Turnaround teachers' perspectives on fostering educational resilience in a disadvantaged school : a qualitative exploration

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dc.contributor.authorOberle, Tamara Dawnen_US
dc.date.accessioned2024-08-15T16:35:28Z
dc.date.available2024-08-15T16:35:28Z
dc.date.copyright2002en_US
dc.date.issued2002
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractA promising new approach for improving the education of students' "at-risk" of academic failure is focusing on educational resilience. The purpose of this research study was to examine the issue of educational resilience from a teacher's perspective. Participants were four elementary teachers from a disadvantaged school who were nominated as fulfilling the criteria of a "turnaround teacher" (Benard, 1998). The participants participated in a qualitative interview in which their perceived influence, beliefs, attitudes, and practices in the process of fostering resilience were explored. Findings suggest that the teachers were aware of the influence they have on their students' resilience. This influence was developed primarily through the personal relationships they had with their students. The participants had a strong belief that it takes just one person to influence a child's resilience. Implications of the study were addressed in relation to teacher training, intervention, hiring practices, and teacher burnout. The ma· or limitations of the research and suggestions for future research were outlined.
dc.format.extent148 pages
dc.identifier.urihttps://hdl.handle.net/1828/19159
dc.rightsAvailable to the World Wide Weben_US
dc.titleTurnaround teachers' perspectives on fostering educational resilience in a disadvantaged school : a qualitative explorationen_US
dc.typeThesisen_US

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