Literaturnachweis - Detailanzeige
| Autor/in | Klaus, Dorian H. M. |
|---|---|
| Titel | Implementing a Trauma-Informed Compassionate Classroom to Increase Student Engagement and Academic Achievement |
| Quelle | (2022), (115 Seiten)
PDF als Volltext Ed.D. Dissertation, Wilmington University (Delaware) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-3431-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Trauma; Early Experience; Child Abuse; Sexual Abuse; Family Problems; Student Experience; Elementary School Students; Resilience (Psychology); Classroom Environment; Program Implementation; Learner Engagement; Academic Achievement; Altruism; Student Needs |
| Abstract | Adverse Childhood Experiences are characterized by varying forms of abuse, neglect, and household challenges. Students bring the effects of these traumas into the school and classroom in the form of behavioral, emotional, social, and academic challenges. In 2020, Lake Forest Central Elementary School had a poverty rate of 45%, and a diversity score of 0.54, two factors that are considered when discussing ACEs. At least half of the students are experiencing at least one ACE factor, possibly two. Yet, this doesn't take into consideration the other ACE factors, both known and unknown, that the students carry with them every day. The purpose of this Dissertation in Practice was to study the impact of creating a Trauma-Informed (TI) Compassionate Classroom, an environment responsive to the needs of traumatized children based on researched practices and strategies, and build resilience. In order to create a TI Compassionate Classroom, this researcher implemented several strategies within the classroom setting to include the following: (1) Augmented the classroom ambience by using soft colors, calming music and sights, soft lighting, and aromatherapy; (2) Implemented Morning Circle Time; and (3) Taught isolated skills and strategies such as teaching how the brain responds to stress; Mindfulness; Understanding Perception; Identifying Triggers; and Making Amends. Data was taken in September 2021, using STAR Reading, Sight Word Inventories, and Fluency Probes, and compared to data taken again in January 2022. The findings indicated that the students were able to build resilience, to increase their learning engagement, and to improve their learning outcomes. [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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