Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM Education & Professional Studies

Program/Concentration

Instructional Design and Technology

Committee Director

John Baaki

Committee Member

Monica Tracey

Committee Member

Helen Crompton

Abstract

This study explored how K-5 teachers exhibit designerly skills when creating trauma-informed, technology-enhanced learning environments. While teachers have long been recognized as designers, asset-based research on their specific designerly skills, particularly in trauma-informed digital spaces, remains limited. Using an educational design research (EDR) approach focused on research-for-interventions, this study examined which skills teachers consider essential and how these skills manifest in course designs supporting student belonging.

The study employed a multi-method qualitative approach over 12 months, following 23 K-5 teachers and administrators engaged in designing Canvas courses. Data collection included reflective discussion boards, design studio sessions, individual think-aloud protocols, and analysis of course artifacts. The research centered on analyzing how three types of reflection-reflection- in-action, reflection-on-action, and reflection-for-action- allowed teacher-designers to express designerly skills.

Results identified six key designerly skills: forecasting, tolerating uncertainty, setting design constraints, iterating, relying on precedent, and self-actualizing. While forecasting dominated reflective discussions, it typically operated as a secondary skill during reflection in active design. Analysis of course artifacts revealed a gap between teachers' trauma-informed design intentions and implementation, with courses averaging 8.3 out of 24 points on a trauma-informed elements rubric.

The findings highlight the complex relationship between designerly skills and trauma-informed design implementation. The emergence of self-actualization as a distinct skill and teachers' ability to productively engage with uncertainty through micro-moments of reflection contribute new insights to design literature. This study informs future EDR cycles and suggests approaches for supporting teachers in translating trauma-informed design intentions into practice.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/zj5t-m209

ISBN

9798280746855

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