Dissertation/Thesis Abstract

Teacher Awareness of Trauma-Informed Teaching
by Ballantyne, Sage, M.S., Minot State University, 2020, 60; 28260975
Abstract (Summary)

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.

Indexing (document details)
Advisor: Garnes, Lori
Commitee: Borisinkoff, Evan , Eckmann, Terry
School: Minot State University
Department: Special Education
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
Publication Number: 28260975
ISBN: 9798557001182
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