Classroom Behavior and Learning Environment Differences Between Resilient and Nonresilient..

Padrón, Yolanda N.; Waxman, Hersholt C.; Huang, Shwu‐Yong L.

doi:10.1207/s15327671espr0401_5

Cited by 35 publications

(25 citation statements)

References 28 publications

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“…Borman and Overman's (2004) study also found that those children who attained resilient outcomes in mathematics were more strongly engaged in academic activities, and had a more positive attitude towards school than nonresilient children. Moreover, Padron, Waxman, and Huang (1999) found that resilient and nonresilient children behave differently in a classroom and perceive the learning environment differently, which may further contribute to their academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Parents’ perceptions of their child’s resilience and competencies

2009

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This study examined parental views of their child's educability through the parents' perceptions of their child's resilience. The purposes of the study were: (1) to examine psychometric properties of the rating scale created to measure parental views of their child's educational and psychological resilience, (2) to explore whether the parents' views of the child's resilience were related to their notions of the child's competencies and (3) to examine how parents' perceptions of their child's resilience were related to the parent's social position and the child's gender. Data were collected by questionnaire from the parents of fifth-grade children (N=391). The parental rating scale consisted of three dimensions of resilience, all with satisfactory reliability. Parents' views of their child's resilience were related to their perceptions of child's abilities and school success, suggesting that the parental rating scale had concurrent validity. The results also indicated that parents' views of their child's resilience were related to their gender and education and to the child's gender. Furthermore, parents' views of their child's educational resilience, based on parents' trust in their child's internal capacities, were related to the parental definition of their child's cognitive-verbal competencies, in particular.

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Section: Introductionmentioning

confidence: 99%

Parents’ perceptions of their child’s resilience and competencies

2009

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“…Rutter (1993) contended that the focus in discussions has been on the reduction of adverse influences, but it is also important to pay attention to those features that, while not directly promoting good outcomes, enhance resistance to psychosocial adversities. It has been argued that resilience is not an inborn trait or a fixed attribute, but rather a set of alterable characteristics and skills that can be Social resilience within a social and emotional learning framework 93 developed (Padron et al, 1999;Harvey & Delfabbro, 2004). In fact, this is the core idea of those educational programmes defined as being 'resiliency based'.…”

Section: The Resilience Frameworkmentioning

confidence: 99%

Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece

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2007

Emotional and Behavioural Difficulties

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Given the link between social skills, problem solving and resilience, it could be a helpful way forward to link the construct of social resilience to the social and emotional learning (SEL) framework. This article first discusses core ideas of both constructs, and supports the integration of the social resiliency framework into a broader conceptualization of SEL. In the second part, studies of Greek teachers' perceptions of the skills and attributes of socially and emotionally competent students, as well as the role of school in the cultivation and promotion of these skills are presented. Teachers' emphasis on resilience as one of the key features of a competent child in conjunction with a number of social, emotional and cognitive skills provides empirical evidence for the adoption of a unified framework of resilience and social and emotional learning.

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“…Initially, educational resiliency was defined as "the heightened likelihood of success in school and other life accomplishments despite environmental adversities brought about by early traits, conditions, and experiences" (Wang, Haertel, & Walberg, 1994, p. 46). Then, this definition was broadened to include such criteria as academics, classroom behavior, and attendance (Padron, Waxman, & Huang, 1999).…”

Section: Workhopmentioning

confidence: 99%

“…In addition to the My Class inventory, Padron et al (1999) used the Classroom Observation Schedule (Waxman, Wang, Lindvall, & Anderson, 1988), which the workshop participants also considered to be useful. Designed to systematically obtain information about students' behaviors, the Classroom Observation Schedule helps educators to document behaviors while "instructional learning processes" are occurring.…”

Section: Workhopmentioning

confidence: 99%

“…Specifically, individual learners are observed in reference to interactions (e.g., with other students or with the teacher), selection of activity (e.g., teacher-assigned or student-selected), type of activity (e.g., writing or reading), setting (e.g., whole-class or small-group), manner (e.g., on-task or off-task), and language used (e.g., English or Spanish). This last, added section was used in the Padron et al (1999) study and in the Drexel Avenue School and Powell's Lane School workshops because the primary language of many students is Spanish.…”

Section: Workhopmentioning

confidence: 99%

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