Appendix: The Gateway Approach For my research into the aftermath of the Columbine tragedy, I wanted to collect and share stories from within the experience so others could know the effects of a school shooting and be better prepared should such a tragedy strike their community. I conducted a series of three extended, in-depth interviews with each of six parents whose children were exposed to the t ragedy, producing approximately six hundred pages of transcripts, rich with significance and meaning. As I searched for a way to preserve the parents experiences in print, I came across a method for writing poetry from interview data (Richardson, 1992). While my intent was not to create poetry, I needed to reduce the sheer magnitude of transcripts into narratives that could be shared. As an insider, I wanted a way to confirm that the parents meaning was correctly represented, to communicate the intensity of their experience, and to give a context for their observations. To do this, I identified passages in the transcripts that were relevant to my research questions and removed transition or filler words, leaving only essential words and phrases. Then I organized these excerpts chronologically and thematically into a narrative that provided a gateway into the lives of the individuals and revealed a world of significance that would have been lost had I just summarized or paraphrased the stories. By distilling the transcripts to their essence, the presentation became more real and powerful for readers, providing them with a deeper understanding of the complexities within the intense situation. Sharing stories through this type of evocative display strongly connected readers with the narrators. Since the data were presented with the original expressions intact, the findings emerged from the narrative, telling the story instead of telling about the story. I use the term gateway to describe the approach, since it opens a path to deeper connection and understanding, fostering a metaphorical community of experience. By providing readers direct access to the significance narrators attribute to events, those outside of the experience are better able to understand what it feels like to be inside the event. Similarly, the gateway
228 Appendix approach provides a means for those inside to cross the boundaries and communicate with those outside who want to learn from the situation. In addition, narrators report that the interview and distillation process offers them an opportunity for deeper personal reflection. In that regard, the approach can be a pathway to increased self-understanding and empowerment. As one participant in the Columbine study noted: You should learn from [an experience] I ve shared some things with you Whenever you share, You have a better understanding of things. Complete Columbine narratives are included in my dissertation, Experiences of Columbine Parents: Finding a Way to Tomorrow (available through ProQuest UMI AAT 3161558). Detailed explanation of the gateway approach to research may be found in my text Interviewing for Education and Social Science Research: The Gateway Approach published by Palgrave Macmillan (2009). References Richardson, L. (1992). The consequences of poetic representation: Writing the other, rewriting the self. In C. Ellis, & M. G. Flaherty (Eds.), Investigating subjectivity: Research on lived experience (pp. 125 140). Thousand Oaks, CA: Sage.
About the Editor Carolyn Lunsford Mears, Ph.D., received her doctorate in Educational Leadership and Policy Studies from the University of Denver. As a parent of a Columbine High School student exposed to the shootings, she conducted dissertation research into the impact of the tragedy on schools and families. Her research, Experiences of Columbine Parents: Finding a Way to Tomorrow, was recognized as the Outstanding Qualitative Dissertation of the Year 2005 by the American Educational Research Association (AERA). In response to requests for information about the distinctive research approach she developed for her dissertation, she authored Interviewing for Education and Social Science Research: The Gateway Approach (Palgrave Macmillan, 2009), which was selected as a finalist as AERA Book of the Year 2010. Dr. Mears holds a research appointment and is adjunct faculty at the University of Denver s Morgridge College of Education, and is a member of the Trauma Certification Board of the Graduate School of Social Work. She has published numerous articles and presented to audiences in the United States, Europe, and Australia on such topics as trauma response and recovery after school shootings, safe school environments, leadership in times of crisis, and qualitative research.
Index a bu s e, 4, 9, 17 18, 2 0, 21 2, 2 3, 2 4, 25, 176 7 a c a d e m ic a c h ie v e me nt, 7 9, 2 4 6, 73, 9 6, 10 9, 178, 18 0 a c c om m o d a t ion, see instructional strategies a c ut e s t r e s s d i s or d e r ( A SD), 2 0 4 a f t e r c a r e, 135 51 see also victim assistance a n n i v e r s a r y, 5 4, 12 0, 12 3, 12 6, 12 8, 13 0, 145, 19 7 8 a s s u mpt i v e w or ld, 3, 4, 6 7, 4 6 7, 4 8, 52 3, 91, 10 6 7, 112, 113, 211, 213, 218 b e h a v ior, 5, 6 9, 17, 19, 62 4, 67, 6 8 9, 17 7, 18 4 5, 2 03 see also discipline br a i n d e v e lopm e nt, 14 2 8 bu l l y i n g, 9, 175 9 0 by s t a nd e r b e h a v ior, 179 8 0, 185, 187 8 C a r ne g ie Un it s, 81 2 c h a r t e r s c ho ol s, 6 0 1, 65 6, 70 2, 73, 75 6, 78, 83 classroom management, see discipline Columbine High School, xi xii, 7 8, 31 4 2, 91 115, 12 3, 129 3 0, 193, 201 c om mu n ic a t ion, 2 3, 5 0 1, 5 6 7, 8 8, 9 8, 10 0, 145, 14 6, 15 0, 159, 16 4, 165, 169, 18 4, 18 6, 19 4, 19 9, 2 0 4 5, 2 0 6, 2 0 9 c om mu n it y (a f t e r t r a u m a), 7, 25, 5 0, 6 0, 63 4, 7 7, 78, 8 0, 9 8, 110 11, 117 33, 135 51, 170 1 c ont i nu it y, 9 10, 5 0, 76, 9 7, 9 9, 14 0, 202 3 c u lt u r a l r e le v a nc e, 2 6 7, 15 4, 16 6 8, 183, 19 6 7, 2 0 8, 217 c u r r ic u lu m, 37, 3 8, 47 8, 61, 6 6, 8 6 7, 95 7, 14 3, 155, 2 05 10, 218 g r a d e s, 3 4, 35, 55, 93 s c he du le s, 25, 49, 5 0 1, 62, 81 2, 9 2, 19 8, 2 0 0 1, 218 see also instructional strategies Deer Creek Middle School, 101 d i f f e r e nt i a t ion, see instructional strategies d i s c ipl i ne, 62 3, 6 4, 6 8 9, 9 6 7 see also b e h a v ior d i s s o c i a t ion, 19 2 0, 2 2, 2 4, 2 7, 112 13 educator licensure & professional d e v e lopm e nt, 4 5, 57 9, 62, 6 8 9, 70, 72, 9 2, 10 9, 12 3 4, 133, 137, 141, 14 3, 16 8 9, 181 2, 19 4, 2 05 6 Eye Movement Desensitization and Reprocessing (EMDR), 143 f a c i l it ie s, 3 4, 47, 4 8, 51 2, 55, 6 0 1, 70 1, 72 3, 78, 79, 83 5, 8 6, 9 2, 93, 12 0, 139 4 0, 19 6, 19 8 9 Federal Emergency Management A g e nc y ( F E M A ), 62, 79
232 index f u nd s & r e s ou r c e s, 65, 6 6, 82, 83 4, 8 6, 12 3, 12 4, 12 7 8, 13 0, 13 8, 157, 16 4 gateway approach, 199 200, 227 8 g e no c id e, 178 8 0, 18 7 8 g r a du a t ion, 93, 12 6, 2 01, 2 05 g u i lt, 7, 25, 2 6, 63, 102, 10 7, 113 14, 12 4, 210 Healing Curriculum, 81, 85 hom e le s s ne s s, 5 4, 61 2, 67, 7 7 8, 79 80 hy p e r a r ou s a l, 18 19, 2 2, 2 4 5, 2 7, 62 I Love You Guys Foundation, 129 30, 211 i n s t it ut ion s of h i g he r e du c a t ion, 7, 14, 2 2 4, 2 6 7, 72, 162 6, 18 4 see also New York Law School, Seinäjoki University of Applied S c ie nc e s, Tu l a ne Un i ve r s it y, Vi r g i n i a Te c h i n s t r u c t ion a l s t r a t e g ie s, 2 4, 3 4, 35 7, 3 8, 4 0, 6 0 2, 6 6 7, 81 2, 93, 95 6, 10 8 9, 137, 14 0 1, 158, 2 0 0 1, 2 02, 2 0 8, 2 0 9 i n su r a nc e, 5 4, 67, 7 7, 125, 131, 138, 14 2 Jok e l a S c ho ol C e nt e r, 135 51 K-12 s c ho ol s, 7, 14, 21 2, 2 3, 81 2, 176, 18 0, 2 05 6 see also charter schools, Columbine H S, D e e r C r e e k M S, Jok e l a S c ho ol C e nt e r, L u s he r S c ho ol, New Orleans Science and Mathematics HS, Platte Canyon H S, R a u m a n m e r i S c ho ol, R e d L a k e H S, We s t s id e M S Knowledge is Power Program (KIPP), 72 l a w e n f or c e m e nt, 4 6, 47, 4 8, 10 8, 119, 12 0 1, 12 6, 12 8, 163 4, 165, 217 18 le a d e r s h ip, 53, 5 4, 55, 61, 70 2, 78, 9 2 102, 12 3 5, 141, 194 7, 201 Lusher School, 75 89 m e d i a, 32, 3 4, 37, 9 6 7, 10 6 7, 125 7, 132, 14 4, 149, 15 0, 176 7, 200, 218 m e d ic a l ne e d s, 65 7, 141 2, 14 6, 15 4, 161, 16 8, 19 4 m e m or i a l s, 5 4, 165, 18 7, 19 6 8, 210 m e nt a l he a lt h ne e d s, 2 0 5, 39 4 2, 52 5, 6 4, 65, 8 0, 81, 9 4 5, 12 2 3, 135 51, 153 73, 208 9, 212 n a t u r a l d i s a s t e r s, 5 6, 7, 59 74, 75 89, 155 6, 218 New Orleans Science and Mathematics High School, 60 74 New York Law School, 45 58 p a r e nt s & f a m i l y, 2 3 4, 32 3, 3 8, 4 0, 6 4, 65, 67, 70, 9 7, 9 8, 12 0, 145, 185 6, 2 0 4 5, 211 13 partnerships & working relationships, 10, 65, 6 6, 72, 78, 121, 12 2, 12 3, 13 0 2, 15 4, 15 6 7, 169 70, 18 7, 19 4 5, 2 0 9 10 pl a n n i n g & pr e p a r a t ion, 9 10, 45, 49, 5 6 7, 78 9, 8 0 1, 8 8, 10 0 2, 119, 121, 14 8 9, 159 61, 162 6, 16 8 9, 19 4 5, 2 05 7, 211 13, 217 19 Platte Canyon High School, 117 33 Positive Behavior Support (PBS), 6 4, 65 post-traumatic stress disorder (PTSD), 2 0, 32 4 2, 85 6, 131, 13 6 7, 14 3, 14 6, 147, 2 0 7 Raumanmeri School, 136 R e d C r o s s, 119, 13 8, 139 4 0, 147, 15 6, 157, 158 Red Lake High School, 13 14
index 233 r e l i g ion, c hu r c h, 114 15, 121, 125, 12 6, 19 6 8, 213, 217 r e s p e c t, 63, 102, 10 9 10, 121, 12 3, 129, 167, 2 03 4, 218 Response to Intervention ( RT I ), 6 4 5 r out i ne, 9, 25 6, 3 4 5, 3 6, 82 3, 8 8, 10 8 9, 141, 19 8, 2 0 0 1, 2 02 3 s a f e t y e nv i r on m e nt a l s a f e t y, 52, 55, 61, 72 3, 8 4 phy s ic a l s a f e t y, 2 7, 4 8, 52 3, 9 6 7, 12 0, 12 8 9, 13 0, 13 6 7, 141, 147, 162 3, 165, 183 4, 2 02 4 s c ho ol c u lt u r e, 2 6 7, 6 6, 72, 76, 12 4, 178, 182, 183 4, 185 8, 19 7, 2 02 3, 2 0 8, 217 school staff ne e d s of s c ho ol p e r s on ne l, 4 8, 52 3, 62 4, 67 9, 79, 95, 12 4 5, 13 6 5 0, 19 8, 2 0 0 ne w p e r s on ne l, 4 0 2, 62 3, 67 8, 69, 95, 110, 165, 2 01 s u b s t it ut e s, 12 4, 131, 14 0, 141, 14 8, 195, 2 01 s c ho ol v iole nc e, 14, 31 4, 176 8, 18 0 1 see also K-12 schools, institutions of higher education Seinäjoki University of Applied Sciences (Kauhajoki, Finland), 13 6, 141, 145, 14 8 s e r v ic e t o ot he r s, 4 2, 5 4 5, 9 9 10 0, 114 15, 12 0, 12 3, 12 8, 129 3 0, 159, 162, 170, 18 7, 193 4, 210 11 special needs students, 195 s p or t s, 19, 2 6, 6 6, 85, 8 7, 2 01 Standard Response Protocol, 130 s t i g m a, 137, 16 6 7, 18 7, 2 0 7, 212, 213 s t r e s s -r e s p on s e c ont i nuu m, 18 2 0 s t u d e nt r e c or d s, 49, 61 2, 65, 7 7, 8 0 1, 93 s u b s t a nc e a bu s e, 7, 2 3, 67, 8 0, 82, 85, 8 7, 93, 9 8, 181, 195 6, 2 0 7 s u ic id e & s u ic id a l id e a t ion, 14, 25, 3 8, 4 0, 95, 9 8, 9 9, 176 7, 178, 207, 210 t e a c he r pr e p a r a t ion, see educator licensure & professional development t e c h nolo g y, 4 8 52, 5 6, 70, 72, 82, 163, 16 4, 165, 17 7, 183, 18 4 6, 195, 2 05 t e r r or i s m, 7, 45 58, 114 15 traditions, rituals, ceremonies, 9 10, 25 6, 76, 85, 8 8, 19 6 8, 2 0 7 t r a n s p or t a t ion, 47, 5 6 7, 71, 8 0, 128, 167 trauma, significance for schools, 4 6, 6 9, 14, 17 18, 2 4 5, 3 4 7, 96, 162 t r a u m a m e m br a ne, 7, 39, 95, 14 4 5, 19 9, 2 0 4, 213 14, 217 t r a u m a -r e l a t e d s t r e s s, 18 2 4, 25, 69, 85 6, 8 7, 9 4 5, 9 8, 12 7 see also acute stress disorder (ASD), post-traumatic stress disorder (PTSD) t r a u m a t ic m e m or y, 14 18, 19, 95, 115, 193 Tu l a ne Un i v e r s it y, 81, 85 6 vicarious trauma, 6, 149 v ic t i m a s s i s t a nc e, 5 4, 9 8, 119, 121, 12 2 3, 12 7 8 see also aftercare v ic t i m p e r s on a l it y, 21 Vi r g i n i a Te c h, 4 2, 153 72, 2 01 volu nt e e r s, 53 4, 10 7 8, 12 0, 12 2 3, 131, 15 4, 161, 2 01 2 Wa ld e n Un i v e r s it y, 81 Westside Middle School (Jonesboro, A r k a n s a s), 3 4 Ya d Va s he m, 18 7 8