Rural School Personnel's Perception and Categorization of Children at Risk: A Multi‐Methodological Account

Storer, John H.; Cychosz, Charles M.; Lickuder, Barbara L.

doi:10.1080/1066568950280206

Cited by 12 publications

(10 citation statements)

References 6 publications

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“…This associates with successful transition and adjustment to school (Pianta, Steinberg, & Rollins, 1995). Storer, Cychosz, and Lickuder (1995) propose that schools can provide the skills, opportunities and relationships that promote resilience. In summarising the research literature on educational resiliency, Waxman, Gray, and Padrou (2004) propose that researchers have found stark differences between resilient and non-resilient students with key classroom processes identified as fostering resiliency.…”

Section: Resiliencementioning

confidence: 98%

Supporting resilience in early years classrooms: the role of the teacher

Nolan

Taket

Stagnitti

2014

Teachers and Teaching

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It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child's formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research Council-funded longitudinal study which investigated resilience in the context of significant transitions in the lives of children and young adults. This study explored the conditions and characteristics of resilience, looking at the educational, health, work-related or leisure interventions that support and foster resilience. Outlined in this paper are findings from the early years cohort of the study involving teachers' pedagogy informing the practical approaches and strategies that promote and protect resilience in young children. It is argued that teachers working with young children need to be mindful of using enabling strategies in which their practice works purposively with the school environment and the building of relationships. IntroductionResilience is a complex and multifaceted phenomenon that has been extensively researched across a number of disciplines due to the impact it has on individuals' learning, growth and development. The importance of the early years (pre-schools and schools) as sites for supporting resilience by teachers in their everyday practice is the focus of this paper with examples drawn from an Australian Research Council-funded longitudinal study which focuses on investigating resilience in the context of significant transitions in the lives of children and young adults. This study explores the conditions and characteristics of resilience in young children, teenagers and young adults, and their families and communities, looking at the educational, health, work-related or leisure interventions that support and foster resilience. The findings from the early years cohort of this ARC study informs the practical approaches and strategies that promote and protect resilience in young children outlined in this paper, and are drawn from the voices of teachers in both pre-school and early years classrooms. These strategies revolve around the environment, relationships and practices, and highlight aspects such as supportive relationships with

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Section: Resiliencementioning

confidence: 98%

Supporting resilience in early years classrooms: the role of the teacher

Nolan

Taket

Stagnitti

2014

Teachers and Teaching

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“…Although it has been argued that the skills, opportunities, and relationships that promote resilience could be provided in schools (Storer, Cychosz, & Licklider, 1995), there have been very few studies that have examined students' resilience in classrooms. Although it has been argued that the skills, opportunities, and relationships that promote resilience could be provided in schools (Storer, Cychosz, & Licklider, 1995), there have been very few studies that have examined students' resilience in classrooms.…”

Section: Educational Resiliencementioning

confidence: 99%

Classroom Learning Environment Differences Between Resilient, Average, and Nonresilient Middle School Students in Reading

Padrón

Waxman

Lee

2012

Education and Urban Society

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The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in middle school reading classrooms. A total of 1,295 seventh-and eighth-grade minority students were administered an adapted version of the My Class Inventory. The results revealed that resilient students had more positive perceptions of their reading class than average and nonresilient students. On the other hand, nonresilient students perceived their reading class to be more difficult and have more friction than average and resilient students. Further research is needed in this area that examines specific ways that teachers can improve the learning environments for nonresilient students without diminishing the more supportive learning environment that currently exists for other students in their classes.

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“…Specifically, the skills, opportunities and relationships Science Publications JSS that promote resilience can be provided in schools (Storer et al, 1995) and schools play an inevitable part in linking knowledge to action and bringing about appropriate future decision-making (Frankenberg et al, 2013;Thimythi and Sha, 2013). The role of education in resilience promotion aligns with observations that lower level of education is a vulnerability factor in psychopathology (Ahmed, 2007).…”

Section: Education and Resiliencementioning

confidence: 99%

Resilience in Igbo Rural Community Adolescents and Young Adults

Chukwuorji

Ajaero

2014

Journal of Social Sciences

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While involved in organising an empowerment seminar for the Igbo rural youths, the authors investigated resilience among rural adolescents and young adults. Three hundred and twenty nine (329) adolescents (n = 162) and young adults (n = 167), comprising 159 males and 170 females, were participants. They completed the 14-item Resilience scale and provided some relevant demographic information. Analysis Of Variance (ANOVA) was used to test for differences in resilience on account of age, gender and level of education. Young adults had significantly higher resilience scores than adolescents. No significant difference was found in resilience scores of males and females. Participants with higher education had significantly higher resilience scores than those with lower education. Of all the interaction effects tested, only age * gender * education had a significant interaction effect on resilience. Discussion of the findings were based on the literature, realities of life in contemporary Igbo society and the authors' observations.

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Rural School Personnel's Perception and Categorization of Children at Risk: A Multi‐Methodological Account

Cited by 12 publications

References 6 publications

Supporting resilience in early years classrooms: the role of the teacher

Supporting resilience in early years classrooms: the role of the teacher

Classroom Learning Environment Differences Between Resilient, Average, and Nonresilient Middle School Students in Reading

Resilience in Igbo Rural Community Adolescents and Young Adults

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