{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124288"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124288","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Awareness, Action, and Advocacy (AAA) Framework: A guide for pre-service teacher education faculty embedding equity-centered, trauma-informed content in existing elementary methods courses","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Burdick, Lynn S"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Corr, Catherine","Mason, Erica","Mercier, Emma","Hug, Barbara"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Trauma","Trauma-informed Education","Teacher Preparation"],"languages":["en","eng"],"rights":["Copyright 2024 Lynn Burdick"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124288","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Corr, Catherine","Mason, Erica","Mercier, Emma","Hug, Barbara"]},{"key":"dc:creator","label":"Author","values":["Burdick, Lynn S"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-16"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Trauma","Trauma-informed Education","Teacher Preparation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Lynn Burdick"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124288"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Lynn Burdick, accepted the attached license on 2024-04-15 at 15:29.","The student, Lynn Burdick, submitted this Dissertation for approval on 2024-04-15 at 15:47.","This Dissertation was approved for publication on 2024-04-16 at 12:40.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20416 on 2024-09-16 at 00:34:29","The incidence of trauma among students in our classrooms is increasing, which can negatively impact their ability to learn. It is critical that teachers have the knowledge and skills to work with students in their classrooms who are impacted by trauma. The problem this study addressed is that our teachers are not prepared to support these students. This study proposed the use of the Awareness, Action, and Advocacy (AAA) Framework to guide the integration of equity-centered, trauma-informed education (ECTIE) in pre-service teacher preparation programs. The purpose of this study was to understand the experience of instructors and field experience supervisors at a large university in the Midwest as they integrated ECTIE content in an Elementary Education teacher preparation program, guided by the AAA Framework. Conventional and directed Qualitative Content Analysis were used for analysis of semi-structured interviews with participants. The data analysis resulted in four themes: (a) Strategies instructors used to integrate and model ECTIE content varied across instructors and courses, (b) Instructors and supervisors saw examples of successes and challenges as pre-service teacher candidates worked to apply their knowledge and understanding of ECTIE concepts in courses and field placements, (c) There are challenges to the integration of ECTIE concepts, the biggest of which is behavior management, and (d) The use of the AAA Framework has to be more scaffolded and implemented systematically throughout the teacher preparation program to further this important work. This study contributes to the limited research on inclusion of trauma-informed education in pre-service teacher preparation and higher education."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Awareness, Action, and Advocacy (AAA) Framework: A guide for pre-service teacher education faculty embedding equity-centered, trauma-informed content in existing elementary methods courses"]}]}],"canonical_facts":{"dc:contributor":["Corr, Catherine","Mason, Erica","Mercier, Emma","Hug, Barbara"],"dc:creator":["Burdick, Lynn S"],"dc:date":["2024-05","2024-04-16"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Lynn Burdick, accepted the attached license on 2024-04-15 at 15:29.","The student, Lynn Burdick, submitted this Dissertation for approval on 2024-04-15 at 15:47.","This Dissertation was approved for publication on 2024-04-16 at 12:40.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20416 on 2024-09-16 at 00:34:29","The incidence of trauma among students in our classrooms is increasing, which can negatively impact their ability to learn. It is critical that teachers have the knowledge and skills to work with students in their classrooms who are impacted by trauma. The problem this study addressed is that our teachers are not prepared to support these students. This study proposed the use of the Awareness, Action, and Advocacy (AAA) Framework to guide the integration of equity-centered, trauma-informed education (ECTIE) in pre-service teacher preparation programs. The purpose of this study was to understand the experience of instructors and field experience supervisors at a large university in the Midwest as they integrated ECTIE content in an Elementary Education teacher preparation program, guided by the AAA Framework. Conventional and directed Qualitative Content Analysis were used for analysis of semi-structured interviews with participants. The data analysis resulted in four themes: (a) Strategies instructors used to integrate and model ECTIE content varied across instructors and courses, (b) Instructors and supervisors saw examples of successes and challenges as pre-service teacher candidates worked to apply their knowledge and understanding of ECTIE concepts in courses and field placements, (c) There are challenges to the integration of ECTIE concepts, the biggest of which is behavior management, and (d) The use of the AAA Framework has to be more scaffolded and implemented systematically throughout the teacher preparation program to further this important work. This study contributes to the limited research on inclusion of trauma-informed education in pre-service teacher preparation and higher education."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124288"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Lynn Burdick"],"dc:subject":["Trauma","Trauma-informed Education","Teacher Preparation"],"dc:title":["The Awareness, Action, and Advocacy (AAA) Framework: A guide for pre-service teacher education faculty embedding equity-centered, trauma-informed content in existing elementary methods courses"],"dc:type":["text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}