ERIC Number: EJ1132805
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
From Permission to Partnership: Participatory Research to Engage School Personnel in Systems Change
Blitz, Lisa V.; Mulcahy, Candace A.
Preventing School Failure, v61 n2 p170-180 2017
Data collected from teachers in a racially diverse, high-poverty high school were used to inform the initial steps in developing a school-university partnership to create a culturally responsive trauma-informed community school. The project utilized community-based participatory research to explore sensitive areas of school system functioning. School-university partnerships and community-based participatory research (CBPR) projects offer important opportunities for innovation, but the process of how these relationships evolve is not often described. Thus, the process of the research as it unfolded over the course of a school year and lessons learned are described along with findings. Findings include teachers' perceptions of the impact of trauma on students, their own stress level and self-efficacy in addressing students' social-emotional and behavioral concerns, and the role of race in the teachers' perceptions.
Descriptors: Participatory Research, Secondary School Teachers, High Schools, College School Cooperation, Partnerships in Education, Culturally Relevant Education, Community Schools, Trauma, Anxiety, Self Efficacy, Race, Teacher Attitudes, Educational Change, Teacher Surveys, Focus Groups
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A