| Title: |
K-12 School Administrator Candidates' Perceptions of Their Roles in Supporting Teachers to Address Adverse Childhood Experiences |
| Language: |
English |
| Authors: |
Adam I. Attwood; Benita G. Bruster; John R. Mcconnell III; Laura D. Barnett; Christi M. Maldonado |
| Source: |
School Leadership Review. 2024 18(2). |
| Availability: |
Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/ |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Elementary Secondary Education; Higher Education; Postsecondary Education |
| Descriptors: |
Elementary Secondary Education; Role Perception; Teacher Administrator Relationship; School Administration; Trauma; Children; Graduate Students; Instructional Leadership; Administrator Education; Public Colleges; Trauma Informed Approach; Administrator Attitudes; Student Attitudes; Curriculum Development; Curriculum Design |
| ISSN: |
1559-4998 |
| Abstract: |
This study of a K-12 administrator preparation program adds to the research literature on trauma-informed education by addressing a gap in the literature on K-12 administrator candidates' knowledge of the meaning of adverse childhood experiences (ACEs) and what their roles are in supporting teachers who have students with ACEs. K-12 school administrator candidates (N = 102) completed a survey designed by these researchers on this topic. The concept of ACEs is addressed as part of trauma-informed education from the K-12 administrator candidates' point of view using a concurrent mixed methods case study approach at one administrator preparation program. Implications and recommendations for school administrator preparation programs are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1426336 |
| Database: |
ERIC |