Research

Research

I have published a book, chapters in books, and several journal articles on these topics.

I am a Researcher!

I am passionate about learning more, improving my own practice, and seeking ways to improve the educational system by sharing the stories and experiences of our most vulnerable students. 

My deepest desire is for all students to feel welcome, safe, and cared for in their classrooms, so that they can begin to grow and develop socially and academically.

In order for this to happen, we, as teachers, must understand what trauma does to the brain and how it can and will impact their ability to function so that we can accurately interpret these actions and respond appropriately.

To that end, my research strives to tell the stories of students who have had significant challenges in an effort to affect change.

I have published a book, chapters in books, and several journal articles on these topics. Those I am able to freely share on this site, you find here. Others will be added as contracts allow. 

I hope you find the articles helpful. If you are interested in engaging in a conversation with me about any of these articles, please send me an email at traumainformeded@gmail.com.

Recent Research

This textbook represents the combined insight and experience of Morton, a k12 educator, and Berardi, a psychotherapist, both of whom are also university educators.

2018

Morton, B. (2018). The grip of trauma:  How trauma disrupts the academic aspirations of foster youth. Child Abuse & Neglect.74, 73-81. 

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2017

Morton, B. (2017).  Growing up fast: Implications for foster youth when self-reliance and adulthood collide. Children & Youth Services Review, 82, 156-161.

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2017

Morton, B.M. & Berardi, A. (2017).  Trauma-informed school programming: Applications for Mental Health professionals and Educator partnerships. Journal of Child and Adolescent Trauma.  

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2017

Berardi, A. & Morton, B. (2017).  Maximizing academic success for foster care students: A trauma-informed approach. The Journal of At-Risk Issues, 20(1), 10-16.

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2017 Sub Label

Hockett, E. & Morton, B. (2017). When women faculty write: The power of community in scholarship. International Christian Community of Teacher Educators, 12(1).  

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2016

Morton, B. (2016). Engagement: Critical to academic success. National Dropout Prevention Center/Network Newsletter 26(2).  

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2016
Dee, A.L. & Morton, B. (2016). Admissions metrics: A red herring in educator preparation? Issues in Teacher Education, 25(1), 73–89. Click Here
2016

Morton, B. (2016).  The power of community:  How foster parents, teachers, and community members support academic achievement for foster youth. Journal of Research in Childhood Education, (30)1, 99-112. 

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2015

Morton, B., & Birky, G. (2015) Innovative school-university partnerships: Co-teaching in secondary settings. Issues in Teacher Education, 24(2), 119–132. 

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2015

Morton, B. (2015).  Seeking safety, finding abuse: Stories from foster youth on maltreatment and its impact on academic achievement. Child & Youth Services,36(3), 205-225. 

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2015

Morton, B.M. (2015).  Barriers to academic achievement for foster youth:  The story behind the statistics. Journal of Research in Childhood Education,(29)4, 476-491. 

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2013

Morton, B. (2013). Barriers to post-secondary enrollment for former foster youth: How teachers can make a differenceNorthwest Journal of Teacher Education, 11(2), 44-65. 

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2013

Morton, B., Samek, L., Berardi, A., Espinor, D., Song, S., White, W., Dee, A., Bearden, S. (2013). A Treatise on Diversity in a Dominant Culture University, The International Journal of Diversity in Education, 12(3), 105–117. 

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2012

Morton, B. (2012).  Foster youth and post-secondary education: A study of the barriers and supports that led to academic achievement. (Doctoral Dissertation) George Fox University, Newberg, OR. 

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Book Chapters

2020

Berardi, A. & Morton, B. (2020). Trauma-Informed School Programming in response to the impact of immigration, social upheaval, and community violence. In P. Shotsberger & C. Freytag (Eds.), How Shall We Then Care, Wipf & Stock publishing. 

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2018
Morton, B.M. & Berardi, A. (2018). Creating a trauma-informed rural community: A university-school district model. In R.M. Reardon & J. Leonard (Eds.) Making a positive impact in rural places: Change agency in the context of school-university-community collaboration in education. Information Age Publishing.