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Date Available
5-6-2021
Year of Publication
2021
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Education Sciences
Faculty
Dr. Margaret-Mohr Schroeder
Faculty
Dr. Molly Fisher
Abstract
This mixed-methods study considered the potential for trauma-informed mathematics education to disrupt the preschool-to-prison (or school-to-prison) pipeline. Phenomenological qualitative interviews were conducted in conjunction with the use of the Attitudes Related to Trauma-Informed Care (ARTIC; Baker et al., 2016) scale to determine teacher perceptions of trauma-informed care practices, their thoughts regarding challenging classroom behaviors and the connection of these behaviors with trauma and the pipeline, and their ideas about how much of an impact teachers can have on students who present with challenging behaviors that might be symptoms of trauma or that might be an indicator of future incarceration. This study found that there is high potential for disrupting the preschool-to-prison pipeline in using trauma-informed practices in mathematics classrooms, but also found that there are limits that teachers perceive for this impact.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2021.076
Recommended Citation
Doering, Jessica Michele, "THE POTENTIAL ROLE OF TRAUMA-INFORMED POSITIVE EDUCATION IN THE SECONDARY MATHEMATICS CLASSROOM IN DISRUPTING THE PRESCHOOL-TO-PRISON PIPELINE" (2021). Theses and Dissertations--Education Sciences. 86.
https://uknowledge.uky.edu/edsc_etds/86
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Curriculum and Instruction Commons, Science and Mathematics Education Commons, Secondary Education Commons, Secondary Education and Teaching Commons
