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Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle
Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle
Publications
While chapters 1 and 2 explore the promise of theoretical frameworks for making conceptual change that leads to innovative action around teaching and learning in higher education, they also point out the challenges to this kind of work as teams of faculty strive to lead change in their programs and departments after completing the program. To summarize our claims thus far: one of the goals for the HCWE Faculty Writing Fellows Program is to empower faculty who participate to return to their departments to make programmatic changes—changes they identify as central to their work and values and program culture. The …
Examining Curriculum Requirements Of Undergraduate Teacher Preparation Programs To Gauge Educator Knowledge Of Trauma-Informed Education Frameworks, Laura Grace King
Examining Curriculum Requirements Of Undergraduate Teacher Preparation Programs To Gauge Educator Knowledge Of Trauma-Informed Education Frameworks, Laura Grace King
College of Education Publications and Scholarship
Statistics show that many pre-K–12 students in the United States are exposed to adverse childhood experiences (ACEs) or potentially traumatic events (PTEs), and a growing body of literature points to these childhood experiences harming children’s academic functioning and future educational attainment. A review of the literature on trauma-informed education (i.e., curriculum and programs designed to mitigate the negative effects of trauma) highlights many teachers’ lack of confidence in combatting issues within student populations affected by adversity and trauma; the research also indicated that teachers with knowledge of trauma/adversity and its implications are crucial to effectively educating at-risk children and adolescents. …