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Reflective Questions for Resilience Capacity Building Skills (Cont’d) How Can I: Maintain a genuinely confident presence as leader when adversity strikes? Build on my experiences with adversity to gain greater resilience capacity when adversity happens again? Better understand my emotions during adversity and how those emotions affect my leadership performance? Find healthy ways to channel my physical energy as a stress reliever? Apply personal introspection and a sense of spirituality to steady myself during adversity? 36
Reflective Questions for Resilience Capacity Building Skills (Cont’d) How Can I: Protect the necessary time and space to replenish my capacity to lead an emotionally, physically, and spiritually rich life? Build the resources of a strong support base to help me through the tough times. Recognize and then act on the need to seek constructive advice when adversity strikes? Nurture and sustain trusting relationships with those who can be supportive in difficult situations. 37
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Arndt, Katrina Publications Arndt,
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engagement with the print texts, st
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Wood (1989) asserts that films ofte
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Set in Cincinnati, The Mighty is th
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It is clear that Kevin's genetic di
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their friendships with Max and Joe,
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offices in Chicago in 2007, or use
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Fine, Michelle. 1997. "Witnessing w
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“I’m So Excited About This!”
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with their nondisabled peers in an
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References About Hilton Schools. (n
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adequate services to this populatio
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I’m trying to accept it. I have u
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Table 1. Recommendations for Servic
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Nelson, B. (2005). Creating positiv
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Broikou, Kathy Presentations Decemb
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There are no samples of scholarly a
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Planting the seeds of partnership:
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Duets and Dialogue: Voices on Inclu
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Dedication For all the children, yo
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Acknowledgements The Editors would
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Introduction Duets and Dialogue: Th
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Duets and Dialogue: Voices on Inclu
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A Principal’s Lessons Learned: Im
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Collaborative relationships between
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and it was fine and they were accep
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“I’m So Excited About This!”
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with their nondisabled peers in an
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References About Hilton Schools. (n
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Are We There Yet? Making Inclusive
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Know the number of students receivi
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Multi-faceted Collaboration The thi
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Roles and Responsibilities When emb
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Are We There Yet? Making Inclusive
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A Commitment to Change: One Distric
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volunteerism on the part of the co-
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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
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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
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Teacher Candidates Initiate a Face-
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Teacher Candidate Teams identify a
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Teams Co-Present to Families(contin
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Teacher Candidate Comments ( After)
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“We learned understanding and emp
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Questions, Comments, Ideas… Micha
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Reading 4: A Commitment to Change:
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eaking the social barriers between
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For this restructuring to occur, Dr
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Scruggs, R.E., Mastropieri, M.A., &
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Kelly, Daniel Publications Cianca,
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Preservice Teachers' Perceptions of
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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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Paterson, Wendy Publications Paters
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The First Friday Faculty Lecture Se
Page 318 and 319: Rapp, Whitney Publications Rapp, W.
Page 320 and 321: Avoiding Math Taboos: Effective Mat
Page 322 and 323: Auditory Sequential Learners • Ar
Page 324 and 325: 6 2002). This takes additional proc
Page 326 and 327: He thrived and added words like pen
Page 328 and 329: Offer opportunities to do math on t
Page 330 and 331: References Building big: Shapes lab
Page 332: Reed, D. (2010, September). Resilie
Page 335 and 336: Agenda 8:00 8:45 - 8:30 - 9:30 Intr
Page 337 and 338: Provide a framework for thinking ab
Page 339 and 340: Write 3 things that you think you k
Page 341: Book provides leaders with concrete
Page 345 and 346: Reflects a pattern of how individua
Page 347 and 348: Resilience is a long-term, not a sh
Page 349 and 350: Waterloo Community Adminstrators Su
Page 351 and 352: Having top-notch educational progra
Page 353 and 354: Core Values 21
Page 355 and 356: Alignment Taught Say Written Tested
Page 357 and 358: Lunch 25
Page 359 and 360: The major goals of this project wer
Page 361 and 362: You took the Survey and Got Your In
Page 363: Thinking Skills Understanding reali
Page 367: Reflective Questions for Resilience
Page 371 and 372: Reflective Questions for Resilience
Page 373 and 374: Resilient Leaders: Try to offset a
Page 375 and 376: Think about this past year when the
Page 377 and 378: 5. How can you reduce your defensiv
Page 379 and 380: How do you maintain a work / life b
Page 381 and 382: Standards For Healthy Living 49
Page 383 and 384: Video “What’s Right With The Wo
Page 385 and 386: “Become a Resilient Front Runner
Page 389 and 390: Definition of Resilience Reflects a
Page 391 and 392: Definition of a Resilient Leader A
Page 393 and 394: Assumptions About Leadership Resili
Page 395 and 396: Leader Resilience Profile The major
Page 398 and 399: Leadership Resilience Profile Resul
Page 400 and 401: Book Title: Resilient Leadership fo
Page 402 and 403: Strength: Personal Efficacy Chapter
Page 404 and 405: Reflective Table Discussion Activit
Page 406 and 407: How Leaders Sustain and Strengthen
Page 408 and 409: Questions / Answers
Page 411 and 412: Warren Bennis American Psychologist
Page 413 and 414: A resilient leader demonstrates the
Page 415 and 416: The term “resilient leader” is
Page 417 and 418: The major goals of this project wer
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You took the Survey and Got Your In
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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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Collaborative relationships between
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and it was fine and they were accep
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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
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II. World Educational Models Religi
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II. World Educational Models Millen
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III. Education in Honduras “ . .
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III. Education in Honduras Reasons
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Implications: Fundamental Education
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IV. Evolution of Research Leading u
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IV. Evolution of Research Study Ove
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IV. Evolution of Research 45% 40% 3
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IV. Evolution of Research Education
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V. Methodology: Phase 1 Understandi
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V. Methodology: Phase 2 Educational
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V. Findings: Resilience Study PROTE
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VI. Implications and Recommendation
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Educational Risk and Resilience in
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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
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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
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Mexican specialty food staples to t
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must balance their economic product
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Despite the geographical distances
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States, health issues such as asthm
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Non- Hispanic White Girls Boys Non-
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population as a whole. A recent exa
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environments. For example, children
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possibly, learning styles. This int
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some areas, however, these developm
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apidly in the cognitive and moral d
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or multiple aspects of identity but
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system can provide support by being
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• Ability to mentally organize an
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Social Development Perhaps the most
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identity between feelings of power
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Swearer, 2003; Plaford, 2006). In r
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children’s dominance hierarchies
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perspectives. In turn, their capaci
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2003; Serbin, Powlishta, & Gulko, 1
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throughout childhood. In general, d
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spiritual development (Fowler & Del
Page 621 and 622:
Although educational participation
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childhood. Formal Schooling and Cog
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students. Meanwhile, Anthony simult
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Health & Human Services, 2000). It
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in some way by school personnel (Co
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curricula challenging enough to fac
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(Kozol, 2005; Oakes, 1985; Oakes &
Page 635 and 636:
Child Left Behind Education Act of
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Bureau data, in 2002, 69% of childr
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increased again during the early ye
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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
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possessing a range of physical and
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• Often has difficulty sustaining
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(c) a lack of spontaneous seeking t
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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)
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human activity,” which is in-and-
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supremacy. The guiding principles a
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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
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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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