European Proceedings of Social and Behavioural Sciences EpSBS, 2018

School resilience is too little the main issue within the Romanian educational system. It is addressing especially to children from disadvantaged backgrounds. We could say, without being wrong, that our investigative approach is almost a pioneer in the Romanian education system. We have operationalized the concept of resilience in the leadership of the school principal / deputy, the leadership of teachers, educational effectiveness, the trust of parents and students in school, teachers' trust in their mission. The research was conducted in 11 disadvantaged schools, selected based on process and context indicators, schools where the dropout rate is above the national average and well above the European target. In each school, focus groups with students and parents and teachers were organized, as well as an interview with the principal/ deputy. Questionnaires were also applied to the principals / deputies, teachers, students at risk and their parents. The hypotheses were confirmed in the sense that in the investigated schools, although with students at risk, the essential elements of developing an environment conducive to assisted resilience are not defined. Teachers from investigated schools do not trust their ability to change destinies, parents do not trust school, and the school does not trust parents. The principal is not a leader, he/ she does not value his / her staff. Therefore, in schools investigated, resilient students are sporadic, unscheduled, unassisted

2003

The findings and opinions expressed here are those of the author(s) and do not necessarily reflect the positions or policies of IES.

Central European Journal of Educational Research, 2023

In recent decades, we have witnessed an increasingly widespread and complex use of the concept of resilience. The aim of the present study is to present a holistic concept of resilience that, thanks to its systems theory basis, can be applied very well in educational sciences, including research on teacher training, the institutional environment of teachers, their well-being at work, professional development, or even in the analysis of practical pedagogical situations. The dynamic interactive model of resilience (Shafi, & Templeton, 2020) allows for the examination of the resilience of learners, teachers and the institution, and even the examination of students, educators and teacher training institutions involved in teacher training. In the second part of the study, we present resilience development programs that have proven to be effective in teacher training and further training (BRiTE, ENTREE), which, with their complexity, are well suited to the dynamic interactive model of resilience discussed above.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

2015

Every individual will face inevitable hardships in his or her life. These hardships will differ in severity, but each event will be respectively challenging to each individual. Research supports that students who are resilient are more capable of overcoming these obstacles in their lives. In schools today, educators often forget about the value of fostering resiliency within their students. This can inhibit the successful outcomes that all educators hope that their students will achieve in school and in life. Resiliency skills such as goal setting, social competency, self-efficacy skills, stress management, belongingness and more can help a student succeed academically, socially, and/or emotionally. Some schools use whole school comprehensive frameworks such as the Knowledge Is Power Program, while others use small group counseling programs such as Karen Griffith’s Building Resiliency program. While building a whole school comprehensive program can take time, an effective small grou...

This paper proposes a framework for building resilience in teacher education. The framework is informed by a focused review of relevant literature to determine factors that may be addressed in teacher education to support teacher resilience and ways in which this may occur. Findings show that personal and contextual resources along with use of particular strategies all contribute to resilience outcomes and that many of these can be developed in teacher education. Using these findings, a comprehensive resilience framework is proposed with five overarching themes - understanding resilience, relationships, wellbeing, motivation and emotions. Implementation possibilities are discussed.

… Research Conference 2006 …, 2007

International Education Journal, 2007, 8 (2), 133-144. ISSN 1443-1475© 2007 Shannon Research Press. http://iej. com. au 133 Teachers'(mis) understandings of resilience Deborah Green University of South Australia deborah. green@ unisa. edu. au Murray Oswald University of South ...

Children

This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, when it is interpreted from neuroscience, are identified. From the first descriptions of risk and protective factors, the concept has moved through the consideration of resilience as a process that can be carried out by anyone and not as an intrinsic characteristic of exceptional people, to the study of the will to not let oneself be discouraged and the personal commitment to overcome. Next, the keys to promote this capacity in educational centers are analyzed. There are two main focuses of intervention: the relationship that the teacher can establish with students and the pedagogical strategies and resources that can be used. From the purpose of the integral formation of people and in an inclusive framework, educati...

This paper proposes a framework for building resilience in teacher education. The framework is informed by a focused review of relevant literature to determine factors that may be addressed in teacher education to support teacher resilience and ways in which this may occur. Findings show that personal and contextual resources along with use of particular strategies all contribute to resilience outcomes and that many of these can be developed in teacher education. Using these findings, a comprehensive resilience framework is proposed with five overarching themes-understanding resilience, relationships, wellbeing, motivation and emotions. Implementation possibilities are discussed.

1998

This report describes a framework for exploring the processes of resilience in students at Stanton Elementary School, an urban public school in Washington, D.C. Investigators for the Center for Research on the Education of Students Placed at Risk invited Stanton to participate in a study of exposure to stress, including violence, and its relationship to psychosocial and school success, and agreed to become one of the school's community partners and provide information for purposes of professional development and continuous school improvement. The first section of the report describes the current environment in the school and the community; the second discusses Stanton's evolving resilience approach; and the third presents the conceptual framework that links school improvement to student resilience. The report concludes with reflections in the benefits of the approach for Stanton's community of students, family, and staff and considers implications for adapting the framework in other school settings. Three appendixes contain a report on a study assessing risk and protective factors for 263 of Stanton's children, a list of protective factors for Stanton students, and a table showing how Stanton students rate motivation for reading. (Contains 7 tables, 2 figures, and 30 references.) (Author/SLD)