The purpose of this phenomenological study was to explore teachers? experiences working with children impacted by adverse childhood experiences. As a dissertation in practice, this qualitative study was intended to examine the lived experiences of educators in regard to how trauma presents itself in the classroom setting and to explore their perceptions on the greater impact of trauma towards curricular outcomes, the classroom environment, and implications with regard to their role as educators. Data were collected from 12 interviews with six female middle school educators, employed within a school district that serves a medium sized community and the surrounding rural communities. Colaizzi?s (1978) phenomenological data analysis strategy was used for data analysis and coding. Four major themes emerged in the findings to describe teachers? experiences working in their classroom settings with students with trauma histories: the overall impact of trauma, trauma impacts on educators, trauma impacts on classroom practices, and needs identified by educators. An Executive Summary and Recommendations are included as an actionable response to the complex problem of practice that underpinned this dissertation in practice.
| Identifer | oai:union.ndltd.org:ndsu.edu/oai:library.ndsu.edu:10365/32351 |
| Date | January 2020 |
| Creators | Klaman, Danelle Ann |
| Publisher | North Dakota State University |
| Source Sets | North Dakota State University |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf |
| Rights | NDSU policy 190.6.2, https://www.ndsu.edu/fileadmin/policy/190.pdf |
Page generated in 0.0059 seconds