Literaturnachweis - Detailanzeige
| Autor/inn/en | Pemberton, Jennifer V.; Edeburn, Ellen K. |
|---|---|
| Titel | Becoming a Trauma-Informed Educational Community with Underserved Students of Color: What Educators Need to Know |
| Quelle | In: Curriculum and Teaching Dialogue, 23 (2021) 1-2, S.181-196 (16 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1538-750X |
| Schlagwörter | Trauma; Social Emotional Learning; Mental Disorders; Student Behavior; Minority Group Students; Racial Bias; Success; Correlation; Intervention; Well Being; Achievement Gap; Equal Education; Culturally Relevant Education; Power Structure; Student Needs; COVID-19; Pandemics; Distance Education; Low Income Students; Socioeconomic Influences |
| Abstract | Disparate adult responses to student behavior, combined with increases in mental health issues and student trauma, compound the equity gap of racially minoritized students. Research suggests a correlation between social emotional learning (SEL) and student success (Gregory & Fergus, 2017). Providing a two-prong approach that includes (a) SEL curricular interventions that are not color-blind embedded within (b) a trauma-informed framework supports racially minoritized students' well-being while simultaneously addressing the equity gap within the (in-person and distance-learning) classroom. (As Provided). |
| Anmerkungen | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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