Term
Spring 2018
Capstone
Capstone Project
Degree Name
MALED
Facilitator(s)
Patty Born Selly
Content Expert
Leah M. Kuypers
Abstract
The research question in this project was, How can the use of a culturally responsive and trauma-sensitive text set reinforce self-regulation in primary Somali students? It documents one teacher’s creation of a culturally responsive and trauma sensitive text set to accompany the selfregulation curriculum of The Zones of Regulation (Kuypers, 2011). The text set follows the Quad Text Set framework based on Lupo et al.’s (2018) research. The author documents the alignment of the resources in the text set to the nine major topics in the Zones of Regulation (Kuypers, 2011) curriculum. The author also explores how the project follows the current research on trauma-informed practices, culturally responsive practices, social and emotional learning, self-regulation of emotions, and text sets. Finally, she describes implications of implementation, possible limitations of the text set, and future areas of interest.
Keywords
Character Education, Literacy, Reading
Recommended Citation
Lomen, Melinda, "The Use of a Culturally Responsive Text Set for Reinforcing Self-Regulation in Primary, Trauma-Affected Somali Students" (2018). School of Education and Leadership Student Capstone Projects. 506.
https://digitalcommons.hamline.edu/hse_cp/506
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects