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Full-Text Articles in Education
Exploring The Mathematics Identities Of Urban Teacher Residents Using A Trauma-Informed Framework., Samantha Morris
Exploring The Mathematics Identities Of Urban Teacher Residents Using A Trauma-Informed Framework., Samantha Morris
Electronic Theses and Dissertations
Urban Teacher Residency (UTR) models prepare teachers to specialize in urban education. All teacher candidates, including those in UTR programs, have experiences and emotions that shape their mathematics identities. These identities can impact both the residents’ mathematics instruction and the experiences of their students. This study examines how residents’ mathematics identities developed as they participated in a Mathematics for Elementary Teachers (MET) course. To support this development, trauma-informed care (TIC) practices were embedded within the course. Such practices were designed to help residents process and heal from any potential mathematics trauma as they prepared to be teachers. This dissertation study …
Teacher Perceptions On The Sustainability Of Trauma-Informed Practices In A Delaware School, Joy Elaine Campbell
Teacher Perceptions On The Sustainability Of Trauma-Informed Practices In A Delaware School, Joy Elaine Campbell
Electronic Theses and Dissertations
The purpose of this qualitative phenomenological study was to explore teacher perceptions about the sustainability of trauma-informed practices implementation in a secondary, public comprehensive school. For the purpose of this study, the researcher examined perceptions of 10 staff members who have knowledge of and experience with implanting trauma-informed practices into their school routine. The findings from this study can be used by teachers, support staff, school leaders, and district leaders to help sustain an institutional application and implementation of trauma-informed care in schools. The implication from this study suggests resources for school staff to successfully sustain trauma-informed care.
Establishing Trauma-Informed Practices Within The Early Learning Environment, Daria M. Castor
Establishing Trauma-Informed Practices Within The Early Learning Environment, Daria M. Castor
Selected Honors Theses
Nearly half of US children have experienced one or more types of serious trauma with rates continually increasing. Early childhood educators get a first-hand encounter with childhood trauma as it affects the learning and behavior of young students. Young children process their trauma differently whether that be through behavioral issues or a withdrawn demeanor. Building strong, positive relationships with students and creating a safe learning environment are practical methods used by educators when working with traumatized young learners, however there is much more to be done to best meet the needs of these students. This thesis emphasizes the detrimental effects …
Examining Organizational Learning Culture (Olc) In Schools Adopting Trauma-Informed Practices, Constance Grimm-Grason
Examining Organizational Learning Culture (Olc) In Schools Adopting Trauma-Informed Practices, Constance Grimm-Grason
All Capstone Projects
Trauma-informed practices represent a departure from the status-quo disciplinary practices originating from zero-tolerance approaches. This departure from the status-quo represents a transformative change in schools. Teachers are often the initial responders to student struggles or misbehaviors, and the teacher’s response is conditioned by their belief system, their self-efficacy, and the norms of the school where they teach. The shift to supportive school discipline approaches, such as trauma-informed practices, may alter the formal discipline norms of the school, but the shift may not transfer to the teacher’s belief systems, their sense of self-efficacy with trauma, or the informal norms of the …