advisor

June Ann Smith, Ph.D.

Third Advisor

Margaret Konrad, Ed.D.

Abstract

Providing students with opportunities to connect has never been more critical, especially in today’s increasingly isolated and divided society. By incorporating community-building circles into the regular classroom routine, educators can positively impact various aspects of students’ experiences in school. Not only does circle practice nurture students’ sense of belonging in the educational community and help them sharpen interpersonal skills, but it also prepares young learners for life beyond school, setting them up for future success. Using principles from Lev Vygotsky’s sociocultural theory, Martin Seligman’s well-being theory, and social-emotional learning theory, the researcher in this study examined the influence of community-building circles on the elementary classroom environment to uncover their impact on inclusivity within the learning space. Data were collected from a sample of K-5 teachers in Westchester County, NY. Addressing the research questions involved conducting semi-structured interviews with teachers, observing classrooms, and analyzing student reflections. The data analysis process, which relied on both descriptive and in vivo coding, helped the researcher identify patterns that revealed emergent themes. The following conclusions were drawn: a) community-building circles strengthen classroom relationships and create a sense of belonging for students; b) circle practice promotes inclusivity and elevates student voice; c) circle practice supports the integration of students with diverse experiences and needs; d) consistent engagement in community-building circles builds social-emotional and interpersonal skills.

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