Semester of Graduation
Fall 2017
Degree
Master of Education (MEd)
Department
Human Science and Education
Document Type
Thesis
Abstract
The increasing number of flooding incidences in Louisiana exposes a significant number of children to the possible traumatic effects of this natural disaster. Flooding takes a toll not only on families and children, but on teachers as well. While the effects of other types of disasters on children have been considered in previous studies, research has not thoroughly addressed the effects of flooding on children and on early childhood teachers. Teachers can be very instrumental in helping young children cope and making sure their needs are met after the experience of a traumatic event (Perry & Szalavitz, 2008; Le Brocque, et. al., 2017), thus it is important to explore their beliefs, practices, and perceived roles after the flooding. An increased awareness in this area may lead to improved professional development, teacher training, and teacher support to help children cope after the disaster. This qualitative research also allows for the initial discovery into this area of study which is hoped to elucidate other significant, related topics for future research.
Date
11-10-2017
Recommended Citation
Tolentino, Caroline, "Teachers' Experience of a Flood in Their School Community: Their Beliefs, Perceptions, and Thoughts About Practice" (2017). LSU Master's Theses. 4366.
https://repository.lsu.edu/gradschool_theses/4366
Committee Chair
Baumgartner, Jennifer J
DOI
10.31390/gradschool_theses.4366