Research & Evaluation
Research & Evaluation
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Our team continues to publish peer-reviewed, empirical and conceptual research, capturing participants’ perceptions and lived experiences to inform the evolution of ECTITE.
Our Most Cited Work
Our Most Cited Work
Thomas, S., Crosby, S.D., Vanderhaar, J. (2019). Trauma Informed Practices in Schools Across Two Decades: An Interdisciplinary Review of Research. Review of Research in Education, 43, 422-452.
ECTITE Research - Past & Present
ECTITE Research - Past & Present
Thomas, M.S., Crosby, S., Tillett, K., & Wooten Burnett, S. (under review) Transdisciplinarity in teacher preparation for trauma informed practice: Responding to the imperative for teacher well-being. Submitted to the Kentucky Teacher Education Journal (KTEJ).
Howell, P.B., Thomas, M.S., Crosby, S., Scott, K. (2026). Critical Incident Analysis: A methodological approach for Teaching Trauma Informed Practices. Kentucky Teacher Education Journal.
Tillett, K.E., Crosby, S.D., Thomas, M.S., Wooten-Burnett, SC, Haynes, J.D., & Kniffley, S.D. (2026). Equity-centered and trauma-informed teacher education: A model for teacher preparation. Journal of Trauma Studies in Education.
Thomas, M.S., Howell, P.B., Crosby, S., Scott K.L. (2023). Transforming Learning Communities Through a Transdisciplinary, Trauma-Informed Approach to Classrooms as Communities. The Journal of Applied Instructional Design, 12(1). https://dx.doi.org/10.51869/121/mstpbhscks
Thomas, S.M., Howell, P.B., Crosby, S.D., Brkic, E., Clemons, K., McKinley, L., Peter, S. (2019). Teacher Candidates’ Emerging Perspectives on Trauma-Informed Teaching. Kentucky Teacher Education Journal, 6 (1), Article 2.
Thomas, S.M., Howell, P.B., Crosby, S.D., Echols, K.L., Newby, L.D., Hodgson, H., Daneshmand, S. (2018). Classroom management through teacher candidates' lenses: Transforming learning communities through a community of practice. Kentucky Teacher Education Journal, 5 (2), Article 4.
Other Related Publications from the Team
Other Related Publications from the Team
Crosby, S.D., Howell, P., Thomas, S. (2020). Teaching through Collective Trauma in the Era of COVID-19: Trauma-informed Practices for Middle Level Learners. Middle Grades Review.
Crosby, S.D., Howell, P, Thomas, S. (2018). Social Justice Education through Trauma-Informed Teaching. Middle School Journal, 49 (4), 15-23.
Get Involved in the Research!
Get Involved in the Research!
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