Evaluation of an ACE-Informed Whole-School Project Development

Autor/inn/en	Sparling, Elzbieta; Woods, Kevin; Ford, Anne
Titel	Evaluation of an ACE-Informed Whole-School Project Development
Quelle	In: Educational Psychology in Practice, 38 (2022) 1, S.37-56 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sparling, Elzbieta) ORCID (Woods, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2021.2016373
Schlagwörter	Early Experience; Trauma; Elementary School Students; Elementary Schools; School Activities; Foreign Countries; Program Implementation; School Districts; Barriers; Influences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühbeginn; Elementary school; Grundschule; Volksschule; Ausland; School district; Schulbezirk; Influence; Einfluss; Einflussfaktor
Abstract	Adverse Childhood Experiences (ACEs) are potentially traumatic life events experienced in childhood that can have negative and long-lasting effects throughout life. This qualitative exploratory study investigates the implementation of a novel programme aimed at supporting children experiencing adversity and trauma across primary schools in one local authority in England. Data were collected using semi-structured interviews with project team (PT) members and four head teachers and a focus group with the PT. Qualitative content analysis organised the findings into three themes: project ambition and strategy; experiences of implementation; and project review and learning. Findings were examined in relation to the 2019 Education Endowment Fund's Implementation Process Diagram and provided a formative evaluation of project realisation. Alongside limitations of the study, implications for educational psychology practice in whole-school development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01