Search results for: Resilience (psychology)
Page 2/2 17 items
The purpose of this research was to examine the resilience building process in four novice secondary science teachers in order to understand how and why some novice science teachers remain in the profession while others choose to leave. The results of this study suggest that the interaction between stressors and protective factors constitute the primary force of the resilience process and stimulate responses to help counteract negative effects of stress. Underlying the success of the four novice teachers in this study is the notion that their resilience stems from their ability to revise protective factors in order to address changing stressors. Finally, it can be reasoned that resilience can be fostered in novice teachers as a means to encourage teacher retention.
Updated: Jul. 15, 2014
This article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience. The article then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum. Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes.
Updated: Jan. 28, 2013
This study draws data from a public university teacher education program that specifically sought to prepare White, middle-income, novice teachers to work in a large, urban school district. Specifically, the authors sought to find out what characteristics and environmental supports were important to these teachers in their first years of teaching. The results of this study identified seven criteria that emerged from interviews of 12 new urban teachers in exploring what makes them feel successful in their jobs. Themes included access to significant adult relationships, ability to mentor others, ability to problem-solve, hope, high expectations for self and students, sociocultural awareness, and the teachers’ need to access professional development opportunities.
Updated: Jul. 10, 2012
In this article, the author describes his work with Goddess, a sixteen-month-old child who has never laughed. The author was assigned to work in her classroom as part of his clinical internship during his graduate studies in mental health counseling and human development. The author explores the ways in which Goddess 's relationships with her mother and teachers help her learn to laugh. The author concludes that the mutual transformation that occurred between Goddess and the important relationships in her life has inspired and sustained a support network for her, thereby greatly improving her future prospects.
Updated: Jul. 03, 2012
Integrated, Marginal, and Resilient: Race, Class, and the Diverse Experiences of White First-Generation College Students
The goal of this study is to gain a better understanding of the experiences of persistent, first-generation students. The author conducted in-depth interviews with 28 white, first-generation, working-class students. The author found three patterns of adjustment among these students. First, slightly more than half of the students seemed well-integrated into campus life. Second, about a quarter of the students experienced persistent and debilitating feelings of marginality. Finally, another quarter overcame their feelings of marginality en route to becoming socially and academically engaged.
Updated: Mar. 12, 2012
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012
In this article, the authors review evidence bearing on the utility of meditation to facilitate the achievement of traditional educational goals and to enhance education of the “whole person.”The authors examine how meditation practices may help foster important cognitive skills of attention and information processing, as well build stress resilience and adaptive interpersonal capacities through a review of the published research literature.
Updated: Oct. 23, 2011