Literaturnachweis - Detailanzeige
| Autor/in | Nguyen, Kristen Ellison |
|---|---|
| Titel | From the Frontlines: Developing an Educator-Led Professional Learning Series to Improve K-12 Educators' Use of Trauma-Responsive and Healing-Centered Practices |
| Quelle | (2023), (165 Seiten)
PDF als Volltext Ed.D. Dissertation, Northeastern University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3776-0589-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Elementary Secondary Education; Teachers; Faculty Development; Trauma Informed Approach; Educational Practices; Educational Improvement; Current Events; Consciousness Raising; Teacher Behavior; Cooperation; Discussion |
| Abstract | The purpose of this Action Research study was to investigate and improve the use of trauma-informed practices for educators in K-12 contexts within the United States, particularly when facilitating conversations about consciousness-shifting current events (CSCEs) with students. Participants and data collected in Cycle 1 consisted of focus groups with 14 educators across the United States to identify the trauma-informed practices that improve K-12 educators' abilities to facilitate conversations about consciousness-shifting current events with students. Thematic analysis of this data yielded four themes: the need for a collective, whole-system approach; the need for healing-centered engagement; the need for flexible facilitation practices; and the need for integrating each of these practices with one another. Based on the Cycle 1 results, action steps were designed, implemented, and evaluated in Cycle 2 to investigate how educator-led professional learning can improve K-12 educators' awareness and use of trauma-responsive, healing-centered pedagogy and practices. The action step activities for Cycle 2 involved developing and piloting a professional learning resource, the Collaborative Conversation series, with two groups of educators totaling eight participants. The pilot sessions were evaluated through observation notes, surveys, and individual interviews, and thematic analysis of the data revealed a process for education-led professional learning consisting of three components: individual learning through content engagement and reflection to develop a story of self; collaborative conversation with other educators; and development of collective wisdom to improve knowledge and practical application. The study concluded that educator-led professional learning through collaborative conversation facilitates both individual and collective learning to transform practice. These findings have implications for how schools and districts develop system-wide trauma-responsive and healing-centered practices. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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