- Melbourne Graduate School of Education - Research Publications
Melbourne Graduate School of Education - Research Publications
Permanent URI for this collection
4 results
Filters
Reset filtersSettings
Statistics
Citations
Search Results
Now showing
1 - 4 of 4
-
ItemProfessional learning in trauma informed positive education: Moving school communities from trauma affected to trauma awareStokes, H ; Brunzell, T ( 2019)
-
ItemA primer on healing school systemsGreig, J ; Bailey, B ; Buchanan, A ; Brunzell, T (Teacher Learning Network (TLN), 2019)
-
ItemTrauma-aware teaching: Strengthening teacher practice so all of our students can learnBrunzell, T (TLN, 2019)
-
ItemShifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies Within a Trauma-Informed Positive Education ModelBrunzell, T ; Stokes, H ; Waters, L (SPRINGER, 2019-09)This study explored how primary and secondary school teachers changed their practice pedagogy as they underwent training in trauma-informed positive education (Brunzell et al., Contemp School Psychol 20:63–83, 2016b. https://doi.org/10.1007/s40688-015-0070-x). TIPE integrates teaching strategies from two practice paradigms: trauma-informed education and positive education in order to educate vulnerable students who struggle in school due to trauma histories from abuse, neglect and/or violence. Over the course of 1 year, teachers (N = 18) co-designed and/or adapted TIPE through an iterative procedure of appreciative inquiry participatory action research. The aim was to strengthen teacher capacities in order to assist their students to overcome classroom-based adversity and to bolster their learning. This study privileged teachers’ phenomenological experience of TIPE by investigating the experiential aspects of planning for and implementing curriculum and classroom management. Two emergent themes were found in the qualitative data: (1) increasing relational capacity and (2) increasing psychological resources. These results were analysed through contemporary frames of teacher practice, which revision the purpose of teacher practice as a set of practice challenges to better assist teachers in educating their vulnerable student cohorts.