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dc.contributor.advisorOltman, Gretchenen_US
dc.contributor.authorJordan, Paul D.en_US
dc.date.accessioned2017-03-02T17:27:18Z
dc.date.available2019-02-10T09:40:13Z
dc.date.issued2017-02-10en_US
dc.identifier.urihttp://hdl.handle.net/10504/109750
dc.description.abstractStudent concussions have emerged as a national health and safety issue across the educational spectrum. Recent legislation in many states has fostered a more structured school response system in determining when a student-athlete is eligible to return to athletic competition after suffering a concussion. While such legislation has prompted immediate responses from athletic governing bodies, research and action promoting a “return to learn” policy within school structures has been limited prompting educational leaders to pose the question of when is a concussed student prepared and able to return to the academic environment? The purpose of this dissertation in practice was to explore and understand teachers’ perceptions of the implementation of a concussion management system and its impact on return to learn practices for teachers at a one Catholic secondary school. The study produced three key findings: Institutional Awareness: Exploring the Unknown; Institutional Action: Teachers’ Perceptions Regarding Implementation of Return to Learn and Return to Play Policies; and The Necessity for Institutional Reflection: Teachers’ Perceptions About the Need for Ongoing Evaluation. Implications for leadership include a broadening or development of a Return to Learn protocol that supports students with learning differences.en_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleInvestigating "Return to Learn" Practices for Concussed Students: One Jesuit High School's Approachen_US
dc.typeDissertation
dc.rights.holderPaul D. Jordanen_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorJordan, Paul D.en_US
dc.embargo.terms2019-02-10
dc.degree.levelEdD (Doctor of Education)en_US
dc.degree.disciplineInterdisciplinary Ed.D. Program in Leadershipen_US
dc.degree.nameEd.D. Program in Leadershipen_US
dc.degree.grantorGraduate Schoolen_US
dc.degree.committeeRodriguez, Jesseen_US


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