國立虎尾科技大學 |

Teacher Perspectives of Trauma-Informed Professional Development and Implementing Trauma-Informed Classroom Procedures.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Perspectives of Trauma-Informed Professional Development and Implementing Trauma-Informed Classroom Procedures./
作者:	Peterson, Katherine E.
面頁冊數:	1 online resource (121 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9781392033791

Teacher Perspectives of Trauma-Informed Professional Development and Implementing Trauma-Informed Classroom Procedures.
Peterson, Katherine E.

Teacher Perspectives of Trauma-Informed Professional Development and Implementing Trauma-Informed Classroom Procedures. - 1 online resource (121 pages)

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Edgewood College, 2019.

Includes bibliographical references

The purpose of this quantitative correlational survey research was to describe the current trauma-informed professional development (TIPD) practices in one county in Wisconsin and examine the correlation between perceived effectiveness of TIPD and teacher perspectives on implementing trauma-informed classroom procedures as measured by their perceived comfort, effectiveness, enough time, and enough resources Within the one Wisconsin county, eleven school districts and 1574 teachers; 73% (n = 1155) are women; 27% (n = 420) are men, participated using the Teacher Perception Survey, designed by the researcher and founded on trauma theory. The study found that trauma-informed professional development can be more effective when it is implemented within the school district in which the teacher works, and the teachers reported that they are more comfortable, effective, have more time and resources when they receive in-district TIPD. The result of this study will influence the implementation of trauma-informed professional development not only school districts in Wisconsin, but school districts around the United States.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781392033791Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

CorrelationalIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Perspectives of Trauma-Informed Professional Development and Implementing Trauma-Informed Classroom Procedures.
LDR:02673ntm a22004217 4500 001 1150559
005 20241028051754.5
006 m o d
007 cr bn ---uuuuu
008 250605s2019 xx obm 000 0 eng d
020 $a 9781392033791
035 $a (MiAaPQ)AAI13807126
035 $a (MiAaPQ)edgewood:10302
035 $a AAI13807126
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Peterson, Katherine E. $3 1477062
245 1 0 $a Teacher Perspectives of Trauma-Informed Professional Development and Implementing Trauma-Informed Classroom Procedures.
264 0 $c 2019
300 $a 1 online resource (121 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Karcher, Shannon.
502 $a Thesis (Ed.D.)--Edgewood College, 2019.
504 $a Includes bibliographical references
520 $a The purpose of this quantitative correlational survey research was to describe the current trauma-informed professional development (TIPD) practices in one county in Wisconsin and examine the correlation between perceived effectiveness of TIPD and teacher perspectives on implementing trauma-informed classroom procedures as measured by their perceived comfort, effectiveness, enough time, and enough resources Within the one Wisconsin county, eleven school districts and 1574 teachers; 73% (n = 1155) are women; 27% (n = 420) are men, participated using the Teacher Perception Survey, designed by the researcher and founded on trauma theory. The study found that trauma-informed professional development can be more effective when it is implemented within the school district in which the teacher works, and the teachers reported that they are more comfortable, effective, have more time and resources when they receive in-district TIPD. The result of this study will influence the implementation of trauma-informed professional development not only school districts in Wisconsin, but school districts around the United States.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Teacher education. $3 1148451
653 $a Correlational
653 $a Professional development
653 $a Quantitative
653 $a Teacher perceptions
653 $a Trauma-informed
653 $a Trauma-informed professional development
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Edgewood College. $b Education. $3 1181905
773 0 $t Dissertations Abstracts International $g 80-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13807126 $z click for full text (PQDT)