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1.
The aim of the study was to examine factors that predict maternal stress, reported by mothers whose infants were diagnosed as having developmental disabilities at the beginning of participating in an early intervention programme ‘Me and My Mommy’ and after one year. A second goal was to identify and to portray a subgroup of resilient mothers. The sample consisted of 70 mothers from intact families, whose infants were diagnosed mostly with Down’s syndrome. All mothers were receiving early intervention services. The mothers were presented questionnaires—Sense of coherence (SOC); Family adaptability and cohesion evaluation (FACES III); Coping scale of parenting stress index (PSI‐SF), at the beginning and at the end of the year. They were also interviewed at the end of the intervention regarding their satisfaction with the programme. The results showed that at the beginning of the year, the mothers’ sense of coherence had predicted the stress experience. After a year of participation in the intervention, in addition to the contributions of the initial stress and the mothers’ satisfaction with the intervention programme, the following variables: the mothers’ sense of coherence, coping style and family cohesion, assessed at the beginning of the intervention, were considered. A group of resilient mothers was identified and they revealed following intervention a higher sense of coherence, lower stress, an increased family cohesion and decreased family adaptation measures. The results have implications for the planning of effective intervention programmes. 相似文献
2.
Riitta Kärkkäinen Hannu Räty Kati Kasanen 《European Journal of Psychology of Education - EJPE》2009,24(3):405-419
This study examined parental views of their child’s educability through the parents’ perceptions of their child’s resilience. The purposes of the study were: (1) to examine psychometric properties of the rating scale created to measure parental views of their child’s educational and psychological resilience, (2) to explore whether the parents’ views of the child’s resilience were related to their notions of the child’s competencies and (3) to examine how parents’ perceptions of their child’s resilience were related to the parent’s social position and the child’s gender. Data were collected by questionnaire from the parents of fifth-grade children (N=391). The parental rating scale consisted of three dimensions of resilience, all with satisfactory reliability. Parents’ views of their child’s resilience were related to their perceptions of child’s abilities and school success, suggesting that the parental rating scale had concurrent validity. The results also indicated that parents’ views of their child’s resilience were related to their gender and education and to the child’s gender. Furthermore, parents’ views of their child’s educational resilience, based on parents’ trust in their child’s internal capacities, were related to the parental definition of their child’s cognitive-verbal competencies, in particular. 相似文献
3.
This multiple case study investigated 143 teachers’ responses to focus group questions about their experiences with the simultaneous implementation of three disruptive innovations as part of the U.S. Race-to-the-Top (RTTT) agenda: the Common Core Learning Standards, data-driven instruction, and annual professional performance reviews. We asked: How do teachers describe their experiences implementing these three RTTT innovations? How do teachers describe supports for their adaptation to these innovations? And, for each of these questions, and since the study purposefully included schools with above-predicted student outcomes (i.e. odds-beaters) as well as a comparison set of typically performing schools, we inquired: In what ways do odds-beating school teachers’ experiences differ from their peers in typically performing schools? Guided by an emergent framework that emphasizes the relationships among teacher agency, engagement, efficacy, and emotional resilience and how these vary in different school contexts, findings suggest that district office innovation leadership and resource allocations, school leadership structures and strategies, and collaborative teams and communities of practice vary and relate to teachers’ experiences of innovation implementation. This study advances an empirically-grounded and theoretically rich framework for investigation of teachers’ performance adaptation during policy innovation implementation and suggests implications for future research, policy, and practice. 相似文献
4.
Qing Gu 《Teachers and Teaching》2014,20(5):502-529
At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers’ external accountabilities, work complexity, and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three-year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers’ capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers. 相似文献
5.
《International Journal of Research & Method in Education》2013,36(2):117-118
This article revisits the critical realist ethnographic process that was adopted in my doctoral thesis, which was concerned with the experiences of ethnic identity of white British and Pakistani British children as they started kindergarten in the northwest of England. The article focuses on the ethnography that emerged from the visits that I carried out alongside staff to children's homes before they started kindergarten and on the way in which these were portrayed and analysed in the final thesis. I conclude that the process of observation, writing field notes and then producing a fuller ethnography produced a very partial representation of the empirical world. This was problematic in that, in critical realism, what is observed in the world of the ‘empirical’ and considered in the world of the ‘actual’ forms the basis for understanding the underlying causal tendencies which point to the underlying explanatory concepts in the world of the ‘real’. I argue, however, that more careful critical realist ethnography has the potential to be a powerful methodological framework which accepts the contested nature of reality but which, unlike postmodernism, provides a means of addressing possibilities and of moving beyond ‘undecidability’. 相似文献
6.
Asia Pacific Education Review - Responding to increased global research interest in teacher educators’ professional lives, this study explores the resilience of Teaching–Research... 相似文献
7.
This study set out to examine parents’ and teachers’ perceptions of children’s educational resilience. As expected, the parents attributed greater levels of educational resilience to their children than did the teachers. However, both the parents and teachers assessed the sixth graders’ educational resilience as higher than that of the third graders. The results suggest that perceptions of educational resilience may represent a different dimension from views relating to children’s achievement in school. 相似文献
8.
Alarming numbers of teacher attrition are reported in many countries, including in Norway. Whereas most of the research tells about personal and professional negative experiences which have a harmful impact on teachers’ resilience, a different approach is taken in the current paper. Four cases of leavers are purposefully selected because they represent qualified teachers who left the profession, not because they were unhappy with the job or had negative experiences, but because they needed more space and autonomy than they had as teachers. The findings show that their motives for teaching were mainly intrinsic, they were successful teachers, however, they became restless and left their secure jobs to start afresh, and they succeeded. We suggest that it is time to examine the strength of the leavers and accept that teaching is not a lifelong ‘call’ for some of its best people. It is time to seek new ways to revive the profession. 相似文献
9.
This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility. 相似文献
10.
This research is an investigation of the link between adaptive functioning and resilience in early career teachers (ECT). Resilience is considered an important capability of teachers and research has shown that teachers who are resourceful, demonstrate agency and develop positive management strategies overcome adversity. In this research, we aim to examine more closely the strategic processes associated with resilience and whether these vary in a cohort of ECT. A sample of ECT (n = 160; M = 31.09, SD = 6.92) participated in the study. The findings showed that, consistent with previous research on adaptive change, three groups emerged from the cohort: stabilisers, adapters, and innovators. Stabilisers were the least resilient, adapters were more resilient, and innovators were most resilient. Length of service was not significantly associated with resilience, while a weak interaction was found between years of service and adaptive functioning. Resilience was strongly associated with adaptive functioning. Findings are discussed in relation to resilience and ECT’s self-care. 相似文献
11.
The perceptions of Looked After Children (LAC; n = 51), their Designated Teachers (DTs), and a sample of non‐LAC (n = 99) were elicited. LAC held more positive self‐perceptions than the non‐LAC, and similarly positive ratings were given for the LAC by their DTs; but LAC held lower career aspirations than the non‐LAC. LAC differed in their levels of resilience, in terms of the number of risk and protective factors identified for each child. Girls had more protective and fewer risk factors than boys. Moreover, a high incidence of protective factors in LAC was associated with positive self‐perceptions, and a high incidence of risk factors was associated with negative self‐perceptions. The implications of these findings for educational psychology practice are discussed. 相似文献
12.
This exploratory study focused on the factors that constitute second language (L2) learners’ resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire survey. By analysing the quantitative data, five resilience factors were extracted: perceived happiness, empathy, sociability, persistence, and self-regulation. Confirmative factor analysis using AMOS proved that these five factors are distinctive constructs. Among the factors, persistence was identified to play the most influential role in L2 learning. Persistence showed the highest correlations with, and the strongest explanatory power for, motivated behaviour and English proficiency. It is suggested that resilience can be further explored as an individual differences factor in L2 learning, which is involved in L2 learning process and outcomes. 相似文献
13.
Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant students from 18 European countries, the present investigation employed multi-level probit regression to determine the extent to which cognitive, behavioral, and social-emotional engagement predict academic resilience status at both the student- and school-level. Findings revealed that cognitive engagement and behavioral engagement, at both the student- and school-level, are positively associated with academic resilience (yielding moderate and large effect sizes), while the findings regarding social-emotional engagement were more equivocal. 相似文献
14.
The retention and resilience of teachers are subject to many influences. Children’s behaviour is often cited as a major source of stress for teachers and a challenge to their resilience. We suggest that an understanding of teachers’ attributions and efficacy beliefs may provide the foundations for work to support teachers. We outline findings from research that has examined teachers’ attributions for the causes of children’s misbehaviour, teachers’ beliefs in their efficacy as classroom managers of children’s behaviour as well as how, in principle, such beliefs may be supported and enhanced. We also relate these findings to those associated with educational and developmental outcomes for children. We conclude with some illustrative evidence of ways (involving consultation and other interventions) that applied psychologists have contributed to the professional well-being and resilience of teachers. 相似文献
15.
Robinson JL 《Child development》2000,71(3):570-572
In this commentary, the question is raised whether prevention research can benefit from resilience research in designing interventions. Although many areas in the investigative interests of prevention and resilience researchers overlap, Luthar, Cicchetti, and Becker may have set the bar too high for defining resilience in the context of varying levels of adversity. 相似文献
16.
Emily M. Grossnickle Alexandra List Patricia A. Alexander 《Journal of Experimental Education》2015,83(4):469-494
Although the study of epistemic beliefs has received growing interest in the past decades, this research tends to focus on high school and undergraduate students, and does not address beliefs about information and truth, concepts that have been regarded as critical for learners in 21st-century educational contexts. In this study, the authors examined 87 elementary and middle school students’ beliefs about the definitions of and relations among knowledge, information, and truth through the use of a graphical and justification task, and addressed the consistency of beliefs across contexts and domains. Results indicated that students tended to regard knowledge, information, and truth as interrelated, and the majority of students described their beliefs as consistent across contexts and domains. 相似文献
17.
Helen Fisher 《Gender and education》2017,29(7):907-925
This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond. 相似文献
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19.
Anne Price Caroline Mansfield Andrew McConney 《British Journal of Sociology of Education》2012,33(1):81-95
This article considers the construct of ‘teacher resilience’ from critical discourse and labour process perspectives in order to cast new light on what has been traditionally viewed from a psychological perspective. In this respect, the construct of resilience is placed in the broad political landscape of teachers’ work and the labour process of teaching, within a neoliberal globalised economic paradigm. Importantly, this article argues that any conceptualisations of teacher resilience should be critically appraised and not simply ‘taken for granted’. While the concept of developing ‘teacher resilience’ as a means, for example, of addressing alarmingly high rates of early career teacher attrition may sound like a good idea, it is important to consider the way such constructs can be used to shape and potentially control teacher identity and the nature of teachers’ work. 相似文献