Download or read book Elementary Teachers Perceptions of Student Resiliency written by Andre' D. McLaurin and published by . This book was released on 2019 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore elementary teachers' perceptions of student resiliency. A review of the literature focused on the impact of teacher perception on student resilience, the impact of grit and growth-mindset on student resilience, and the impact of social-emotional learning on student resilience. This study was guided by three research questions: (a) Based on teachers' perceptions, to what extent do students need resiliency skills to be successful in elementary schools? (b) Based on teachers' perceptions, to what extent are teachers able to teach, model, and provide alternative strategies to help develop students' resiliency skills in elementary schools? (c) Based on teachers' perceptions, to what extent are students provided with opportunities to independently apply resiliency skills and strategies in elementary schools? This study was conducted in two suburban school districts located in southeastern Pennsylvania. Thirty-eight classroom teachers completed the entire online survey on elementary teachers' perceptions of student resiliency and five teachers were interviewed to provide additional insight. The results of this study revealed that elementary teachers see a need for students to develop their resiliency skills to be successful in school. Additionally, elementary teachers indicated they do not have sufficient time in their schedules to help teach and model these skills for students on a consistent basis. The need to teach these skills emerged as teacher participants expressed that not all students in their classroom have the skills to be resilient due to their experiences outside of school, their support systems, and their personal mindset about challenging tasks or situations.

Download or read book A Multiple Case Study written by Mary A. Klinger and published by . This book was released on 2013 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould.

Download or read book Teachers Perceptions of Academic Resilience in Students written by Lee Cheng Nanthani Quek and published by . This book was released on 2011 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educational Resiliency written by Hersch C. Waxman and published by IAP. This book was released on 2006-04-01 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the first volume in the series Research in Educational Diversity and Excellence. The purpose of the present book is to summarize and discuss recent perspectives, research, and practices related to educational resilience. There are three distinct parts of the book. The first part, "Conceptual Issues and Reviews of Research," focuses on issues related to defining resiliency as well as reviewing classical and recent studies in the area of educational resiliency. Part II, "Studies of Students’ Resiliency," focuses on recent resiliency findings including methodological issues and implications of individual and school-level resilience. The final part, "Schools, Programs, and Communities that Enhance Resiliency," concentrates primarily on interventions and instructional programs that foster resiliency in youth and the schools they attend.

Download or read book Teacher Perceptions Relating to Fostering Resilience in High School Students written by J. Brett Jacobsen and published by . This book was released on 2005 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Black White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "

Download or read book Voices Unheard written by Nikole Suzanne Salinas and published by . This book was released on 2014 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who have been labeled "at risk" because of their academic struggles often go through a negative classroom experience because of teacher perception and bias, accountability, and the self-fulfilling prophecy. This is a problem because these negative experiences can become progressively worse through the years, impacting students' sentiments toward school. If students view school as a place where they feel defeated and unaccepted, they are more likely to start falling behind, which could eventually lead to them failing or dropping out of school all together. Without an adequate education, students are less likely to obtain a quality job and earn a decent living. This impacts the economy in terms of what they can offer as a productive member of their community and what they are able to contribute to society in an increasingly competitive world market. Those students that are particularly affected by these negative experiences in the classroom are marginalized groups, such as Hispanic and African American students. These struggles in school are even further compounded for students from low-socioeconomic backgrounds that were found to be "more likely than other students to be deficient in basic mathematics and reading skills. These students were also more likely than other students to drop out between the 8th and 10th grades" (National Center for Education Statistics [NCES], 1992, p.V). According to the California Department of Education, minorities accounted for over half (71.55%) of the state's Graduation Cohort in 2012 (http://www.cde.ca.gov). On a national level, minority students comprise a majority of our schools' populations and therefore, the way these students experience school is a definite cause for concern. If students find school to be an unpleasant experience, especially in the early years, they will more than likely develop negative sentiments toward school. Students who harbor these feelings run a heightened risk of dropping out, let alone achieving the educational attainment they are capable of. The data will be obtained through open-ended teacher surveys, Likert Scale student surveys, and one-on-one student interviews. All surveys and interviews will take place at the same elementary school site, and will be compared to each other for analysis and statistical differences. After obtaining the results from the teacher surveys as well as the student surveys and interviews, several connections emerged between the data and the literature reviewed in preparation to conduct the current research study. These major themes included: Critical Pedagogy, Students' Lived Experiences, Academic Resiliency and Self-Fulfilling Prophecy. The study began with the assertion by the founder of Critical Pedagogy, Paulo Freire, which stated, "World and human beings do not exist apart from each other, they exist in constant interaction" (1970, p. 50). When the teacher and student data was compared to one another, this seemed to be an issue. There seemed to be a lack of interaction between teachers and their pupils, especially from the perspective of the students. On many of the student survey questions, children were unable to answer countless questions about their teachers that should have been relatively easy to comment on. However, students showed the lack of interaction they were receiving when they repeatedly listed that they were "not sure" or "neutral" on many of these questions. The teachers also commented several times throughout their surveys about the lack of home-school connection and parent and/or student apathy. Had teachers and students alike shared this idea about a need for constant interaction, it is likely that their responses would have been more reflective of one another. One quote in particular from Duncan-Andrade and Morrell shed light primarily on the results of the student surveys. In their 2008 book, the authors state "When one set of schools is given the resources necessary to succeed and another group of schools is not, we have predetermined winners and losers" (p. 1). In the context of this study, it seemed to be the students that were divided into "predetermined winners and losers". Although not directly stated by teachers or students, responses in both student surveys and interviews revealed that there was an obvious gap in the way students perceived their teacher and their experience in the classroom. Being that these feelings were exuded in both the surveys and interviews, it was not by chance that these students felt divided on many of the questions regarding their place in the classroom and the education they were receiving. One specific point where students were divided was regarding the feedback they received from teachers about their progress in school. This relates to a quote regarding Students' Lived Experiences in which the authors state, "...students in low-income culturally diverse urban schools who are academically underachieving may be the least likely but most in need to experience feedback about their strengths and potential competence for academic and career development" (Jackson, Perolini, Fietzer, Altschuler, Woerner & Hashimoto, 2011, p. 1024). Being that a majority of the students surveyed in this sample are low-income, from culturally diverse backgrounds, and considered "at-risk" while all attending an urban elementary school, it is evident by this quote how much these students in particular need this feedback. Without it, these students will be ill-prepared for the academics they will encounter, which will later affect the types of jobs they can obtain and the lives they will lead. No matter what the students' demographics, there is undeniable potential for academic resiliency. Rivera and Waxman (2007) state that one of the key characteristics of resilient students is "having a positive relationship with a competent adult" (p.12). Embedded throughout the student surveys and interviews, many of the students articulated either through words or by their answer choice on the Likert Scale that they were feeling a strong disconnect with their teachers. Some showed outright disagreement, while others maintained neutrality because of simply not knowing where their teacher stood when it came to them personally. If rapport with a teacher can be a determining factor in whether a student is academically resilient or not, then their responses in the data collected is a major cause for concern. Part of the reasoning for students experiencing these varied encounters in the same classroom may be due to the Self-Fulfilling Prophecy. Being that at this particular school site "student placement cards" are used, much about the student is already "known" about them before the first day. Brophy cautions against this when he states, "expectations can be affected significantly by information about test performance, performance on assignments, track or group placement, classroom conduct, physical appearance, race, social class, ethnicity, sex, speech characteristics, and various diagnostic labels" (1982, p. 11). The student responses, especially in the surveys, revealed that many of them were in fact having contrasting experiences in the classroom and were often divided, especially when it came to their teachers' perceptions of them as well as what they thought students were capable of. The abovementioned research supports the fact that these discrepancies may be accounted for by teachers' preconceived notions and the varying levels of expectations that accompany them.

Download or read book Classroom Resiliency written by Alta Begay Piechowski and published by . This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a gender difference in how elementary students in a public school on the Navajo Nation perceived their classroom learning environment. Of the 575 participants, 52.5% were female students and 47.5% were male students in the second through sixth grades in a public school on the Navajo Nation. Ninety-one percent of the students were Navajos. The students completed ClassMaps, a 55-item rating scale of eight improtant classroom characteristics that contribute to academic engagement. Findings indicated that there was a significant gender difference in how students perceived their internal strengths and relationships within their clasroom. Females in grades 2, 4, and 6 indicated they have more confidence than their male counterparts. Females in grades 1, 2, 5 and 6 suggested a closer relationship with their teachers than the male students. Second and fifth grade female students believed they have ability to set goals for their own learning at a significantly higher level than boys. Female students in grades 2, 3, 5 and 6 perceived having a positive relationship with their classroom peers at a significantly higher level than the male students. In grades 2, 3 and 5, females reported that they talked to their parents about their classroom learning and school significantly more than boys. Although the females perceived high levels of success at school, they also worried more often than males regarding relationships with aggressive peers. No significant differences in perceptions between genders were noted for the behavioral self-control or non-aggressive peer relationships.

Download or read book Supporting Students Resiliency written by Leslye Moraski Erickson and published by . This book was released on 2006 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Veteran Teacher Resilience written by Lee Brantley Shields and published by Springer Nature. This book was released on 2020-07-30 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores why veteran teachers choose to remain in the classroom, making teaching their life’s career. The authors felt compelled to interview veteran teachers to learn about their experiences, how they make meaning of their classrooms and schools, and in particular what can be known about the adversities they face and their resilience. Factors (individual and contextual) are uncovered that influence veteran teacher’s resiliency and adaptation from veteran teachers’ perspectives and the literature. Induction programs, professional development, and mentoring are also examined for their importance to the interviews and education. Features of this book include: Focuses on veteran teacher resilience and why veteran teachers choose to remain in the classroom and teaching profession Uses an interview method involving veteran teachers that illuminates issues of resiliency and retention from their perspective Highlights 15 narrative accounts of veteran teachers tailored to their perceptions, experiences, and strategies for navigating barriers and overcoming challenge Combines conceptual frameworks, research results, interventions, and strategies Connects implications of the study and suggestions for future research to practice and policy This book is for researchers interested in teacher resilience, particularly veteran teacher resilience and the study and development of it, as well as practitioners drawn to the same topic, with applicability to their fields. Anyone interested in resilience, particularly within demanding professional contexts and stressful situations, should find value. "The focus on teacher resilience is original and it is an important aspect of why teachers might choose to stay in the profession. Teacher resilience is understudied and should provide useful knowledge to policymakers and education leaders on how to improve working conditions and increase efficacy. So much ink is spilled extolling why teachers exit the profession--there is a dearth of research on why they stay, which in my opinion is even more important than why they leave. This book makes an important contribution to the literature and will hopefully inform policy making and inspire others to conduct research on the subject." Christopher H. Tienken, Associate Professor, Dept. of Education Leadership Management and Policy, Seton Hall University, South Orange, NJ, USA "The topic is original. It seems there is much literature on new teachers and why they leave, but little on veteran teachers and why they stay. The topic and the reporting of the findings with suggestions for practices to be implemented in university programs as well as in K-12 schools is very useful. The format this book follows is actually a strong one for other researchers and students in doctoral programs." Sandra Harris, Professor Emerita, Educational Leadership, Lamar University, Beaumont, Texas, USA

Download or read book Transgender Youth in Education written by Tammy L. Campli and published by . This book was released on 2020 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, all children including transgender children are entitled to an education that is free from discrimination. As such, educators must be able to meet the unique needs of this population in order to ensure these students receive their education free from discrimination. The way that parents and teachers respond to these students will be a critical part of their development including their resiliency to cope with adversity. The purpose of this study is to examine elementary school teachers’ perceptions regarding transgender youth in education including bullying prevention policies and programs. Specifically, this study answered the following research questions: (1a.) What are elementary school (K-5) teachers’ perceptions regarding transgender / gender nonconforming students and associated risk factors?; (1b.) Do they believe that elementary age children have already formed their gender identity and are old enough to declare that they are transgender?; (2.) Is there a difference in those perceptions for elementary school (K-5) teachers who feel they have adequate training to work with and support transgender/gender nonconforming students and those that feel they do not?; (3.) Is there a difference in those perceptions for elementary school (K-5) teachers who work in schools with anti-bullying policies that include protections for gender identity/expression and those that do not?; (4a.) If a transgender / gender nonconforming student were being bullied, do elementary school (K-5) teachers feel they would be comfortable and prepared to intervene on behalf of the student?; (4b.) Do they feel they would have administrative support in a situation such as this? A quantitative non-experimental research design using survey data was developed to answer these questions. Surveys were distributed via SurveyMonkey to a diversified group of elementary teachers in grades kindergarten through fifth from four school districts in southeastern Pennsylvania. Both descriptive analysis and chi square analysis were completed on the collected data that corresponded to the research questions. Results of this study indicated that more professional development is needed as not all teacher perceptions align with the research and, as such, there are probably many misconceptions which could be addressed through professional development opportunities. There were also associations found between the amount of training on the topic of gender issues and particular teacher perceptions. Furthermore, results revealed that many teachers were not aware of what was or was not included in their school’s anti-bullying policies. This provides evidence for the need for school districts to ensure that their teachers are aware of and understand the school district’s anti-bullying policies. Overall, this study contributes to the growing body of research on the topic of transgender youth and provides information that will help support the endeavor to provide transgender youth an education that is free from discrimination.

Download or read book Teachers Perceptions of Mindfulness based Practices in Elementary Schools written by Melissa Jean-Baptiste and published by . This book was released on 2014 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored elementary school teachers' perceptions and experiences regarding implementation of mindfulness practices in their classroom. The concept of mindfulness involves three interrelated mental skills and dispositions: (a) concentrating attention intentionally on the here and now, (b) perceiving the present moment in a calm, clear, and receptive manner and (c) experiencing each moment just as it is without bias or judgment (Kostanski & Hassed, 2008). Currently, there is increasing interest in the utility of mindfulness practices for children and adolescents (Zelazo & Lyon, 2012), and school mindfulness programs are increasing in California as well as other areas of the country. Emerging evidence suggests that these programs are beneficial for increasing children and adolescents' attention, resilience, self-regulation and social-emotional skills (Napoli, Krech, & Holley, 2005). Given the rising presence of mindfulness practices in elementary schools, it is important to learn about teachers' experiences with these programs. Therefore, in this study, semi- structured interviews were conducted with eight elementary school teachers iv in the Bay Area of Northern California. Interview questions focused on the following areas: (a) teachers' introduction to and training in the mindfulness program, (b) their experiences and beliefs about implementing mindfulness practices in their classrooms and adapting them to their students' grade level and (c) their perceptions of the benefits of mindfulness practices for their students and themselves. Qualitative analyses of the eight interview transcripts found that the teachers emphasized the importance of the "whole-kids" approach to mindfulness, in which mindfulness is encouraged in every aspect of the students' day and across all academic subjects. However, they all mentioned time constraints as a challenge to achieving this whole-kids approach. The teachers also mentioned implementation challenges related to the age level of the students, with teachers of younger students (kindergarten through second grade) reporting different challenges than teachers of older students (third and fourth grades). Despite these challenges, the teachers believed that their school's mindfulness program was beneficial in increasing their students' attention skills, self-regulation skills and social-emotional competence. They also believed that the program increased their enthusiasm for teaching and encouraged unity and collaboration among the teaching staff. Overall, the teachers had positive attitudes and perceptions regarding their school's mindfulness program.

Download or read book Fostering Resiliency written by Martin L. Krovetz and published by Corwin. This book was released on 1999 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the story of seven schools working to create learning communities in which every student is expected and supported to learn. But, it is much more about the passionate belief in the potential of all students and what it takes to foster that potential.

Download or read book Cultivating Teacher Resilience written by Caroline F. Mansfield and published by Springer Nature. This book was released on 2020-08-11 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers’ careers. Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers.

Download or read book Resilient Teachers Resilient Schools written by Christopher Day and published by Routledge. This book was released on 2013-12-17 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers’ work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.

Download or read book 17 Things Resilient Teachers Do written by Bryan Harris and published by CRC Press. This book was released on 2020-11-16 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will help you learn practical ways to manage the stress of teaching and avoid burnout. Bestselling author and educational consultant Bryan Harris presents strategies for building resilience, including reframing, understanding the power of "no", focusing on what you can control, building positive relationships, advocating for yourself, and more. Each chapter clearly presents concise and practical applications that you can implement right away. With this guidebook, you’ll feel ready to bounce back from challenges and stay focused on the joys of the profession.

Download or read book Resilience Education written by Joel H. Brown and published by Corwin Press. This book was released on 2001 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines how young people who struggle with life's worst conditions somehow manage to overcome adversity, identifying significant factors that contribute to their resilience. The book presents information and decision making skills students need to make good decisions in the face of adversity; learning strategies and teaching techniques that facilitate student acquisition of good decision making skills; vignettes and specific examples of what a resilient youth looks like; real-world portraits of school communities that support resilience; and specific guidelines for creating conditions for resilience in the classroom. There are nine chapters in two parts. Part 1, "Supporting Evidence for Resilience," includes: (1) "The Limitations of a Risk Orientation"; (2)"Understanding the Human Capacity for Healthy Adaptation"; and (3) "Applying a Resilience Approach to Education." Part 2, "The PORT-able Approach to Resilience Education," includes: (4) "Educating through Participation, Observation, Reflection, and Transformation"; (5) "Participation: Authentic, Active Engagement"; (6) "Observation: Noting Your Experience"; (7) "Reflection: Interpreting Your Experience"; (8) "Transformation: Being Aware of and Responsible for Change"; and (9) "Bringing It All Together." (Contains 108 references.) (SM)