Date of Graduation

5-2023

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Christy Smith

Committee Member

Kara Lasater

Second Committee Member

Megan Duncan

Third Committee Member

Reubin McIntosh

Keywords

Instructional Coaching;Professional Development;Trauma;Trauma Informed Practices

Abstract

The purpose of this action research study was to examine how authentic professional development and instructional coaching can support the successful implementation of trauma-informed practices at two elementary schools, School A and School B, in Ridgedale School District (pseudonym) (RSD). RSD is a small urban school district in Oklahoma. This study sought to identify the support teachers need to implement trauma-informed practices and the barriers that may affect the implementation. This mixed methods action research study encompassed evidence from multiple qualitative and quantitative data sources within the four phases of the action research spiral (Herr & Anderson, 2014). While utilizing this interactive method of collecting information, efforts were made to improve practices through pertinent professional development, instructional coaching, and implementation of trauma-informed practices. To assist in collecting rich and meaningful data, the following qualitative and quantitative methods were used throughout the action research study: data collected from instructional coaching cycles including classroom observations and coaching conversations; structured interviews; and, discipline referral data, special education and mental health referrals, and attendance data.

Download

Included in

Education Commons

Share

COinS