This paper explores trauma-informed teaching awareness in rural North Dakota. The teachers were asked demographic questions as well as questions regarding their teaching beliefs and what they do in the classroom. A group of 35 participants were surveyed from three rural schools in the North Central part of North Dakota. It was found that most teachers had not been exposed to trauma-informed teaching strategies. Although this was true, there were a great deal of teachers who still were using the strategies regardless of their knowledge of them. It was also found that the teachers that fell between the 36 – 40 age range were the ones who had the most training in trauma-informed strategies. In addition, a majority of the classes on trauma-informed teaching had taken place during workshops that schools implemented.
|Commitee:||Borisinkoff, Evan , Eckmann, Terry|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 82/6(E), Masters Abstracts International|
|Subjects:||Special education, Teacher education, Educational administration, Educational leadership, Education Policy, Educational sociology|
|Keywords:||Rural teachers, Trauma-informed teaching, Teacher awareness, North Dakota, School workshops, Teaching beliefs|
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