Files in this item

FilesDescriptionFormat

application/pdf

application/pdfGROTH-DISSERTATION-2021.pdf (2MB)
(no description provided)PDF

Description

Title:High school teacher understanding of student trauma and its impact in the classroom: A mixed-methods study
Author(s):Groth, Erin
Director of Research:Hood, Denice
Doctoral Committee Chair(s):Hood, Denice
Doctoral Committee Member(s):Pak, Yoon; Hale, Jon; Mason, Curtis
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educ Policy, Orgzn & Leadrshp
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ed.D.
Genre:Dissertation
Subject(s):trauma, professional development, trauma-informed, transgenerational trauma
Abstract:In this body of work, the researcher examines trauma within the educational setting. By conducting a survey and in-depth interviews, the researcher looks to gain an understanding of teacher knowledge around trauma and its impacts in the classroom. More specifically, the study aims to understand teacher awareness around the trauma of racism and whether the school itself can induce trauma in learners. An in-depth discussion of trauma, its causes, effects, and implications on the brain and overall health are included in this work to provide the reader with the context necessary to understand why a working knowledge of this subject is vital for educators. Race and poverty are also examined as they are closely linked with trauma due to the potential of increased stress associated with the effects of poverty and systems of oppression existing in the United States. The purpose of this study is to provide district-level decision-makers with the necessary information to determine what types of future programming are needed to equip educators with the tools to provide a culturally competent, trauma-informed classroom. A proper understanding of what teachers believe about trauma and its implications is imperative for administrators to provide targeted, timely, and comprehensive forms of professional development.
Issue Date:2021-04-06
Type:Thesis
URI:http://hdl.handle.net/2142/110437
Rights Information:Copyright 2021 Erin Groth
Date Available in IDEALS:2021-09-17
Date Deposited:2021-05


This item appears in the following Collection(s)

Item Statistics