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When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience

 
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Ill Abstract This action research study analyzed the creation and implementation of a professional development about trauma, informed by Arwood’s Neuro-semantic Language Learning Theory and Noddings’ ethic of care. The puipose of this study was two-fold. The first was to create a professional learning experience for teachers on trauma to include perspectives from neuroscience, psychology, and language research. The second purpose was to determine if participation in that professional learning experience shifted educators’ beliefs about trauma and learning. I completed two cycles of action research to address each purpose. In the first cycle, I collected qualitative data from five expert panelists’ evaluations on content and process of the professional development presentation. Findings from this cycle indicated that expert panelists from the fields of neuroeducation, trauma, and professional development saw this experience as effective. Using content analysis, I determined changes the expert panelists recommended making to refine the presentation. In the second action research cycle, I refined the professional development and implemented it with 13 participants (6 preservice and 7 inservice educators) over three one-time sessions. Data came from participants’ responses on a needs assessment, case studies, a belief survey, transcribed audio recordings, silent conversations, reflective journals, an evaluation of the experience, and a follow-up survey. Data were analyzed
Title
When Trauma Disrupts Learning: A Neuroeducation-Informed Professional Learning Experience
Author
Cara Megan Wright
Date Awarded
2017
Document Type
College & School
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