Збережено в:
| Автор: | |
|---|---|
| Формат: | Recurso digital |
| Мова: | Англійська |
| Опубліковано: |
Zenodo
2024
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| Предмети: | |
| Онлайн доступ: | https://doi.org/10.5281/zenodo.13146357 |
| Теги: |
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Зміст:
- <p>This dissertation in practice examined the impact of training teachers in a continuation high school setting about the impact that adverse childhood experiences (ACEs) have on student learning and behavior outcomes. It also discussed various trauma-informed practices and teachers’ reflections about the impact of using these strategies related to their perceptions of student learning and behavior, as well as general classroom environment and job satisfaction.</p> <p>Inquiry cycles included professional learning (PL) for teachers, collaborative coaching sessions, and time to practice strategies in classes with students. Pre- and post-interview data were examined and coded by teacher participant’s positive and negative associations with various themes, including awareness of ACEs, use of strategies, student behaviors, student academic success, classroom environment, and teacher job satisfaction.</p> <p>The findings indicated that learning about the impact that ACEs had on students helped teachers feel better prepared to support students who had them. Additionally, the findings showed that both teachers’ perceptions of student behavior and job satisfaction improved with the use of ACE-mitigating trauma-informed strategies.</p>