Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
8-2024
Committee Chair or Co-Chairs
Dr. Ginger Christian
Committee Members
Dr. Virginia Foley, Dr. Don Good, Dr. Jason Horne
Abstract
The purpose of this quantitative study was to further the understanding on how access to trauma-informed professional learning changed research-based practices in classroom and school-wide settings in K-12 schools. The guiding question for this quantitative study was: How has trauma-informed professional learning influenced changes in research-based practices in school-wide and classroom settings in K-12 schools? This research assessed the perceptions of elementary, middle, and high school teachers in one school district to investigate access to trauma-informed professional learning and potential changes in research-based practices in school-wide and classroom settings. Participants were teachers, in Northeast Tennessee, employed in urban schools implementing trauma-informed practices. Six research questions guided the study and quantitative data were analyzed using one-sample t-tests. Additionally, this researcher analyzed themes gleaned from the four-open ended questions at the end of the survey. The findings indicated that the means of all measures were significantly higher than the midpoint in elementary, middle, and high schools. The findings also indicated that trauma-informed professional learning supports the development of school-wide and classroom research-based practices and application of trauma-informed strategies in K-12 schools.
Document Type
Dissertation - unrestricted
Recommended Citation
Cupp, Kelsey, "Trauma Informed Schools: Investigating K-12 Educator Perceptions from Professional Learning to Implementing Practices" (2024). Electronic Theses and Dissertations. Paper 4453. https://dc.etsu.edu/etd/4453
Copyright
Copyright by the authors.
Included in
Educational Leadership Commons, Educational Methods Commons, Teacher Education and Professional Development Commons