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Teachers' Perspectives on the Socioe...

Kushon, Sunanda Datta.

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Teachers' Perspectives on the Socioemotional and Academic Needs of Students From Low-Socioeconomic Backgrounds.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perspectives on the Socioemotional and Academic Needs of Students From Low-Socioeconomic Backgrounds./
Author:	Kushon, Sunanda Datta.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	166 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991667
ISBN:	9798382580067

Teachers' Perspectives on the Socioemotional and Academic Needs of Students From Low-Socioeconomic Backgrounds.
Kushon, Sunanda Datta.

Teachers' Perspectives on the Socioemotional and Academic Needs of Students From Low-Socioeconomic Backgrounds. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 166 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--National University, 2024.

Much research in the field of education has been conducted on strategies to address students' academic and socioemotional needs of students experiencing trauma. The problem addressed in this study was that when students do not receive support for their socioemotional and academic needs related to trauma, they can experience low levels of academic achievement. The purpose of this study was to explore how teachers and community partners describe strategies used to meet the socioemotional and academic needs of students experiencing trauma and living in low-socioeconomic homes. Epstein's theory of the three overlapping spheres of influence and Epstein's six types of parent involvement were the theoretical foundations. Three research questions guided this study. The first question focused on how teachers and community partners describe strategies used to address the socioemotional needs of students who experience trauma. The second question focused on how teachers and community partners describe strategies used to address the academic needs of students who experience trauma. The third question focused on how teachers and community partners describe the resources needed to meet students' needs when experiencing trauma. Braun and Clarke's six-step process was used to analyze transcripts from interviews and the focus group of 19 teachers and community partners participating in this study. Five themes emerged from the data. The themes were understanding trauma, building relationships, and recognizing students' resilience, the support provided by community partners that help address students' needs, counselors' and social workers' support teachers' need resources. Recommendations for practice are to attend training on trauma-informed practices, professional learning communities with all stakeholders, learn about partnerships and collaborate with families. Recommendations for future research are to learn how partners address students' needs, effective strategies for counselors and social workers, and family involvement.

ISBN: 9798382580067Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Community bases resources

Teachers' Perspectives on the Socioemotional and Academic Needs of Students From Low-Socioeconomic Backgrounds.
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