Research draft so far: https://docs.google.com/document/d/1wP7Hm-HYKqUGoooZ8jqTHAc3n6orLb_ANlTJVaAvBfU/edit?usp=sharing Research Table: (sorry this table didn't paste from my original document, here is the link for easy access:https://docs.google.com/document/d/13fuT3xR5FDZyQ_DSXTFn23CfRNI-6ReSaCXCeElb8Ig/edit?usp=sharing) Research themes: Psychological/SEL importance in Education, Flipped Classroom, Effects of Emotional Trauma on Learning. https://edpolicy.stanford.edu/publications/pubs/1310 Hamedani, M., Darling-hammond, L. Social Emotional Learning in high school (2015) Teachers need to be more that just content educators, they must also pay attention to the Psychological needs of students to teach the whole child. Hamedani, M. & Darling-hammon, L., Wagner, T. (2015). Social Emotional Learning in high school. Child Development, January/February 2011, Volume 82, Number 1, Pages 405–432. Retrieved November 12, 2016, from https://edpolicy.stanford.edu/publications/pubs/1310 http://www.episcenter.psu.edu/sites/default/files/news/Durlak%20et%20al.%20(2011)%20meta%20analysis%20SEL.pdf Durlak, J., Weissberg, R., Dymnicki, A., and Schellinger, K. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, (2011). Research looks at the different interventions and approaches to promote SEL and student engagement. Durlak, J., Weissberg, R., Dymnicki, A., and Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, January/February 2011, Volume 82, Number 1, Pages 405–432. http://www.episcenter.psu.edu/sites/default/files/news/Durlak%20et%20al.%20(2011)%20meta%20analysis%20SEL.pdf http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1 Marlowe, C. THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS. (2012). Looks at the specific tool of the flipped classroom to alleviate stress. Marlowe, C. (2012). THE EFFECT OF THE FLIPPED CLASSROOM ON STUDENT ACHIEVEMENT AND STRESS. Montana State University Education. Retrieved November 01, 2016, from http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1 eujournal.org/index.php/esj/article/download/7335/7055 Ahmed, C. Flipped Learning as a New Educational Paradigm. (2016) A look at Blooms Taxanomy through the filter of Flipped Learning. Ahmed, C. (2016). Flipped Learning as a New Educational Paradigm. European Scientific Journal April 2016 edition vol.12, No.10. Retrieved November 09, 2016, from eujournal.org/index.php/esj/article/download/7335/7055 http://ajp.psychiatryonline.org/doi/abs/10.1176/ajp.156.6.902 Breslau, N., Chilcoat, H. Kessler, R. Davis, G. Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma: Results From the Detroit Area Survey of Trauma. (1999). A look at how past trauma has a lasting effect and can be exacerbated with subsequent exposure. Breslau, N., Chilcoat, H. Kessler, R. Davis, G. (1999). Previous Exposure to Trauma and PTSD Effects of Subsequent Trauma: Results From the Detroit Area Survey of Trauma. The American Journal of Psychiatry, Volume 156, Issue 6, June 1999, pp. 902-907. Retrieved on November 12 from http://ajp.psychiatryonline.org/doi/abs/10.1176/ajp.156.6.902 http://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext?refuid=S0266-6138(11)00071-4&refissn=0266-6138 Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, P., Marks, J. Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. (1998) The lasting effects of trauma, and the adverse effects in adult outcomes. Relate this to difficulties in learning do to past trauma. Felitti, V., Anda, R., Nordenberg, D., Williamson, D., Spitz, A., Edwards, V., Koss, P., Marks, J. (1998). The lasting effects of trauma, and the adverse effects in adult outcomes. Relate this to difficulties in learning do to past trauma. American Journal of Preventative Medicine, May 1998Volume 14, Issue 4, Pages 245–258 Retieved on Nov. 12 from http://www.ajpmonline.org/article/S0749-3797(98)00017-8/fulltext?refuid=S0266-6138(11)00071-4&refissn=0266-6138 Post-intervention Survey: SEL Survey Following the training session, please complete the following survey and email to [email protected]. Your submission will remain confidential, and not personal indicators will be reported in the research report. On a scale from 1-5 please select the best choice that describes your experience. 1) I understood the topic of trauma and how it affects well being. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 2) I benefitted personally from developing awareness around trauma. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 3) I felt emotional prepared to participate in the training. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 4) I felt that the topics were covered in a pace that was not overwhelming. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 5) I understand the basics around trauma-informed care. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 6) I felt prepared to become aware of my own trauma experience(s). 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 7) I felt emotionally supported by the group and instructors. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) 8) The understanding I possessed before the training, supported my understanding of trauma. 1 (strongly disagree) 2 (disagree) 3 (neutral) 4 (agree) 5 (strongly agree) Please answer the following short response questions.
2 Comments
Kelley Miller
11/13/2016 01:57:57 pm
Wow, Zack- it's clear that the work you're doing is important. I feel for the weight of your research; everyone in the cohort is seeking improvement, but you must do so without risking a compromise to the positive effects of what's already in place.
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This seems like a very great way to get the information needed from your research. I'm interested to know how will you be administering this survey?
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AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
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