THE POTENTIAL ROLE OF TRAUMA-INFORMED POSITIVE EDUCATION IN THE SECONDARY MATHEMATICS CLASSROOM IN DISRUPTING THE PRESCHOOL-TO-PRISON PIPELINE

Jessica Michele Doering
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...
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