Samples and summary of faculty scholarly activities - St. John Fisher ...

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$Math Competency Ticket to Test [pdf] - St. John Fisher College$

Bradstreet, Lauren Presentations 2010. "Using words their way for assessment." District Reading Specialists Workshop. 2010. "Literacy data walls." Wayne Finger Lakes BOCES Administrators. BOCES Professional Development. 2010. "Balanced literacy framework." District Level Professional Development. Grades K-2. 2010. "Interactive read alouds." District Level Professional Development. Grades K-8. 2010. "Lucy Calkins' units of study." District Level Professional Development. Writing Workshop for K-8. 2009. "Planning and developing integrated ELA units." District Level Professional Development. Grades 1-5.
Broikou, Kathy Presentations December 2011. Preservice Teachers' Field Experiences in Urban-Based Professional Development Schools: Ideals and Realities. Paper to be presented at the Literacy Research Association, Jacksonville, Florida. April 2011. Learning our way Through: Collaborative Self-Study in an Evolving Professional School (PDS) Partnership. Paper presented at the American Educational Research Association, New Orleans, LA.
Page 1 and 2: Arndt, Katrina Publications Arndt,
Page 3 and 4: engagement with the print texts, st
Page 5 and 6: Wood (1989) asserts that films ofte
Page 7 and 8: Set in Cincinnati, The Mighty is th
Page 9 and 10: It is clear that Kevin's genetic di
Page 11 and 12: their friendships with Max and Joe,
Page 13 and 14: offices in Chicago in 2007, or use
Page 15 and 16: Fine, Michelle. 1997. "Witnessing w
Page 17 and 18: “I’m So Excited About This!”
Page 19 and 20: with their nondisabled peers in an
Page 21 and 22: References About Hilton Schools. (n
Page 23 and 24: adequate services to this populatio
Page 25 and 26: I’m trying to accept it. I have u
Page 27 and 28: Table 1. Recommendations for Servic
Page 29: Nelson, B. (2005). Creating positiv
Page 33 and 34: There are no samples of scholarly a
Page 35: Planting the seeds of partnership:
Page 54 and 55: Duets and Dialogue: Voices on Inclu
Page 56 and 57: Dedication For all the children, yo
Page 58 and 59: Acknowledgements The Editors would
Page 60 and 61: Introduction Duets and Dialogue: Th
Page 62 and 63: Duets and Dialogue: Voices on Inclu
Page 64 and 65: A Principal’s Lessons Learned: Im
Page 66 and 67: Collaborative relationships between
Page 68 and 69: and it was fine and they were accep
Page 70 and 71: A Principal’s Lessons Learned: Im
Page 72 and 73: “I’m So Excited About This!”
Page 74 and 75: with their nondisabled peers in an
Page 76 and 77: References About Hilton Schools. (n
Page 78 and 79: Are We There Yet? Making Inclusive
Page 80 and 81:
Know the number of students receivi
Page 82 and 83:
Multi-faceted Collaboration The thi
Page 84 and 85:
Roles and Responsibilities When emb
Page 86 and 87:
Are We There Yet? Making Inclusive
Page 88 and 89:
A Commitment to Change: One Distric
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volunteerism on the part of the co-
Page 92 and 93:
contained classrooms to receive add
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Reading 5: Looking Backward, Lookin
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One School and One Principal’s St
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CT and ICT class enrollments two st
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It is essential that the building a
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Looking Backward, Looking Forward:
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Listening First: Designing and Impl
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Restructuring For Inclusion The vis
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eformatted from honors classes to a
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Pedroza, A., Mullen, G., & Whiley,
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Reading 7: An Administrator’s Vie
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We might have seen the trouble comi
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they could not and became lessons t
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special needs as was Charlie’s fi
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understanding. Perhaps one can sum
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An Administrator’s View of Inclus
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Billy’s Story: The Power of Colla
Page 126 and 127:
information, and helping to set up
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meeting time can be established so
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through his daily Home/School Commu
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Billy’s Story: The Power of Colla
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Creating and Sustaining Partnership
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effort to support children who stru
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This long term commitment also assi
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and how we are grounded in research
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Reading 10: Exploring Disability in
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oader conversation about diversity
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Expectations for student learning w
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misfortune and less worthy lives (f
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perception of disability, disabilit
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REFERENCES Adler, M. and Rougle, E.
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Exploring Disability in Young Adult
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Julie Buick, The Advocacy Center Gi
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Currier, Ed Presentations “Proble
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Dingus-Eason, Jeannine Presentation
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Your Child is Supposed to Behave Li
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Desperately seeking equlibrium Eff
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QuickTime and a decompressor are ne
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QuickTime and a decompressor are ne
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Assimilation Latitude of acceptance
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Patterns in development Birth- 2 y
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7-11 years (Concrete Operations) B
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Questions for yourself What need i
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Epistemology and diversity and soci
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ontolologies, or the nature of trut
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Ladson-Billings (1995), Gordon (199
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Denzin (year) cautions against acti
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evealing this process, we can then
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knowledge because it has become nor
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through connected ways of knowing a
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ehaviors can be attributed to our d
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To explore the possibility that we
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this chapter, repeating questions w
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cultural and to teach that any “n
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community resources and agencies th
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predicts states of understanding an
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and necessary concept to explore. A
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Gladstone-Brown, Wendy Presentation
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Marie Cianca, Ed. D. Michael Wischn
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The Importance of Parent- Teacher C
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Parent-Teacher Collaboration in Pre
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Origins of St. John Fisher Collabor
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How we made It happen… Focus grou
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COURSE ELEMENTS Teams and Teamwork
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Co-Teaching by Example: An Investig
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Co-Teaching by Example Main Themes
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Teacher Candidate Comments ( Before
Page 226 and 227:
Teacher Candidates Initiate a Face-
Page 228 and 229:
Teacher Candidate Teams identify a
Page 230 and 231:
Teams Co-Present to Families(contin
Page 232 and 233:
Teacher Candidate Comments ( After)
Page 234 and 235:
“We learned understanding and emp
Page 236 and 237:
Questions, Comments, Ideas… Micha
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Reading 4: A Commitment to Change:
Page 255 and 256:
eaking the social barriers between
Page 257 and 258:
For this restructuring to occur, Dr
Page 259 and 260:
Scruggs, R.E., Mastropieri, M.A., &
Page 278:
Kelly, Daniel Publications Cianca,
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Preservice Teachers' Perceptions of
Page 298 and 299:
Llewellyn, Doug Publications Llewel
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FIGURE 1 Explanations What is the s
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as students struggle with the task
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an introductory soil lesson, I aske
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Maples, Joellen Publications Groenk
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Reproduced with permission of the c
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Page 312 and 313:
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Paterson, Wendy Publications Paters
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The First Friday Faculty Lecture Se
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Rapp, Whitney Publications Rapp, W.
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Avoiding Math Taboos: Effective Mat
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Auditory Sequential Learners • Ar
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6 2002). This takes additional proc
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He thrived and added words like pen
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Offer opportunities to do math on t
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References Building big: Shapes lab
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Reed, D. (2010, September). Resilie
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Agenda 8:00 8:45 - 8:30 - 9:30 Intr
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Provide a framework for thinking ab
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Write 3 things that you think you k
Page 341:
Book provides leaders with concrete
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Reflects a pattern of how individua
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Resilience is a long-term, not a sh
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Waterloo Community Adminstrators Su
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Having top-notch educational progra
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Core Values 21
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Alignment Taught Say Written Tested
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Lunch 25
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The major goals of this project wer
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You took the Survey and Got Your In
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Thinking Skills Understanding reali
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Reflective Questions for Resilience
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Resilient Leaders: Try to offset a
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Think about this past year when the
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5. How can you reduce your defensiv
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How do you maintain a work / life b
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Standards For Healthy Living 49
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Video “What’s Right With The Wo
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“Become a Resilient Front Runner
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Definition of Resilience Reflects a
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Definition of a Resilient Leader A
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Assumptions About Leadership Resili
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Leader Resilience Profile The major
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Leadership Resilience Profile Resul
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Book Title: Resilient Leadership fo
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Strength: Personal Efficacy Chapter
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Reflective Table Discussion Activit
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How Leaders Sustain and Strengthen
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Questions / Answers
Page 411 and 412:
Warren Bennis American Psychologist
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A resilient leader demonstrates the
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The term “resilient leader” is
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The major goals of this project wer
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You took the Survey and Got Your In
Page 421 and 422:
Instructions: For each of the seven
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Strengths Analysis 14
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PASA & Westmoreland IU 7 Superinten
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Moving forward to meet challenges o
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Authors Dr. Diane Reed Dr. Jerry Pa
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Thinking Skills Understanding reali
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How Can I: Extend my leadership ab
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How Can I: Protect the necessary t
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How Can I: Stay focused on what ma
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Chapter Six Resilience: Courage, Pe
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September 4 3 words that all essent
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September 4 5 ministers of educatio
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September 4 7 she and her husband a
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September 4 9 and minorities need a
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September 4 11 superintendents poss
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September 4 13 Panpim Cheaupalakit
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September 4 15 her male classmates.
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September 4 17 she was promoted to
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idging the gender gap.” In closin
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September 4 21 have fought for the
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tenaciously pursued the right to be
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September 4 25 The first coup in Gh
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September 4 27 educational trips fo
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September 4 29 underrepresentation
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asking me to come home. (J. W. T.,
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essence, or resilience” (317). Se
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September 4 35 are born with or can
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References September 4 37 Baldwin,
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[0011- 3921(200305/07)51:3/4;329-34
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GUEST EDITORIAL On Self-Revelation
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BERNARD RICCA recognize the persona
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Rostetter, Dave Presentations Kelly
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Schlosser, Linda Presentations Schl
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Schultz, Susan Publications Schultz
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Placement or college level classes.
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A Principal’s Lessons Learned: Im
Page 501 and 502:
Collaborative relationships between
Page 503 and 504:
and it was fine and they were accep
Page 505 and 506:
A Principal’s Lessons Learned: Im
Page 507 and 508:
There are no samples of scholarly a
Page 509 and 510:
There are no samples of scholarly a
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Wood, Jim Publications Epistemology
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Implications: Fundamental Education
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I. Introduction: Honduras 4
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II. World Educational Models Human
Page 535 and 536:
II. World Educational Models Religi
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II. World Educational Models Millen
Page 539 and 540:
III. Education in Honduras “ . .
Page 541 and 542:
III. Education in Honduras Reasons
Page 543 and 544:
Implications: Fundamental Education
Page 545 and 546:
IV. Evolution of Research Leading u
Page 547 and 548:
IV. Evolution of Research Study Ove
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IV. Evolution of Research 45% 40% 3
Page 551 and 552:
IV. Evolution of Research Education
Page 553 and 554:
V. Methodology: Phase 1 Understandi
Page 555 and 556:
V. Methodology: Phase 2 Educational
Page 557 and 558:
V. Findings: Resilience Study PROTE
Page 559 and 560:
VI. Implications and Recommendation
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Educational Risk and Resilience in
Page 563 and 564:
References: Educational Resilience
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References: Educational Resilience
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Appendix 40
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100 90 80 70 60 50 40 30 20 10 0 Ap
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Hutchinson, E. (Ed.). (2010). Dimen
Page 573 and 574:
what supports resilience? KEY IDEAS
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James are proud of Anthony’s wiry
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shy and withdrawn. Deborah remember
Page 579 and 580:
Mexican specialty food staples to t
Page 581 and 582:
must balance their economic product
Page 583 and 584:
Despite the geographical distances
Page 585 and 586:
States, health issues such as asthm
Page 587 and 588:
Non- Hispanic White Girls Boys Non-
Page 589 and 590:
population as a whole. A recent exa
Page 591 and 592:
environments. For example, children
Page 593 and 594:
possibly, learning styles. This int
Page 595 and 596:
some areas, however, these developm
Page 597 and 598:
apidly in the cognitive and moral d
Page 599 and 600:
or multiple aspects of identity but
Page 601 and 602:
system can provide support by being
Page 603 and 604:
• Ability to mentally organize an
Page 605 and 606:
Social Development Perhaps the most
Page 607 and 608:
identity between feelings of power
Page 609 and 610:
Swearer, 2003; Plaford, 2006). In r
Page 611 and 612:
children’s dominance hierarchies
Page 613 and 614:
perspectives. In turn, their capaci
Page 615 and 616:
2003; Serbin, Powlishta, & Gulko, 1
Page 617 and 618:
throughout childhood. In general, d
Page 619 and 620:
spiritual development (Fowler & Del
Page 621 and 622:
Although educational participation
Page 623 and 624:
childhood. Formal Schooling and Cog
Page 625 and 626:
students. Meanwhile, Anthony simult
Page 627 and 628:
Health & Human Services, 2000). It
Page 629 and 630:
in some way by school personnel (Co
Page 631 and 632:
curricula challenging enough to fac
Page 633 and 634:
(Kozol, 2005; Oakes, 1985; Oakes &
Page 635 and 636:
Child Left Behind Education Act of
Page 637 and 638:
Bureau data, in 2002, 69% of childr
Page 639 and 640:
increased again during the early ye
Page 641 and 642:
Over 6 years 37% 18,153,810 Over 6
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children? Witnessing violence deepl
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published a helpful overview of chi
Page 647 and 648:
possessing a range of physical and
Page 649 and 650:
• Often has difficulty sustaining
Page 651 and 652:
(c) a lack of spontaneous seeking t
Page 653 and 654:
independence (Goldstein, Kaczmarek,
Page 655 and 656:
Children’s adjustment to special
Page 657 and 658:
Family Disruption Throughout histor
Page 659 and 660:
permanent plan (Downs, Moore, McFad
Page 661 and 662:
eview of the literature and directi
Page 663 and 664:
Littky, D. and Grabelle, S. (2004)
Page 665 and 666:
human activity,” which is in-and-
Page 667 and 668:
supremacy. The guiding principles a
Page 669 and 670:
the need for teacher candidates to
Page 671 and 672:
Is there any way for those of us wh
Page 673 and 674:
1. Grounding each candidate in thei
Page 675 and 676:
to examine their own perceptions, b
Page 677 and 678:
Master of Science candidates are no
Page 679 and 680:
our candidates do not already have
Page 681 and 682:
Popkewitz & L. Fendler (Eds.) Criti
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