Date of Graduation
Doctor of Education in Educational Leadership (EdD)
Curriculum and Instruction
Second Committee Member
Third Committee Member
Instructional Coaching;Professional Development;Trauma;Trauma Informed Practices
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.
Hoskins, M. D. (2023). How Authentic Professional Development and Instructional Coaching Support the Successful Implementation of Trauma-Informed Practices. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4989