Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Emotional and behavioral disorders (2)
- Trauma (2)
- Adverse childhood experiences (1)
- Boundaries (1)
- Childhood maltreatment (1)
-
- Childhood trauma (1)
- Community transformation (1)
- Emotional disability (1)
- Inclusion (1)
- Non-academic skills (1)
- Noncognitive skills (1)
- Noncognitive-factors (1)
- Post-secondary transition (1)
- Role clarity (1)
- School transformation (1)
- Self-Efficacy (1)
- Social-emotional skills (1)
- Soft skills (1)
- Special education (1)
- Students with disabilities (1)
- Systemic change (1)
- Teacher Training (1)
- Trauma-informed (1)
- Whole child (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
An Application Of The Ccsr Noncognitive Framework: Bringing Together Typical And Exceptional Student Research, Sara E. Taylor
An Application Of The Ccsr Noncognitive Framework: Bringing Together Typical And Exceptional Student Research, Sara E. Taylor
Educational Considerations
The University of Chicago Consortium on School Research (CCSR) published a report in 2012 entitled Teaching Adolescents to Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review in which they drew together research from fields such as psychology, economics, and education to present noncognitive factors as a malleable means to improve student performance in school. According to the framework derived by CCSR, noncognitive factors include academic mindsets, academic perseverance, academic behaviors, learning strategies, and social skills, which interact to influence academic performance. Researchers often focus on either typically developing or exceptional student populations. This …
Characteristics And Predictors For Students Classified With Emotional And Behavioral Disorder Who Have Also Experienced Maltreatment, Richard E. Mattison, Gregory J. Benner, Skip Kumm
Characteristics And Predictors For Students Classified With Emotional And Behavioral Disorder Who Have Also Experienced Maltreatment, Richard E. Mattison, Gregory J. Benner, Skip Kumm
Educational Considerations
Though experiencing maltreatment (abuse or neglect) appears to be common in students with the special education label of emotional and behavioral disorders (EBD), little research has been devoted to this topic by EBD educators. This paper uses archived file drawer data from 1992 that focuses on 149 students newly classified with EBD for whom a wide range of enrollment variables was collected, and who were subsequently followed up on an average of 8 years later to assess their educational outcomes. At enrollment, experiences of maltreatment were determined to have occurred in 57.7% of these participants. The group who experienced maltreatment …
The Relationship Between Pre-Service Training And Teaching Self-Efficacy For Inclusive Practices, Jennifer Francois
The Relationship Between Pre-Service Training And Teaching Self-Efficacy For Inclusive Practices, Jennifer Francois
Educational Considerations
Pre-service programming is instrumental in providing skills to teachers that builds positive teaching self-efficacy. This becomes increasingly important for those teachers who are hired to work in inclusive settings. Directives by the Division for Early Childhood and the Individuals for Disabilities Act have outlined content areas that teachers working in special education settings should have knowledge of and are comfortable in implementing (Division of Early Childhood 2014; United States Department of Education 2017). Many teachers, however, continue to come away from pre-service experiences without these skills (Lewis et al. 1999). Institutions continue to struggle with the integration of course content …
Comprehensive Trauma-Informed Care For The Whole Community: The Whole Child Initiative Model, Gregory J. Benner Ph.D.
Comprehensive Trauma-Informed Care For The Whole Community: The Whole Child Initiative Model, Gregory J. Benner Ph.D.
Educational Considerations
The Whole Child Initiative (WCI) is a decade-long blueprint for sustainable and comprehensive community-wide change. To be successful, community-wide sustainable change must embrace a common vision, language, and common experiences to bridge the contrasting community structures, environments, and scopes of work. The Whole Child Initiative uses data, shared goals, and aligned supports ensure that every youth is safe, supported, engaged, healthy, and challenged in the community-at-large. We make the case that a population health or public health approach is needed to sustainable change in communities and the WCI model is described. Among other important outcomes, researchers have found social and …
Role-Clarity And Boundaries For Trauma-Informed Teachers, Alex Shevrin Venet
Role-Clarity And Boundaries For Trauma-Informed Teachers, Alex Shevrin Venet
Educational Considerations
As they begin to implement trauma-informed practices in their classrooms, teachers should consider their role in the lives of students and how to maintain appropriate and safe boundaries with students. This essay explores the role of the teacher in supporting trauma-affected children and offers a frame of teacher as a facilitator of connection. It also offers ways to compassionately maintain boundaries with students while supporting their access to mental health care.