K-2 Teachers' Perceptions of Success Using Co-Regulation to Improve Social Emotional Learning of Students with Trauma

Autor/in	Hoffman, Kathleen Erin
Titel	K-2 Teachers' Perceptions of Success Using Co-Regulation to Improve Social Emotional Learning of Students with Trauma
Quelle	(2022), (181 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-3034-7
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Social Emotional Learning; Trauma; Barriers; Outcomes of Education; Classroom Techniques; Teacher Student Relationship; Urban Schools; School Districts; Phenomenology; Kindergarten; Elementary School Teachers; Primary Education; Preschool Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lernleistung; Schulerfolg; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Phenomenological psychology; Phänomenologie; Psychologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	The purpose of this research was to develop a clearer understanding of teachers' perceptions of using co-regulation with students they believe have experienced ACES/trauma in their lives. The research further sought to explore potential barriers preventing teachers from using co-regulation in the classroom. The following research questions guided inquiry in this study: What are teachers' perceptions of trauma? What are teachers' perceptions of the effectiveness of using co-regulation as part of the Social Emotional Learning (SEL) of students who have experienced trauma? What are potential barriers to successful outcomes of co-regulation with students in the classroom? This phenomenological study employed the use interviews of teachers in kindergarten, first, and second grades. This qualitative research was conducted in an urban school district in the Midwest.Themes that emerged from teacher interviews include: Teachers' understanding, beliefs, and response to trauma have shifted over time; teachers believe when appropriate supports are provided and in place, co-regulation increases social, behavioral, and academic learning; and teachers identify barriers to providing co-regulation. The findings of the study highlight what is currently working in the use of co-regulation, as well as the barriers schools need to address as trauma increases in classrooms.The results of this study centered on individual, lived, teacher experiences, provided insight into the perceptions of teachers, there are additional questions and possibilities for understanding co-regulation and trauma in the classroom. This study provides the opportunity for expansion of the core elements for future studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01