Document Type

Article

Publication Date

2024

DOI

10.1007/s11528-024-00952-3

Publication Title

TechTrends

Volume

68

Issue

3

Pages

610-624

Abstract

Understanding how to create trauma-informed learning environments which can contribute to learner empowerment is the focus of this phase of an ongoing education design research project. As embedding opportunities for social-emotional learning (SEL) competency development has proven to help all students develop a sense of belonging within their educational environments (Cooper, 2014), a classroom climate that promotes these opportunities proves a useful metric by which to define inclusive learning environments. Internal and external factors K-12 faculty perceive as affecting their ability to create inclusive learning environments for increasingly diverse student bodies are examined. Observations are used to understand the extent to which faculty perception informs classroom practice. As K12 teachers are often collaborators in design and implementation of inclusive environments, an understanding of the extent to which these individuals conceptualize terms such as “belonging” is critical.

Rights

© 2024 The Authors.

This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original authors and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Data Availability

Article states: "The data that support the findings of this study are available from the corresponding author, KH, upon reasonable request."

Original Publication Citation

Herman, K., & Baaki, J. (2024). Ready to implement? An exploration of K12 faculty’s preparedness to create inclusive learning environments. TechTrends, 68(3),610-624. https://doi.org/10.1007/s11528-024-00952-3

ORCID

0000-0003-4125-7569 (Herman), 0000-0001-5773-2104 (Baaki)

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