Proposal Modified Alignment

Dec.
14, 2022 (Meth 1st review)
Dear Jasmine,
I do not consider this submission is ready for a methodologist review for following major
reasons:
1. No data sources are provided.
2. Most sections in chapter 3 miss required information or need to be re-written, so it
is not meaningful to score these sections.
3. Writing is confusing and prevent me from understanding your ideas. The structure
of your writing is not clear, either. You can see many examples.
However, I read all sections in chapter 1 and 3 and try my best to provide some
guidance based on the limited information I can read. I hope these comments are
helpful.
Please work hard make sure you provide solid information in each section in next
review.
When you revise the deliverable, please keep my comments and use track changes
so that I can recognize how you revise each section.
Thank you.
Tianyi
Hello,
I am submitting Jasmine’s dissertation proposal for your review. Thank you, Nancy Lees
Nancy.lees@my.gcu.edu
QUALITATIVE GCU Dissertation Template V9.1 12.01.21

© College of Doctoral Studies, Grand Canyon University 2005-2021
Ten Strategic Points
QUALITATIVE STUDY
Strategic Points Descriptor

Learner Strategic Points for Proposed Study
1. Dissertation Topic-  There is a gap within research

regarding exploring how K-8 general
education educators describe trauma
informed approaches for trauma
exposed students.
2. Literature Review -  Background to the problem
o Trauma occurs when a child
experiences a traumatic event
whereas, it maybe acute or
chronic, that is then
overwhelming regarding the
child’s ability to cope with the
event that they have
experienced. The impacts of
experiencing a traumatic event
within childhood years could
influence devastating
consequences on students'
learning and wellbeing (Greg
et al., 2021). Based upon
recent population-based
estimates it is suggested that
approximately two thirds of
children within the United
States have experienced at
least one traumatic event
before reaching the age of
sixteen (Fondren et al., 2020).
Recognizing that traumatic
experiences within childhood
can diminish concentration,
memory, organization, and
language abilities students
need to succeed in educational
school systems.
o Traumatic experiences can

QUALITATIVE STUDY

impact learning, behavior, and

relationships within the
educational environment.
Avery et al. (2021) School-
Wide Trauma-Informed
Approach theory aimed to
identify relevant skills and
knowledge that were
foundational to supporting and
engaging students that seemed
at risk within social and
emotional learning after
experiencing trauma.
According to Avery et al.
(2021) School-Wide Trauma-
Informed Approaches
framework, revealed educators
and school administrators
lacked knowledge of how to
implement a responsive and
dynamic approach towards
social and emotional learning,
that could essentially support
improved short and long-term
outcomes for students after
experiencing traumatic events.
Implementing School-Wide
Trauma-Informed Approaches
educators then could think
about what students' behavior
may be telling them.
o Trauma-informed teaching
starts with an understanding of
how trauma can impact
learning and behavior.
Additionally, Avery et al.
(2021) identified there is a
problem that presents ongoing
challenges for educators and
school policymakers seeking to
implement how educators

QUALITATIVE STUDY

could respond to student

disengagement from traumatic
events through social and
emotional learning and observe
students’ progress concerning
learning outcomes after the
event they were exposed to a
traumatic occurrence. The
existence of literature from
trauma-informed approaches
for educators provides useful
frameworks for educators to
understand their guiding roles
regarding trauma exposed
students (Greg et al., 2021).
Yet, there was lack of
knowledge regarding the
influence of effectiveness and
the perspective educators’
experiences (Parker &
Hodgson, 2020). Therefore,
educators reflecting on their
teaching practices could help
find ways to better support
students who may be
experiencing trauma.
 Review of literature topics
o Attention concerning the need
for trauma-informed systems
concerning children learning
has grown within the past
decade. Avery et al. (2021)
conducted a mixed method
study with 121 participants to
investigate implementing
support systems and strategies
for trauma effected students
and found staff awareness
helps struggling students.
Recommendations included
further development

QUALITATIVE STUDY

examining teacher mind-set,

relationships and connections
between schools, students,
families, and monitor progress
toward student's outcome
goals.
o Over the past 2 decades, there
has been a growing realization
of the prevalence and wide-
ranging effects of traumatic
events on students’ educational
success. DeBiase et al. (2021)
conducted a multi baseline
design with 5 adolescent
participants to investigate if
Positive Psychology
Intervention (PPI) improves
daily happiness and classroom
behavior concerning at-risk
high-school students and found
an increase in life satisfaction
for students using PPI with
positive affect and reductions
in negative affect.
examination of outcome
variables regarding happiness
and behavior using different
measures or intervals for
measurement.
o Despite the increasing policy
and public attention towards
children’s mental health and
learning development, service
provision remains
underdeveloped in many parts
of the world. Roseby and
Gascoigne (2021) conducted a
systematic review of 15
articles on existing literature
regarding trauma-informed

QUALITATIVE STUDY

education programs impact on

academic-related outcomes and
found trauma-informed
education programs can
improve students’ academic
related outcomes.
additional trauma-informed
school-based examination to
ensure school systems are
upskilled and responding
appropriately to traumatized
students.
3. Problem Statement -  It is not known how K-8 general
education educators describe training
development, recognizing, and
responding to students who have been
exposed to traumatic events.
4. Sample and Location –  Population: Educators within the U.S.
teaching students exposed to traumatic
events.
 Target Population: Toledo Public

Schools general education teachers
who educate trauma exposed students
residing in Toledo, Ohio that have
applied trauma informed approaches
to influence the academic learning
outcomes of k-8 grade trauma exposed
students.
 Sample: Questionnaire for 40 plus
Toledo Public Schools k-8 general
education teachers that are educating
trauma exposed students in Toledo,
Ohio using trauma informed
approaches.
Interview 15- 20 Toledo Public Schools k-
8 general education teachers who have
actively educated trauma exposed students

QUALITATIVE STUDY

in Toledo, Ohio using trauma informed

approaches.
5. Research Questions –
 RQ1: How do K-8 general education
educators describe being trained on
applying trauma informed approaches
to educate students who have been
exposed to traumatic events? This data
will be collected using the
questionnaire.
educators describe recognizing the
signs of trauma for students who have
been exposed to traumatic events?
This data will be collected in the open-
ended interview.
educators describe responding to
trauma for students who have been
exposed to traumatic events? This data
will be collected in the open-ended
interview.

6. Phenomenon –  Understanding how K-8 general
education educators describe trauma
informed school approaches applied
when teaching students who have been
exposed to traumatic events.
7. Methodology and Design –  Qualitative research methodology
would provide support understanding
of how and experiences rather than
statistics regarding the approach of the
study and interactive analysis (Ananth
& Maistry, 2020). Analyzing research
using qualitative data methodology
could support establishing and
innovating perceived protocols that
are a more appropriate fit for the needs
of addressing the prospected study
topic (Ricke, 2019). Qualitative

QUALITATIVE STUDY

methodology aim to implement guided

research that reveal present
interpretations of concepts and
relations by describing the dataset that
was produced from data collection
activities (Golafshani, 2003). While
qualitative research is defined as a
marketing research method that aims
to focus on obtaining collected data
through open-ended and
conversational communication, it is
also a common method used to
understand one’s perception,
experience, attitude, behavior, beliefs,
and interactions without generating
numerical data. Furthermore, this
prospected study focuses on how K-8
educators describe informed
approaches applied to influence
academic outcomes for students who
have been exposed to traumatic
events. Utilizing contributions of
previous qualitative research studies
and informed initiatives informed the
prospected study towards alignment
regarding addressing the gap within
research. Therefore, qualitative
research methodology would provide
support within understanding of
perspectives and experiences rather
than statistics concerning the approach
of the study and interactive analysis
(Ananth & Maistry, 2020). This
method is most appropriate when
exploring how experiences establish
innovated perceived protocols and
interpretations. According to Johnson
and Onwuegbuzie (2004) qualitative
methodology directly address and
discuss the issue under examination
and tap into participants' perspectives

QUALITATIVE STUDY

and meanings. Qualitative

methodology aims to approach and
reflect real world situations, where the
findings of one study could lead to
additional research.
 Descriptive design is utilized when

aiming to describe characteristics of a
population and/or a phenomenon
being studied. Malloch (2020)
mentioned descriptive design
supporting a better understanding
regarding the concepts, opinions, and/
or experiences regarding the study and
study subjects. Descriptive research
aims to describe a population,
situation, or phenomenon. A
qualitative descriptive study could be
based accurately and systematically on
semi-structured interviews conducted
to explore experiences of people
(Martin et al., 2021). Therefore, the
description in qualitative descriptive
studies entails the presentation of the
facts regarding the case in everyday
language (Sandelowski, 2000).
Helping qualitative conducted
research studies to collect as much
data that can and will allow to be
captured concerning all the elements
of an event that come together to make
it the event that it is.
8. Purpose Statement –  The purpose of this descriptive

qualitative study is to explore how K-
8 general education educators describe
recognizing and responding to
influence academic outcomes for
students who have been exposed to

QUALITATIVE STUDY

traumatic events in Ohio.

9. Data Collection –  Purposive Sampling is a non-
probability sampling in which
researchers rely on their own
judgment when choosing members of
their population to participate in their
research Kalu (2019).
 Snowball sampling is applied when
samples with the target characteristics
are not easily accessible (Ghaljaie et
al., 2017). Snowball sampling is
where research participants recruit
other participants for a study when
potential participants are hard to find.
 Convenience sampling is a non-
probability sampling that is often used
to recruit participants who are easily
accessible and convenient to the
researcher (Stratton, 2021).
10. Data Analysis –  Descriptive: demographic data;
volume of questionnaire; results of
informed-approach questionnaire;
volume and length of interviews, will
be calculated using SPSS.
 Transcribe interviews. Explore data by
intensively reading and reviewing the
interviews and questionnaires, while
writing initial memos and case
summaries. According to Craig et al.
(2021) transcripts provide the most
straightforward form of data for
coding.
 Thematic analysis: Braun and Clarke’s
(2013) six step process is essentially a
method for identifying and analyzing
patterns in qualitative data.
Step 1: Become familiar with the data
Step 2: Generate initial codes
Step 3: Search for themes

QUALITATIVE STUDY

Step 4: Review themes

Step 5: Define themes
Step 6: Write-up
 MAXQDA qualitative analysis
software applied to code transcript,
system coding, and organize the data
for analysis (Marjaei et al., 2019).
 Detailed description of the
phenomenon: Researcher will use
descriptive participants’
questionnaires and interviews to
investigate the phenomenon.

The Proposal/Dissertation Title Appears in Title Case and is Centered
Submitted by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)
Equal Spacing
~2.0” – 2.5”
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
(or) Doctor of Philosophy
(or) Doctor of Business Administration
Equal Spacing~2.0” – 2.5”
Grand Canyon University
Phoenix, Arizona
[Insert Current Date Until Date of Dean’s Signature]

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 202x
ALL RIGHTS RESERVED.

The Dissertation Title Appears in Title Case and is Centered
By
Insert Learner Full Legal Name (No Titles, Degrees, or Academic Credentials)
Successfully Defended and Approved by All Dissertation Committee Members
[Insert Date]
DISSERTATION COMMITTEE APPROVAL:

The following committee members certify they have read and approve this dissertation
and deem it fully adequate in scope and quality as a dissertation for the degree of Doctor
of XXX.
Full Legal Name, EdD, DBA, or PhD, Dissertation Chair
Full Legal Name, EdD, DBA, or PhD, Committee Member
Full Legal Name, EdD, DBA, or PhD, Committee Member
ACCEPTED AND SIGNED:
________________________________________ ____________________
Michael R. Berger, EdD Date
Dean, College of Doctoral Studies

The Dissertation Title Appears in Title Case and is Centered
I verify that my dissertation represents original research, is not falsified or plagiarized,
and that I accurately reported, cited, and referenced all sources within this manuscript in
strict compliance with APA and Grand Canyon University (GCU) guidelines. I also
verify my dissertation complies with the approval(s) granted for this research
investigation by GCU Institutional Review Board (IRB).
[Wet Signature Required]

_____________________________________________ ______________________
[Type Doctoral Learner Name Beneath Signature line] Date

Abstract
The abstract is the most important component of your dissertation! It is required for
the dissertation manuscript only. The abstract is typically the last item written and should
be updated based on final acceptance of manuscript by the dissertation committee
members and reviewer(s). The abstract is intended as a precise, non-evaluative,
summary of the entire dissertation presenting the major elements and findings of
the study in a highly condensed format. Although few people typically read the full
dissertation, the abstract will be read by many scholars and researchers. Consequently,
great care must be taken in writing this page of the dissertation. The content of the
abstract should mirror the structure of the entire dissertation, covering the research
problem purpose of the study to solve the problem, theoretical foundation, research
questions stated in narrative format, sample, location, methodology, design, data sources,
data analysis approach, major findings or trends based on the analysis. The most
important finding(s) should state the themes that support the conclusion(s). The abstract
should close with a conclusion statement of the study implications and contributions to
the field. The abstract does not appear in the table of contents and has no page number.
The abstract is double-spaced, fully justified with no indentations or citations, and no
longer than one page. Refer to the APA Publication Manual, 7th Edition, for additional
guidelines for the development of the dissertation abstract. Make sure to add the
keywords at the bottom of the abstract to assist future researchers.
Keywords: Abstract, one-page, vital information lopesup

Criterion Learner Chair Methodologist Content
*(Score = 0, 1, 2, or 3) Score Score Score Expert Score
ABSTRACT
(Dissertation Only—Not Required for the Proposal)
(one page)
The abstract provides a succinct
summary of the study and MUST
include: the purpose of the study,
theoretical foundation, research
questions stated in narrative format,
sample, location, methodology,
design, data sources, data analysis,
results, and a valid conclusion of the
research. Note: The most important
finding(s) should be stated with
actual codes and resulting themes
data/numbers (qualitative).
The abstract is written in APA format,
one paragraph fully justified with no
indentations, double-spaced with no
citations, one page, and includes key
search words. Keywords are on a new
line and indented.
The abstract is written in a way that is
well structured, has a logical flow,
uses correct paragraph structure, uses
correct sentence structure,
punctuation, and APA format.
*Score each requirement listed in the criteria table using the following scale:
0 = Item Not Present or Unacceptable. Substantial Revisions are Required.
1 = Item is Present. Does Not Meet Expectations. Revisions are Required.
2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.
3 = Item Exceeds Expectations. No Revisions are Required.
Reviewer Comments:

vi
Dedication
An optional dedication may be included here. While a dissertation is an objective,
scientific document, this is the place to use the first person and to be subjective. The
dedication page is numbered with a Roman numeral, but the page number does not
appear in the Table of Contents. It is only included in the final dissertation and is not part
of the proposal. If this page is not to be included, delete the heading, the body text, and
the page break below. lopesup

vii
Acknowledgments
An optional acknowledgements page can be included here. This is another place
to use the first person. If applicable, acknowledge and identify grants and other means of
financial support. Also acknowledge supportive colleagues who rendered assistance. The
acknowledgments page is numbered with a Roman numeral, but the page number does
not appear in the table of contents. This page provides a formal opportunity to thank
family, friends, and faculty members who have been helpful and supportive. The
acknowledgements page is only included in the final dissertation and is not part of the
proposal. If this page is not to be included, delete the heading, the body text, and the page
break below. lopesup

viii
Table of Contents
List of Tables....................................................................................................................xiii
List of Figures...................................................................................................................xiv
Chapter 1: Introduction to the Study....................................................................................1
Introduction....................................................................................................................1
Background of the Study...............................................................................................3
Definition of Terms........................................................................................................5
Anticipated Limitations.................................................................................................7
Summary and Organization of the Remainder of the Study..........................................9
Chapter 2: Literature Review.............................................................................................13
Introduction to the Chapter and Background to the Problem......................................13
Background to the Problem.........................................................................................14
Identification of the Problem Space.............................................................................17
Theoretical Foundations...............................................................................................20
Review of the Literature..............................................................................................26
Problem Statement.......................................................................................................60
Summary......................................................................................................................62
Chapter 3: Methodology....................................................................................................66
Introduction..................................................................................................................66
Purpose of the Study....................................................................................................67
Phenomenon and Research Questions.........................................................................69
Rationale for a Qualitative Methodology....................................................................71
Rationale for Research Design.....................................................................................74
Population and Sample Selection.................................................................................75

ix
Study Sample and Sampling Strategy.................................................................76
Qualitative questionnaire research aims to be less structured and utilized when

aiming to gain in-depth information about individuals underlying reasoning
and motivations (Clarke & Braun, 2013). Online qualitative questionnaire
provides openness and flexibility to address various research questions of
interest to researchers, as the method allows access to data ranging from
individuals’ views, experiences, and material practices (Braun et al., 2021).
SurveyMonkey can be utilized as an assessment tool providing advance
planning by researchers to capture the responses and opinions of their
participants (Symonds, 2011). The list of potential participants would begin
with a search for K-8 general education educators that are trauma informed
and teaching trauma exposed students at Toledo Public Schools. This will be
conducted using a 5-question questionnaire created by the researcher on the
Survey Monkey Platform. A list of forty to fifty K-8 trauma informed
general education educators would then be created and used to determine an
initial connection for what schools in Toledo Public School district have the
most trauma informed K-8 general education educators teaching trauma
exposed students. The sampling efforts will exclude post-secondary
educators and special education in behavioral programs outside of the K-8
school environment. Respondents will then be narrowed down to 15 to 20
participants that completed all steps, including informed consent and were
emailed the Zoom interview protocols.........................................................76
Recruiting Plan and Site Authorization..............................................................77
Sources of Data............................................................................................................80
Qualitative research methodology is suitable when the researcher aims to

investigates a new field of study or propose to establish and theorize
distinguished issues (Jamshed, 2014). Descriptive research defines the
study status and is broadly utilized in education (Koh & Owen, 2000).
Questionnaires aim to reveal participants opinions, experiences, narratives,
and accounts (Acharya, 2010). This method is useful as pioneer to
interviews as it aim to support the study in revealing themes and issues for
further research (Davey et al., 2019). Interviews are a type of framework
whereas practices and standards are recorded, achieved, challenged, and
reinforced (Oakley, 1998).............................................................................80
Research Data.....................................................................................................80
Trustworthiness............................................................................................................84
Credibility...........................................................................................................85
Transferability.....................................................................................................86

x
Confirmability.....................................................................................................87
Data Collection and Management................................................................................88
Data Analysis Procedures............................................................................................90
Ethical Considerations.................................................................................................93
Assumptions and Delimitations...................................................................................96
The two major assumptions concerning this study are inductive reasoning and
topic specificity. Inductive reasoning and topic specificity characterize
qualitative research (Walters, 2001). Inductive reasoning is the
exemplification of the qualitative research design (Maxwell, 1996).
Delimitations require challenging the assumptions of the researcher and
directly uncovering deficiencies that could be better tackled (Theofanidis &
Fountouki, 2018). Researcher awareness of various delimitations are
expected to be addressed within the beginning of the research process
(Theofanidis & Fountouki, 2018).................................................................96
Assumptions........................................................................................................96
Delimitations.......................................................................................................97
Summary......................................................................................................................99
Chapter 4: Data Analysis and Results..............................................................................101
Introduction................................................................................................................101
Important Changes and Updates to Information in Chapters 1-3.....................102
Preparation of Raw Data for Analysis and Descriptive Data....................................103
Preparation of Raw Data for Analysis..............................................................103
Descriptive Data...............................................................................................104
Data Analysis Procedures..........................................................................................108
Reflexivity Protocol..........................................................................................108
Data Analysis Steps..........................................................................................109
Results........................................................................................................................111
Presenting the Results.......................................................................................111

xi
Limitations........................................................................................................117
Summary....................................................................................................................119
Chapter 5: Summary, Conclusions, and Recommendations............................................121
Introduction and Summary of Study..........................................................................121
Summary of Findings and Conclusion.......................................................................122
Overall Organization.........................................................................................122
Reflection on the Dissertation Process.............................................................123
Implications................................................................................................................125
Theoretical Implications...................................................................................125
Practical Implications.......................................................................................126
Future Research Implications...........................................................................126
Strengths and Weaknesses of the Study...........................................................126
Recommendations......................................................................................................128
Recommendations for Future Research............................................................128
Recommendations for Future Practice..............................................................129
Holistic Reflection on the Problem Space........................................................130
Appendix A. Ten Strategic Points...................................................................................169
Appendix B. Site Authorization.......................................................................................170
Appendix C. IRB Approval Letter...................................................................................171
Appendix D. Informed Consent.......................................................................................172
Appendix E. Copy of Instrument(s) and Permission Letters to Use the Instrument(s)...173
Appendix F. Codebook....................................................................................................174
Appendix G. Transcripts..................................................................................................175
Appendix H. Feasibility and Benefits Checklist..............................................................176
Appendix I. Strategies to Establish Trustworthiness.......................................................180

xii
Appendix J. Developing Qualitative Interview Questions Systematically......................181
Appendix K. Sample Frames, Interview Duration, Transcript Expectations..................187
Appendix L. Minimum Progression Milestones..............................................................188
Appendix M. Additional Appendices..............................................................................189
List of Tables.....................................................................................................................xii
List of Figures...................................................................................................................xiii
Chapter 1: Introduction to the Study....................................................................................1
Introduction....................................................................................................................1
Background of the Study...............................................................................................8
Definition of Terms......................................................................................................10
Anticipated Limitations...............................................................................................13
Summary and Organization of the Remainder of the Study........................................14
Chapter 2: Literature Review.............................................................................................17
Introduction to the Chapter and Background to the Problem......................................17
Identification of the Problem Space.............................................................................19
Theoretical Foundations...............................................................................................23
Review of the Literature..............................................................................................28
Problem Statement.......................................................................................................34
Summary......................................................................................................................36
Chapter 3: Methodology....................................................................................................38
Introduction..................................................................................................................38
Purpose of the Study....................................................................................................39
Phenomenon and Research Questions.........................................................................40
Rationale for a Qualitative Methodology....................................................................41

xiii
Rationale for Research Design.....................................................................................43
Population and Sample Selection.................................................................................45
Study Sample and Sampling Strategy.................................................................45
Recruiting Plan and Site Authorization..............................................................46
Sources of Data............................................................................................................48
Research Data.....................................................................................................49
Additional Data...................................................................................................50
Trustworthiness............................................................................................................53
Credibility...........................................................................................................54
Dependability......................................................................................................55
Transferability.....................................................................................................55
Confirmability.....................................................................................................56
Data Collection and Management................................................................................58
Ethical Considerations.................................................................................................63
Assumptions and Delimitations...................................................................................67
Assumptions........................................................................................................68
Delimitations.......................................................................................................68
Summary......................................................................................................................70
Chapter 4: Data Analysis and Results................................................................................72
Introduction..................................................................................................................72
Important Changes and Updates to Information in Chapters 1-3.......................73
Preparation of Raw Data for Analysis and Descriptive Data......................................74
Preparation of Raw Data for Analysis................................................................74

xiv
Descriptive Data.................................................................................................75
Reflexivity Protocol............................................................................................79
Data Analysis Steps............................................................................................80
Results..........................................................................................................................82
Presenting the Results.........................................................................................82
Limitations..........................................................................................................88
Summary......................................................................................................................90
Chapter 5: Summary, Conclusions, and Recommendations..............................................92
Introduction and Summary of Study............................................................................92
Summary of Findings and Conclusion.........................................................................93
Overall Organization...........................................................................................93
Reflection on the Dissertation Process...............................................................94
Implications..................................................................................................................96
Theoretical Implications.....................................................................................96
Practical Implications.........................................................................................97
Future Research Implications.............................................................................97
Strengths and Weaknesses of the Study.............................................................97
Recommendations........................................................................................................99
Recommendations for Future Research..............................................................99
Recommendations for Future Practice..............................................................100
Holistic Reflection on the Problem Space........................................................101
References........................................................................................................................103
Appendix A. Ten Strategic Points...................................................................................109
Appendix B. Site Authorization.......................................................................................110

xv
Appendix C. IRB Approval Letter...................................................................................111
Appendix D. Informed Consent.......................................................................................112
Appendix E. Copy of Instrument(s) and Permission Letters to Use the Instrument(s)...113
Appendix F. Codebook....................................................................................................114
Appendix G. Transcripts..................................................................................................115
Appendix H. Feasibility and Benefits Checklist..............................................................116
Appendix I. Strategies to Establish Trustworthiness.......................................................120
Appendix J. Developing Qualitative Interview Questions Systematically......................121
Appendix K. Sample Frames, Interview Duration, Transcript Expectations..................127
Appendix L. Minimum Progression Milestones..............................................................128
Appendix M. Additional Appendices..............................................................................129

xvi
List of Tables
Table 1 Correct Formatting for a Multiple Line Table Title is Single Spaced and Should
Look Like this Example.....................................................................................xii
Table 2 Alignment Table..................................................................................................15
Table 3 Description of Building Blocks for the Theoretical Foundations Section...........25
Table 4 Steps for the Theoretical Foundations Section....................................................26
Table 5 Qualitative Core Designs and Descriptions.........................................................44
Table 6 Example of a Clean, Easy-to-Read Table............................................................77
Table 7 Example of Clean, Easy-to-Read Table for Focus Group Data..........................77
Table 8 Example of Case Unit Profiling (in Narrative)....................................................78
Table 9 Initial Codes.........................................................................................................85
Table F1 Sample Codebook............................................................................................114
To update the List of Tables: [Place cursor on the page number or title Right click 
Update Field  Update Entire Table], and the table title and subtitle will show up with
the in-text formatting. Below is a sample table: lopesup
Table 1
Correct Formatting for a Multiple Line Table Title is Single Spaced and Should Look
Like this Example
Participant Gender Role Location
Susan F Principal School A
Mary F Teacher School A
Joseph M Principal School B
Note. Adapted from: I.M. Researcher (2010). Sampling and Recruitment in Studies of
Doctoral Students. Journal of Perspicuity, 25, p. 100. Reprinted with permission.

xvii
List of Figures
Figure 1 The Relationship of Things...............................................................................xiii
Figure 2 Incorporating Theories and Models of Research...............................................24
Figure 3 IRB Alert............................................................................................................65
Figure 4 Diagram of a Blank Sociogram..........................................................................86
To update the List of Figures: [Place curser on page number or title Right click 
Update Field  Update Entire Table], and the figure title and subtitle will show up with
the in-text formatting. Below is a sample figure: lopesup
Figure 1
The Relationship of Things

1
Chapter 1: Introduction to the Study
Introduction
The aim of this descriptive qualitative study is to explore how K-8 general
education educators are trained in and describe using positive emotions, engagement,
relationship building, and meaning through trauma informed approaches to improve
student learning achievement outcomes in Ohio. Attention concerning the need for
trauma-informed systems concerning children learning has grown within the past decade.
Avery et al. (2021) conducted a mixed method study with 121 participants to investigate
implementing support systems and strategies for trauma effected students and found staff
awareness helps struggling students. Recommendations included further development
examining teacher mind-set, relationships and connections between schools, students,
families, and monitor progress toward student's outcome goals.
Over the past 2 decades, there has been a growing realization of the prevalence
and wide-ranging effects of traumatic events on students’ educational success. DeBiase et
al. (2021) conducted a multi baseline design with 5 adolescent participants to investigate
if Positive Psychology Intervention (PPI) improves daily happiness and classroom
behavior concerning at-risk high-school students and found an increase in life satisfaction
for students using PPI with positive affect and reductions in negative affect.
Recommendations included examination of outcome variables regarding happiness and
behavior using different measures or intervals for measurement.
Despite the increasing policy and public attention towards children’s mental
health and learning development, service provision remains underdeveloped in many
parts of the world. Roseby and Gascoigne (2021) conducted a systematic review of 15

2
articles on existing literature regarding trauma-informed education programs impact on
academic-related outcomes and found trauma-informed education programs can improve
students’ academic related outcomes. Recommendations included additional trauma-
informed school-based examination to ensure school systems are upskilled and
responding appropriately to traumatized students. This study would explore the trauma
informed environment and the elements that lead to K-8 general education educators
applying trauma informed approaches for trauma impacted students’ academic
achievement.
Criterion Learner Chair Methodologist Content Expert

*(Score = 0, 1, 2, or 3) Score Score Score Score
INTRODUCTION
(Typically three to four paragraphs or approximately one page)
The learner introduces the dissertation 2 2 1
topic supported by prior research as
defined by the problem space (see
Chapter 2 for more information
regarding problem space).
The learner states the purpose 2 2 1
statement.
The learner provides an overview about 2 2 1
how the study advances knowledge and
practice.
The learner writes this section in a way 2 2 n/a
that is well structured, has a logical
flow, uses correct paragraph structure,
sentence structure, punctuation, and
APA format.
Reviewer Comments:

3
Background of the Study
The study regarding traumatic origins of emotional distress started during the
previous decades of the 19th century. Inin a hospital in Paris, where Jean Martin Charcot
(1887) first proposed that the symptoms of what was were then called “hysterical”
patients had their origins in histories of trauma (Brown et al., 2021). At that time trauma
was referred to as an emotional response to a terrible event like an accident, rape, and/ or
natural disaster. It was believed that immediately after the event of trauma came shock
and denial, as these longer-term reactions could include unpredictable emotions,
flashbacks, strained relationships, and even physical symptoms like headaches and/ or
nausea (Bernadowski, 2022).
However, for a child trauma occurs when a negative experience is acute or
chronic, to the point where it is overwhelming for the child’s ability to cope. The impacts
of experiencing a traumatic event within childhood years could influence devastating
consequences on students' learning and wellbeing (Greig et al., 2021). Based upon recent
population-based estimates it is suggested that approximately two thirds of children
within the United States have experienced at least one traumatic event before reaching
the age of sixteen (Fondren et al., 2020). Examples of these traumatic events could
include but are not limited to psychological abuse, physical abuse, sexual abuse,
community violence, school violence, and witnessing or experiencing domestic violence
(Yeilding, 2021). Therefore, it is important to recognize that traumatic experiences within
students’ childhood can diminish concentration, memory, organization, and language,
abilities that students need to succeed within the educational school systems (Bassett &
Taberski, 2020).

4
The research that needs to be better understood is how K-8 general education
educators describe recognizing and responding to students who have been exposed to
traumatic events. This would include the measurable effects concerning all students’
daily happiness and classroom behavior. In addition to when school leaders deliberately
implement trauma-awareness practices as a whole-school approach for all school
personnel if there is growth in students’ academic outcomes. Furthermore, explore the
applicability of implementing positive emotions to alleviate negative emotions in all
children, with and without specific needs.

BACKGROUND OF THE STUDY
(Typically two to three paragraphs or approximately one page)
The learner provides a brief history of 2 2 1
the problem space, and a summary of
results from the prior research on the
topic.
The learner identifies what still needs 2 2 1
to be understood within the problem
space.
The learner provides a clear statement

of what still needs to be understood:
“The research that needs to be better
understood is …”
The learner builds a justification for 2 2 0.5
the current study, using a logical set of
arguments supported by appropriate
citations.
Learner situates what needs to be 2 2 0.5
understood by discussing how the
research is applicable to/beyond the
local setting and may be contributory
to professional or broader societal
needs.
The learner writes this section in a way 2 2 n/a
APA format.

5

Reviewer Comments:
Definition of Terms
The following terms were used operationally in this study to explore trauma-
informed education representation of change within the educational philosophy. This
qualitative descriptive study was designed to explore the elements of trauma-informed
education, approaches, and practices, when applied to trauma impacted students learning.
The TIPE philosophy combines trauma-informed education and PERMA positive
psychology theory to enhance the learning environment of trauma focused instruction and
the readiness to address trauma in the educational classroom.

6
Educational Leader. An individual whose formal position inside an academic
institution incorporates but isn't restricted to obligations in leading instructive
administration, asset allocation, logistics, and the in general administration of instruction
(Fossland & Sandvoll, 2021).
Trauma..: Alludes to an event series of occasions or a set of circumstances that is
experienced by a person as physically, emotionally destructive, and/ or life threatening
and that has enduring adverse impacts on the individuals functioning and mental
physical, social, emotional, or spiritual wellbeing (SAMHSA, 2014).
Trauma-Informed. Refers to a connected understanding of the way traumatic
encounters can affect the lives of people. Within the instructive setting, trauma-informed
is about applying this awareness to the improvement of frameworks, administrations, and
numerous educational modules so they “accommodate trauma survivors’ needs and are
consonant with healing and recuperation” (Carello & Butler, 2015, p. 264).
Trauma-Informed Care (TIC). Practice in which an organization or system
creates and maintains an awareness of the effect of traumatic encounters on the
individuals it serves, driving to suitable reactions, preparation, practices, and approaches
(Beyerlein & Bloch, 2014).
Trauma-Informed Classroom. A learning environment where students who
have experienced trauma can be effective and included learners that are able to cope with
the feelings which will emerge (Shields, 2021).

7
Trauma-Informed Positive Education Model (TIPE). The application of
positive psychology in an educational setting is known as positive instruction. Positive
instruction adopts a logic that points to engaging in educating practices which
unmistakably construct mental resources not otherwise addressed in relieving the
reduction of negative components (Brunzell et al., 2016, p. 70).
Trauma Informed Practice (TIP). Educators, staff, and school community
recognize and react to students who have been affected by traumatic encounters and
provide apparatuses and resources to assist these students to manage and overcome the
experience of trauma (TSA, 2021, para.2).

DEFINITIONS OF TERMS
(Each definition may be a few sentences to a paragraph.)
The learner defines any words that may 2 2 1.5
be unknown to a lay person (words with
unusual or ambiguous meanings or
technical terms) from the research or
literature.
The learner conceptually defines the 2 2 1.5
phenomena in the study
The learner supports definitions with 2 2 2
citations from scholarly sources, where
appropriate.
The learner writes this section in a way 2 1.5 2
APA format.
Reviewer Comments: Please fix the ‘terms’ to heading 4 with period following term.

8
Anticipated Limitations
This section focus and identifies anticipated limitations of the study. Limitations
is also defined. As well as a rationale for all definitions provided. Anticipated limitations
are inherent to the method and design that will be used for this study, which the
researcher has no control over, such as bias.
Limitations. Variables which impact research in a study and are out of the control
of the analyst (Simon & Goes, 2015). For a qualitative research study reliability and
trustworthiness reveal more limitations than in quantitative research (Simon & Goes,
2015). Descriptive studies cannot be utilized to establish cause and impact connections.
Respondents may not always be honest responding to research questions and/ or may
provide socially alluring reactions regarding the choice and wording of interview
questions that could impact research findings (Simon & Goes, 2015).
1. Potential bias could exist in the research questions when developing the
interview and questionnaire guide. Therefore, clear and coordinated
thoughts, beliefs, and encounters must guide the perspective presented in
the research study (Walker & Solvason, 2014). Although it may be
inconceivable to dispose all subjectivity in the study, the researcher will
provide a setting for the study by illustrating straightforwardness
regarding the researcher’s part in the study and why the study was chosen.
Educational participants in this study will be interviewed and will also
complete a brief questionnaire. These two sources of information are
considered “self-reported” and troublesome to autonomously confirm.
Subsequently, potential bias may exist related to participants review of

9
trauma-informed teaching practices counting specific memory,
misrepresentation, or attribution. To evacuate minimize any bias from data
collection and avoid logically leading questions, the interview process as
well as the data examination will be surveyed reviewed by subject matter
specialists such as the doctoral committee chair, methodologist, and
content expert and field tested prior to data collection.
2. Kindergarten – 8th grade general education educators may not complete
questionnaires. Multiple methods will be used to collect data regarding the
sensitivity of the subject trauma informed approaches and practices.
Triangulation will be used to support a comprehensive understanding of
the phenomenon concerning the multiple methods of data sources that
would be implemented in the research study (Patton, 1999).
3. The sampling strategies that will be used to implement this study would be
convenience sampling with the potential for poor transferability to results.
Also, purposive sampling and the potential to be prone to bias. This study
would not investigate how different grade levels or program sorts change
with regards to the affect and reaction to trauma. The literature review
does cover developing research concerning how various instruction
models are contributing to trauma (Perkins et al., 2017). This study would
not seek to review this in any way. Research in this study would be
restricted to K- 8 general education educators’ implementations of trauma
informed practices applied to trauma impacted students learning.

10

ANTICIPATED LIMITATIONS
(Each limitation may be a few sentences to a paragraph.)
The learner identified anticipated 2 1.5
limitations.
Learner provided a rationale for each 2 2
anticipated limitation.
Learner discussed consequences for the 2 1.5
transferability and applicability of the
findings based on anticipated
limitations.
The learner writes this section in a way 2 1.5
APA format.
Reviewer Comments: Please look at this section in published (recent) GCU qualitative
dissertations.
Summary and Organization of the Remainder of the Study
This aligns to my program of study Doctor of Education in Organizational
Leadership with an emphasis in K-12 as it clearly addresses an educational learning
dilemma phenomenon and presents a relevant, novel problem space, especially relevant
in the current time of students continuously experiencing traumatic events. Based on the
information learned, the researcher believes that this study is feasible. If a lack of
participation is observed from the general education participants, then I would widen the
targeted population by including educational administrators as well. Toledo Public
Schools district has 8 high schools, 42 elementary schools, and 8 special schools.
Furthermore, there are approximately 1,835 educators and 4,373 total employees. If there

11
is an issue with recruiting participants, then snowball sampling would be used to help
recruit additional participants. According to Patel et al. (2003) the researcher should try
to identify convenient opportunities to promote the study and to recruit participants. The
expansion of this study would not require additional approvals because it is within the
same school district and within the same required approvals needed. Therefore, I do not
believe expanding the participant pool would change the study processes and procedures.
Access to the Targeted Population due to Covid-19 could be a concern therefore, Zoom
platform will be used regarding participants.
Insert Project Timeline Here:
Draft Chapter 3 or 2 “Acceptance” by chair and submission to methodologist or content expert
Chapter 1 “Acceptance” by chair and submission to methodologist and content expert
Full finalized proposal submitted to committee members
Successful submission and admittance to Level 2 Peer Review
Level 2 Peer Review Approval (D-35)
IRB Approval (D-50)
Chapter 4 “Acceptance” by chair and submission to methodologist
Full dissertation “Acceptance” by chair and submission to methodologist and content expert
Successful submission and admittance to Level 5 Peer Review
D-65 and successful submission and admittance to Form and Format
Table 2
Alignment Table
Alignment Item Alignment Item Description
Problem Space Need: [There is a need for trauma-informed school-based examination to ensure
school systems are upskilled to recognize and respond appropriately to
and improve learning outcomes for traumatized students.]
Problem Statement: [It is not known how K-8 general education educators describe trauma
informed preparation, and what strategies they use for recognizing, and

12
responding to students who have been exposed to traumatic events.]

Purpose of the Study: [The purpose of this descriptive qualitative study is to explore how K-8
general education educators describe trauma informed preparation and
strategies for recognizing and responding to students who have been
exposed to traumatic events in Ohio.]
Phenomenon: [Understanding how K-8 general education educators describe trauma
informed school approaches applied when teaching students who have
been exposed to traumatic events.] How are K-8th general education
educators prepared to be Trauma-Informed Educators towards recognizing
and responding to trauma exposed students to improve learning
outcomes.]
Research Questions: [RQ1: How do What preparation do K-8 general education educators
receive about applying trauma informed approaches to educate students
who have been exposed to traumatic events? This data will be collected
using the questionnaire and the open-ended interview.
RQ2: How do K-8 general education educators describe recognizing the
signs of trauma for students who have been exposed to traumatic events?
This data will be collected in the open-ended interview.
RQ3: How do K-8 general education educators describe responding to
trauma for students who have been exposed to traumatic events? This data
will be collected in the open-ended interview.]
Methodology/Research [Qualitative methodology aims to approach and reflect real world

Design: situations, where the findings of one study could lead to additional
research. Descriptive design is utilized when aiming to describe
characteristics of a population and/or a phenomenon being studied.]
Chapter 2 will present a review of current research on the centrality of the
dissertation literature review in research preparation. Chapter 3 will describe the
methodology, research design, and procedures for this investigation. Chapter 4 details
how the data was analyzed and provides both a written and graphic summary of the
results. Chapter 5 is an interpretation and discussion of the results, as it relates to the
existing body of research related to the dissertation topic.

CHAPTER 1 SUMMARY AND ORGANIZATION OF THE REMAINDER OF THE STUDY
(Typically one to two pages)
FOR PROPOSAL ONLY: The learner 2 2
provides a project timeline for
completion of the dissertation. [Remove
this for the dissertation.]

13

The learner provides a summary of 2 2
feasibility of the study. The learner
completes Appendix H (Feasibility and
Benefits Checklist).
The learner completes the alignment 2 2
table above. Furthermore, the items
within the table are aligned.
The learner describes the remaining 2 2
Chapters and provides a transition
discussion to Chapter 2.
The learner correctly formats the 2 2
chapter to the Template using the Word
Style Tool and APA standards. Writing
is free of mechanical errors.
All research presented in the chapter is 2 2
scholarly, topic-related, and obtained
from highly respected academic,
professional, original sources. In-text
citations are accurate, correctly cited,
and included in the reference page
according to APA standards.
The learner writes this section in a way 2 2
APA format.
Reviewer Comments:

14
Chapter 2: Literature Review
Introduction to the Chapter and Background to the Problem
The Literature Review segment analyzes models and theories to guide the current
study as it relates to trauma-informed school approaches regarding how K-8 general
education educators describe instruction on trauma informed training to recognize and
respond to students who have been exposed to traumatic events. Trauma impacts K-12
student instructive encounters adversely and comes about with an overpowering sense of
failure (Brunzell et al., 2016). Kindergarten-12th grade trauma influenced students often
encounter high levels of general education educators’ disappointment due to the inability
of educators to identify troubling behavior associated with trauma (Alisic et al., 2012). As
a result, trauma influenced students encounters school suspensions and expulsions
improperly, failing a grade more than once, and designation to special education more
regularly than their non-affected educational peers (Dyson et al., 2021). The issue is that
numerous educators lack the information of research-based trauma educated practices
outlined to meet the special needs of these students and or have not communicated viable
trauma educated efficient approaches utilized to impact continuous learning for these
students.
Chapter 2 includes discussion of the improvement, applications, and limits of
trauma-informed practices research and its guiding standards, which centered on the
requirement for trauma-informed experts to work with traumatized student populations.
Next is the exploration of the impacts of trauma on students learning development,
socialization, behavior, and how trauma presents within the educational setting; while
also examining literature specifically analyzing when trauma began, what effects trauma

15
has on K-12 grade students learning, how trauma is addressed in the educational setting,
and the implications of leadership, and trauma exposed students’ academic learning risks.
This chapter is organized as followed: Background to the problem, identification
of the problem space, theoretical foundations, what is trauma, trauma exposed students’
academic learning risks, trauma impact on students’ behavior, trauma informed schools
and practices, history of trauma informed schools, characteristics of a trauma informed
school, educators’ professional development awareness on trauma-informed approaches,
impact of trauma informed approaches on learning, and the problem statement. The
background information will describe awareness of trauma informed school approaches
applied to educating students who have been exposed to traumatic events. The chapter
closes with an outline of the research and relates it back to the improvement of the
present study by introducing Chapter 3.
Background to the Problem
The origins of emotional distress caused by trauma was first presented during the
previous decades of the 19th century. In a hospital in Paris where Jean Martin Charcot
(1887) first proposed the symptoms of what was then called “hysterical” patients who
had their origins in histories of trauma (Brown et al., 2021). At that time trauma was
referred to as an emotional response to a terrible event like an accident, rape, and/ or
natural disaster. It was believed that immediately after the event of trauma came shock
and denial, as these longer-term reactions could include unpredictable emotions,
flashbacks, strained relationships, and even physical symptoms like headaches and/ or
nausea (Bernadowski, 2022).

16
However, for a child trauma occurs when a negative experience is acute or
chronic, to the point where it is overwhelming for the child’s ability to cope. The impacts
of experiencing a traumatic event within childhood years could influence devastating
consequences on students' learning and wellbeing (Greig et al., 2021). Based upon recent
population-based estimates it is suggested that approximately two thirds of children
within the United States have experienced at least one traumatic event before reaching
the age of sixteen (Fondren et al., 2020). Examples of these traumatic events could
include but are not limited to psychological abuse, physical abuse, sexual abuse,
community violence, school violence, and witnessing or experiencing domestic violence
(Yeilding, 2021). Therefore, it is important to recognize that traumatic experiences within
students’ childhood can diminish concentration, memory, organization, and language
abilities that students need to succeed within the educational school systems (Bassett &
Taberski, 2020).
Traumatic experiences can impact learning, behavior, and relationships within the
educational environment. Boals et al. (2019) suggested school-wide trauma-informed
approach aimed to identify relevant skills and knowledge that are foundational towards
supporting and engaging students that are at risk within social and emotional learning
after experiencing trauma. According to Avery et al.’s (2021), school-wide trauma-
informed approaches framework, revealed educators and school administrators lacked
knowledge of how to implement a responsive and dynamic approach towards social and
emotional learning, that could essentially support improved short and long-term
outcomes for students after experiencing traumatic events. After implementing school-

17
wide trauma-informed approaches educators then could think about what students'
behavior may be telling them (Rahimi et al., 2021).
Trauma-informed teaching starts with an understanding of how trauma can impact
learning and behavior. Stokes and Brunzell (2019) discussed a problem that presents
ongoing challenges for educators and school policymakers seeking to implement how
educators could respond to student disengagement from traumatic events through social
and emotional learning. This was done by observing students’ progress regarding their
learning outcomes after the event they were exposed to a traumatic occurrence. The
existence of literature from trauma-informed approaches for educators provides useful
frameworks for educators to understand their guiding roles regarding trauma exposed
students (Greg et al., 2021). Yet, there is a lack of knowledge regarding the influence of
effectiveness and the perspective educators’ experiences (Parker & Hodgson, 2020).
Therefore, educators reflecting on their teaching practices could help find ways to better
support students who may be experiencing trauma.

INTRODUCTION TO THE CHAPTER AND BACKGROUND TO THE PROBLEM
(Typically two to three pages)
Introduction: The learner provides an 2 2 X 2
orienting paragraph, so the reader
knows what the literature review will
address.
Introduction: The learner describes 2 2 X 2

how the chapter is organized (including
the specific sections and subsections).
Introduction: The learner describes 2 2 X 2

how the literature was surveyed so the
reader can evaluate thoroughness of the
review. This includes search terms and
databases used.
Background: The learner provides a 2 2 X 2

broad overview of how the research

18

topic has evolved historically.
The learner writes this section in a way 2 2 X 2

APA format.
Reviewer Comments:
Identification of the Problem Space
There are significant challenges associated with students experiencing
traumatizing events that may contribute to students’ later learning outcomes. Research
and practice illustrate that traumatic encounters can significantly alter the way individuals
learn and develop (Boals et al., 2019). Collins-Camargo et al. (2019) found that there was
a strong influence regarding awareness and informed -approaches on students learning
outcomes that have experienced a traumatic event. These authors suggested future
research for how educators implement awareness and informed- approaches through
functional standardized assessments, behavioral initiatives, collaboration, and
coordination from information that is shared among organizational professionals
regarding the core component of support in trauma-informed services. Findings of
Dombo and Sabatino (2019) specifically indicated further studies for establishing trauma
informed structures that connect students with educators to develop self-regulation
behaviors and emotions on behalf of their academic learning. However, Vonstanis (2019)

19
suggested future research to determine educator’s perception on contributions that
specifically improve students learning after experiencing traumatic events.
Despite the increasing policy and public attention towards children’s mental
health and learning development, service provision remains underdeveloped in many
parts of the world. The impacts of childhood trauma and adverse childhood experiences
can have devastating consequences on students' learning and wellbeing. (Greig et
al.,2021). According to Bilias et al. (2017) research, positive psychology incorporates an
important role in contributing trauma-informed learning. Findings of DeBiase et al.
(2021) study exploring positive psychology interventions (PPI) specifically indicated
further studies on measurable effects concerning all students’ daily happiness and
classroom behavior. Meanwhile, Upadhyay (2021) study implemented positive
psychology interventions and suggested further studies be conducted to determine
applicability of these interventions to boost positive emotions and alleviate negative
emotions in all children, with and without specific needs. However, Attwood et al. (2022)
mentioned there is a need for educators to reflect on their educating practices to discover
ways to better support students who may be encountering trauma.
Attention concerning the need for trauma-informed approaches regarding
children’s learning has grown over the past decade. Wall (2021) mentioned trauma
informed approaches are needed among an educational environment to be mindful and
competent of successfully reacting to student’s trauma experiences. Findings from Stokes
and Brunzell (2019) study utilizing the trauma informed positive education model
acknowledged positive impacts on students learning after implementing trauma-aware
practices. However, according to Anderson et al. (2022) further study is needed to

20
understand educators’ capacity to create trauma educated spaces that better support
students’ learning development and academic advancement.
Trauma-informed instruction incorporates analyzing the impact and effect on
students. In a trauma-informed school, educators among the school community are
orchestrated to recognize and respond to students who have been influenced by trauma
(Ellison et al., 2020). Although numerous disciplines and diverse techniques are
conducted by utilizing research to look at trauma-informed practices in schools, educators
are underexamined in this work (Thomas et al., 2019). According to Douglass et al.
(2021) there is a body of research indicating that childhood trauma can affect brain
advancement and eventually can influence negative cognitive function and academic
performance of students. However, research is lacking about how educators in trauma-
informed schools perceive carrying out trauma-informed approaches and practices
(Luthar et al., 2020).

IDENTIFICATION OF THE PROBLEM SPACE
(Typically two or three pages)
The learner provides a detailed 2 2 X 2
description of how the problem space
has evolved over time, and the effects it
has had on the research (research
trends).
The learner summarizes the problem 2 2 X 2
space, highlighting what has been
discovered and what still needs to be
understood related to the topic from
literature or research dated primarily
within the last five years.
The learner discusses and synthesizes 2 2 X 2
the evolution of the research on the
problem. Specifically:
 Identifies the key sources used as
the basis for the problem space
 Identifies trends in research and
literature.

21

 Identifies how the research focus
has changed over the recent past
(five years).
 Discusses key findings that
emerged from recent studies.
 Discusses prior research and
defined future research needs.
From the findings of research studies 2 2 X 2
and evolution of recent literature on the
topic, the learner defines the parameters
for problem statement for the study.
The learner describes how the study will 2 2 X 2
contribute to the body of literature.
The learner describes the potential 2 2 X 2
practical or professional applications
from the research.
The learner writes this section in a way 2 2 X 2
APA format.
Reviewer Comments:
Theoretical Foundations
This research study will utilize trauma informed positive education (TIPE) and
positive psychology to provide the theoretical foundations on how building a trauma-
informed school could promote a safe and welcoming climate that seeks to create a
structured and predictable learning environment for students that minimizes unnecessary
trauma and loss reminders. The competencies of trauma informed positive education are
self-awareness, social awareness, responsible decision making, self-management, and
relationship skills (DeBiase et al., 2021). There are explicit instructions and teaching

22
strategies for educators to carry out each of the competencies, that is essential in creating
a universal trauma-informed environment for educational settings. For example,
educators should expect unexpected responses, employ thoughtful interactions, be
specific about relationship building, and promote predictability and consistency (Rahimi
et al., 2021).
Creswell et al. (2007) clarified that qualitative analysts regularly feel compelled to
demonstrate their request are substantial and prompted that a theoretical focal point can
offer assistance to decide how and why measure legitimacy is established and examined.
Furthermore, learning for students after being exposed to trauma may be a complex
prepare affected by numerous inside and outside variables. Due to the complexities of
this learning process, there are various phycological theories and models that give
clarification to how and why trauma educated approaches influence trauma affected
students to improve the academic results of those students.
Trauma informed positive education (TIPE) model approach explores three
domains of learning needed for trauma-affected students such as, repairing regulatory
abilities, repairing disrupted attachment, and increasing psychological resources.
Repairing regulatory abilities allows children to manage their own emotions and
responses to different stimuli. Repairing disrupted attachment refers to showing up even
after a child has acted out, and not walking away when it gets challenging (Stokes, 2019).
It has been found that children with insecure attachments might try to push one’s buttons
in hopes of getting a reaction out of adults (Alisic et al., 2012). Sometimes to educators,
this could be viewed as disruptive behavior and/ or unruly behavior that comes across as
manipulation (Brunzell et al., 2016). Increasing psychological resources is referred to as a

23
design of systematic approaches that cultivate and encourage personal practice of positive
psychology to incorporate reflections regarding modeling and giving formative feedback
to staff and teachers (Brown et al., 2016). This aims to prompt teachers to reflect on the
underlying causes of students’ behavior with the attempt that the student is making to
meet their own needs.
The TIPE model contributes to positive education, positive psychology, and
traumatology by applying context towards teacher classroom assistance and school-based
practitioners to meet complex behavioral, cognitive, and relational needs of students
struggling in schools (Brunzell et al., 2016). (See Figure 1). Trauma informed positive
education model will be used to develop this study interview questions to address all
three RQs regarding how K-8 general education educators describe being trained on
applying trauma informed approaches to educate students who have been exposed to
traumatic events, how do K-8 general educators describe recognizing the signs of trauma
for students who have been exposed to traumatic events, and how K-8 general education
educators respond to students who experience trauma. With the inclusion of informing
the phenomenon on understanding how K-8 general education educators describe trauma
informed school approaches applied when teaching students who have been exposed to
traumatic events.
Figure 1
Trauma Informed Positive Education (TIPE)

24

25
(Brunzell et al., 2015; Brunzell et al., 2016b)
This research study will also utilize Positive psychology to provide the theoretical
foundation on how building educators positive and attuned relationships with trauma
impacted students could help to improve their own features through continuous effort and
commitment when influencing educational growth. The PERMA model was created by
psychologist Martin Seligman (2011). According to Umucu et al. (2020) the learned
helplessness theory behind the model is based on the canons of positive psychology, to
understand the conditions beneath which individuals flourish based upon five
dimensions. Martin Seligman's PERMA theory of well-being is an attempt to answer the
five fundamental building blocks that enable flourishing (Kern et al., 2015). Although the
PERMA model has advanced as a model regarding student wellbeing, mostly among
vulnerable groups and as a substantial instrument over societies, few researchers have
discussed the model and its significance towards student success.

26
Drawing on recent research regarding student learning development after
experiencing a traumatic event this research study will utilize M. Seligman's (2011)
multidimensional PERMA model (positive emotion, engagement, positive relationships,
meaning, and accomplishment) to provide the theoretical foundation. The development of
this study implying the PERMA model will be conducted on how trauma informed
educators contribute their awareness and knowledge towards trauma impacted students to
improve educational growth and learning outcomes through positive education.
According to Van Tongeren et al. (2021) the positive psychology model is a branch of
psychology focused on the character strengths and behaviors that allow individuals to
build a life of meaning and purpose to further move beyond surviving to flourishing.
Attention regarding adverse childhood experiences on the impact of childhood trauma
has increased awareness of the connections between student life experiences and
educational outcomes (Trudel, 2020). Implementing the positive psychology model into
trauma informed education approaches helps to informs students to discover modern
meaning and shape their activities into living a life in agreement that values their
character (Jin et al.,2021). Although positive psychology is a relatively new form of
psychology, as it emphasizes the positive influences regarding a person's life. Positive
psychology is an emerging applied science that has just begun to have a significant
impact on educational institutions and educational based interventions (Saksena &
Gautam, 2019). These impacts include character strengths, optimistic emotions, and
constructive institutions (Van Tongeren et al., 2021). This model is based on the belief
that happiness is derived from both emotional and mental factors (See Figure 2).

27
The positive psychology model will be used to develop this study interview
questions to address all three RQs regarding how K-8 general education educators portray
being prepared on applying trauma educated approaches to teach students who have been
uncovered to traumatic occasions, how K-8 general education educators depict
recognizing the signs of trauma for students who have been exposed to traumatic events,
and how K-8 general education educators react to students who have was involved with
experiencing trauma. With the consideration of informing the phenomenon on
understanding how K-8 general education educators depict trauma educated school
approaches influences when instructing students who have been exposed to traumatic
events.
Figure 2
Positive psychology
(Seligman, M., 2011).

THEORETICAL FOUNDATIONS
(Typically two or three pages)
The learner discusses the theoretical 2 2 X 2
foundation and, where appropriate, the

28

extended conceptual framework that
undergird and frame the study.
The learner identifies theory(ies), 2 2 X 2
model(s), and/or concept(s) from
seminal source(s) that provide the
theoretical foundation to use in
developing the research questions,
identifying phenomena, and describing
the sources of data.
The learner cites the appropriate 2 2 X 2
seminal source(s) for each theory,
model, or concept.
The learner includes a cogent 2 2 X 2
discussion/synthesis of the theories,
models and concepts, and justifies the
theoretical foundation/framework as
relevant to the problem statement for
the study. The learner connects the
study directly to the theory and
describes how the study adds or
extends the theory, model, or concept.
The learner’s discussion reflects 2 2 X 2
understanding of the foundational and
historical research relevant to the
theoretical foundation.
The learner writes this section in a way 2 1.52 X 1.5
APA format.
Reviewer Comments:
Review of the Literature
Definition and History of the Study of Trauma
When we talk about trauma, there are distinctive encounters and responses we
may be alluding to (Papadima, 2021). According to Bassett and Taberski (2020) acute,

29
chronic, and complex are the three fundamental sorts of traumas. While acute trauma
results from a single incident (Ranieri, 2021). Chronic trauma is rehashed and drawn out
such as household violence or abuse (Roseby & Gascoigne, 2021). Whereas complex
trauma is an introduction to changed and different traumatic occasions, regularly of an
intrusive, interpersonal nature (Farnfield & Onions, 2021). However, each type of trauma
is an emotional reaction to an awful occasion like a mishap, assault, or natural
catastrophe (Anassontzi & Kollia, 2022). Yet it is also the reaction to a profoundly
upsetting or exasperating occasion that overpowers an individual’s capacity to manage
(Music, 2021). The definition of ‘cumulative trauma and complex trauma are regularly
utilized to characterize individuals, especially minors, who encounter different, chronic,
delayed traumatic occasions early in life and of an overwhelmingly interpersonal nature
(Veach, 2021). Unresolved experiences of trauma can then stimulate the body and brain
to produce various detrimental effects even in non-threatening situations (Brown et al.,
2021).
Initial impacts of trauma can lead people to see themselves as awkward or harmed
and to see others and the world as hazardous and eccentric (Downey & Crummy, 2022)
According to Gobodo-Madikizela (2016) effects from trauma can slow down or
completely halt an individual’s capacity to memorize. Haydon et al. (2018) suggested
when the body senses a risk, energy surges toward brain districts specialized in averting
threat. This is often fundamental for keeping us alive (Hodgdon et al., 2019). Moreover,
it implies that energy shifts absent from the brain regions that help us learn (Jin et al.,
2021). These starting responses to trauma can incorporate depletion, perplexity, pity,
uneasiness, disturbance, numbness, separation, physical excitement, and blunted

30
influence (Trouti, 2018). Most reactions are typical and could influence most survivors
socially, mentally, and may cause self-limitations (Zheng et al., 2022). Music (2021)
mentioned trauma causes sentiments of weakness, reduces sense of self and an
individual’s capacity to feel a full range of feelings and encounters. Quickly after the
occasion, stun and refusal are ordinary (Lee & Brown, 2022).
Longer term responses regarding trauma incorporate eccentric feelings,
flashbacks, strained connections, and indeed physical side effects like migraines or
queasiness (Silva & Pereira, 2022). A traumatic circumstance can be both cataclysmic
and disorganizing, whereas putting the full presence of the person to the test (Martins
Meurer et al., 2021). However, there are no objective criteria to assess which occasions
will cause post-trauma indications, circumstances ordinarily include the misfortune of
control, disloyalty, manhandle of control, weakness, torment, and perplexity (Ovenstad et
al., 2020). Traumatic circumstances that cause post-trauma indications shift very
drastically from individual to individual (Na et al., 2021). In fact, it is exceptionally
subjective, and it is critical to bear in intellect that it is characterized more by its reaction
than its trigger (Papadima, 2021). Furthermore, the results of the trauma have a social
dimension (Ranieri, 2021). Individuals may feel detached and withdrawn from their
social presence, character, alone, and unprotected, as trauma can lead to them question
their social character (Schroeder et al., 2021). Trauma in this manner assaults in a double
way, setting out to test all the angles of the individual’s functionality (Yeilding, 2021).
Further indicating that childhood trauma experiences can have long-term adverse impacts
on an individual all through childhood and into adulthood (Parker & Hodgson, 2020).

31
Traumatic events have a significant effect on young children (Veach, 2021).
According to Parker and Hodgson (2020) childhood trauma can have long-term adverse
impact on an individual all through childhood and into adulthood. However, each child
responds to trauma in an unexpected way (Fitzgerald et al., 2021). Recent
neurobiological, epigenetics, and mental studies have appeared that traumatic encounters
in childhood can reduce concentration, memory, and the organizational and dialect
capacities children need to succeed in school (Bellamy et al., 2022). Traumatic conditions
concerning children can frequently interfere with their ideal improvement if the child is
scarred, harmed, and/ or defenseless to consequent upsetting occasions (Ranieri, 2021).
Taylor (2021) mentioned children exposed to trauma may show increased animosity,
destitute social aptitudes, and impulsivity, battle academically, and engage in risk-taking
behaviors with serious results. According to Trouti (2018) various situations are so
troublesome and destructive that they could influence the whole scope of mental
development, driving to what has been characterized as developmental trauma. Results
could lead to consideration of the significance of understanding the role regarding
influence and direction in developmental trauma (Farnfield & Onions, 2021). Music
(2021) recommends that trauma recuperation continuously requires encountering a new
sense of security and trust, which from their children can experience a reboot and respire
into life.
Over the past three decades, the field of child traumatic stress has seen various
trauma-focused evidence-based treatments that is outlined to successfully address the
assorted clinical needs of children exposed to a cluster of traumatic events (Steinberg et
al., 2019). The purpose of standardized, viable, trauma-informed clinical interventions is

32
a central means by which the NCTSN seeks to progress standard care for traumatized
children and to extend the nation’s capacity to meet the needs of these children (Hall
Brown et al., 2016). According to Steinberg et al. (2019) the national child traumatic
stress network (NCTSN) initiated by congress in 2000 in relation to the Children's
Wellbeing Act helps raise standard care and increase access to administrations for
children and families who were involved or witness traumatic occasions. David and
Schiff (2018) discussed three of the foremost well-supported and broadly spread
evidence-based interventions for early childhood trauma are Trauma-Focused Cognitive
Behavioral Treatment, Parent-Child Interaction Treatment, and Child-Parent
Psychotherapy. Children who have experienced trauma can benefit from these developing
best practices in trauma-informed care (Burkey et al., 2020).
The examination of traumatic experiences inevitably drew to the development of
the evidence-based early treatment, the child and family traumatic stretch intervention
(Marans, 2021). Child and family traumatic stress intervention (CFTSI) is an early
intervention and auxiliary prevention model that points to diminish traumatic stress
responses and posttraumatic stress clutter (PTSD) (Berkowitz et al., 2011). According to
Phelps et al. (2022) this intervention could be brief and within five to eight sessions
through evidence‐based early mediation for children seven to eighteen years old. Aiming
to decrease traumatic stress responses and the onset of PTSD (Hahn et al., 2019). Child
and family traumatic stress intervention is conducted within thirty to forty-five days
following a traumatic occasion or the divulgence of physical or sexual manhandle.
Marans (2021) mentioned it is typically utilized effectively with children with broad
trauma histories. With an objective to diminish post-traumatic push responses and onset

33
of PTSD by expanding communication and family support (Catchpole et al., 2019).
Following traumatization, caregiver support could be a significant figure contributing to
children's effective management of posttraumatic responses and their recuperation (Hahn
et al., 2019). In addition to implementing positive adjustments for trauma and healing
(PATH), which is a manualized treatment program for youth and their caregivers that is
socially adjusted to consolidate a trauma model, positive psychology, and versatility
(Hoskins et al., 2018).
Yet, evidence-based treatments for traumatized children such as trauma-focused
cognitive behavioral therapy (TF-CBT) aim to prepare children specifically with
aptitudes for compelling self-regulation and may progress executive function (Lee &
Brown, 2022). Trauma-focused cognitive behavioral treatment (TF-CBT) has been
recognized as a gold standard treatment for childhood posttraumatic stress disorder
(Cohen et al., 2020). According to Sachser et al. (2019) cognitive–behavioral treatment
(CBT) procedures have appeared to be viable in treating children who have diligent
trauma responses. However, Phipps and Thorne (2019) mentioned trauma-focused
cognitive behavioral treatment as being illustrated to diminish genuine trauma responses,
such as PTSD, other uneasiness and depressive indications, and behavioral issues.
Current research reveals strong evidence regarding trauma-focused cognitive behavioral
treatment supporting secure and successful intercession for both intense and unremitting
PTSD taking after a run of traumatic encounters in children (Pfeiffer et al., 2020).
Furthermore, consisting of three phases of treatment which are safety and stabilization,
formal gradual exposure, and consolidation/integration (Lee & Brown, 2022).

34
Parent-child interaction treatment (PCIT) is an evidence-based behavior parent
preparing treatment for children with emotional and behavioral disorders that places
accentuation on improving the quality of the parent-child relationship and changing
parent-child interaction designs (Catchpole et al., 2019). Furthermore, a broadly
researched and experimentally supported dyadic parent–child treatment for externalizing
behaviors in young children (Whalen et al., 2021). According to Blair et al. (2019)
parent-child interaction treatment (PCIT) has shown to diminish challenging child
behaviors and improve parenting abilities. However, French et al. (2018) mentioned
steady treatment, non-adherence, and non-response remain things of concern. Standard
treatment of therapy consist of two components which is the child-directed interaction
whereas parents are taught to interact positively with their children without criticizing or
negatively responding and the parent-directed interaction which teaches parents how to
use nurturing firm limit-setting techniques, overlapping greatly with techniques of
authoritative parenting (Basharpoor et al., 2016). Yet, Davis et al. (2022) mentioned
while children and their caregivers are seen together in parent-child interaction therapy it
specifically targets parenting in treatment. These researchers also discussed parents are
employed a ‘bug’ within the ear procedure whereas the advisor could coach the parent
while wearing a mouthpiece through a one-way reflect amid live parent child
interactions. According to French et al. (2018) parent-child interaction treatment permits
the advisor to assist and modify parental behavior while it is occurring. Meanwhile,
Thomas et al. (2019) research suggested metanalyses illustrated enhancements in
parenting practices taking after parent-child interaction treatment by counting more
commend and reflections, and less reactions and negative conversation.

35
Each of these practices include both organizational and clinical changes that have
the potential to progress persistent engagement, wellbeing results, educator, and staff
wellness, and diminish superfluous utilization (Mazzeo & Bendixen, 2022). Brown et al
(2021) mentioned there is enough research within the areas of these practices regarding
mental health and social administrations around trauma-informed practices. According to
Lee and Brown (2022) adolescence may be a delicate period for trauma-focused
functional development interventions, although no study has examined trauma-focused
executive function enhancements or the potential differences in the results between
children and teenagers. Meanwhile, there are many treatment programs and institutions
generating around trauma (Avery et al., 2021). Researchers are reluctant to grasp and
examine particular programs or reasonings since there's no one-size-fits-all solution,
arrangement, calculation, or treatment convention regarding trauma in children (Berg-
Poppe et al., 2022). However, traumatic experiences left untreated could lead to
impacting learning, behavior, and relationships at school for children (Bellamy et al.,
2022). Recent research suggest that about half of all elementary school students within
the United States have experienced at least one possible traumatic event that could have
significant and negative results within the classroom (Koslouski & Stark, 2021).
Trauma Exposed Students’ Academic Learning Risks
Research has found that each year, an increasing number of students enters an
educational school system having experienced different forms of trauma, such as
violence, death, abuse, and illness (Frieze, 2015). Studies reveal students who deal with
complex traumas must oversee negative impacts to their development (Paredes, 2021).
For students with a traumatic involvement, school can be an awfully challenging

36
environment and a repulsive involvement (Borjanić-Bolić Emina & Ristić Ivana, 2021).
When students are encountering trauma, they can be more diverted or take longer to
complete assignments (Fitzgerald et al., 2021). They could even be more irritable or
nervous and therefore more likely to drop behind in courses and/or get in trouble for
behavior issues (Downey & Crummy, 2022). These issues are regarding concentration,
capacity to sit still and calmly follow classes, self-regulation abilities (Dutro, 2017). As
well as challenges in establishing and keeping up connections with peers and educators
are anticipated for traumatized school-age students. (Burkey et al., 2020). All the
exceeding situations can lead to low educational achievement (Fondren et al., 2020).
This imperative is to a great extent on acknowledgment that schools are social places
and learning could be a social prepare (Parker & Hodgson, 2020). Findings also show
that students who have been exposed to and/ or experienced trauma have little space left
for learning (Frieze, 2015). Burkey et al. (2020) mentioned when students have a constant
state of tension and encouragement this could leave them unable to be attentive, engage,
and recollect information. That can then cause for students to suffer from traumatic stress
symptoms that can typically lead to difficulty for them to regulate their behaviors and
emotions (Burkey et al., 2020). This may incorporate a student to be clingy and frightful
of unused circumstances, effortlessly startled, troublesome to support, forceful, and
imprudent (Flanagan & Rodriguez, 2021).
Furthermore, symptoms resulting from trauma can directly impact a student's ability
to learn (Bilias-Lolis et al., 2017). Research shows that children and adolescents who
experience abuse and neglect tend to have lower learning results, higher rates of learning
challenges, higher rates of mental wellbeing clutters, and behavioral challenges than

37
children who have not experienced traumatic encounters (Anderson et., 2022). These
students might be distracted by intrusive thoughts about the event that avoid them from
paying attention on a lesson, considering, or doing well on a test. Further, leading to
diminished IQ and perusing capacity (Avery et al., 2021). When students have
experienced a traumatic event, that cause distraction by intrusive thoughts about that
event that prevent them from actively paying attention in class, studying, and/ or doing
well on academically (Burkey et al., 2020). Then Maslow’s chain of command
hypothesis of human needs related to child improvement must be met some time recently
before educators can support children's higher-level needs like learning, self-esteem, and
personal growth (Medcalf, Hoffman, & Boatwright, 2013). Whereas, accomplishing
students’ engagement requires input from numerous sources and the consideration of
several impacting variables and conditions (Gaywish, & Mordoch, 2018).
Social-emotional learning (SEL) plays a critical role in students’ success since it
makes a difference for students to create versatility, the capacity to recognize and attend
to individual challenges whereas working toward educational desires (Dyson et al.,
2021). Full of feeling engagement concerns the emotional side of learning, such as
delight, intrigued, sense of having a place, and may include sentiments of
accomplishment, authority, dissatisfaction, or disappointment (Bilias-Lolisa et al., 2017).
Results appeared that trauma-exposed youth failed to hose dorsolateral prefrontal cortex
action and lock in amygdala–pregenual cingulate inhibitory circuitry amid the control of
enthusiastic strife and were less able to control passionate strife (Frankland, 2021).
Therefore, traumatic occasions can put students in a “fight” or “flight” mode whereas,
working from such places avoids students from getting to higher order of considering and

38
adversely impacts emotional learning and academic accomplishments (Burkey et al.,
2021). Educators and school policymakers are seeking to implement appropriate
initiatives on how to respond to student disengagement through social and emotional
learning (Parker & Hodgson, 2020).
Social learning can be characterized as the process through which students learn and
apply a set of social, social enthusiastic, behavioral, and character aptitudes required to
succeed in education studies, the work environment, connections, and citizenship
(Ferreira et al., 2021). Research and practice including the effective integration of Social
and Enthusiastic Learning proceeds to be in sharp center with educational analysts,
policymakers, and specialists (Dyson et al., 2021). However, related impacts of vicarious
trauma incorporate uneasiness, disengagement, evasion of social contact, becoming
judgmental, discouragement, somatization, and disturbed convictions about self and
others (Bassett & Taberski, 2020). This frequently includes connection disturbance and
interpersonal savagery within the context of essential connections (Gaywish, & Mordoch,
2018). Therefore, in this manner disturb the securing of students’ interpersonal
relatedness abilities, including the desire for association, and lead to trouble with social
functioning in adulthood (Gebauer, 2019). Indicating that if students are in major
socializing roles contend with high everyday stress due to the impact of trauma a vital
defensive factor is their continuous access to strong connections among their educational
settings (Luthar & Mendes, 2020).
Reacting to the social, relational, and emotional needs of school students is presently
decisively within the domain of schools, educators, and school support staff (Parker &
Hodgson, 2020). Introduction to traumatic occasions, particularly amid a student’s early

39
years, can antagonistically influence consideration, memory, and cognition of learning
that diminish a student’s capacity to center, organize, and handle data (Fondren et al.,
2020). In addition to interfere with a student ability of compelling problem solving and
arranging (Koslouski & Stark, 2021). Furthermore, trauma-induced experiences for
students can result in shifting degrees of cognitive disability and enthusiastic
dysregulation that can lead to a significant number of issues, counting trouble with
consideration and focus, learning incapacities, low self-esteem, disabled social abilities,
and rest unsettling influences (Jaycox et al., 2009). Not shockingly childhood trauma
exposure has the control to disturb students’ advancement with respect to these
foundational aptitudes and capacities. According to Bilias-Lolis et al. (2017) more so can
affect how a student behaves in the classroom while among the educational school
system environment.
Trauma Impact on Students Behavior
Students exposed to trauma may show increased animosity, destitute social abilities,
impulsivity, struggle academically, and engage in risk-taking behaviors with serious
results (Lindebø Knutsen et al., 2019). Various at-risk behavior patterns are often
associated with traumatic childhood experiences (Bell et. al., 2013). Contradicted to
understanding students’ classroom unsettling influences such as behavioral reactions to
trauma, instructors tend to regularly accept that students act out due to deliberateness
rebellion or a need of inspiration to memorize (Ovenstad et al., 2020). According to
Jaycox et al. (2009) the negative consequences of trauma on students include poor
emotional, behavioral, and academic outcomes. It is evident, that for students, traumatic
encounters are greatly hindering to their advancement and capacity to memorize due to

40
impeded cognitive working, capacity to recognize impact of their needs, behavioral
issues, a need of security, and a sense of internalized self-contempt (Anderson et., 2022).
Causing students behavior to be often challenging among the educational school
environment (Kisiel et al., 2020). Thus, educators may react with reformatory activities,
counting decrying or expelling understudies from the classroom, instead of tending to
students neglected social-emotional needs (Báez, 2019). This is a continuing concern
regarding learning, school climate, and the need to address stress and trauma in students'
lives (Anderson et al., 2015). Fondren et al. (2020) mentioned students affected by
trauma are more likely to be punished among the school environment for displaying
problematic behaviors that are associated with increased school suspensions and referrals
for disciplinary actions in the schools setting. Therefore, the carelessness around tending
to students with trauma by reexamining school approaches, practices, and educator
preparing has driven to students who have experienced complex traumas being
unreasonably punished by the education framework in a huge number of occasions
(Paredes, 2021).
Elementary and special education educators provide educational services to students
displaying learning incapacities and behavioral problems symptomatic within hidden
conclusions of complex trauma that could have resulted from abuse or extreme
attachment disturbance (O'Neill et al., 2010). Students with developmental disabilities are
more likely to be exposed to trauma however, exposure to trauma makes developmental
delays more likely (Buxton, 2018). Students that diagnosed with disabilities are likely to
display more trauma-related indications and behaviors (Whalen et al., 2021). These
students’ capacity to recuperate may be limited by their disability. A child with a

41
disability may not be able to describe a traumatic occasion but might re-enact the
occasion through repetitive behaviors (Winder, 2015). Various components could
influence students with a disability that have been exposed to trauma at risk for
developing psychopathology and may also influence the child at risk for diverse
traumatic experiences (Shafiee-Kandjan et al., 2017). Trauma can also impair a student’s
ability to control impulsive reactions if something reminds the child of the traumatic
event (Morton, 2022). Buxton (2018) suggested behavioral responses of educational
inability children learning may reveal various behavioral reactions that provides signs in
which children may implement trauma-related challenges in school.
There's an ongoing public mindfulness and concern over what is detailed to be raising
savagery in schools and genuine behavioral and mental trouble issues among a few
students (Frankland, 2021). Hence, students learning, and behavioral issues passed on
within the classroom are misunderstood or rebuffed instead of drawn closer in a trauma-
informed way (Báez, 2019). Trauma-informed schools that fosters a safe, supportive
environment for all students helps to support trauma-exposed students within classroom
learning strategies (Flanagan & Rodríguez, 2021). Dyson et al. (2021) primary concerns
with students ‘emotional and behavioral regulations stated that students cannot learn
academics if their base needs of comforts, safety, and security are not met first. Whereas
introduction to childhood trauma and stress poses genuine issues regarding social and
cognitive learning among school students it might moreover posture other psychological
impacts (Hoskins et al., 2018). Students affected by childhood trauma regularly illustrate
executive function troubles, which contrarily influence self-regulation and potentiate the
risk for trauma-related psychopathology and functional impedance (Lee & Brown, 2022).

42
Darnell et al. (2019) suggested students encountering numerous traumatic events is
associated with a wide range of psychological and behavioral outcomes and therefore a
need to address developmental solutions. When trauma-informed practices are not
implemented to examine students’ behavior critical knowledge could go unnoticed
regarding the cause of the behavior and often influencing educators to conduct
interventions for behavioral symptoms without treating the initial cause of the problem
(Downey & Crummy, 2022). Therefore, further causing educators with lack of trauma-
informed awareness and training to misunderstand and misappropriately punish students
for misbehaviors, inadvertently causing re-traumatization (Pfeiffer et al., 2020).
Trauma Informed Schools Practices and Approaches:
According to Yeilding (2021) to understand current research on trauma informed
schools, it is critical to understand the past and current approaches to trauma in other
academic works. Trauma-informed care begun in medication, as an approach to patient
care that takes trauma under consideration when diagnosing and treating people (Haydon,
et al., 2018). Having its genesis in understanding care within the 1970s, when the
physical and mental traumas experienced by Vietnam War vets required it (Schroeder et
al., 2021). Trauma-informed care is implemented as an approach within the human
benefit field that expect that a person is more likely than not to have a history of trauma
(Berg-Poppe et al., 2022). Furthermore, recognizing the nearness of traumatic side effects
and recognizing the part trauma may play in an individual's life (Anderson et al., 2022).
However, due to the long-lasting affect and predominance of adverse childhood
encounters, trauma-informed care is connected presently in a wide run of settings
counting mental wellbeing and substance-abuse treatment offices, child welfare

43
frameworks, schools and criminal equity educate (Boals et al., 2019). Which has become
a center focus for child-serving organizations and administrations over the past several
decades, including educators and instructive frameworks (Diamond & Oberg, 2019).
In 2001, U.S. Congress and SAMHSA established the Donald J. Cohen National
Child Traumatic Stress Initiative, and the National Child Traumatic Stress Network
(Douglass, et al., 2021). The national development toward the creation of trauma-
informed schools was progressed by the 2015 reauthorization of the Elementary and
Secondary Instruction Act (ESEA) (Joseph et al., 2020). Now alluded to as the Each
Student Succeeds Act (ESSA) which supports the use of evidence-based, trauma-
informed approaches in public schools (Eppler-Wolff et al., 2019). However, K-12
trauma-informed educational organizations ensure all instructors, school directors, staff,
students, families, and community individuals recognize and react to the behavioral,
emotional, social, and academic effect of traumatic stress on those inside the school
framework (Fondren et al., 2020). Trauma-informed schools reflect a national
development toward executing organizational practices and systems-change techniques
that support trauma-exposed individuals (McIntyre et al., 2019). One in which all
students feel secure and invited because tending to trauma's effect on learning on a
school-wide premise is at the center of its instructive mission (Fondren et al., 2020). The
elements needed for a trauma-informed school system are instructing trauma education
and awareness, recognizing, and evaluating traumatic stress, tending to, and treating
traumatic stress (Laurent & Hart, 2020). That incorporate arrangement, strategy, and
educational programs into an all-encompassing approach to support each student's
potential (Luthar & Mendes, 2020). According to Flanagan (2021) recognizing the

44
require for trauma educated practices inside schools and finding assets to help with
school objectives is the establishment of making an effective trauma-sensitive school
culture.
A trauma-informed approach starts with understanding the physical, social, and
enthusiastic effect of trauma on the student, as well as on the educators who serves them
(Anderson et al., 2022). This incorporates victim-centered practices that consolidates
three components (Anassontzi & Kollia, 2022). Trauma-informed approaches in schools
utilize a Multi-Tiered Framework of Supports (MTSS) in which entirety school layered
practices and interventions utilize frameworks, information, and evidence-based practices
to extend social, enthusiastic, and academic achievement for all students (Law, 2019).
Trauma-informed positive instruction (TIPE) approach proposes three spaces of learning
required for trauma-affected students repairing regulatory abilities, repairing disturbed
connection, and expanding psychological resources (Brunzell et al., 2016). These
approaches aims towards consideration regarding school readiness, motivation,
leadership, and adequate systems where fundamental success aligns with core values and
needs of schools and infra-structure such as policies and procedures (Avery et al., 2021).
Targeted supports in a trauma-informed approach is frequently centered on giving a
twofold measurement of instruction regarding self-regulation, issue- tackling, and other
social passionate aptitudes (Báez et al., 2019). Moreover, incorporating expansion
concerning the fortification of those abilities and building educator and peer connections
within the school system (Borjanić-Bolić Emina et al., 2021).
Trauma-informed practices are created to improve student engagement

45
(Rahimi et al., 2021). According to Bernadowski (2022) the objective is for students to
feel supported and cared for by focusing on students' strengths. Creating a trauma-
informed intervention educational institution influences improvement of student
educational well-being (West et. al., 2014). While giving school administration valuable
systems for leaders to understand their directing parts inside trauma-affected
communities (Greig et al.,2021). Thomas et al. (2019) examined interventions utilized in
schools to decide the overwhelming system utilized for advancing and practicing trauma-
informed care in schools and the adequacy of school-based supports for trauma-affected
students to distinguish suggestions for changing instructing practice. However, trauma-
informed school advances learning around and understanding the entire student, which
can increment positive scholastic results (Avery et al., 2021). It too gives a positive
learning environment where students can and are willing to lock in and educators can and
do provide support for student’s individual encounters (Brown et al., 2021). Although
frameworks for trauma-informed schools delineate key features for navigating
implementation processes, methods of installing these features in schools require
additional study (McIntyre et al., 2019).
Despite widespread support and developing selection of trauma-informed
approaches in schools over the globe (Stephenson, 2016). Stokes and Brunzell (2019)
found no studies regarding teachers to supply great evidence to recommend that if and
how these approaches is successful in accomplishing the expressed objectives. However,
schools over the United States are not commanded to learn about, create, nor execute
trauma delicate schooling (Paredes, 2021). Although research has shown the significance
of educating school educators is exceptionally significant in recognizing the nearness of

46
student trauma within the classroom, since the earlier the trauma is recognized, the
sooner help can be provided to the student (Borjanić-Bolić Emina & Ristić Ivana, 2021).
With students having experienced emotional changes to their lives and maybe personally
encountering genuine sickness and passing inside their immediate or amplified families
due to the COVID-19 widespread, schools may need to look at how to broadly execute
the use of trauma-informed care in schools (Taylor, 2021). Trauma-informed educating
practices and approaches cultivate consistency by constructing a sense of soundness for
students to develop self-worth and granting students’ openings to better direct their
feelings and move forward (Gaywish & Mordoch, 2018). As with numerous techniques
to support a sub-group of students, these methodologies can emphatically support most
students with or without a history of trauma (Frankland, 2021). In a trauma-informed
school, educators within the school community are arranged to recognize and react to
those who have been affected by trauma (Wall, 2021). In expansion, students are
provided with clear desires and communication techniques to direct them through
unpleasant circumstances (Anderson et al., 2015). Many schools may execute trauma-
informed approaches, but it is unclear to what degree or how much variation there is in
each school system and/or how much emphasis they are putting on different components
regarding implementing these approaches in an unexpected way based on the
characteristics of their students, neighborhood, nation, or other relevant variables
(Maynard et al., 2019). Therefore, trauma-informed practices require further research
and better integration concerning educator-awareness point of view (Young, 2020).

47
Trauma-Informed Teaching and Awareness Development
The school and classroom are regularly the foremost steady and reliable area in a
vulnerable child’s life and can subsequently be utilized as a helpful milieu to meet
complex needs (Greig et al.,2021). According to Brunzell et al. (2016) educators and
school staff are not mental health experts. However, they can be therapeutically educated
to change the learning capabilities that trauma impacts and implement effective
techniques that students must develop for learning (Brunzell et al., 2016). Consideration
to childhood trauma and the require for trauma-informed care has contributed to the
developing talk in schools related to educating practices, school climate, and the
conveyance of trauma-related in-service and preservice educator instruction (Thomas et
al., 2019). Unfortunately, numerous educators are not adequately prepared to recognize
the signs of trauma in children (Bernadowski, 2022). Walton-Fisette (2020) suggested not
all educators are trauma educated due to the need of emphasis in educator preparation
programs and professional development opportunities. Nor do school districts always
train educators to identify trauma responses or how to help students cope with them
(Douglass et al., 2021). Comparable to other child and family-serving organizations,
being trauma-informed in schools implies being educated about and touchy to trauma,
and giving a secure, steady, and understanding environment for students and staff
(Anderson et al., 2022). Continuous professional advancement is a process that requires
steady and dynamic learning for an educator all through his/her proficient life (Özdemir,
2019).

48
Trauma-informed education developed out of trauma-informed care, which
started in health care and social work (Farnfield & Onions, 2021). Was revised to educate
teachers and administrators on how to recognize traumatic behaviors in students and
make reliable classroom structures that influence students’ self-care and learn self-
resilience (Luthar & Mendes, 2020). Ellison et al. (2019) study revealed educators must
increase their self-awareness regarding reaction to stressors in their life before giving
direction and support for students. David and Schiff (2018) suggested self-awareness of
educators helps to allow students the responsibility and opportunity to academically
achieve. However, trauma-informed teaching recognizes the prevalence of adverse and
traumatic childhood encounters and prepares educators and staff with information to
recognize trauma and apply practices that support students through traumatic experiences
(Báez et al., 2019). This begins with an understanding of how trauma can affect learning
and behavior (Bell et al., 2013). With this approach, educators think about what student
behavior may be telling them (Bellamy et al., 2022). While examining the impact and
effect it has on students among the school system (Anderson et al., 2022). According to
Avery et al. (2021) trauma-informed teaching also incorporates the understanding of
trauma and its impacts on a student's brain, body, feelings, and behavior. Therefore,
implementing educating strategies that cultivate consistency and construct a sense of
stability for students to help develop self-worth and allow for opportunities to control
their emotions and improve their focus (Brunzell et al, 2018).
Certification programs provides educators the opportunity to enhance trauma awareness skills
and knowledge through various specialized courses to support the needs of their students.
(Brown et al., 2022). Trauma informed workshops are one of the various creations to help
educators become trauma aware. Trauma-informed approach workshop trainings provide
educators with strategies and tools to effectively influence students affected by complex trauma.
Howell et al. (2021) research suggest workshop training programs focuses on understanding how
a child that has experienced complex trauma are triggered, processes, intakes, and deciphers

49
information. Further influencing how to provide students with support to form secure relationships
and understanding the importance of establishing healthy connections with peers, educators, and
facilitate classroom engagement (Anderson et al., 2016). Therefore, providing educators with the
knowledge of creating a trauma-sensitive classroom regarding transformational equity for all
students (Anderson et al., 2015). Interactions at the Heart of Healing provides instruction
regarding hand-on instruments that prepare educators to engage with trauma impacted students.
Attwood et al. (2022) suggested that intuitive among educators and students are valuable
important within implementing trauma-informed practices. However, According to Rahimi et al.
(2021) online trauma-informed practices for K12 Schools influence interactive role-play simulation
that provides educators' awareness regarding the impact of trauma with preparation skills to help
support at-risk students. Typically, online trauma-informed training could be implemented within
35-45 minutes. These practices are completed through conversations with virtual students that
match various grade levels throughout elementary, middle, and high school (Post, et al., 2022).
Virtual students behave and react based upon the way educators responds to them due to the
need of ensuring educators gain real experience of trauma-informed teaching through a safe
setting.
Koslouski and Stark (2021) examined if educators gained knowledge following training
development regarding trauma-informed approaches and if trauma-informed practices aligned
with existing school standards and practices. Educators expressed that training contributed to
their proficient improvement by making a difference for them to traumatic experiences they
encountered with diverse educating strategies and exercises, collaboration with each other,
trading of conclusions about the trauma-informed practices, and recognizing trauma- informed
strategies and practices related to their profession (Özdemir, 2019). According to Flanagan and
Rodriguez (2021) educators discussed opening a window into their students’ lives, their
understanding, responsiveness, and relatedness changed. Research suggest educating and non-
teaching staff could recognize traumatized students in their classrooms, securing competencies
for recognizing signs of traumatization and understanding what challenges traumatization
postures to students and their capacity to learn (Anderson et al, 2022). Forber-Pratt et al. (2021)
study revealed educators could see their students as children first and learners second,
permitting them to relate in a way of sympathy and kindness. Furthermore, educators could alter
themselves as they modified their reactions past the classroom to their own families and others
around them (Frankland 2021). Thus, gaining access to students’ internal passionate universes
making a difference regarding educators’ inner experiences and intuitive with their external world
(Ezer & Aksüt, 2021). Özdemir (2019) results indicated significant developmental knowledge after
taking training courses. Among educators that felt trauma informed training and development was
related with expanded worthiness for trauma-informed approaches.
While educators are essential in supporting students’ recuperation after trauma (Brunzell et al.,
2018). Several researchers mentioned that elementary school educators are uncertain about their
part and what to do to help students successfully after experiencing traumatic stressors (Alisic et
al., 2012). Dutro (2017) suggested a term like trauma gets to be increasingly ubiquitous and
etherized, as it gets to be more challenging examining through what is accepted to be honored
among students with whom shares lives in educational classrooms. Vostanis (2019) discussed
the need of trauma- informed framework and adequately prepared educators, regarding
improving child mental well-being. In Stephenson (2016) study educators recommended options
to more trauma-informed approaches when reacting to student challenges so that the more
vulnerable students could obtain opportunities to be effective learners and valued. When creating
a trauma-informed learning environment concerning students, educators must be aware that the
classroom is situated as the foremost steady, predictable, and frequented everyday environment
in a student’s life so that is has the potential to be a healing environment for the student (Stokes
& Brunzell, 2019). According to Patston et al. (2021) despite broad interest and research in
trauma awareness, examination reveals little support for educators to turn approaches into
practice and where it may be located among the educational curriculum regarding concrete
counsel for educators. Forber-Pratt et al. (2021) mentioned educators benefited from trauma-
informed training and communicated learning new methodologies that helped them feel better
prepared to serve and support students with known or unknown traumatic experiences.

50
Furthermore, findings from Vostanis (2019) research point out a need to better examine what
impacts educators’ challenges within created trauma-informed practices among elementary
schools. Therefore, discussing the created ways that educators use to improve learning for
triggered students and/ or approaches used to help students regulate their emotions (Parker &
Hodgson, 2020).

51
Koslouski and Stark (2021) explored elementary educators’ procedures for
promoting learning for their student’s encountering adversity and trauma. According to
Greig et al. (2021) response to trauma in schools aims to increase knowledge on the
impacts of traumatic events, provide trauma-sensitive practices through professional
learning for staff, educators, leaders, parents, and students, with group interventions
focused on at-risk students and learning crisis support. Implementation is driven by
modern research and theorizing around childhood trauma, and how to react more
successfully and compassionately to challenging conduct utilizing trauma informed
approaches (Parker & Hodgson, 2020). Therefore, incorporating domains of meaning that
educators apply towards their trauma-affected students (Brunzell et al., 2018). Joseph et
al. (2020) suggested that a systems-aware approach to school leadership positions leaders
inside the energetic frameworks in which their schools are inserted. Bassett and Taberski
(2020) mentioned the essential objective is to avoid re-injury or re-traumatization by
recognizing trauma and its triggers and maintaining a strategic distance from stigmatizing
and punishing students. Several educational organizations attempted a systemic approach
to consolidating trauma mindfulness and trauma-informed practices in their school
curriculum (Borjanić-Bolić & Ristić, 2021). Various institutions have pursued
preparation and certification in trauma-informed approaches such as the Sanctuary
Model. That would direct specific standards regarding security, choice, collaboration,
dependability and strengthening (Douglass et al., 2021). While guaranteeing physical and
emotional security of students the primary and critical steps of implementing trauma
informed practices (Downey & Crummy, 2022).
Although trauma- informed training is regularly utilized to plan schools for executing trauma-
informed approaches, few researchers have inspected whether such training impacts variables
known to advance implementation success for educators and recognitions of adequacy for these

52
approaches (Boals et al., 2019). During Attwood et al. (2022) qualitative study educators detailed
that their learners confront numerous obstructions to their instruction, oftentimes counting the
traditional school system itself. Subsequently, many students neglected social-emotional and
cognitive needs stay unaddressed as, educators proceed to be pushed, and classroom culture is
antagonistically influenced (Joseph et al., 2020). While educators continue to explore
understanding regarding how to provide support to students exposed to traumatic events and
adversity helping them to feel safe within a classroom learning environment (Anderson et al.,
2022). Bell et al. (2013) research assert that trauma informed teaching practices help all students
but has not been investigated enough to know whether it is successful. Yet, Diamond & Oberg
(2019) research discussed trauma-informed schools and the adequacy of educator professional
development fundamentally focuses on evaluating students instead of educator results.
Additionally, it is critical to raise mindfulness and recognize that trauma has consequences for
those educators who work with traumatized children (Ellison et al., 2020). That could cause high
risk burnouts, from the additional stress regarding routinely giving empathic support to disturbed
students in their classrooms (Koslouski & Stark, 2021).
Educators are critical stakeholders in trauma-informed schools and are tasked with recognizing
and responding to the needs of students who experience trauma (Boals et al., 2019). Alisic et al.
(2012) research showed that educators accomplishment depended on the amount of instructing
experience, participation at trauma-focused training, and the number of traumatized students they
had worked with. Educators described challenges when engaging in trauma informed approaches
(Koslouski & Stark 2021). While facing barriers to implement trauma-informed practices that
include high levels of stress and lack of preparation (Brown et al., 2022). Examples include lack
of time, student resistance, inadequate resources, training, and lack of clarity regarding the term
trauma (Young, 2020). Post et al. (2022) research indicated engaging in schools where students
experience trauma, as well as low student achievement could also cause stress for educators.
Anderson et al. (2022) research suggested educational systems offering school-wide trauma-
informed professional development for all school personnel to understand students’ life
experiences and learning environment beyond the classroom. Further examination concerning
negative and vicarious impacts of traumatic stress placed upon educators regarding trauma-
informed practices and educators guiding roles concerning trauma-affected students (Greig et
al.,2021).
Caregivers and Students Perception of Trauma-informed Education
Implementing trauma informed education often requires revisions regarding significantly
examined assumptions and beliefs. Many children could become troublesome for their caregivers
regarding the effect of trauma and their capacity to direct feelings and behaviors when making
connections (Cohen et al., 2000). It is critical for primary guardians to obtain trauma-informed
awareness training concerning children’s troubles, or their behaviors that could be confused as
willfully defiant (Buxton, 2018). According to Murray et al. (2019) numerous parents need
adequate preparation to meet the special needs of the children in their care. Furthermore,
developing acknowledgment of trauma’s affect has driven to the improvement of preservice
programs with a focus on trauma (Berkowitz et al., 2011). Blair et al. (2019) suggested
implementing various intervention designed programs that could evaluate the effectiveness of
trauma- informed parent interventions. Razuri et al. (2016) discussed trauma-informed
attachment-based intervention concerning parents and children when aiming to reduce behavioral
problems and trauma symptoms in at-risk children. Morton (2022) findings suggested through
positive physiological strategies parents could learn ways to provide regular physical activity,
sensory experiences, and ways to meet children educational and behavioral needs. Empowering
principles of trauma informed training enable parents to learn how to enhance a child's capacity
for self-regulation (Canale et al., 2022).
Various research has aimed to fill the gap within literature regarding trauma by exploring the
aspects of trauma and adverse childhood encounters within the lives of students at risk for
academic failure, by analyzing their lived experiences (Downey & Crummy, 2022). According to
Hall Brown (2016) several challenges and effective outcomes supporting students’ traumatic
experiences were found among students at home and within the classroom setting. Morton

53
(2022) mention children lived encounters give compelling rationale for the significance of trauma-
informed preparing for school staff and educators. Students discussed understanding the
predominance of trauma and effects concerning the association of their academic outcomes and
suggested trauma- informed interventions could significantly improve educational learners’
achievements (Iachini et al., 2016). However, Berger et al. (2021) research indicated trauma-
informed interventions effectively promote the progression of student emotional awareness and
control, school connections, communication, goal setting and school engagement. Further
mentioning trauma informed approaches decrease troublesome experiences for students while
improving school engagement and diminishing learning disabilities of these students (Berger et
al., 2021).
Preliminary findings from this study indicate positive changes regarding trauma- informed training
among various parents and children that have effectively improved developments for children
who experienced trauma through child self-efficacy and child behavior results (Strolin-Goltzman
et al., 2018). Miller-Cribbs (2021) suggested that schools could utilize trauma-sensitive school
practices to help educate parents and teachers about how to address the needs of children who
have faced trauma. Brunzell et al. (2015) research regarding parents indicated trauma-informed
education as a powerful place of intervention for posttraumatic healing both within the context of
extraordinary education and in standard classrooms that contain trauma-affected students.
Meanwhile, Cummings et al. (2017) mentioned training sessions for parents are practical and
when implemented could improve tantrums and general daily skills for trauma exposed children.
Furthermore, trauma- informed practices for children learning and behavioral analyzes regarding
students who have experienced traumatic occasions supports the social and passionate well-
being of children within the classroom setting, counting collaborating with families, who have
experienced or been exposed to traumatic events (Boals et al., 2019).
Impact of Trauma Informed Approaches on Learning
Research supports trauma-informed schools aim for all students to feel secure, invited, and
supported, whereas addressing trauma's effect on learning and school-wide awareness is the
center of educational organizations mission (Cavanaugh, 2016). However, trauma affected
students depend on viable educators to supply a secure environment that promotes the
advancement of scholarly and social aptitudes fundamental for great student academic results
(Anderson et al., 2022). Dyson et al. (2021) research indicated social, emotional, and cognitive
learning as critical components of early education preparation and ongoing student learning
development. Yet, Flanagan and Rodriguez (2021) research suggested students’ advancement of
social, emotional, and cognitive abilities at early ages are critical for long-term education and life
success. Boals et al. (2019) suggested educators play a key part regarding this preparation.
Research express compelling learning development depends on various variables regarding the
way educators implement and execute trauma informed practices within daily lesson planning
(Bell et al., 2013). According to Ellison et al. (2019) trauma- informed practices encourage
students to imagine conceivable prospects for themselves within a physical and mentally secure
environment. In Cummings et al. (2017) research participants suggested that educators could
significantly implement resist re-traumatization by adjusting social, physical, and transient
prospects of the classroom environment. Furthermore, findings from these researchers indicated
that trauma-informed practices could apply achievable goals within elementary and early
childhood classroom settings.
Implementing trauma- informed learning help schools engage with their students more effectively
and subsequently offer potential to improve outcomes and reduce avoidable negative impacts
(Avery et al., 2021). Understanding the components of trauma effect on students’ different
domains of functioning, including social, emotional, interpersonal, behavioral, physiological, and
neurobiological, proceeds to be critical to our capacity to effectively serve this populace (Cohen et
al., 2019). During Attwood et al. (2022) qualitative study educators detailed that their learners
confront numerous obstructions to their instruction, oftentimes counting the traditional school
system itself. The impacts of student trauma and adverse childhood encounters can have
annihilating results on students' learning and prosperity (Greig et al., 2021). The reason of
Roseby and Gascoigne (2021) study was to conduct a precise audit of the existing writing

54
regarding trauma-informed instruction programs and their effect on scholastic and academic-
related results. Their findings revealed that trauma-informed education programs could improve
students’ academic and academic-related outcomes. Wall (2021) qualitative study inspected
educators’ encounters with and care for trauma-impacted students as well as the ways in which
central schools is taking a multipronged approach to supporting trauma-impacted students and
cultivating versatility. As a result, student test scores improved with passionate dysregulation
diminished, self-advocacy, and reinforced connections (Tabone et al., 2020). Cavanaugh (2016)
research indicate improved academic achievement, assessment scores, and improved school
climate. Stegelin et al. (2020) research discussed improved educator sense of fulfillment and
security regarding being an educator.
Early care and instruction (ECE) programs are extraordinarily established to support students
exposed to trauma (Stegelin et al., 2020). There is a need for further access to trauma-informed
training programs to improve educators’ capacity to provide trauma-informed education (Báez et
al., 2019). However, Tabone et al. (2020) research suggested although research did not provide
examination of critical enhancements in non-trauma-informed elementary schools (TIES),
research indicate trauma-informed elementary schools are outlined to provide trauma-informed
practices in classrooms that implement critical and viable anticipation strategies for school based
early intervention programs. These researchers also suggested that trauma- informed
interventions provide critical effect on educators through trauma awareness and the ability to
adjust with trauma-informed training. Limitations for future research regarding trauma-informed
practices, requires regulatory support, trauma-sensitive classroom practices, positive and helpful
reactions to behavior, approach and strategy changes, educator and staff professional
improvement, solid cross-systems, and educators’ capacity to illustrate trauma-informed aptitudes
in classrooms (Post et al. 2022). Stephenson E. (2016) trauma-informed practices are
considered effective, yet inadequate tools. Although effective for the initiative of making a
difference regarding educators understanding students among their classrooms and providing
individualized care and consideration to construct resilience (Stegelin et al., 2020). Cavanaugh
(2016) mentioned trauma-informed schools need to further provide culturally sensitive and
responsive implications when addressing challenging emotional and behavioral difficulties among
diverse students. Furthermore, the need to understand educators’ perceptions regarding trauma-
informed education and the impacts concerning students learning outcomes. Therefore, exploring
the perception of educators could provide important insights concerns efforts to effectively
implement and improve students learning regarding trauma- informed approaches and practices.

REVIEW OF THE LITERATURE
(Approximately 30 pages)
The learner assures that this section of 2 2 X
Chapter 2 should be approximately 30
pages. (Thirty pages reflects a typical
literature review length and is a
recommendation, not a rule). The
purpose of the minimum number of
pages is to ensure that the overall
literature review reflects a foundational
understanding of the theory or theories,
literature and research studies related to
the topic. A well-written
comprehensive literature review that
reflects the current state of research and
literature on the topic is expected and
will likely exceed 30 pages. Literature
reviews are updated continuously. This

55

is an ongoing process to dissertation
completion.
The learner describes the phenomena 2 2 X
being explored in the study discussing
the prior research that has been done on
the phenomena.
Themes or Topics: The learner 2 2 X
discusses and synthesizes studies
related to the dissertation topic. May
include (1) studies focused on the
problem from a societal perspective,
(2) studies describing and/or relating
the exploring related phenomena
(qualitative), (3) studies on related
research such as factors associated with
the themes, (4) studies on the
methodological approach and
instruments used to collect data, (5)
studies on the broad population for the
study, and/or (6) studies similar to the
study. The themes presented, and
research studies discussed and
synthesized in the Review of the
Literature demonstrates understanding
of all aspects of the research topic, the
research methodology, and sources of
data.
The learner structures the literature 2 2 X
review in a logical order, including
actual data and accurate synthesis of
results from reviewed studies as related
to the learner’s own topic. The learner
provides synthesis of the information,
not just a summary of the findings or
annotation of articles.
The learner includes in each major 2 2 X
section (theme or topic) within the
Review of the Literature an
introductory paragraph that explains
why the topic or theme was explored
relative to the overall dissertation topic.
The learner includes in each section 2 2 X
within the Review of the Literature a
summary paragraph(s) that (1)
compares and contrasts alternative
perspectives on the topic and (2)
provides a synthesis of the themes
relative to the research topic discussed
that emerged from the literature, and
(3) identifies how themes are relevant
to the dissertation topic and research

56

methodology.
The learner provides additional 2 X
arguments for the need for the study
that was defined in the Background of
the Study section.
The learner ensures that for every in- 2 2 X
text citation a reference entry exists.
Conversely, for every reference list
entry there is a corresponding in-text
citation. Note: The accuracy of
citations and quality of sources is
verified by learner, chair, and content
expert.
The learner uses a range of references 2 2 X
including founding theorists, peer-
reviewed empirical research studies
from scholarly journals, and
governmental/foundation research
reports.
The learner verifies that all references 3 2 X
are scholarly sources. NOTE:
Websites, dictionaries, publications
without dates (n.d.), are not considered
scholarly sources and are not cited or
present in the reference list.
The learner avoids overuse of books 2 2 X
and dissertations.
Books: Recommendation: No more
than 10 scholarly books that present
cutting edge views on a topic, are
research based, or are seminal works.
Dissertations: Recommendation: No
more than five published dissertations
should be cited as sources in the
manuscript. (This is a
recommendation, not a rule).
The learner writes this section in a way 2 2 X
APA format.
Reviewer Comments:

57
Problem Statement
The problem addressed by this study is that it is not known how K-8 general
education educators describe trauma awareness training, and recognizing, and responding
to students who have been exposed to traumatic events. The population of interest for this
proposed study comprises all K-8 general education educators in the United States.
Educators within the U.S. teaching students exposed to traumatic events are increasingly
becoming trained on adverse childhood encounters and their affect to supply a restorative
instead of a corrective reaction (Dube et al., 2022).
Whether straightforwardly or by implication, introduction to viciousness and
traumatic occasions has have adversely affected the security, physical, mental, and
passionate well-being of many students (Young, 2020). Yet, mindful that trauma-
sensitive focal points gives, school educators assurance to recognize caution signs of
conceivable trauma taking place within the lives of students (Brunzell et al. 2016). Trudel
(2020) suggested educational leaders are frequently uncertain with respect to how to best
execute professional improvement that is planned to support trauma affected students.
Research further indicated trauma has significantly influenced K-12 students and posed
various challenges for numerous schools’ educators due to student’s trauma related needs
regularly hindering their educational achievement (Trudel, 2020). According to West et
al. (2014) trauma-informed practices are generally introduced into an organization
through various preparations programs with reasoning of influencing educational
professionals to understand the impacts of trauma on a specific populace.

58
Educational institutions aim to offer unique environments to address and prevent
the impacts of childhood trauma for their students (Avery et al., 2021). Veach (2021)
mentioned educators are required to handle the everyday exercises and impacts of the
traumatized student in their classroom with small to no understanding of the back trauma
informed strategies that can bring these behaviors as it is successfully tended to when
educators are aware of trauma informed techniques. However, educators’ reactions are
implied to rebalance the framework but may at times strengthen or worsen troublesome
behaviors (Brunzell et al., 2021). Therefore, trauma-informed educators could further
understand the value of creating and keeping up with a secure, organized, and relationally
wealthy setting (Brunzell et al., 2021). Be that as it may, there's limited research on
trauma informed supports within the educational framework, despite discoveries that
indicate trauma-based practices and approaches are most viable in working with
traumatized students (Stokes, 2019). Not addressing students exposed to traumatic
events could lead to disruptive behavior, emotional wellbeing, and academic success
(Dube et al., 2022).

PROBLEM STATEMENT
(Typically three or four paragraphs or approximately one page)
The learner states the specific problem 2 2 X
for research with a clear declarative
statement.
The learner describes the population of 2 2 X
interest. The population of interest
includes all individuals that could be
affected by the study problem.
EXAMPLE: The population of interest

might be all adults in the United States
who are 65 or older. The target
population is a more specific
subpopulation from the population of

59

interest, such as low-income older
adults ( ≥ 65) in AZ. Thus, the sample is
selected from the target population, not
from the population of interest.
The learner discusses the scope and 2 2 X
importance of addressing the problem.
The learner develops the Problem 2 22 X
Statement based on what needs to be
understood as defined in the Problem
Space and the Review of the Literature.
APA format.
Reviewer Comments:
Summary
Trauma occurs when a child experiences a traumatic event whereas, it maybe
acute or chronic, that is then overwhelming regarding the child’s ability to cope with the
event that they have experienced. The impacts of experiencing a traumatic event within
childhood years could influence devastating consequences on students' learning and
wellbeing (Greg et al., 2021). Based upon recent population-based estimates it is
suggested that approximately two thirds of children within the United States have
experienced at least one traumatic event before reaching the age of sixteen (Fondren et
al., 2020). Recognizing that traumatic experiences within childhood can diminish
concentration, memory, organization, and language abilities students need to succeed in
educational school systems.

60
Traumatic experiences can impact learning, behavior, and relationships within the
educational environment. Avery et al. (2021) School-Wide Trauma-Informed Approach
theory aimed to identify relevant skills and knowledge that were foundational to
supporting and engaging students that seemed at risk within social and emotional learning
after experiencing trauma. According to Avery et al. (2021) School-Wide Trauma-
Informed Approaches framework, revealed educators and school administrators lacked
knowledge of how to implement a responsive and dynamic approach towards social and
emotional learning, that could essentially support improved short and long-term
outcomes for students after experiencing traumatic events. Implementing School-Wide
Trauma-informed educators then could think about what students' behavior may be
telling them.
Trauma-informed teaching starts with an understanding of how trauma can impact
learning and behavior. Additionally, Avery et al. (2021) identified there is a problem that
presents ongoing challenges for educators and school policymakers seeking to implement
how educators could respond to student disengagement from traumatic events through
social and emotional learning and observe students’ progress concerning learning
outcomes after the event they were exposed to a traumatic occurrence. The existence of
literature from trauma-informed approaches for educators provides useful frameworks for
educators to understand their guiding roles regarding trauma exposed students (Greg et
al., 2021). Yet, there was lack of knowledge regarding the influence of effectiveness and
the perspective educators’ experiences (Parker & Hodgson, 2020). Therefore, educators
reflecting on their teaching practices could help find ways to better support students who
may be experiencing trauma.

61
It is not known how K-8 general education educators describe trauma awareness
training, recognizing, and responding to students who have been exposed to traumatic
events. As a result of intensive training, teachers are more aware of how to support
students both in the classroom and beyond by developed life skills when challenged with
encountering traumatic events. The purpose of this descriptive qualitative study is to
explore how K-8 general education educators describe using positive emotions,
engagement, relationship building, and meaning through trauma informed approaches to
improve student learning achievement outcomes in Ohio.

CHAPTER 2 SUMMARY
(Typically one or two pages)
The learner synthesizes the 2 X
information from all prior sections in
the Literature Review using it to define 2
the key strategic points for the
research.
The learner summarizes the problem 2 2 X
space, what still needs to be
understood, and how it informs the
problem statement.
The learner identifies the theory(ies) or 2 2 X
model(s) describing how they inform
the research questions.
The learner builds a case (argument) 2 2 X
for the study in terms of the value of
the research and how the problem
statement emerged from the
identification of the problem space and
review of literature.
The content of this section reflects that 2 2 X
learners have done their “due
diligence” in synthesizing the existing
empirical research and writing a
comprehensive literature review on the
research topic.
The learner summarizes key points in 2 2 X
Chapter 2 and transitions into Chapter
3.

62

The chapter is correctly formatted to 2 2 X
dissertation template using the Word
All research presented in the chapter is 2 22 X
from highly respected, academic,
citations are accurate, correctly cited
APA format.
Reviewer Comments:

63
Chapter 3: Methodology
Introduction
It is not known how K-8 general education educators describe trauma awareness
training, recognizing, and responding to students who have been exposed to traumatic
events. The impacts of experiencing a traumatic event within childhood years could
influence result in devastating consequences on students' learning and wellbeing (Greig et
al., 2021). Based upon recent population-based estimates it suggested that approximately
two thirds of children within the United States have experienced at least one traumatic
event before reaching the age of sixteen (Fondren et al., 2020). Karpouza and Emvalotis
(2019) mentioned there is a problem that presents ongoing challenges for educators and
school policymakers seeking to implement how educators could respond to student
disengagement from traumatic events through social and emotional learning and observe
students’ progress concerning learning outcomes after the event they were exposed to a
traumatic occurrence. The existence of literature from trauma-informed approaches for
educators provides useful frameworks for educators to understand their guiding roles
regarding trauma exposed students (Greig et al., 2021). Yet, there was lack of knowledge
regarding the influence of effectiveness and the perspective of educators’ experiences
(Parker & Hodgson, 2020).
Chapter 3 provides the purpose of the study and research design, methods, and
statistical data analysis procedures. This chapter is organized as followedfollows: The
purpose of the study, phenomenon and research questions, a rationale for why a
qualitative methodology was chosen, population and sample selection, sources of data,
trustworthiness, data collection and management, data analysis procedures, ethical

64
considerations, assumptions, and delimitations. The background information describes
the research methodology as it relates to the purpose of the study, describe the research
design, and participants used within the study. The chapter closes with an outline of the
research as it relates it back to the analysis and results of the prospected study by
introducing Chapter 4.

CHAPTER 3 INTRODUCTION
(Typically two or three paragraphs)
The learner begins by restating the 2 2 2 X
Problem Statement for the study.
The learner provides a re-orienting 2 2 2 X
summary of the research focus from
Chapter 2 and outlines the expectations
for this chapter.
The learner writes this section in a way 2 2 2 X
APA format.
Reviewer Comments:
Purpose of the Study
The purpose of this descriptive qualitative study is to explore how K-8 general
education educators describe using positive emotions, engagement, relationship building,
and meaning through trauma informed approaches to improve student learning
achievement outcomes in Ohio. School districts all over America have built expectations
based on their mission statement, vision statement, and objectives regarding the support

65
of the entire student body, this would incorporate tending to the effects of trauma (Jones
et al., 2019). The procedures created from these policies and guidelines have not
adequately addressed the developing needs of all students. The demands on American
society and in American schools have made a requirement for a much more trauma
delicate informed learning environment (Fallot & Harris, 2009). Economical trauma
educated instruction in schools requires administration to address school culture, staff
preparing, scholarly directions supports, school arrangement, methods, protocols, and
community awareness (Jones et al., 2019). This study will recognize potential changes in
execution based on students’ performance/non-performance aspects of educators
applying trauma informed positive education practices. Understanding the recognitions of
educators and staff members within the educational field helps in creating
recommendations that will offer assistance to mitigate any boundaries to fulfill execution
concerning trauma informed approach reasoning.

PURPOSE OF THE STUDY
(Typically one or two paragraphs)
This section begins with one sentence 2 2 1.5 X
that identifies the research methodology,
design, problem statement, target
population, and geographic location.
This is presented as a declarative
statement: "The purpose of this
qualitative [design] study is to …
[include the Problem Statement] at a
[setting/geographic location]."
The learner introduces how the study 2 2 0 X
will be carried out.
that is well structured, has a logical flow,
uses correct paragraph structure,
APA format.

66

Reviewer Comments:
Phenomenon and Research Questions
As a result of intensive training, educators are becoming more aware of how to
support students both in the classroom and beyond by developed life skills when
challenged with encountering traumatic events. Therefore, the phenomenon explored in
this study is to understand how K-8 general education educators describe trauma
informed school approaches applied when teaching students who have been exposed to
traumatic events.
The research questions guiding this study are:
RQ1: How do K-8 general education educators describe being trained on applying
trauma informed approaches to educate students who have been exposed to
traumatic events? This data will be collected using the questionnaire.
RQ2: How do K-8 general education educators describe recognizing the signs of
trauma for students who have been exposed to traumatic events? This data
will be collected in the open-ended interview.
RQ3: How do K-8 general education educators describe responding to trauma for
students who have been exposed to traumatic events? This data will be
collected in the open-ended interview.

67
Conducting online interviews influences the quality of documented material, due to
the access to both sound and visual recording (Andrejuk, 2020). Zoom is an innovative
videoconferencing platform that offers numerous unique features for qualitative data
collection such as its relative data management features and security options (Archibald
et al. 2019). In the context of the Covid-19 pandemic it is necessary to use technological
tools, such as Zoom, which became the most used virtual platform due to their
accessibility and diversity of collaborative functionalities (Montalvan-Chamba et al.,
2022). This study will explore how K-8 general education educators describe using
positive emotions, engagement, relationship building, and meaning through trauma
informed approaches to improve student learning achievement outcomes. Utilizing Zoom
interviewing technology tool would allow for data collection utilizing K-8 general
education educators from Toledo Public Schools without any additional gatekeepers
outside of Toledo Public Schools administration. The researcher would be able to
communicate directly with participants without going through additional group, site, and/
or other approvals.

PHENOMENON AND RESEARCH QUESTIONS
The learner establishes the research 2 2 1.5 X
questions, and defines the
phenomenon/a
The learner describes the nature and 2 2 1.5 X
sources of necessary data to answer the
research questions (primary versus
secondary data, specific people,
institutional archives, Internet open
sources, etc.).
The learner describes the data

collection methods, instrument(s) or
data source(s) to collect the data for

68

each research question.
APA format.
Reviewer Comments:
Rationale for a Qualitative Methodology
Qualitative research problems focus on exploring a process or event (Ayiro,
2012). Qualitative research is defined as a marketing research method that aims to focus
on obtaining collected data through open-ended and conversational communication. It is
also a common method used to understand one’s perception, experience, attitude,
behavior, beliefs, and interactions without generating numerical data. Law (2019)
mentioned within his educational study that qualitative methodology influenced the
purpose of the conducted educational research. Yet, Cohen et al.’s (2018) study
implemented qualitative methodology to explore perceptions of caregivers and educators
for improving exposed traumatized children social, emotional, and cognitive learning and
behaviors within various effective models of planning. However, Grell’s (2016)
qualitative study examined parents’ perspective regarding their experience of restoring
structure and support concerning the functioning development for their child after being
exposed to trauma and how they supported educators in regaining progress of learning for
students.

69
Contributions of previous qualitative research and studies informed initiatives
towards this study that aligns with addressing the gap within research. Qualitative
research methodology provides support regarding understanding of how and experiences
rather than statistics concerning the approach of the study and interactive analysis
(Ananth & Maistry, 2020). Using qualitative methodology could influence exploration
towards identifying and addressing attributes regarding the study’s aim to implement
guided research to reveal present interpretations of concepts and relations. This could
then support a better understanding regarding the concepts, opinions, and/ or experiences
regarding the study and study subjects. Furthermore, implementing a qualitative design
could help to inform and define the process of gathering information in-depth.
While the quantitative methodology represents an approach that emphasizes
strategy based upon the primary focus of data collection and not one of perception. The
design is defined as a deductive approach that emphasize placing a theory to the test
(Creswell et al., 2017). Hochbein and Smeaton (2018) mentioned within their study using
a conducted quantitative research methodology, helped to strategize research regarding
their primary focus of quantifying a design that involved the collection and analysis of
data. Furthermore, quantitative methodology is a numerical representation and
observations with the purpose of generating descriptions and explaining the chosen
phenomenon (Twining et al., 2017). This method is most appropriate when addressing a
phenomenon regarding numerical data that is analyzed by means of numerically based
strategies, particularly statistics. According to Yilmaz (2013) testing a hypothesis
consisting of variables that are measured with numbers and analyzed with measurements
that is aiming to establish if the theory express or predicts the phenomena of interest.

70
Unlike qualitative methodology aiming to understand how social encounters are made
and given meaning. Quantitative methodology emphasizes measurements and analysis
regarding causal relationships among isolated variables and therefore would not help to
address exploring K-8 general education educators describe trauma informed approaches
for trauma exposed students.

RATIONALE FOR A QUALITATIVE METHODOLOGY
The learner defines and describes the 2 2 1 X
chosen methodology.
The learner provides a rationale for 2 2 1 X
choosing a qualitative methodology,
based on what still needs to be
understood from the problem space,
problem statement, and research
questions.
The learner provides a rationale for the 2 2 2 X
selected methodology based on
empirical studies on the topic.
The learner justifies why the 2 2 1 X
methodology was selected as opposed
to alternative methodologies.
The learner uses authoritative source(s) 2 2 2 X
to justify the selected methodology.
Note: Do not use introductory research
textbooks (such as Creswell or internal
GCU research course e-books) to
justify the research design and data
analysis approach.
APA format.
Reviewer Comments:

71
Rationale for Research Design
This trauma informed education study has a singular focus on K-8 general
education educators but considers an extensive variety of data regarding the varying
perspectives of those educators. Qualitative descriptive research generates data that
describe the 'who, what, and where of events or experiences' from a subjective
perspective (Kim et al., 2017, p. 23). Furthermore, aiming to describe a population,
situation, or phenomenon. Therefore, could be based accurately and systematically on
semi-structured interviews conducted to explore experiences of people (Martin et al.,
2021). Descriptive studies also entails presentation of facts regarding the case in
everyday language (Sandelowski, 2000). Helping qualitative conducted research studies
to collect as much data that can and will allow to be captured concerning all the elements
of an event that come together to make it the event that it is.
Yet, phenomenological is most appropriate when approaching research that seeks
to describe the essence regarding a phenomenon and exploring it from the perspective of
those who have experienced the phenomenon (Creswell et al., 2007). Focus on an
individual's lived experiences within the world (Williams, 2021). While narrative aims to
explores the narrative from a temporal, social, and spatial view (Haydon et al., 2018).
This design is implemented to collect and tell a story in depth focusing on an individual
person. The researcher then becomes the interpreter of the individual's story, as opposed
to a community (Creswell et al., 2007). According to Pathiranage et al. (2020) a case
study design explores an empirical investigation that examines a contemporary
phenomenon regarding detail and within real-life context. This design is an in-depth

72
study concerning a specific research problem rather than a statistical survey and/ or
comprehensive comparative inquiry (Creswell et al., 2007). Thereon to grounded theory
which refers to a set of systematic inductive methods for conducting qualitative research
aimed toward theory development (Shim et al., 2021). This design aims to explore the
construction of hypotheses and theories through collection and analysis of data (Shim et
al., 2021). A way of thinking about and conceptualizing (Creswell et al., 2007).
However, this study is aiming to understand how K-8 general education educators
describe trauma informed school approaches applied to influence learning for students
who have been exposed to traumatic events. Qualitative descriptive would allow for this
study to be guided towards exploring the poorly understood phenomenon regarding a
result of intensive training, teachers’ awareness of how to support students both in the
classroom and beyond by developed life skills when challenged with encountering
traumatic events. While aiming to understand descriptions of what may be apparent yet
undescribed regarding concerning K-8 general education educators describe trauma
informed school approaches applied to influence.

RESEARCH DESIGN
The learner identifies the research 2 2 1 X
design for the study. The learner
provides the rationale for selecting the
research design supported by empirical
and methodological references.
The learner justifies why the design 2 2 1 X
was selected as the best approach to
collect the needed data, as opposed to
alternative designs.
The learner uses authoritative source(s) 2 2 1 X
to justify the design. Note: Do not use
introductory research textbooks (such
as Creswell) to justify the research

73

design and data analysis approach.
APA format.
Reviewer Comments:
Population and Sample Selection
Sampling is an essential component regarding the qualitative research design
(Mason 2002). Convenience sampling is a non-probability sampling that is often used to
recruit participants who are easily accessible and convenient to the researcher (Stratton,
2021). Convenience sampling in qualitative research allows the researcher to
demographically locate nearby sources of potential participants who are among their
proximity and willing to participate that are likely not random (Robinson, 2014). The
study focuses on trauma informed K-8 general education teachers teaching trauma
exposed students at Toledo Public Schools. However, K-8 general education educators
and other specialist’s trauma informed are invited to participate. K-8 general education
educators and other specialists includes, administrators, and related services personnel.

74
Study Sample and Sampling Strategy
Qualitative questionnaire research aims to be less structured and utilized when
aiming to gain in-depth information about individuals underlying reasoning and
motivations (Clarke & Braun, 2013). Online qualitative questionnaire provides openness
and flexibility to address various research questions of interest to researchers, as the
method allows access to data ranging from individuals’ views, experiences, and material
practices (Braun et al., 2021). SurveyMonkey can be utilized as an assessment tool
providing advance planning by researchers to capture the responses and opinions of their
participants (Symonds, 2011). The list of potential participants would begin with a search
for K-8 general education educators that are trauma informed and teaching trauma
exposed students at Toledo Public Schools. This would be done by creating an invitation
for educating participants to volunteer to be a part of the research study upon meeting
research requirements through Toledo Public Schools emailing system. The questionnaire
would then be conducted using a 5-question questionnaire created by the researcher on
the Survey Monkey Platform. A list of forty to fifty K-8 trauma informed general
education educators would then be created and used to determine an initial connection for
what schools in Toledo Public School district have the most trauma informed K-8 general
education educators teaching trauma exposed students. The sampling efforts will exclude
post-secondary educators and special education in behavioral programs outside of the K-
8 school environment. Respondents will then be narrowed down to 15 to 20 participants
that completed all steps, including informed consent and were emailed the Zoom
interview protocols.
Recruiting Plan and Site Authorization

75
Participants would be recruited from Survey Monkey using a virtual
convenience sampling method. All recruitment of participants would be conducted
online, as well as all participation being conducted through Toledo Public Schools
emailing system. Although the researcher already has access to Toledo Public Schools
emailing system. Additional site approval from administration if needed would be
obtained to conduct research. Survey Monkey network sampling consists of (1) asking
participants open-ended questions through a survey to gather and develop qualitative; and
(2) unlike other tools for qualitative research, researchers can easily survey a large group
of people, making results more credible and ultimately valuable (Bramstedt et al., 2014).
Any K-8 general education educators that express interest in participating, would be sent
a private invitation with access to informed consent documentation. A list of over 40-50
K-8 general education educators would be created and used to make an initial Zoom
interviewing network connection from the Survey Monkey platform. The potential 15- 20
interviewing participation list would be developed from the existing and growing list of
K-8 general education educators within the researcher’s Survey Monkey network.
Advances regarding data information and communication technologies offer improved
opportunities concerning interviewing research participants (Kenny, 2005). Zoom
network sampling consists of (1) progressed internet approach and expanded utilization
of electronic gadgets worldwide; (2) convenience of online methods compared to in-
person interviews particularly when conducting research with a large group of
participants; and (3) the understanding that online strategies can duplicate, complement,
and conceivably progress upon conventional strategies, counting in-person interviews
(Archibald et al., 2019).

76
Learner Chair Methodologist Content Expert

Score Score Score Score
Criterion
*(Score = 0, 1, 2, or 3)
POPULATION AND SAMPLE SELECTION
The learner defines and describes the 2 X
population of interest (the group to
which the results of the study would be
generalized or applicable) (such as
police officers in AZ).
The learner defines and describes the

target population from which the
sample ultimately is selected (such as
number of police officers in AZ who
belong to the police fraternal
association).

study sample, who are the individuals
who will volunteer or be selected from
the target population and are the final
source of data, and the final group from
whom complete data will be collected.
NOTE: There is no such thing as a

sample population, there is only a
“sample” that is taken from the
target population of the population.
The learner describes the required 2 X
sample size to secure adequate
qualitative data as based on the
literature related to the design indicated
in the previous section and provides the
rationale for how this size was derived.
The learner defines and describes the 2 X
sampling procedures (such as
convenience, purposive, snowball, etc.)
supported by scholarly research
sources.
For a purposive sample, the learner

identifies the screening criteria
(“purposes”) and how the participants
will be screened (e.g., demographic
questionnaire, expert knowledge of
topic, screening questions such as years

77

Criterion
*(Score = 0, 1, 2, or 3)
of experience in a position).

sampling strategy and the process for
recruiting individuals to comprise the
sample. The learner provides a
compelling argument that the target
population is large enough to meet
the target sample size by defining the
“sample frame” (the subset of the
target population from which the
sample will be drawn).
The learner discusses the primary plan 2 X
to obtain the sample (plan “A”) as well
as two back up plans to use if plan “A”
does not provide the minimum target
sample size.
The learner describes the process used 2 X
to obtain site authorization to access
the target population and study sample.
This includes the information required
to obtain this authorization, such as a
description of confidentiality measures,
the limits of study participation
requirements, and geographic specifics,
for example.
The learner includes evidence of site

authorization in Appendix B prior to
submission for peer review.
If public data sources or social media

are used to collect data, and no site
permission is required, the learner
provides a rationale and evidence for
why these sources can be used without
this permission.
The learner writes this section in a way X
APA format.

78

Criterion
*(Score = 0, 1, 2, or 3)
Reviewer Comments:
Sources of Data
investigates a new field of study or propose to establish and theorize distinguished issues
(Jamshed, 2014). Descriptive research defines the study status and is broadly utilized in
education (Koh & Owen, 2000). Questionnaires aim to reveal participants opinions,
experiences, narratives, and accounts (Acharya, 2010). This method is useful as pioneer
to interviews as it aim to support the study in revealing themes and issues for further
research (Davey et al., 2019). Interviews are a type of framework whereas practices and
standards are recorded, achieved, challenged, and reinforced (Oakley, 1998).
Research Data
Qualitative questionnaires attempt to generate in-depth data that is designed on
the idea of exploring what has changed based upon participant neutral and objective
responses (Davey et al., 2019). Conducting open-ended questions help the researcher to
produce expanded participant responses (Williams, 2003). Semi-structured interviews are
an extensively used format with individual participants (Service, 2009). Semi- structed
interviews are conducted one time only with individual participants within the duration of
30 min to over an hour (Dicicco-Bloom &Crabtree, 2006). This is based on semi-

79
structured guidance, which may be a schematic presentation of questions or themes that
must be explored by the researcher (Dicicco-Bloom &Crabtree, 2006).
Research Data Source #1.
The open- ended questionnaire will be used to address the first research question
using five questions in support of the problem. The protocol will be created to explore the
understanding of trauma informed awareness and knowledge training provided to K-8
general education educators towards educating trauma exposed students in the classroom.
The first question would be used seek to understanding concerning training
developments, knowledge, and education provided to K-8 general education educators.
The second question would be used to explore K-8 general education educators
understanding of their responsibilities after receiving trauma informed approaches and
practices training development. The third question would seek to understand K-8 general
education educators varying needs to respond in a trauma sensitive manner to students
after trauma informed training. The fourth question would seek to explore K-8 general
education educators’ experience and observation concerning applying their trauma
informed knowledge towards trauma impacted students in the classroom. The fifth
question would explore how K-8 general education educators perception of training to
support trauma-informed education in the classroom for those students that have
experienced traumatic events. Further seeking to understand the challenges that educators
might face if expected to conduct trauma informed approaches and practices within their
classrooms to improve students learning outcomes.
Research Data Source #2.

80
The semi- structured interviews would be used to address the second and third
basic research questions in support of the problem. The protocol will be created to
explore the understanding of trauma informed approaches applied by K-8 general
education educators towards trauma exposed students in the classroom
. The first question would seek to explore the perceptions of K-8 general
education educators’ knowledge of awareness and observation of potential trauma
impacted students in the classroom. The second research question would seek to explore
how K-8 general education educators perceive supporting trauma-informed education in
the classroom for those students that have experienced traumatic events. Further seeking
to understand the challenges that educators might face if expected to conduct trauma
informed approaches and practices within their classrooms to improve students learning
outcomes.

SOURCES OF DATA
(Typically one to three pages)
The learner provides a detailed 2 2 X
discussion of the sources to be used to
collect the research data that will be
used to address the research questions.
The required details include:
1. How the instrument was developed
and constructed.
2. Interview questions must be
aligned with the research design
and collect the information to
address the research questions and
problem statement.
If the learner’s research data will come 2 2 X

from an electronic database (archival,
or secondary data), they provide the
following information:
1. Identify the database and indicate
exactly how the data will be
obtained or accessed.
2. Confirm that the database actually

81

contains data on the phenomenon
or case that are needed to address
the research questions.
3. Identify the source of the data (e.g.,
agency, website, etc.), and indicate
how the data will physically be
obtained and in what format.
The learner includes an outline of the

structure of the database in Appendix
E, e.g., labels for the rows and
columns.
If permission to use the database is

required, evidence of this permission
also is included in Appendix E.
The learner provides a detailed 2 2 X
discussion of the instrumentation
and/or research materials to be used to
collect any additional data, such as
data to be used for participant
screening/selection and/or demographic
data.
For screening/selection instruments, the

learner explains how the instruments
work, and exactly how the information
obtained relates to participant selection.
For demographic data, the learner

describes why it is necessary and how
it will be used. The main use of
demographic data is to provide a
profile of the sample, and the specific
demographic information collected will
be relevant to the proposal topic.
The learner includes a copy of all 2 2 X
instruments, questionnaires, surveys,
interview protocols, observation
protocols, focus group protocols, or
other research materials in Appendix E.
For any instruments or research
materials that require “permission to
use,” Appendix E includes evidence of
having obtained such permission. A
protocol for data collection such as an
interview or focus group or observation
is more than a set of interview
questions, It should provide the
detailed process the learner will use to

82

collect the data including their
introduction and description of the
process, the location, the physical set-
up, the technologies to be used for
holding and recording the meeting, the
interview questions, additional probing
questions, and/or facilitation and data
collection techniques used in these
approaches. A detailed protocol
enhances the learner’s ability to defend
the study.
The learner writes this section in a way 2 X
APA format.
Reviewer Comments:
Trustworthiness
The trustworthiness of qualitative research is frequently addressed by positivists,
due to their concepts of legitimacy and reliability cannot be addressed in the same way in
naturalistic work (Shenton, 2004). Educational organizations operations and choices are
conducted with straightforwardness with the objective of building and keeping up beliefs
with students, families, teachers, staff, and others among the organization.
Trustworthiness gives qualitative researchers tools to provide resources pertaining to
transferability, credibility, dependability, and confirmability to illustrate the value of their
venture to others (Given, 2008).

83
Credibility
Researcher bias is unavoidable and must be relieved within the research design
(Mehra, 2002). Triangulation will be conducted for the analysis regarding data to support
exposing any researcher bias. Triangulation refers to the utilization of different strategies
or data sources in qualitative research to create a comprehensive understanding of
phenomena (Patton, 1999). The triangulation that would be processed in this study would
include a review of data in trauma exposed students’ education, K-8 general education
educators, and trauma-informed education. The method would permit perspectives and
encounters to be confirmed against others and ultimately provide a substantial picture
concerning the states of mind, needs or behavior of those under exploration that may be
developed based on the commitments of various individuals (Shenton, 2004). Conduct
participant checks with a small number of participants to confirm the accuracy of the data
(Shenton, 2004). If a reply to a question does not give a clear meaning or deem
purposeful at that point the response would be checked with the participant to guarantee
that the data reflects the aim of the respondent. The researcher will also utilize reflective
commentary to record the researcher’s initial impressions of each data collection session.
Reflective commentary serves as a checking of the researcher’s claim creating
constructions regarding bias and could offer additional data to the study (Shenton, 2004).
Dependability
Dependability refer to the steadiness of the information accomplished when
another researcher agrees with the decision path at each phase of the research process
(Cope, 2014). Dependability implies for taking into consideration instability and factors
of phenomenal or plan initiated changes regarding data made within the researcher’s

84
choices amid the examination process (Graneheim & Lundman, 2004). This study
explores the implementation of trauma informed approaches in the Toledo Public School
System K-8 general education classroom. Exploring this new concept places, a greater
demand on dependability for future researchers to expand this topic. Trauma informed
approaches and practices were developed from various reputable and established
research. All steps within the development regarding the concept are presented for other
researchers to create related conditions concerning their own study.
Transferability
Transferability alludes to the degree to which studies are appropriate to practice
and conduct future research and/ or the degree to which the results of a qualitative study
apply to other individuals or settings. Furthermore, addressing external validity and this
study’s results. Transferability, moreover, called generalizability, alludes to the capacity
of inquire about discoveries accumulated in one setting to be exchanged or connected to a
distinctive setting (Phillips, 2008). Transferability ventures the scope of the study so that
other analysts can utilize it even when the environment or setting is different. This study
provides all procedures and research instruments used so that others can collect data in
similar context and conduct further research that this study begins. The focus of the
trauma informed education study is K-8 trauma informed general education educators
such as teachers, paraprofessionals, principals, substitutes, and administration. However,
transferability allows all general education and other educators to utilize the data and
improve their academic educational environments.

85
Confirmability
Confirmability refers to the capacity to illustrate how conclusions were set up and
that the data was determined specifically from the participants' reactions and not
researcher biases (Cope, 2014). Confirmability also questions whether the interpretations
and discoveries of the study coordinate with the data in which no claims are made that
cannot be backed by the data (Phillips, 2008). The approach regarding data in this study
will focus on the themes that arise from the questionnaires and interviews. Direct quotes
from educating participants will back interpretations and findings. The study explores
trauma informed approaches broadly and how K-8 educators describe trauma informed
approaches for trauma exposed students specifically. The conclusions will make no
claims that are exterior regarding the reasoning of the study or the data it collected.

TRUSTWORTHINESS
(Typically two to four paragraphs or approximately one page)
1. Defines the concepts of 2 2 X
credibility, transferability
2. Credibility: discusses how
the study represents the
participants’ experiences
3. Transferability: discusses
how the study’s findings may
be applicable to policy,
practice, future research
1. Describes the threats to the 2 2 X
credibility and transferability
of the study inherent in the
study design, sampling
strategy, data collection
method/instruments, and data
analysis
2. Addresses how these threats
will be minimized
Defines concepts of 2 2 X
dependability and confirmability
Dependability: discusses how the 2 2 X
study documents research

86

procedures. Provides detailed
research protocols.
Confirmability: discusses how the 2 2 X
study could be confirmed or
findings corroborated by others.
Describes the threats to 2 2 X
dependability and confirmability
of the study inherent in the study
design, sampling strategy, data
collection method/instruments,
and data analysis.
Addresses how these threats will

be minimized.
Appendices must include copies 2 2 X
of instruments, materials,
qualitative data collection
protocols, codebook(s), and
permission letters from
instrument authors (for validated
instruments, surveys, interview
guides, etc.)
Section is written in a way that is 2 2 X
well structured, has a logical
flow, uses correct paragraph
structure, sentence structure,
correct punctuation, and APA
format.
Reviewer Comments:
Data Collection and Management
The targeted population for this study is Toledo Public Schools K-8th grade
general education educators. Data collection would begin after the approval of the IRB.
Therefore, the IRB would first need to review the proposal, data collection tools, and

87
protocols to ensure that Grand Canyon University ethnics and standards will be
demonstrated.
The data collection that would be implemented in this study are questionnaire and
semi structured interviews. Multiple methods regarding data collection would be
implemented to ensure that data is collected appropriately and valid. Furthermore, data
collected from the study would then be managed in various organized ways. The
questionnaires and interviews would be stored digitally and held in MP3 format and/ or
similar. Transcriptions of voice files from the questionnaires and interviews will be held
in word-processed documents format and/or similar, on password protected media.
Data and research records are to be stored for at least 5 years after the completion of the
research and kept for at least 10 years. Additional standards may be required from
discipline that could require longer applicable storage to data storage plan.
Thereon data would be protected within paper and/or electronic form that would then be
stored securely in a safe and/ or locked file cabinets in a secure building space. Data
would then be destroyed by shredder within an office space and/or secured permeant
deletion of all records.

DATA COLLECTION AND MANAGEMENT
The learner describes the procedures 2 X
for the actual data collection at a level
of detail that would allow execution of
the study by another researcher. This
will include (but not be limited to) how
each instrument, measurement
technique, or data source will be used,
how and where data will be collected,
and how data will be recorded.
The learner includes a sequence of

88

actions or step-by-step procedures to be
used to carry out all the major steps for
data collection. This includes a
workflow and corresponding timeline,
presenting a logical, sequential, and
transparent protocol for data collection
that would allow another researcher to
conduct the study.
Data from different sources may have

to be collected in parallel (e.g., paper-
and-pen surveys for teachers,
corresponding students, and their
parents AND retrieval of archival data
from the school district). Provides
detailed description of data collection
process, including all sources of data,
such as interviews, observations,
surveys; and methods used such as
field tests, expert panel review, and
member checking. Note: The collected
data must be sufficient in breadth and
depth to answer the research
question(s) and interpreted and
presented correctly, by theme, research
question and/or instrument.
The steps include acquisition of site 2 X
authorization documents, IRB
approval, and the procedures for
obtaining participant informed consent
and protecting the rights and well-being
of the participants.
The learner includes copies of the

relevant site authorizations, participant
informed consent forms, recruitment
announcements/materials (e.g., posters,
e-mails, etc.) in appropriate appendices.
The learner describes the data 2 X
management procedures for paper-
based and/or electronic data. This
includes, for example, data security
procedures and how and when data will
be destroyed.
APA format.

89

Reviewer Comments:

90
Data Analysis Procedures
Qualitative software packages offer various capacities that serve as assets for
analyzing qualitative data (Given, 2008). This trauma informed approach research study
would utilize MAXQDA software. Qualitative research evolved regarding the
introduction of computer-assisted examination utilizing computer software programs
(Kuckartz, 2014). MAXQDA is one of numerous program choices that permit researchers
to gather, sort, and analyze data. The program can oversee the coding framework and
interface important memos and notes for the study. Transcriptions may not be necessary
due to the digital nature of the interview protocol.
In qualitative research coding is the method of creating thoughts and ideas from
raw data (Given, 2008). The coding process alludes to the steps the researcher takes to
distinguish, orchestrate, and systematize the thoughts, concepts, and categories revealed
within the data (Williams & Moser, 2019). The introductory coding would be a
combination of codes taken straight from the data and topics that are developed within
the literature review. The following stage would center or pivotal coding where existing
topics will be extended, refined, or coordinates into existing categories. The main
advantage of utilizing qualitative data software is that the codes will naturally be
recorded into a code framework, which can be sorted, systemized, and summarized
afterward within the analysis process (Kuckartz, 2014). Specific coding is the third level
of coding that empowers the researcher to choose and coordinate categories and themes
from the organized data (Williams & Moser, 2019). Each coding process would be a part
of the computer-assisted data analysis of regarding study.
The responses to each question in the protocol would be coded with key words and phrases.
MAXQDA permits users to sort information utilizing shifting filters. The data from each question
would be analyzed over each respondent. Any additional codes would be included towards

91
creating data themes that are talked about within the data analysis. Questions within the protocol
would be organized by representation of the 5 questionnaire questions, the three research
questions, demographics, and responsibilities. Data would be coded across participants to
identify themes that exist throughout the descriptive study. The data would then be sorted and
analyzed for consistency with factors regarding trauma informed approach theory. Necessary
permission would be secured from the office of Toledo Public Schools administration. After
permission is granted, the researcher would conduct the study through Toledo Public Schools
email system to avoid biases within the study.

DATA ANALYSIS PROCEDURES
The learner restates the problem 2 2 X
statement or purpose statement, along
with the research question(s)
Describes how raw data are prepared 2 2 X
for analysis (i.e., transcribing
interviews, conducting member
checking, how all sources of data will
be organized. and checking for missing
data).
Describes (for both paper-based and
electronic data) the data management
procedures adopted to maintain data
securely, including the length of time
data will be kept, where it will be kept,
and how it will be destroyed
Describe evidence of qualitative 2 2 X

analysis approach, such as coding and
theming process, which must be
completely described and include the
analysis /interpretation process. Clear
evidence from how codes were
combined or synthesized to create the
themes must be presented.
Provides support that the proposed 2 2 X
quantity and quality of data are
expected to be sufficient to answer the
research questions.
The learner provides description of 2 2 X
how the results will be reported.
APA format.

92

Reviewer Comments:
Ethical Considerations
It is uncommon to discover genuine accounts of the troubles and predicaments
experienced when conducting delicate research with vulnerable research populations
(James & Platzer, 1999). Sensitivity to the particular participants and proceeded moral
thought all through the conduct and detailing of the research are required (Roberts, 2015).
Ethical considerations pertaining to this study would include informed consent,
confidentiality, security and privacy during virtual interviews, data management and
storage, any questions or concerns that participants may have, and having a distress
protocol in place. Participants would be advised that they can pause or cease the
interview at any time. The researcher should also use their own judgement to decide if it
is necessary to pause or cease within an interview (Orb et al., 2001). Additionally,
researcher would be aware of potential impact on the participants.
The recruitment process would include implied consent to participate when the
educating participants voluntarily respond to the participation invitation and/ or other
provided communications. Researchers are expected to develop informed consent for
interviewing participants by providing detailed information pertaining to what
participating could imply and any possible risks associated with such participation
(Meho, 2006). Participants that agree to participate based upon the initial Survey Monkey
invitation would receive an informed consent document discussing the nature regarding
this study and complete detail of participation involvement.

93
Research participants would be selected fairly, with all segments of the population
having an opportunity to be included in the study, if inclusion is scientifically and
ethically justifiable. The research study would seek specific input regarding the personal
perspective of participants regarding their trauma informed knowledge and trauma
exposed students’ academics. Respect of confidentiality and privacy to implement data
collection with the least risk possible will be maintained throughout publishing and data
resulting from the study. There will be no storage of personal data. This study would not
include any personal information that would directly identify any of the participants and/
or their direct location of employment. Personal information would not be collected
beyond educator grade level of teaching, name, and Toledo Public Schools system email
address used for participation. Prior to data analysis, all identifiable information would be
removed and replaced with pseudonyms. Pseudonyms are frequently utilized to de-
identify members and other individuals said in interviews and other literary data collected
for research purposes (Roberts, 2015).

ETHICAL CONSIDERATIONS
Provides a discussion of ethical issues, 2 2 X
per Belmont Report and IRB
guidelines, related to the study and the
study population of interest. Includes
citations.
Explains which principles / issues are

relevant to the study.
Identifies the potential risks for harm

that are inherent in the study and
describes how they will be avoided
and/or mitigated.
Describes the procedures for obtaining 2 2 X
informed consent and for protecting the
rights and well-being of the study

94

participants. Includes statement in
Informed Consent on who has data
access including chair, committee
members, IRB and peer reviewers,
college representative.
Addresses key ethical criteria of 2 2 X
anonymity, confidentiality, privacy,
strategies to prevent coercion, and any
potential conflict of interest.
Describes the data management 2 2 X
procedures adopted to store and
maintain paper and electronic data
securely, including the minimum 3-
year length of time data will be kept,
where it will be kept, and how it will be
destroyed.
Explains plan(s) to implement each of
the principles/issues that are relevant to
the study, data management, data
analysis, and publication of findings.
Note: Learners are required to securely
maintain and have access to raw
data/records for a minimum of three
years. If asked by a committee
member, IRB reviewer, peer reviewer
or CDS representative, learner must
provide all evidence of data including
source data, Excel files, interview
recordings and transcripts, evidence of
coding or data analysis, or survey
results, etc. No dissertation will be
allowed to move forward in the review
process if data are not produced upon
request.
Includes copy of site authorization 1 1 X
letter (if appropriate), IRB Informed
Consent (Proposal), and IRB Approval
letter (Dissertation) in appropriate
Appendices.
All approvals, consent forms,
recruitment, and data collection
materials are mentioned in the Data
Collection section and included in
appropriate appendices (with
appropriate in-text references).
Section is written in a way that is well 2 2 X
structured, has a logical flow, uses
correct paragraph structure, sentence
structure, punctuation, and APA

95

format.
Reviewer Comments:
Assumptions and Delimitations
The two major assumptions concerning this study are inductive reasoning and
topic specificity. Inductive reasoning and topic specificity characterize qualitative
research (Walters, 2001). Inductive reasoning is the exemplification of the qualitative
research design (Maxwell, 1996). Delimitations require challenging the assumptions of
the researcher and directly uncovering deficiencies that could be better tackled
(Theofanidis & Fountouki, 2018). Researcher awareness of various delimitations are
expected to be addressed within the beginning of the research process (Theofanidis &
Fountouki, 2018).
Assumptions
It is assumed that questionnaire and interviewing participants in this study were
will not be deceptive with their interview answers, and that the participants answered will
answer questions honestly and to the best of their ability. Educators implement security
and consistency by creating establishment for practical change. This extends consistency
within a student who has experienced trauma and their sense of security. The goal of
organizing trauma informed concepts are challenging when translating into action.
Understanding trauma establishes the opportunity for new behaviors within individuals.

96
It is assumed that this study will be an accurate representation of the current
education situation in northwest Ohio. Trauma educated care is a reasoning and a practice
that recognizes the critical affect that adversity has on a individuals physical and mental
wellbeing. Trauma informed approach and practices are guided by the assumptions of
realization around trauma and how it can influence individuals and groups. day-to-
Therefore, the daily educational environment is guided around recognizing the signs of
trauma by having a systemin place which can react to trauma and resisting re-
traumatization.
Delimitations
The questionnaire involving general education educators would be delimited to only
K-8 schools in one county within northwest, Ohio, limiting the demographic sample.
Toledo Public Schools (TPS) serves approximately 23,324 students and is the fourth
largest district in the state of Ohio. Approximately 86.4% of TPS students come from
disadvantaged homes. This has created challenges for most students regarding social,
emotional, academic, and/or physical challenges that impede their learning outcomes.
Toledo Public Schools now provides education and training developments on trauma and
trauma-informed practices to employees and others within the organizational community.
Data collection methods would be delimited to interviews and questionnaires,
excluding classroom observations due to school policy. Data privacy impacts how
qualitative researchers handle participant data and major data privacy regulations
including HIPAA, GDPR and CCPA (Florea & Florea, 2020). Research regulations
defines that children are unable to attain the legal age for consent regarding informed
consent to participate in research (Kefyalew, 1996).

97

ASSUMPTIONS AND DELIMITATIONS
(Typically three to four paragraphs)
The learner provides a separate 2 X
subsection for assumptions and
delimitations.
The learner states the assumptions 2 X
being accepted for the study and
provides a rationale for making each
assumption.
The learner also discusses associated

consequences for the transferability and
applicability of the findings.
The learner identifies the 2 X
methodological delimitations of the
study and provides a rationale for each
delimitation.
The learner discusses associated

consequences for the transferability and
applicability of the findings.
The learner discusses strategies to 2 X
minimize and/or mitigate the potential
negative consequences of
methodological assumptions and
delimitations.
APA format.
Reviewer Comments:
Summary
investigates a new field of study or propose to establish and theorize distinguished issues

98
(Jamshed, 2014) Descriptive research defines the study status and is broadly utilized in
education (Koh & Owen, 2000). The problem being explored by this study is how K-8
general education educators describe trauma awareness training, recognizing, and
responding to students who have been exposed to traumatic events. The study focuses on
trauma informed K-8 general education teachers teaching trauma exposed students at
Toledo Public Schools.
Convenience sampling in qualitative research allows the researcher to
demographically locate nearby sources of potential participants who are among their
proximity and willing to participate that are likely not random (Robinson, 2014).
Questionnaires aim to reveal participants opinions, experiences, narratives, and accounts
(Acharya, 2010). Interviews are a type of framework whereas practices and standards are
recorded, achieved, challenged, and reinforced (Oakley, 1998). Conducting open-ended
questions help the researcher to produce expanded participant responses (Williams,
2003). Semi-structured interviews are an extensively used format with individual
participants (Service, 2009).
The opened- ended questionnaire would address five research questions in support
of the problem. The semi- structured interviews would address three basic research
questions in support of the problem. Qualitative software packages offer various
capacities that serve as assets for analyzing qualitative data (Given, 2008). This trauma
informed approach research study would utilize MAXQDA software.

CHAPTER 3 SUMMARY
The learner summarizes key points 2 X
presented in Chapter 3 using

99

authoritative, empirical
sources/citations. Key points include
(for example):
 Methodology/design
 Population
 Sample size/selection
 Instrumentation/Sources of
Data
 Data collection
 Data analysis
The learner concludes Chapter 3 with a 2 X
transition discussion to focus for
Chapter 4.
APA format.
Reviewer Comments:

100
Chapter 4: Data Analysis and Results
Introduction
The minimum progression milestone for draft of Chapter 4 “Acceptance” by
chair and submission to methodologist is in dissertation course 971E. Refer to
Appendix L Minimum Progression Milestone Table and the most recent
Dissertation Milestone Guide for additional details. Dissertation course 971E is the
absolute latest course for Chapter 4 acceptance by chair and submission to
methodologist. Learners are highly encouraged to work ahead and submit Chapter
4 in earlier dissertation courses.
The purpose of this chapter is to provide the reader with a concise summary of the
study and a presentation of the results. In this section of Chapter 4, the learner should
briefly restate the research problem, the methodology and design, the research
question(s), and phenomena, and then offer a statement about what will be covered in this
chapter. Chapter 4 should present the results of the study as clearly as possible, leaving
the interpretation of the results for Chapter 5. Make sure this chapter is written in past
tense and reflects how the study was actually conducted. Any change to the sampling
approach, instrumentation, data collection procedures or data analysis must be noted in
this chapter. After the research study is complete, make sure this chapter reflects
how the study was actually conducted in comparison to what was proposed in
Chapter 3. These changes should also be discussed as limitations of the study (in
appropriate sections of Chapters 4 and 5).
This chapter typically contains the analyzed data, often presented in both text and
tabular, or figure format. To ensure readability and clarity of findings, structure is of the

101
utmost importance in this chapter. Sufficient guidance in the narrative should be provided
to highlight the findings of greatest importance for the reader. Most researchers begin
with a description of the sample and the relevant demographic characteristics presented in
text or tabular format. Ask the following general questions before starting this chapter:
1. Is there sufficient data to answer each of the research question(s) asked in the
study?
2. Is there sufficient data to support the conclusions made in Chapter 5?
3. Is the study written in the third person? Never use the first person.
4. Are the data clearly explained using a table, graph, chart, or text?
5. Visual organizers, including tables and figures, must always be introduced,

presented and discussed within the text first. Never insert them without these
three steps. It is often best to develop all the tables, graphs, charts, etc. before
writing any text to further clarify how to proceed. Point out the salient results and
present those results by table, graph, chart, or other form of collected data.
lopesup
Important Changes and Updates to Information in Chapters 1-3
In this required section, the learner discusses changes made to the original
research plan presented in Chapters 1-3. Furthermore, learner discusses implications of
these changes, including changes to the sample, data collection, design, data analysis, etc.
For example, if target sample size was not achieved using plans “A”, “B”, and “C”, the
learner must address the ramifications on the breadth and depth of the analyses, and study
findings. Based on peer review and/or committee recommendations, the learner may
choose to update Chapters 1-3 to reflect what actually occurred OR clearly present the
important changes that occurred between the original plan and what actually occurred in
this section and also in the Study Limitations section of Chapter 4. Changes to the
research plan must also be addressed in Chapter 5 under strengths and weaknesses
section. lopesup

102

INTRODUCTION (TO THE CHAPTER)
Provides a summary of the study X
including research problem,
methodology, design, research
questions and phenomena.
Provides an orienting statement about X
what will be covered in the chapter.
Learner discusses important changes X
between original plan presented in the
proposal (Chapters 1-3) and what
actually occurred.
Learner updated Chapters 1-3 to reflect
what actually occurred OR clearly
presents the important changes that
occurred between the original plan and
what actually occurred in this section
and in the Study Limitations section of
Chapter 4
Section is written in a way that is well X
format.
Reviewer Comments:
Preparation of Raw Data for Analysis and Descriptive Data
Preparation of Raw Data for Analysis
Within this subsection, the learner describes how all raw data were prepared for
analysis. This should include transcription process, member checking, and any other
preparation activities. Describe how data were prepared for uploading to MAXQDA or
other qualitative software program, if relevant. For example:

103
 Define how to organize the data (some options: by participant, by

source)
 Set up system for pseudonyms (create a table in separate document

showing real names and associated pseudonym). We advise names (John, Mary),
rather than numbers (P1, P2) in qualitative studies to maintain the sense of
personhood and presence in a natural setting (not a lab), which is consistent with a
qualitative approach
 Organize other sources of data (sociograms, photographs, images,

copies of hand coded data, collected documents, etc.)
 Transcribe all interview and focus group data
 Send copies of transcripts to participants to “member check”

(check that the transcript shows what they meant; they can add clarification if so
desired)
 Upload raw data to MAXQDA or other qualitative software

program (Note GCU provides MAXQDA to all learners at no cost)
 Upload raw data to a new folder in the LDP (either create a new 07
Data folder or into a new folder in the existing 05 Folder). This is a requirement
for L5 Peer Review. [NOTE: GCU faculty are required to maintain all
confidentiality pledged by learner per the IRB approved/stamped Informed
Consent].
Once the learner has prepared the data, the learner then provides a narrative
summary (description per next section) of the population or sample characteristics and
demographics of the participants in the study. lopesup
Descriptive Data
This section describes the dataset that was produced from data collection
activities. This should include the number of participants and corresponding descriptive
information regarding the demographic data (such as gender, age, and ethnicity) and
research data. It should also include tables showing each data collection method, which
participants joined each, and pertinent information such as duration of interviews or focus
groups, and number of pages of transcript, measured as complete single-spaced pages,

104
Times New Roman 12 pt. font (see Table 3. Keep in mind that all descriptive or
demographic information must pertain directly to the study and must be included in the
informed consent for participants to understand what personal data is being collected
about them. Ensure this data cannot lead to anyone identifying individual participants in
this section or identifying the data for individual participants in the data summary and
data analysis that follows. It is important that key demographic and descriptive data are
provided. It is also acceptable to put most of this in the appendix if the chapter becomes
too lengthy.
For numbers, equations, and statistics, spell out any number that begins a
sentence, title, or heading – or reword the sentence to place the number later in the
narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers
10 and above, and spell out whole numbers below 10. There are some exceptions to this
rule:
 If small numbers are grouped with large numbers in a comparison,

use numerals (e.g., 7, 8, 10, and 13 trials); but, do not do this when numbers are
used for different purposes (e.g., 10 items on each of four surveys).
 Numbers in a measurement with units (e.g., 6 cm, 5-mg dose, 2%).
 Numbers that represent time, dates, ages, sample or population

size, scores, or exact sums of money.
 Numbers that represent a specific item in a numbered series (e.g.,

Table 1).
A sample table in APA style is presented in all tables in this template, see, for example,
Table 6. Be mindful that all tables fit within the required margins, and are clean, easy to
read, and formatted properly using the guidelines found in Chapter 5 (Displaying Results)
of the APA Publication Manual 7th edition (APA, 2019). lopesup

105
Table 6
Example of a Clean, Easy-to-Read Table

# Transcript Pages
(Time New
Participant Setting Interview Duration
Roman, Font size
12, single spaced)
Participant 1 Main office Date 65 minutes 19
Participant 2 Zoom conference Date 72 minutes 21
Participant 3 Zoom conference Date 50 minutes 15
etc. … … … …
MEAN N/A N/A 62.3 minutes 18.3
TOTAL N/A N/A 187 minutes 55
Table 7
Example of Clean, Easy-to-Read Table for Focus Group Data

Initial Codes
Participant Group Participation Length Contributions
Produced
Participant 1 Group 1 48 min. 7 4
etc. … … … …
etc. … … … …
TOTAL N/A 115 minutes 33 17

106
Table 8
Example of Case Unit Profiling (in Narrative)

Case Unit Case Description
Case Unit 1 Comprised of state-funded community healthcare programs in rural counties
of the southwestern United States that rely on both Medicaid and local non-
profit service organizations for their delivery of care. Programs are overseen
by either a chief medical officer or nurse-practitioner director, and have the
following staff composition as reported by Smith, Smith, and Johnson (2016):
30% community case managers, 20% clinical case managers, 15% medical
practitioners, 15% compliance officers, 10% enrollment specialists, and 10%
administrative leadership. The annual budget for these programs was reported
as $2.2 million from 2015 to 2018 (Williams & Janson, 2019). For this study,
the participants identified by the pseudonyms of Michael, Sarah, Erika, and
Jane all work for programs in Case Unit-1
Case Unit-2 Comprised of community healthcare programs in urban municipalities of the
southwestern United States that rely on Medicaid and federal health programs
for their delivery of care. These diverse public-funded programs are overseen
jointly by a state-appointed health commissioner and a chief medical officer
from the Medicaid division. Their staff composition was reported by Weston
and Burke (2015) as being 40% nursing case manager, 20% compliance
representative, 15% enrollment specialist, 15% behavioral health counselor,
and 10% administrative staff. The annual budget for these programs was
reported as 1.8 million from 2014 to 2018 (Weston & Burke, 2015). Study
participants identified by the pseudonyms of Ellen, Robert, Thomas,
Cassandra, and Jennifer all work for programs in Case Unit-2.
Case Unit 3 Add narrative here regarding Case Unit 3

PREPARATION OF RAW DATA AND DESCRIPTIVE DATA
(Number of pages as needed)
Describes how raw data were prepared X
for analysis.
Provides a narrative summary of the X
population or sample characteristics and
demographics.
Presents the "sample (or population)
profile," may use descriptive statistics
for the demographics collected from or
retrieved for the actual sample or
population.
Includes a narrative summary of data X
collected (e.g., examples of collected
data should be included in an Appendix.)
Uses visual graphic organizers, such as X
tables, histograms, graphs, and/or bar

107

charts, to effectively organize and
display coded data and descriptive data.
For example:
Discuss and provide a table showing
number of interviews conducted,
duration of interviews, #pages transcript;
#observations conducted, duration;
#pages of typed-up field notes; # of
occurrences of a code; network
diagrams; model created, etc.
structure, punctuation, and APA format.
Reviewer Comments:
Data Analysis Procedures
This section presents a description of the process that was used to analyze the
data. Data analysis procedures can be framed relative to each research question. Data can
also be organized by chronology of phenomena, by themes and patterns, or by other
approaches as deemed appropriate by design and for a qualitative study. This section
should specify the procedures that were specifically carried out to ensure the reader
understands how the analytic process was conducted. lopesup
Reflexivity Protocol
For learners who implemented some sort of reflexivity protocol (such as
bracketing or peer debriefing) to track and manage biases, please be sure to clarify how
this protocol fit sequentially with respect to the data analysis strategy. For instance, did

108
you record and organize your bracketing notes before/after each data collection event –
and hence before the data analysis process even began – or did you wait to record your
bracketing notes before/after each cycle of analytic coding (tracking your bias during the
conceptual development of codes, categories, and themes)? What was the logic for your
approach? lopesup
Data Analysis Steps
Describe in detail the data analysis procedures. The analytic procedures must be
aligned to the design; they are not generic. Start discussion of data analysis procedures by
identifying and describing the analytical approach (e.g., thematic analysis,
phenomenological analysis, narrative analysis). Describe analytic process. For example:
for thematic analysis provide a description of how codes were developed, how clusters of
codes or categories were developed, how these are related to themes. Provide examples
of codes and themes with corresponding quotations, demonstrating how codes were
synthesized or clustered or combined and developed into themes. For phenomenological
analysis identify the specific type of phenomenological design and the specific data
analysis approach used. That approach might involve providing transformation
procedures, the transformation process, how phenomenological constituents were
developed, how these are related to the general phenomenological structure of the
experience. Provide examples of phenomenological constituents with corresponding
quotations, demonstrating how constituents were discovered among phenomenological
transformations. Provide evidence of analytic elements in text or an Appendix. Include
graphic organizers to demonstrate analytic steps. lopesup

109

DATA ANALYSIS PROCEDURES
Describes in detail the data analysis X
procedures.
Coding procedures must be tailored to
the specific analytical approach; they
are not generic.
Start discussion of data analysis
procedures by identifying and
describing the analytical approach
(e.g., thematic analysis, type of
phenomenological analysis).
Describes coding process, description
of how codes were developed, how
categories or clusters of codes were
developed, how these are related to
themes. Provide examples of codes and
themes with corresponding quotations,
demonstrating how codes were
developed or synthesized into themes.
Provides evidence of initial and final
codes and themes in text or an
Appendix.
Detail the specific kinds of analytic
units appropriate to the design and
analytic approach.
Explains and justifies any differences X
in why data analysis section does not
match what was approved in Chapter 3
(if appropriate).
Discusses the reflexivity protocols used X
(such as bracketing and peer
debriefing) and how these protocols
complement the data analysis strategy.
Describes approaches used to ensure X
trustworthiness for qualitative data
including expert panel review of
questions, field test(s)/ practice
interviews, member checking, and
triangulation of data, as appropriate.
Justifies how the analysis aligns with X
the research question(s), and how data
and findings were organized by
chronology of phenomena, by themes
and patterns, or by other approaches as
deemed appropriate.
Develops a description of the
phenomenon by synthesizing the data

110

across the research questions. The
synthesis approach used to develop the
description of the phenomenon should
be specific to the design used.
structure, punctuation, and APA format
Reviewer Comments:
Results
Presenting the Results
This section, which is the primary section of this chapter, presents an overview
and analysis of the data in a nonevaluative, unbiased, organized manner that relates to the
research question(s). List the research question(s) as they are discussed to ensure that the
readers see that the question has been addressed. Answer the research question(s) in the
order that they are listed by drawing on the thematic results and (if relevant) descriptive
statistics. Learners can organize data in several different ways for qualitative studies
including by research question, by themes and patterns for thematic analysis, or by other
approaches deemed appropriate for the study, such as by the general phenomenological
structure with a list of all constituents. The results must be presented without implication,
speculation, assessment, evaluation, or interpretation, as the discussion of results and
conclusions are left for Chapter 5. Refer to the APA Style Manual (2020) for additional
lists and examples.

111
The results do not merely include using themes to answer research questions, it is
important to develop a description of the phenomenon that is specific to the design based
on synthesizing the data cross the research questions and data analysis. For a qualitative
descriptive design, this involves providing a detailed description of the phenomenon
through a narrative and visuals. For a case study, this involves producing a case study
summary that can include narrative and visuals. For grounded theory it can include the
creation of a theory, visual model, or process flow. For a narrative, depending upon the
narrative approach selected it might include developing a single story that synthesizes the
stories from all the participants. For phenomenology this final description varies based on
the type of phenomenological design selected.
For learners who implemented a reflexivity protocol (such as bracketing or peer
debriefing) to track and manage biases, the beginning of this section is an ideal place to
synthesize those reflexivity notes into a composite of your preconceptions prior to data
collection and analysis, as well as how those preconceptions may have biased your study.
This step typically requires the learner to take a step back and think contemplatively
about initial expectations for the data and results, and then compare these expectations
with the actual perspectives provided by the participants (or the meanings derived from
them). The narrative at the beginning of Chapter 4 Results section offers a good place to
summarize any major preconceptions that might have colored the data analysis.
For qualitative studies, it is important to provide a complete, that is, holistic,
picture of the analysis conducted and of the coding used to arrive at a set of themes or
conclusions about the subject. In qualitative studies, if thematic analysis is used, the
questions are examples of what to ask, and are not comprehensive:

112
1. What themes emerged across all data sources and how were those themes
identified?
2. Does the learner provide examples that the themes exist from multiple, well-
specified and described, sources of data?
3. What topics were mentioned most often?
4. What issues were most important to the people in the study?
5. How do the participants view the topic of research?
6. How can the categories identified in the data be ordered into meaningful,
grounded theories?
After completing the first draft of Chapter 4, ask these general questions:
7. Are the findings clearly presented, so any reader could understand them?
8. Are the findings presented with a narrative thread, which provides a “storyline” to
coherently connect the data that has been analyzed?
9. Are all the tables, graphics or visual displays well-organized and easy to read?
10. Are the important data described in the text?
11. Is factual data information separate from analysis and evaluation?
12. Are the data organized by research questions or by themes?
Make sure to include appropriate graphics to present the results. Always
introduce, present, and discuss the visual organizers in narrative form prior to the visual
organizer placement. Never insert a visual organizer without these three steps.
A figure is a graph, chart, map, drawing, or photograph. Do not include a figure
unless it adds substantively to the understanding of the results or it duplicates other
elements in the narrative. If a figure is used, a label must be placed above the figure. As
with tables, refer to the figure by number in the narrative preceding the placement of the
figure. Make sure a table or figure is not split between pages. lopesup
Here is an example of how a table might be set up to visually illustrate results:

113
Table 9
Initial Codes
Code Column A Column B
Description of Code Examples from Transcript
Name of Code 1 Description of code Provide multiple examples from transcripts
Note. Adapted from: Sampling and Recruitment in Studies of Doctoral Students, by
I.M. Researcher, 2010, Journal of Perspicuity, 25, p. 100. Reprinted with permission.

114
Figure 4
Diagram of a Blank Sociogram

RESULTS
Data and the analysis of that data are X
presented in a narrative, non-
evaluative, unbiased, organized
manner.
In thematic analysis, the researcher

should address saturation and the
distribution of themes that emerged
when themes were not present in all
data sets. Qualitative, thematically-
analyzed data may be organized by
theme, participant and/or research
question.
In phenomenology the research should

address the stability of the structure
based on each constituent being
essential, not merely frequent.
Note, this addresses volume and quality

of the data collected as germane to the
phenomenon under study, not to
population representativeness.
Results of analysis are presented in

appropriate narrative, tabular, graphical
and/or visual format. If using thematic
analysis, coding and theming process

115

must be clearly evident in the results
presentation. Integration of quotes in
the results presentation to substantiate
the stated findings and build a narrative
picture is required.
For a case study design, include a

summary of the case (how did the
analysis inform the case?).
Learner describes thematic findings

mostly in own words in narrative form
as if they are telling their story or
summarizing their experiences, and
then use selected quotes (ideally one or
few sentences, no longer than one
paragraph) to illustrate.
The outcome of the reflexivity protocol X
is reported in a way that helps the
reader distinguish the learner’s
preconceptions from the perspectives
(and meanings) shared by participants.
This discussion should touch on major
preconceptions that may have biased
the data analysis and what was done to
mitigate these biases.
As appropriate, tables are presented for X
initial codes, themes and theme
meanings, along with sample quotes.
Sufficient quantity and quality of the X
data or information appropriate to the
research design is presented in the
analyses to answer the research
question(s). Evidence for this must be
clearly presented in this section and in
an appendix as appropriate.
Note: peer reviewer may request to
review raw data at any time during the
peer process. Additional data collection
may be required if sufficient data is not
present.
 Qualitative data analysis is fully X
described and displayed using
techniques specific to the design
and analytic method used.
 Data sets are summarized
including counts AND examples of
participant’s responses for
thematic analysis. For other
approaches to qualitative analysis,

116

results may be summarized in
matrices or visual formats
appropriate to the form of analysis.
 Findings may be presented as
themes using section titles for
thematic analysis, as stories for
narrative designs, as models or
theories for grounded theory, and
as visual models or narrative
stories for case studies.
Appendices must include qualitative X
data analysis that supports results in
Chapter 4 as appropriate (i.e. source
tables for coding and theming process
or codebook, if not included directly in
Chapter 4).
format.
Reviewer Comments:
Limitations
Limitations are flaws or shortcomings with the study that either the researcher has
no control over because they are inherent in the methods selected (e.g., sampling bias), or
that are due to mishaps in the conduct of research (e.g., missing data). No study is free of
limitations. It is important to acknowledge as many limitations as deemed pertinent in
order to reflect integrity and transparency in the conduct of research. This section
discusses limitations that emerged based specifically on data collection and data analysis,
and how the interpretation of results may be affected by the limitations. State limitations

117
that are inherent in the data sources, instruments, data collection methods, and/or data
analysis approach, and address also additional limitations pertaining to shortcomings in
how the data was collected, the amount or quality of the data collected, and/or how the
data was analyzed. The learner should provide a rationale for each stated limitation and
discuss associated consequences for transferability and applicability of the findings. Tie
back the limitations to the anticipated limitations discussed in Chapter 1.
For example: The following limitations were present in this study:
 The study was limited to 10 teachers and four administrators, thus

making the results less transferable;
 The study was limited to novice participants whose insights about

the organization were partial and restricted. lopesup

LIMITATIONS
Lists limitations that emerged based X
specifically on data collection and data
analysis, and how the interpretation of
results may be affected by the
limitations.
Discuss associated consequences for X
the transferability and applicability of
the findings.
Discuss the current limitations in X
relation to the anticipated limitations
originally presented in Chapter 1.
format.
Reviewer Comments:

118

Summary
This section provides a concise summary of what was found in the study. It
briefly restates essential data and data analysis presented in this chapter, and it helps the
reader see and understand the relevance of the data and analysis to the research
question(s). The summary of the data must be logically and clearly presented, with the
information separated from interpretation. For qualitative studies, summarize the data and
data analysis results in relation to the research question(s). Finally, it provides a lead or
transition into Chapter 5, where the implications of the data and data analysis relative to
the research question(s) will be discussed. lopesup

SUMMARY
Presents a clear and logical summary of X
data analysis approach.
Summarizes the data and data analysis X
results in relation to the research
questions.
Discusses limitations that emerged X
based on data collection and data
analysis and how the interpretation of
results may be affected by the
limitations.
Provides a concluding section and X
transition to Chapter 5.

format.

119

Reviewer Comments:

120
Chapter 5: Summary, Conclusions, and Recommendations
Introduction and Summary of Study
The minimum progression milestone for a draft of the full dissertation
manuscript (Preliminary Pages, Abstract, Chapters 1, 2, 3, 4, 5, and Appendices)
“Acceptance” by chair and submission to methodologist and content expert is in
dissertation course 972E. Refer to Appendix L Minimum Progression Milestone
Table and the most recent Dissertation Milestone Guide for additional details.
Dissertation course 972E is the absolute latest course for full dissertation acceptance
by chair and submission to committee members. Learners are highly encouraged to
work ahead and submit the draft Chapter 5 and full dissertation draft in earlier
dissertation courses.
Chapter 5 is perhaps the most important chapter in the dissertation manuscript
because it presents the researcher’s contribution to the body of knowledge. For many who
read research literature, this may be the only chapter they will read. Chapter 5 typically
begins with overview of why the study is important and how the study was designed to
contribute to our understanding of the research topic within the context of the problem
space identified in Chapter 2. The remainder of the chapter contains a summary of the
overall study, a summary of the findings and conclusions, implications derived from the
study, and a final section on recommendations for future research and practice.
No new data should be introduced in Chapter 5; however, references should be
made to findings or citations presented in earlier chapters. The researcher can articulate
new frameworks and new insights derived from the synthesis of study results. The
concluding words of Chapter 5 should emphasize both the most important points of the

121
study, study strengths and weaknesses, and directions for future research. This should be
presented in the simplest possible form, making sure to preserve the conditional nature of
the insights. Study findings should not be misinterpreted, exaggerated, or personalized.
lopesup

INTRODUCTION AND SUMMARY OF STUDY
Provides an overview of why the study X
is important and how the study was
designed to contribute to understanding
the topic and problem space.
Provides a transition, explains what X
will be covered in the chapter and
reminds the reader of how the study
was conducted.
format.
Reviewer Comments:
Summary of Findings and Conclusion
Overall Organization
This section of Chapter 5 is organized by research question(s), and it conveys the
specific findings of the study. The section presents conclusions made based on the data
analysis and findings of the study and relates the findings back to the literature in Chapter
2. Significant themes/findings are compared and contrasted, evaluated, and discussed

122
considering the existing body of knowledge. The significance of every finding is
analyzed and related back to Chapter 2 discussion of the Problem Space and ties the
study together. The findings are also bounded by the research study parameters described
in Chapters 1 and 3, are supported by the data and theory, and directly relate to the
research question(s). No unrelated or speculative information is presented in this section.
Conclusions represent the contribution to knowledge and fill in what still needs to be
understood in the knowledge as evidenced in the literature. They should also relate
directly to the problem space. The conclusions are major generalizations, and an answer
to the research problem developed in Chapters 1 and 2. This is where the study binds
together. In this section, personal opinion is permitted, as long as it is backed with the
data, grounded in the study results presented in Chapter 4, and synthesized/supported
within the existing research literature presented in Chapter 2. lopesup
Reflection on the Dissertation Process
The learner should end this section by discussing what they have learned
throughout the dissertation process, specific to designing, conducting, and interpreting
findings of their original research. This includes what changed in the learner’s
understanding of research and the process. This also includes a thoughtful reflection on
what was accomplished and/or a reflection on data collection or data analysis concerns
that hindered or supported the intended accomplishment(s).
Reflective practices during the dissertation consist of the researcher thinking
about and reflecting on their process (Finlay, 2002). Reflecting is important when there
are challenges in the data reporting due to changes from the plan to the execution of the
research project. The purpose of this added section is to provide the reader with a clearer

123
understanding of what the researcher learned through the process of conducting this
research, specifically with regards to designing, conducting, and interpreting findings.
lopesup

SUMMARY OF FINDINGS AND CONCLUSIONS
(Typically three to five pages)
Organizes Chapter 5 using the same X
section titles as Chapter 4, by research
question(s) or by themes. Significant
themes/ findings are compared and
contrasted, synthesized and discussed
in light of the existing body of
knowledge covered in Chapter 2
Summarizes study findings. Compares, X
contrasts and synthesizes study
findings in context to prior research on
the topic (Chapter 2). Provides a cogent
discussion on how the study is aligned
to and/or advances the research on the
topic.
Illustrates that findings are bounded by X
the research study design described in
Chapters 1, 2 and 3.
Illustrates how findings are supported X
by the data and theory, and how the
findings directly align to and answer
the research question(s).
Discusses transferability of findings X
and relates each of the findings directly
to the Background of the Study section
of Chapter 1 and Identification of the
Problem Space in Chapter 2.
Refrains from including unrelated or X
speculative information in this section.
Provides a conclusion to summarize the X

findings, referring to Chapters 4 and 2,
and tying the study together.
The learner reflects back on their X
dissertation process specific to
designing, conducting, and interpreting
findings of their original research. This
includes what changed in the learner’s
understanding of research and the
process.

124

format.
Reviewer Comments:
Implications
This section should describe what could happen because of this research. It also is
an opportunity to inform the reader what the research implies theoretically, practically,
and for the future. Additionally, it provides a retrospective examination of the theoretical
framework presented in Chapter 2 considering the dissertation’s findings. A critical
evaluation of the strengths and weaknesses of the study and the degree to which the
conclusions are credible given the methodology, research design, and data, should also be
presented. The section delineates applications of new insights derived from the
dissertation to solve real and significant problems. Implications can be grouped into those
related to theory or generalization, those related to practice, and those related to future
research. Separate sections with corresponding headings provide proper organization.
lopesup
Theoretical Implications
Theoretical implications involve interpretation of the dissertation findings in
terms of the research question(s) that guided the study. It is appropriate to evaluate the

125
strengths and weaknesses of the study critically and include the degree to which the
conclusions are credible given the method and data. It should also include a critical,
retrospective examination of the framework presented in the Chapter 2 Literature Review
section considering the dissertation’s new findings. lopesup
Practical Implications
Practical implications should delineate applications of new insights derived from
the dissertation to solve real and significant problems. These implications refer to how
the results of the study can be applied in professional practice. lopesup
Future Research Implications
Two kinds of implications for future research are possible: one based on what the
study did find or do, and the other based on what the study did not find or do. Generally,
future research could look at different kinds of subjects in different kinds of settings,
interventions with new kinds of protocols or dependent measures, or new theoretical
issues that emerge from the study. Recommendations should be included on which of
these possibilities are likely to be most fruitful and why. lopesup
Strengths and Weaknesses of the Study
This section includes a critical evaluation of the strengths and weaknesses of the
study. Strengths and weaknesses pertain to the how the researcher conducted the study,
and which a researcher would want to repeat or avoid in future studies. For example, a
strength of the study might be the collection of ample, rich, “thick” data that supported an
analysis of data that produced specific insights that contributed to the advancement of
scientific knowledge. A weakness in a study might be the anticipated sample size was not
obtained, the researcher did not provide sufficient probing or follow-up questions, thus

126
limiting depth of query and final dataset. This section is a critical evaluation and
reflection on the degree to which the conclusions are credible given the
methodology, research design, and data analysis and results. lopesup

IMPLICATIONS
(Typically one to four pages)
Theoretical implications. X
Provides a retrospective examination of
the theoretical foundations presented in
Chapter 2 considering the dissertation’s
findings.
Connects the findings of the study back
to the conceptual framework and the
study results are discussed in context to
how the results advance a practitioner’s
knowledge of that theory, model, or
concept.
Practical Implications and Future X
Implications. Connects the study
findings to the prior research discussed
in Chapter 2 and develops practical and
future implications for research based
on new insights derived from the
research and how the results advance
practitioners’ knowledge of the topic
and how the results may influence
future research or practice.
Strengths and Weaknesses. X
Critically evaluates the strengths and
weaknesses of the study, and the
degree to which the conclusions are
credible given the methodology,
research design, and data analysis and
results.
Learner reflects on the study and
discusses what they would have
continued or changed should they do
this again
format.

127

Reviewer Comments:
Recommendations
This section allows the learner to add recommendations for future study based on
the results of their authentic dissertation research. In this section, summarize the
recommendations that result from the study. Each recommendation should be directly
linked to a conclusion described in the previous section. lopesup
Recommendations for Future Research
This section should present recommendations for future research, as well as give a
full explanation for why each recommendation is being made. Additionally, this section
discusses the areas of research that need further examination or addresses what needed to
be understood or new research opportunities the study found. The section ends with a
discussion of “next steps” in forwarding this line of research. Recommendations relate
back to the Problem Space and literature offered in Chapter 2. Lopesup

RECOMMENDATIONS FOR FUTURE RESEARCH
Lists a minimum of four to six X
recommendations for practitioners and
for future research.
Identifies and discusses the areas that X
need further examination, or that will
address what needed to be understood,
that the study found.
Provides recommendations that relate X

128

back to the study significance and
advancing scientific knowledge sections
in Chapter 1 and theoretical foundations
section in Chapter 2.
Reviewer Comments:
Recommendations for Future Practice
This section outlines recommendations for future practice based on the results and
findings of the study, as well as, a full explanation for why each recommendation is being
made. It provides a discussion of who will benefit from reading and implementing the
results of the study and presents ideas based on the results that practitioners can
implement in the work or educational setting. Unrelated or speculative information that is
unsupported by data is clearly identified as such. Recommendations should relate back to
the study problem space discussion in Chapter 2. lopesup

RECOMMENDATIONS FOR FUTURE PRACTICE
Lists two to five recommendations for X
future practice.
Discusses who will benefit from X
reading and implementing the results of
the study.
Discusses ideas based on the results X
that practitioners can implement in the
work or educational setting.

129

Omits unrelated or speculative X
information that is unsupported by
data.
Provides recommendations that relate X
back to Chapter 2.
The Chapter is correctly formatted to X
dissertation template using the Word
All research presented in the Chapter is X
from highly respected academic,
citations are accurate, correctly cited
Reviewer Comments:
Holistic Reflection on the Problem Space
In this section, the learner provides an overview of what the learner drew from the
problem space, and how the study was relevant and contributed to what needed to be
understood.
Important Note: the minimum progression milestone for completing the full
dissertation manuscript (Preliminary Pages, Chapters 1, 2, 3, 4, 5, and Appendices),
approved by all committee members, and successfully submitted/accepted to Level 5
Peer review is dissertation course 973E. Refer to Appendix L Minimum Progression

130
Milestone Table and the most recent Dissertation Milestone Guide for additional
details. Dissertation course 973E is the absolute latest course for dissertation
manuscript submission and acceptance into Level 5 peer review. Learners are
highly encouraged to work ahead and submit to Level 5 peer review in earlier
dissertation courses with committee approval. Dissertation Course 974E is the
minimum progression milestone to obtain the signed D-65 Form and submit
dissertation manuscript to Form and Format. lopesup

HOLISTIC REFLECTION ON THE PROBLEM SPACE.
Provides an overview of what the X
learner drew from the problem space
Discusses how the study was relevant X
and contributed to what needed to be
understood.
Reviewer Comments:
References
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trauma: A scoping review. Otjr-Occupation Participation and
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professional development training for trauma-informed approaches in
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technological tools YouTube and zoom in the teaching-learning process of fifth
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QUALITY OF SOURCES & REFERENCE LIST
For every in-text citation a reference entry exists; conversely, for every reference list entry there is an in-
text citation. Uses a range of references including founding theorists, peer-reviewed empirical research
studies from scholarly journals, and government/foundation research reports. The majority of all
references must be scholarly, topic-related sources. Websites, dictionaries, and publications without
dates (n.d.) are not considered scholarly sources and should not be cited or present in the reference list.
In-text citations and reference list must comply with APA 7th Ed.
Ensures that for every in-text citation a X X
reference entry exists. Conversely, for
every reference list entry there is a
corresponding in-text citation. NOTE:
The accuracy of citations and quality of
sources must be verified by learner,
chair and committee members.
Uses a range of references including X X
founding theorists, peer-reviewed
empirical research studies from
scholarly journals, and government
/foundation research reports.
Verifies that approximately 75% of all X X
references are scholarly sources within
the last 5 years. The 5-year time frame
is referenced at the time of the proposal
defense date and at the time of the
dissertation defense date. This is a
recommendation, not a requirement.
Note: Websites, dictionaries,
publications without dates (n.d.), are
not considered scholarly sources and
are not cited or present in reference list.
Avoids overuse of books and X X
dissertations.
Books: Recommend a maximum of 10
scholarly books that present cutting
edge views on a topic, are research
based, or are seminal works. Note:
when a book is cited this implies the
learner has read the entire book.
Dissertations: Recommend a
maximum of 5 published dissertations.
Note: dissertations are not considered
peer -reviewed; and therefore, should
be cited judiciously.
Section is written in a way that is well X X

168
Reviewer Comments:

169
Appendix A.
This is a required appendix. The Ten Strategic Points should be moved from the
Preliminary Page at beginning of the Dissertation Template to this Appendix A in the
final dissertation manuscript before moving into Level 7 Form and Formatting. lopesup

170
Appendix B.
Site Authorization
 This is a required appendix. You must have either a preliminary

or formal site authorization letter for Level 2 Proposal Review. The formal site
authorization letter is required for Level 4 IRB Review and Level 5 Dissertation
Review.
 If no site authorization is required, provide a statement stating

that, and explain why not site authorization was needed.
 Preliminary Site Authorization. At the proposal development

stage, preliminary site authorization as evidenced by an email from the
appropriate organizational personnel is acceptable, until a formal site
authorization letter is obtained. Site authorization letters must be on letterhead of
the organization providing permission and signed by the individual authorized to
grant such permission per requirements below.
 Formal Site Authorization. Prior to IRB submission the learner

must obtain formal site authorization to include:
 Written on organization letterhead.
 Dated within the last 12 months.
 Signed by an authorized representative of the site and includes the

authorizing representative’s contact information.
 Clearly indicate activities for which researcher has obtained

authorization. This is very important. The authorization should clearly
indicate EXACTLY what authorization is being granted. For example:
recruiting by email during work hours, interviewing primary teachers during
their planning hours, distributing an electronic survey to staff members,
granting access to email, etc.
 Site authorization information aligns exactly with recruitment

materials, informed consent document, and the IRB application.
 To review sample site authorization letter template please refer to

GCU’s IRB Research Center on the DC Network:
(https://dc.gcu.edu/documents/irb_documents__iris/irb_forms_templates_updated
_jan_2018)
 For purposes of confidentiality, site authorization letters will be

deleted from this appendix by the Form and Format reviewer (Level 7 Review -

171
just prior to dean’s signature) and the following text will be inserted: Site
authorization(s) on file at Grand Canyon University. lopesup

172
Appendix C.
IRB Approval Letter
 This is a required appendix. The IRB approval letter is required

for Level 5 Review and published in the final dissertation manuscript.
 When you receive IRB approval for your study, you will receive a
determination (or approval) letter to move forward with data collection.
 Download (from iRIS) then copy/paste a copy of the determination

(approval) letter you received from the IRB in this appendix prior to submitting
for Level 5 peer review. This letter must be the actual copy issued from IRB, not
something the learner types up themselves. lopesup

173
Appendix D.
Informed Consent
 This is a required appendix.
 A draft of the consent form must be included at Level 2 Review.
 The IRB approved (stamped) informed consent document is

required for Level 5 Review and published in the final dissertation manuscript.
 The IRB Research Center contains the most recent Informed

Consent Template. It is essential that learners use the current Informed Consent
template to comply with new federal regulations. Important Note: IRB
applications submitted using older versions of the Informed Consent Template
will require revision to the most current template.
 The current informed consent form is located on the DC Network

(https://dc.gcu.edu/documents/irb_documents__iris/irb_forms_templates_updated
_jan_2018). lopesup

174
Appendix E.
Copy of Instrument(s) and Permission Letters to Use the Instrument(s)
This is a required appendix. Each separate instrument should be located within
this Appendix, and should reflect the name of the instrument, protocol or scoring method,
along with any letters of permission, if pertinent. Note that many researchers who
conduct qualitative studies do not use instruments or protocols from other studies, unless
they have been revised to address the indicated Problem Space and research, since
qualitative studies are highly contextualized and specific. If instrument authorization is
needed for a qualitative study, refer to the following requirements:
 Should be from an author or administrator of the organization
 A written letter, e-mail, or a screenshot of the email

correspondence is sufficient
 Instrument authorization should contain the following items:
 The specific name of the instrument to be used
 For what purpose the instrument will be used
 If possible, statement that the person granting authorization owns

the copyright (sometimes that is not the author of the instrument, it could be
the journal in which the instrument was first published)
 Authorization is granted to use the instrument
 If an instrument will be published in the dissertation, authorization

to reproduce the instrument in the published dissertation must be obtained
from the author(s) and included in this appendix.
 Authorization is granted to modify the instrument from the author

and the CDS associate dean (if applicable, typically this is not advised, as
altering surveys can negate the validity)
 Evidence you are qualified to administer, score and interpret the

data obtained from the instrument. lopesup

175
Appendix F.
Codebook
This is a required appendix. There are many ways to construct a Codebook in
qualitative research, and learners can draw from those approaches by citing the relevant
research authorities. The most minimal approach, however, should still produce a table of
all codes generated from the analysis regardless of their cycle, along with “definitions”
for each code. A “definition” entails the interpretive meaning that made a particular code
necessary in the mind of the learner and might offer clues on the situational context tied
to that meaning. Because the focus is on the codes exclusively, it does not entail the
listing of higher categories or themes, or the tracing of codes to those themes (which is
really what should be discussed and illustrated in Ch. 4-Data Analysis Procedures and
Ch. 4-Results). lopesup
Table F1
Sample Codebook
Code Coding Cycle Definition of Code
Name the code xx Define sufficiently so
someone else could
follow directions and
code your data
xx xx xx
xx xx xx
Etc.

176
Appendix G.
Transcripts
This is a required appendix. This appendix is added once data are analyzed to
assist with the preparation of Chapters 4 and 5 and should include excerpts of de-
identified interview transcripts. Learners are also required to upload raw data to a new
folder in the LDP (either create a new 07 Data folder or into a new folder in the existing
05 Folder). This is a requirement for L5 Peer Review. [NOTE: GCU faculty are required
to maintain all confidentiality pledged by learner per the IRB approved/stamped
Informed Consent]. lopesup
The minimum number of pages for a transcript ranges between 8-15 single spaced
pages per interview based on design. Transcripts Refer to Appendix K - Sample Frames,
Interview Duration, Transcript Expectations. This requirement is to ensure the researcher
obtained the breadth and depth of data needed for a robust qualitative study.
Transcripts showing codes (hand coded or codes within qualitative analysis
software) and excerpts from coded transcripts or analyzed research materials are
encouraged. lopesup

177
Appendix H.
Feasibility and Benefits Checklist
Note: This appendix is for reference only; delete this appendix in the final
dissertation manuscript
As you develop your dissertation, please complete this table to help you consider the
gatekeepers involved in your study, the possible risks, the benefits of the study,
authorizations, and potential challenges. Research should have some benefits to be truly
academic.
In addition, as you are designing your study, reading peer-reviewed journal articles and
books, and talking to peers/colleagues, please consider the following:
 Is your recruitment plan clear? (How will you access people that
you want to talk to?)
 How will you obtain the data you want to use?
 Will you be able to collect data that you propose?
 Are the data analyses well-developed?
 Will you be able to accurately portray and understand what your

participants/data had to say?
Gatekeepers:
Who are the possible gatekeepers? (i.e., If you are in
a school district, have you checked with the principal
and the superintendent’s office or their designee to
see what the process is for research? Or, if you are at
a company, talked with the management, etc.?
If you are planning on collecting data from a college,

what is the process? It is preferred that you obtain
Institutional Review Board (IRB) approval from that
institution prior to applying for GCU’s IRB
approval).
Gatekeeper Contact:
Who do you need to keep in contact with as you form
your research project to ensure that the benefits
outweigh the risk and you can conduct your research?
How will you initiate and maintain contact with
them?

178
Outside IRB:
If you are planning on recruiting participants or
getting data from a college (or other institutions with
an IRB), have you talked to their IRB determine the
process and what participants/data they will allow
you access? Please note, IRB approval typically takes
some time.
Study Benefits:
What is the benefit of your research? Who do you
need to keep in contact with as you form your
research project to ensure that the benefits outweigh
the risks?
Remember that research should have a benefit; what
benefit does your research have to others beside
yourself?
Research Activity:
Is your research part of normal every day activities?
This is significant because this must be outlined in
your site authorization. A preliminary site
authorization letter could simply be an email from a
school/college/organization that indicates they
understand what you want to do and how that
benefits the school/college/organization. In some
cases this will determine the classification of the
study (this is especially important for educational
research studies).
***Please see below for information regarding
preliminary site authorization
Recruitment:
Please describe your proposed recruitment strategy.
How do you plan to involve your participants in the
process? What would your flyer/email say?
Data Collection:
What are you asking of participants? Are you asking
them personal information (like demographic
information such as age, income, relationship status)?
Is that personal information necessary? How much
time are you asking of participants (for example, if
you are asking them to be interviewed, be in a focus
group, fill out a questionnaire, fill out a
journal/survey, collect artifacts, etc.)? How much
time will they have to spend to be in your study?
Does each part of your data collection help answer
your research question? Participants must be told
how long it will take to them to participate in each
activity. Are you concerned that the activities will
take too long and participants might not finish/drop
out?
Can you collect your data in a reasonable amount of
time considering the stakeholders and possible
challenges of gaining access to participants?

179
Child Assent:
Studies with children often fall under the regulations
for a full board review (full board reviews take
significantly longer in IRB). Each child must fill out
a child assent AFTER there is parental consent. (It
can be very difficult to get parental consent,
especially if this is something sent home to parents).
Informed Consent:
Participants must be told how long it will take to
participants to participate in each activity. Are you
concerned that the activities will take too long and
participants might not finish/drop out?
Site Authorization:
Do you have a site authorization letter? How difficult
will this be to get from the school/ school
district/college/organization? Use the GCU template
to ensure the correct information is included.
Can you collect your data in a reasonable amount of
time considering the stakeholders and possible
challenges of gaining access to participants?
Organizational Benefits:
Have you talked to your
principal/supervisor/district/college/boss/
organization about your research? If so, have you
asked them what you can do to help the
district/organization/school?
What is the overall benefit of your research to
participants?
What are the risks of your research? Please note that
there are usually some risks (like revealing
participant identity) in all research.
Now that you have contemplated the above
questions, how long do you imagine it will take you
prior to access your participants/data? AND, how
much are you asking of your participants?
Based on the information that you have learned, is
your study feasible? Why or why not? If not, how
can you modify your ideas to make your study
manageable?
 Formal Site Authorization Requirements:
 Written on organizational letterhead
 Dated within the last 12 months
 Signed by an authorized representative of the site

180
 Clearly indicate activities for which researcher has obtained

authorization - This is very important. The authorization should clearly indicate
EXACTLY what authorization is being granted. For example: recruiting by email
during work hours, interviewing primary teachers during their planning hours,
distributing an electronic survey to staff members, granting access to email, etc.
 This information must align with recruitment, informed consent

and the IRB application
 Instrument Authorization:
 Should be from an author or administrator of the organization
 A written letter, e-mail, or a screenshot of the email

correspondence is sufficient
 Instrument authorization should contain the following items:
 The specific name of the instrument to be used
 For what purpose the instrument will be used
 If possible, statement that the person granting authorization owns

the copyright (sometimes that is not the author of the instrument, it could be
the journal in which the instrument was first published)
 Authorization is granted to use the instrument
 Authorization is granted to modify the instrument from the author

and the CDS associate dean (if applicable, typically this is not advised, as
altering surveys can negate the validity)
 Evidence you are qualified to administer, score and interpret the

data obtained from the instrument.
 Please see the DC network (https://dc.gcu.edu/irb) for help with the difference
between anonymity and confidentiality, informed consent, site authorization, data
use agreements and many other helpful videos and job-aids.
 Something to consider: If you are doing a quantitative study you can consider
using a reputable research company, such as Qualtric, SurveyMonkey, Mturk,
Prolific, to recruit study participants and collect data on your behalf; this is a
VERY quick way to collect your data. Each company has their own requirements
and capabilities. Please research to see how they can help you; it will depend on
the eligibility criteria you have for your study and if they have access to that
participant pool. Please note there are associated costs when using a research
company for participant recruitment/data collection. lopesup


181
Appendix I.
Strategies to Establish Trustworthiness
Used with Permission:

Chess, P.S. (2017). Chapter 3, Validity and reliability in qualitative research. In Grand Canyon
University (Ed). (2017). GCU doctoral research: Advanced qualitative research methods.
http://lc.gcumedia.com/res855/gcu-doctoral-research-advanced-qualitative-research-methods/v1.1/
lopesup

182
Appendix J.
Developing Qualitative Interview Questions Systematically
Luis E. Zayas, PhD
Associate Professor & Peer Reviewer

College of Doctoral Studies
Used with Permission
Qualitative Interviewing
• What is a qualitative interview?

• A conversation with a purpose – data gathering
• Open-ended format using probes
• Ideally with the least interviewer interjection as possible
• Interviewer is an extension of the instrument
• Requires many technical skills to elicit quality data
• Face-to-face vs telephone vs survey interviews
• Individual, in-depth vs. group interviews (small focus groups vs. large town
hall meetings)
Dramaturgy and Interviewing
• Symbolic interactionism
• People perceive and interact in reality through the use of symbols
• The meaning of these symbols comes about as a result of a process of social
interaction
• Interviewing as social performance
• Drama – a mode of symbolic action in which actors perform symbolically for
an audience.
• Involves social actors and audience
• Active interviewing – meaning-making
• Interviewer’s role – actor, director, choreographer
• Interviewee’s role – leading actor in life drama
Types of Qualitative Interviews

183
• Major difference is degree of rigidity with regards to presentational structure

• Standardized (structured)
• Semi-standardized (semi-structured)
• Unstandardized (unstructured)
Standardized Interviews
• Similar in format to survey, but open-ended

• Use when you have a pretty good idea about the things you want to uncover
• Assumes the meaning of each Q is the same for every subject (positivist /
objectivist framework)
• Operate from perspective that one’s thoughts are intricately related to one’s
actions
Examples:
• Tell me what you eat for breakfast? (laundry list)? _______
• How many times a week do you eat fruits? _____________
• What kinds of physical activities do you engage in? _______
• Major limitations: short responses; lack of probing; manifest (literal) meaning,
lack of context
Semi-Standardized Interviews
• Use when you have a general idea of what you want to elicit but do not want to
restrict how it is presented
• Predetermined questions, special topics
• More flexibility in wording of questions and probing
• Assumes that not all subjects will necessarily find equal meaning in like-worded
questions (phenomenological / relativistic framework)
• Reflects awareness that individuals understand the world in varying ways
See template and example
Unstandardized Interviews
• Use when you don’t know in advance what questions to ask (e.g. participant
observation)
• Completely unstructured, no set order to Qs.
• Total flexibility in wording of questions and probing
• Same epistemological assumptions as semi-standardized (phenomenological /
relativistic)

184
• Reflects awareness that individuals understand the world in varying ways

• Questions and probes appropriate to each given situation & to the purpose of the
study
Instrument Development (Brainstorming)
• Determine the nature of the investigation and research objectives (how

structured?)
• Develop an outline listing broad categories relevant to the study that are based on
the literature or theory.
• Develop set of questions relevant to each of the categories in the outline
• Exercise: develop semi-structured schedule
• Topic: learning to cope with asthma
Template for Instrument Development
• Main Study Question

Topic I:
Q.1:
Q.2:
Q.3:
Topic II:
Q.4:
Q.5:
Q.6:
Topic III:
Q.7:
Q.8:
Q.9:
What else that we’ve not discussed can you tell me…?
Example of Questions Within a Template
• RQ: How do adults w/ asthma living in communities w/ high asthma prevalence

can learn to cope w/ the illness?
Theme I: Perceptions of asthma.
Q.1: What do you think asthma is?
Q.2: What do you think gives people asthma?
Q.3: What things worry you more about asthma?
Theme II: Coping with asthma.

185
Q.4: How can people take care of their asthma?

Q.5: How does your doctor help you with your asthma?
Q.6: What lifestyle changes can help people with asthma?
Theme III: Learning about asthma.
Q.7: How do you get information about asthma?
Q.8: How do you learn to take care of your asthma?
Q.9: How else could people get information about asthma?
Q.10.What could be done to improve asthma education in your
community?
Q.11. What else that we’ve not discussed thus far can you tell me
about…?
Schedule Development (Sequencing)
• Question order (sequencing)

1. Start with easy, nonthreatening questions
2. Next, more important questions (not sensitive)
3. Then, more sensitive questions
4. Validating questions (pertaining to important or sensitive questions)
5. Next important topic or conceptual area of Qs.
6. Repeat steps 3 and 4, and so on
• Content – level of language, wording
• Styles of Qs – essential, extra, throw-away (general Qs to develop rapport),
probing
• Number of Qs based also on interview length and depth (e.g., 8-12 Qs for 60 min
interview)
• Problems in question formulation
1. Affectively worded questions
• Try to neutralize the sense of the questions
• “How come?” vs. “why did you do that wrong”?
2. Double-barrel questions
• “How many times have you smoked marijuana, or have you only
tried cocaine”?
3. Complex questions
• Keep questions brief and concise
4. Too many questions (long interviews)
• Keep interview between 60-90 mins.
• Telephone interviews 20-30 mins.
Pretesting

186
• Expert review
• Mock interview
• Assess for:
• Inclusion of all the necessary questions
• Do questions elicit the types of response anticipated?
• Is the language of the research instrument meaningful to the respondents?
• Are there other problems with the questions? (e.g., multiple issues addressed
in single Q.)
• Does it motivate and engage respondents?
Interview Training
• Learning to build rapport

• Learn the questions, practice
• Develop listening skills
• Probing skills without leading
• Silence, echoing, follow leads
Probes: repeat question, what, when, where, how, give me an example, tell me
a story that illustrates that point, please elaborate on that.
• Issues of power
• Self-reflection
• Professionalism
Focus Groups
• Moderator’s guide similar to individual interview schedule, but must consider

group dynamic
• Collective brainstorming, synergistic group effect
• Greater interviewing skill level required in order to moderate effectively
• Guide should be shorter (6-8 Qs) in order to engage as many participants as much
as possible.
• Qs should NOT be same as individual interview Qs in studies using multiple
sources of data collection
• FG Qs should explore a specific aspect of research problem or of findings from
individual interviews. lopesup
References
Padgett, Deborah K. (2008). Qualitative methods in social work research. Sage
Publications.

187
Zayas L.E., McLean D. Asthma patient education opportunities in predominantly
minority urban communities. Health Education Research, 2007;22(6):757-769.

188
Appendix K.
Sample Frames, Interview Duration, Transcript Expectations
Qualitative Minimum Projected

Reasonable Minimum Achieved
Research
Sample Frame Sample Size Sample Size
Design
Case Study 60+ individuals 20 individuals 10 individuals
Qualitative 60+ individuals 20 individuals 10 individuals
Descriptive
Phenomenology 35+ individuals 12 individuals 8 individuals
Narrative Study 35+ individuals 12 individuals 8 individuals
Grounded Theory 60+ individuals 20 individuals (*iterative 10 individuals
sampling)
Minimum Corresponding * Corresponding *

Qualitative
Research Interview Minimum Transcript Minimum Transcript
Design Length Length Range
Per Person Per Person Per Person
Case Study 45+ minutes 8+ pages single-space typed 8-12 pages single-space
typed
Qualitative 45+ minutes 8+ pages single-space typed 8-12 pages single-space
Descriptive typed
Phenomenology 60+ minutes 15+ pages single-space typed 15-20 pages single-space
typed per person
Narrative Study 60+ minutes 15+ pages single-space typed 15-20 pages single-space
typed
Grounded Theory 45+ minutes 8+ pages single-space typed 8-12 pages single-space
typed
* “Corresponding” projections above are based on the minimum interview length shown for each core
design. Learners can pursue longer interviews, which would increase the corresponding range of transcript
pages.
lopesup

189
Appendix L.
Minimum Progression Milestones
Week of
Course
Dissertation Pass/Fail
Length Minimum Progression Requirement
Course Assignment
(weeks)
Due
Prospectus “Acceptance” by chair and
955 8 6
methodologist
Draft Chapter 2 or 3 “Acceptance” by
960 8 chair and Submission to content expert or 6
methodologist
Draft Chapter 3 or 2 “Acceptance” by
965 8 chair and Submission to methodologist or 6
content expert
Draft Chapter 1 “Acceptance” by chair
966E 12 and submission to methodologist and 10
content expert
Full Finalized Proposal Submitted to
Committee Members *learner may 11
967E 12 progress forward if this is not achieved, (not
but will be required to meet the minimum pass/fail*)
requirement in the next course
Successful submission and admittance to
968E 12 10
Level 2 Peer Review
969E 12 Level 2 Peer Review Approval (D-35) 10
970E 12 IRB Approval (D-50) 10
Draft Chapter 4 “Acceptance” by chair
971E 12 10
and submission to methodologist
Full dissertation “Acceptance” by chair
972E 12 and submission to methodologist and 10
content expert
Successful submission and admittance to
973E 12 10
Level 5 Peer Review
D-65 and successful submission and
974E 12 11
admittance to F&F
lopesup
Learners should work on their dissertation a minimum of 20 hours per week. Less time
spent may hinder successful completion of minimum progression requirements.

190
Appendix M.
Additional Appendices
dissertation manuscript if no additional appendices are needed
Additional appendices may include descriptive data, statistical results, raw data
(as appropriate), or other critical information pertinent to the dissertation. For the
proposal, consider including all recruitment scripts (flyers, email text) and other
documents planned for use in the study. Consult with the chair on additional appendices
appropriate for the dissertation.
Example:
Copy of the Invitation to Participate (Study Advertisement)
Learners should provide a template of the recruitment materials that will advertise
the study to candidates from the target population. For example, this might entail a
preview of the email outreach or other forms of communication, such as a traditional
letter, a posted flier, a web-forum post, or a full web-page advertisement. Recruitment
materials are important in qualitative research because they advertise the inclusion
criteria for the study and help enforce the sampling strategy.
Important Note: for learners who plan to use a web-forum or webpage to advertise their
study, please be aware that you cannot publish a live post or webpage pertaining to your
study until GCU-IRB has completed its review and assigned IRB approval. You can only
preview its design in this Appendix as part of the proposal. Lopesup


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QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

1. Dissertation Topic-  There is a gap within research

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

impact learning, behavior, and

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

could respond to student

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

examining teacher mind-set,

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

education programs impact on

 Target Population: Toledo Public

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

in Toledo, Ohio using trauma informed

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

methodology aim to implement guided

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

and meanings. Qualitative

 Descriptive design is utilized when

8. Purpose Statement –  The purpose of this descriptive

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

traumatic events in Ohio.

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

Strategic Points Descriptor

Step 4: Review themes

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

(or) Doctor of Philosophy

(or) Doctor of Business Administration

Equal Spacing~2.0” – 2.5”

Grand Canyon University

[Insert Current Date Until Date of Dean’s Signature]

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

ALL RIGHTS RESERVED.

QUALITATIVE GCU Dissertation Template V9.1 01.24.21

The Dissertation Title Appears in Title Case and is Centered

Successfully Defended and Approved by All Dissertation Committee Members

DISSERTATION COMMITTEE APPROVAL:

Full Legal Name, EdD, DBA, or PhD, Dissertation Chair

Full Legal Name, EdD, DBA, or PhD, Committee Member

Full Legal Name, EdD, DBA, or PhD, Committee Member

ACCEPTED AND SIGNED:

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

The Dissertation Title Appears in Title Case and is Centered

I verify that my dissertation represents original research, is not falsified or plagiarized,

investigation by GCU Institutional Review Board (IRB).

[Wet Signature Required]

QUALITATIVE GCU Dissertation Template V9.1 12.01.21

be updated based on final acceptance of manuscript by the dissertation committee

members and reviewer(s). The abstract is intended as a precise, non-evaluative,

The abstract is double-spaced, fully justified with no indentations or citations, and no

keywords at the bottom of the abstract to assist future researchers.