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II. World Educational Models Indigenous Education World Model Indigenous nations control their own educational institutions Traditional indigenous education serves as a guide for the curriculum and instructional methods Education is provided in the language of the indigenous nation Education reflects the culture of the indigenous nation 9
II. World Educational Models Millennium Development Goal #2 Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling Net enrolment ratio in primary education Proportion of pupils starting grade 1 who reach last grade of primary Literacy rate of 15-24 year-olds, women and men 10
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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
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References September 4 37 Baldwin,
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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 and 534: II. World Educational Models Human
Page 535: II. World Educational Models Religi
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
Page 585 and 586: 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
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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
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permanent plan (Downs, Moore, McFad
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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
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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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