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

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II. World Educational Models Progressive Education World Model Teacher professionalism and autonomy Learning based on students’ interests and participation Active learning Protection of local languages Education for assuring social justice Education for active participation in determining social and political change 7
II. World Educational Models Religious Education World Model Study of traditional religious texts Study and practice of religious rites Emphasis on spirituality Emphasis on instilling moral and ethical standards Rejection of secularism 8
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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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A Principal’s Lessons Learned: Im
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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
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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
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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
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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
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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
Page 483 and 484: References September 4 37 Baldwin,
Page 485 and 486: [0011- 3921(200305/07)51:3/4;329-34
Page 487 and 488: GUEST EDITORIAL On Self-Revelation
Page 489 and 490: BERNARD RICCA recognize the persona
Page 491 and 492: Rostetter, Dave Presentations Kelly
Page 493 and 494: Schlosser, Linda Presentations Schl
Page 495 and 496: Schultz, Susan Publications Schultz
Page 497 and 498: Placement or college level classes.
Page 499 and 500: 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
Page 527 and 528: Wood, Jim Publications Epistemology
Page 529 and 530: Implications: Fundamental Education
Page 531 and 532: I. Introduction: Honduras 4
Page 533: II. World Educational Models Human
Page 537 and 538: 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
Page 549 and 550: 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
Page 561 and 562: Educational Risk and Resilience in
Page 563 and 564: References: Educational Resilience
Page 565 and 566: References: Educational Resilience
Page 567 and 568: Appendix 40
Page 569 and 570: 100 90 80 70 60 50 40 30 20 10 0 Ap
Page 571 and 572: Hutchinson, E. (Ed.). (2010). Dimen
Page 573 and 574: what supports resilience? KEY IDEAS
Page 575 and 576: James are proud of Anthony’s wiry
Page 577 and 578: 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
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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
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Although educational participation
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childhood. Formal Schooling and Cog
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students. Meanwhile, Anthony simult
Page 627 and 628:
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
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eview of the literature and directi
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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
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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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