Date of Award
Spring 4-8-2024
Document Type
Dissertation
DOI
10.70013/t4xj1vw9
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Helen Hamlet
Second Advisor
Amy Pfeiler-Wunder
Third Advisor
Scott Tracy
Abstract
The purpose of this study was to understand and answer the overarching research question: To what extent are PA educators prepared to recognize and respond to students impacted by trauma and Adverse Childhood Experiences (ACEs)? This question is investigated using a mixed methods action research design on the preparedness of k-12 arts and non-arts educators within one school district. This study unpacks the level of preparedness of educators teaching students with trauma and adverse childhood experiences. The data analysis provided perspectives of non-arts teachers and arts teachers in one school district. Additionally, academic research revealed that the arts positively counteract the negative effects of trauma, and makes a case for why all teachers need to be trauma-informed. This study reveals how learning through the arts can become a solution that all teachers can benefit from as trauma-informed educators. The results of this study inform recommendations for professional development on trauma-informed pedagogy for all educators to apply transformational change within their teaching environments.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Shrawder, Annie C., "Trauma-Informed Teaching Perspectives of Arts and Non-Arts Educators: A Mixed Methods Study for Transformational Change" (2024). Education Doctorate Dissertations. 38.
https://research.library.kutztown.edu/edddissertations/38
Included in
Art Education Commons, Educational Psychology Commons, Holistic Education Commons, Other Education Commons, Teacher Education and Professional Development Commons
