School structures and instructional practices related to academic and social-emotional resiliency in at-risk students
by Leavy-Buttil, Siobhan, Ed.D., IMMACULATA COLLEGE, 2009, 141 pages; 3351090

Abstract:

The purpose of this study was to describe the perceptions of resilient and nonresilient at-risk students and their language arts teachers of the school structures and instructional practices related to the development of academic and social-emotional resiliency. Data were collected from seven resilient at-risk students and two nonresilient at-risk students in grades sixth through eighth, inclusive, and five language arts teachers through the use of a student survey and teacher interview instrument. The results indicated that teacher/student relationships seemed to have the largest impact on the development of resiliency as evidenced by the student survey and the teacher interview data. Additionally, the rigor of the academic environment, the presence of qualities of successful learners, and participation in extracurricular activities impacted the development of resiliency in at-risk students.

 
AdviserKathleen Nolan
SchoolIMMACULATA COLLEGE
SourceDAI/A 70-03, p. , May 2009
Source TypeDissertation
SubjectsLanguage arts; Elementary education; Educational psychology; Curriculum development
Publication Number3351090
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