Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2021
Committee Chair or Co-Chairs
Pamela Scott
Committee Members
Stephanie Barham, William Flora, Richard Griffin
Abstract
The purpose of this qualitative study was to examine educators perceptions of the effects of generational poverty and adverse childhood experiences on student learning and to understand the factors that might facilitate breaking the cycle of generational poverty and adverse childhood experiences with respect to student learning.
Data collection strategies included individual interviews and document review. Analysis of data occurred in three phases: categorization of data, building the explanation in narrative form and reexamination of the data. The analysis of the data was based on Payne’s idea of generational poverty and the CDC-Kaiser Permanente Adverse Childhood Experiences(ACE) study.
The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking. After interviews were conducted the following themes emerged as ways to break the cycle of generational poverty and adverse childhood experiences: tutoring/after school programs, mentors/peer buddies, educating educators, parent involvement, and accountability. The results are detailed in the study.
Document Type
Dissertation - unrestricted
Recommended Citation
Cook, Rachel, "Educator Perceptions of Generational Poverty, Adverse Childhood Experiences and Student Learning" (2021). Electronic Theses and Dissertations. Paper 3936. https://dc.etsu.edu/etd/3936
Copyright
Copyright by the authors.
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Teacher Education and Professional Development Commons