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Full-Text Articles in Education
The Impact Of A Trauma-Informed Teacher Training: A Midway Report, Brian Stipp
The Impact Of A Trauma-Informed Teacher Training: A Midway Report, Brian Stipp
Scholar Week 2016 - present
Trust-based relational intervention (TBRI) is a program designed to offer conceptual frameworks and concrete tools that are based on the neuroscience of complex trauma, and on the theory of secure attachment. Teachers and staff at four local schools are being trained in Trust-based Relational Intervention (TBRI) program. Along with this training, a mixed-methods research project is being conducted. The research project involves pre-and post-intervention comparisons on two quantitative scales (Teachers' Sense of Self-Efficacy for Classroom Management, and Teachers' Preparedness for Dealing with Student Stress), and qualitative analysis of teachers' written and interview responses.For the ONU Scholar Week presentation, the professor …
Before The Panic Sets In: Preparing Pre-Service Teachers To Provide Social And Emotional Learning Supports To Students From "Hard Places.", Brian Stipp
Scholar Week 2016 - present
Beginning teachers are not prepared to meet the social emotional learning (SEL) needs of their students. A course designed to ameliorate this problem has been written and conducted during the fall, 2016 semester among ONU teacher candidates. The Scholar Week Presentation will describe the course’s content and teaching methods, and the results found from evaluating the impact of the course on its nine participants. The presentation will provide answers to four research questions (RQs). How much (RQ1), and in what ways (RQ2), were the participants’ knowledge of SEL techniques and sense of preparedness for handling student stress impacted through the …
Teacher Education Faculty And The Edtpa: A Phenomenological Perspective, Lance Kilpatrick
Teacher Education Faculty And The Edtpa: A Phenomenological Perspective, Lance Kilpatrick
Scholar Week 2016 - present
The purpose of this transcendental phenomenological study was to examine the experiences of university faculty expected to implement a teacher performance assessment called edTPA within a teacher preparation program. This study synthesized the experiences university faculty members have when preparing and implementing the edTPA. A deep examination of 12 university faculty members who teach in teacher preparation programs in a Midwestern state where the edTPA is required for licensure offer their experience through a questionnaire, an individual interview, and a focus group interview. The data were collected, organized, and analyzed by employing transcendental phenomenological systematic data analysis procedures positioned to …