“Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators
| dc.contributor.advisor | Laffier, Jennifer | |
| dc.contributor.author | Allum, Heidi M. | |
| dc.date.accessioned | 2024-02-27T20:43:39Z | |
| dc.date.available | 2024-02-27T20:43:39Z | |
| dc.date.issued | 2024-02-01 | |
| dc.degree.discipline | Education | |
| dc.degree.level | Master of Arts (MA) | |
| dc.description.abstract | Trauma-informed practice is a high-profile term in education, with multiple definitions and implementation strategies for classroom practice. Through phenomenological and case study methods, this study examines how one teacher uses blogging as a trauma-informed practice micro-move. Through blogging, trauma-informed practices address student safety, choice, and empowerment. The teacher changed trauma-informed practices based on student feedback from students' blogs. Results showed that blogging could be a trauma-informed practice. The teacher made subtle, yet powerful, changes in practice based on student feedback through blogging. More research is suggested for implementing trauma-informed micro-moves in the classroom and their impact on student well-being. | en |
| dc.description.sponsorship | University of Ontario Institute of Technology | en |
| dc.identifier.uri | https://hdl.handle.net/10155/1758 | |
| dc.language.iso | en | en |
| dc.subject | Trauma-informed care | en |
| dc.subject | Trauma-informed practice | en |
| dc.subject | Blogging | en |
| dc.subject | Feedback | en |
| dc.subject | Teacher practice | en |
| dc.title | “Can we keep blogging?”: Analyzing blogging in a grade six classroom as a trauma-informed practice for students and educators | en |
| dc.type | Thesis | en |
| thesis.degree.discipline | Education | |
| thesis.degree.grantor | University of Ontario Institute of Technology | |
| thesis.degree.name | Master of Arts (MA) |