amazon.com Arlene Fink: Conducting Research Literature Reviews: From Paper to the Internet

Folder: Personal Resilience (V-Z) Page Contents V      W      WW      WWW      Y      Z      Footer V Vaillant, G. E. (1993). The wisdom of the ego. Cambridge, Mass.: Harvard University Press. Bf175.5.d44v35 1993 Valentine, L., & Feinauer, L. L. (1993). Resilience Factors Associated with Female Survivors of Childhood Sexual Abuse. Paper presented at the American Journal of Family Therapy, 21, 3, 216-24 Fall 1993. Interviewed 22 women who were survivors of childhood sexual abuse, yet who were able to have relationships, stable careers, and healthy personalities. Interviews revealed resiliency themes of ability to find emotional support outside the family; self-regard or ability to think well of oneself; spirituality; external attribution of blame and cognitive style; and inner-directed locus of control. (Author/NB) EJ484734 Van, B., Steve. (1998). Meeting the Needs of Our Youth. Paper presented at the Special topic: "Attachment and Belonging." For related articles, see CG 553 873-886. Follows the lives of two men from their trajectories of antisocial behavior from youthful delinquency to adult criminality. Examines these case studies in ways to help shed light on how adults can prevent at-risk youth from engaging in criminal behavior and promote resilient behavior. (Author/MKA) EJ587263 Vanterpool, M., & Others (1994). Initial Core Team Interaction with the Urban Learner Framework: Reflections on a Professional Development Engagement., 42p. This is a summary of work done as part of a multiyear series of professional development engagements between staff in an urban school district and staff of the Urban Education Project at Research for Better Schools. The content section of this report describes the Urban Learner Framework (ULF), a model of the urban learner synthesized from research and theory by the project staff. The ULF conceptualizes the urban learner as capable, culturally diverse, motivated, and resilient, in contrast to the traditional view of the urban learner as deprived, underachieving, and at-risk. The engagement of project staff with a group of 32 teachers at an elementary school in the urban district is detailed. The process section describes what occurred in monthly meetings with the teachers and reports on the challenges faced as the project staff and teachers participated in dialog about the ULF. The outcomes section presents some reflections and opinions of the teachers. One figure describes the ULF. Contains a bibliography of 244 references that can inform the work of other educators interested in urban education. (SLD) ED385666 Velleman, R., & Orford, J. (1999). Risk and resilience: adults who were the children of problem drinkers. Amsterdam: Harwood Academic Publishers. Hv5132 Vig, S. (1996). Young Children's Exposure to Community Violence. Paper presented at the Journal of Early Intervention, 20, 4, 319-28 Fall 1996. Explores the impact of community violence on the development of young children, especially those with developmental disabilities. Characteristics of young children's responses to stress and trauma are reviewed and child, family, and community factors which contribute to resilience are identified. Intervention approaches are suggested. (Author/DB) EJ555476 Viljoen, S. (1994). Strengths and Weaknesses in the Family Life of Black South Africans., 107p. This study examined the quality and characteristics of black families in South Africa. The research focused on three areas: values and norms regarding marriage and family life, the deterioration of traditional and parental authority, and parenting skills. The fieldwork was done during the years 1988-1990 and consisted mostly of group interviews and group discussions with over 300 respondents across 3 generations; all interviews were taped and subsequently analyzed. A qualitative research design was employed to collect, organize, and interpret the research data. Data were analyzed according to a descriptive approach providing for the individual experiences and views of black South Africans regarding their family life. The main strengths of the family as revealed by the group interviews and discussions appeared to be the enduring belief in the family as an institution, and in its resilience under adverse circumstances. The most serious weaknesses found were the decline of parental and adult authority coupled with debilitating structural problems. The latter include the physical absence of parents or caregivers, often for long periods of time. The recommendations derived from the results concentrate on ways and means to maintain or achieve a close bond between caregivers and youth. (Contains 51 references.) (Author/AS) ED376974 Viscott, D. S. (1996). Emotional resilience: simple truths for dealing with the unfinished business of your past ( 1st ed.). New York: Harmony Books. Bf327.v57 1996 Vogel, S. A., & Others (1993). Educational and Psychological Factors in Successful and Unsuccessful College Students with Learning Disabilities. Paper presented at the Special Issue: Risk and Resilience in Individuals with Learning Disabilities: An International Focus on Intervention Approaches and Research. Comparison of college students with learning disabilities who either graduated (n=23) or did not graduate (n=17) from college found that the two groups differed on frequency of self-contained placement, duration of private tutoring, high school English courses, and age and prior college experience at college entrance. Gender differences were also observed. (DB) EJ465471 von, E., Alexander, & Schuster, C. (2000). The Odds of Resilience. Paper presented at the Comments on article by Luthar, Cicchetti, and Becker (PS530931) in this issue. Presents sample research designs for the investigation of questions concerning resilience. Describes hypotheses from specific research designs in the form of odds ratios. (Author) EJ611890 W Wang, M. C., & Taylor, R. D. (2000). Resilience across contexts: family, work, culture, and community. Mahwah, N.J.: Lawrence Erlbaun. Hq535.r47 2000 Waxman, H. C., & Others (1997). Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students. Paper presented at the Hispanic Journal of Behavioral Sciences, 19, 2, 137-55 May 1997. Mathematics achievement was used to distinguish between resilient and nonresilient Latino middle-school students, primarily immigrants from working- class families speaking English as a Second Language. Resilient students had greater involvement and satisfaction in math class, academic self-concept, and achievement motivation than nonresilient students, and were less likely to have been left back. Contains 55 references. (SV) EJ543461 Weinreb, M. L. (1997). Be a Resiliency Mentor: You May Be a Lifesaver for a High-Risk Child. Paper presented at the Young Children, 52, 2, 14-20 Jan 1997. Notes that educators familiar with factors that support resiliency can shore up protective mechanisms in young children. Defines resilience in children, discussing 11 protective strategies that teachers can employ to fortify resilience in children in areas of personal characteristics and traits, and family and community factors. Suggests that through modeling, providing, and strengthening these buffers, educators become resiliency mentors. (AMC) EJ538091 Werner, E. E. (1993). A Longitudinal Perspective on Risk for Learning Disabilities., 30pp. Paper presented at the Annual Conference of the Learning Disabilities Association of America (30th, San Francisco, CA, February 24-27, 1993). This report describes an ongoing longitudinal study in Kauai (Hawaii) begun in 1955, which is following the course of all births to adulthood and assessing the long-term consequences of perinatal complications and adverse child-rearing conditions. Specifically reported is a subset of data on 22 children (diagnosed as having learning disabilities by age 10) who were assessed at birth and again at ages 1, 2, 10, 18, and 32. The individuals with learning disabilities were found to have: (1) a higher proportion of perinatal complications and congenital defects, and poorer ratings by parents and pediatricians at ages 1 and 2; (2) significantly greater involvement between the ages of 10 and 18 with community agencies and special educational services, though only half received special assistance; (3) generally poor outcomes at age 18, with few differences between learning-disabled subjects who received or did not receive special services. However, by age 32, the life course of most subjects had considerably improved, with less than 10 percent having criminal records and/or mental health problems; marriage, divorce, and employment rates similar to those of the cohort as a whole (though 80 percent were employed in semi-skilled jobs); and none on public welfare. Possible protective factors were identified and grouped into four clusters: temperamental characteristics, skills, and values; characteristics and caregiving styles of the parents; presence of supportive adults; and opening of opportunities at major life transitions. (Contains 16 references.) (DB) ED357559 Werner, E. E. (1993). Risk and Resilience in Individuals with Learning Disabilities: Lessons Learned from the Kauai Longitudinal Study. Paper presented at the Special Issue: Risk and Resilience in Individuals with Learning Disabilities: An International Focus on Intervention Approaches and Research. This article traces the development of 22 children with learning disabilities and 22 controls at ages 1, 2, 10, 18, and 32 years. Most learning-disabled individuals made a successful adaptation to adult life, with marriage, divorce, and employment rates similar to the cohort as a whole. Clusters of protective factors were identified. (Author/DB) EJ465470 Werner, E. E., & Smith, R. S. (1989). Vulnerable, but invincible: a longitudinal study of resilient children and youth. New York: Adams Bannister Cox. Hq792.u5w4 1989 Werner, E. E., & Smith, R. S. (2001). Journeys from childhood to midlife: risk, resilience, and recovery. Ithaca, N.Y.: Cornell University Press. Bf713.w47 2001 Wesson, L. H., & Burns, J. L. (1991). Whatever Happened to Personality Studies of School Personnel?, 17p. Schools are currently being asked to serve as a catalyst for change with respect to problems confronting children and families in the United States. A problem solving approach has been articulated in the national educational goals set forth in the America 2000 program, involving schools in a restructuring movement which calls for school personnel to have the personality attributes of flexibility, resilience, risk taking, collaboration, communication, and rejection of conventional stereotypes. The position of this paper is that studies of personality attributes of administrators, teachers, and counselors are lacking. The paper advocates that research studies be conducted, yielding information which can be utilized to enhance current practice and assist in preparation of career school personnel. Four major areas are discussed: (1) the significance of the interface between psychology and education; (2) a review of the literature on personality measures; (3) the nature of gender which may be associated with different educational roles; and (4) issues of obtaining participants and achieving a fit among sample size, statistical techniques, and sophistication of the findings desired. (LL) ED341661 Westfall, A., & Pisapia, J. (1994). At-Risk Students: Who Are They and What Helps Them Succeed? Research Brief #17., 6pp. Research reported in this Brief is extracted from the Metropolitan Educational Research Consortium products on at-risk students. The purpose of this research brief is to summarize the literature on research conducted with at-risk students. Emerging from the research are three central groups of factors that are characteristic of at-risk students: (1) social and family background; (2) personal problems; and (3) school factors. In spite of the presence of several risk factors, there are some students who have developed characteristics and coping skills that help them succeed. These students can be termed "resilient" because they are able to recover from or adapt to life's stressors or problems. Resilient characteristics appear to fall into the same general categories as risk factors. Bearing these factors in mind, educators and policy makers need to foster protective mechanisms that encourage resilience, and they should design programs that address early educational experiences and issues related to adolescent childbearing and other problems that can cause an end to schooling. Attributes of successful programs are: (1) early intervention; (2) positive school climate; (3) effective school personnel; (4) small class size; (5) parent involvement; (6) self-esteem and support building; (7) guidance and mental health counseling; (8) social and life skills/vocational education; (9) peer involvement and extracurricular activities; and (10) easing grade level transitions. Successful programs must also allow for the ages and grade levels of participants, with appropriate activities and lessons. (SLD) ED411341 Westfall, A., & Pisapia, J. (1994). Students Who Defy the Odds: A Study of Resilient At-Risk Students. Research Brief #18. A study of resilient at-risk students was commissioned by the Metropolitan Educational Research Consortium to identify factors that students believed contributed to their academic success. Sixty-two resilient and academically successful at-risk students from six school divisions took part in in-depth interviews. Factors identified by students were classified into thematic categories. Positive use of time and meaningful involvement in school or other activities were frequently mentioned by students as success factors. In addition, the majority articulated clear and specific long-term goals. Students' personal responses indicated that they had an internal locus of control and accepted personal responsibility for their successes and failures. The perceived influence of school and teachers was inversely related to grade level. Younger students thought that teachers and counselors played a more important role in their successes, while older students had more neutral attitudes toward school. Almost all of these students had come from dysfunctional homes, but most could name one or more persons who had been significant in helping them. These findings indicate that there are important environmental factors that influence the development of strong, resilient personalities and beliefs. Results of this study, taken with other research findings, suggest several general recommendations that will help translate the findings into help for at-risk students. Sharing information, planning and evaluating programs, selecting and evaluating personnel carefully, providing preservice and inservice education, and targeting programs carefully are important aspects of programs for developing resilience. (SLD) ED411342 Will, K. (1994). The Courage of Their Convictions: Empowering Voices of Girls. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p46-47 Sum 1994. Reviews childhood trauma/abuse experienced by Maya Angelou and discusses how Angelou survived and triumphed over these experiences. Relates Angelou's story to moral developmental theory for women proposed by Carol Gilligan, focusing on Gilligan's metaphor of having a "voice." (NB) EJ492587 Williams, B., & Others (1994). Focusing on the Professional Development of Urban Educators: The Dilemma of Opportunities To Change Teachers' Beliefs about Urban Learners., 32pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). The Urban Learner Framework (ULF), developed by the Urban Education (UE) Project at Research for Better Schools, focuses on the teaching and learning requirements of urban students as the core of systemic education reform. The purpose of this paper is fourfold: first, to describe the ULF; second, to share experiences encountered when introducing the ULF knowledge base to a school district by describing a staff development program and reviewing a study of it; third, to analyze the dilemmas encountered in implementing the ULF knowledge base especially those related to teachers' beliefs; and fourth, to suggest issues and questions requiring further research and investigation. The document is organized into the following sections: (1) a rationale for urban-focused restructuring; (2) new mind sets on culture and intelligence: the foundation of the ULF; (3) the ULF knowledge base; (4) the ULF staff development program in a Mid-Atlantic region school district; (5) training follow-up; (6) a study of the ULF staff development program; (7) study results; (8) discussions; and (9) issues for further investigation. The study results section examines: the overview program: a shift in perspective; Theme 1: cultural diversity and learning; Theme 2: unrecognized abilities and underdeveloped potential; Theme 3: enhancing ability development through motivation and effort; Theme 4: resilience; change; challenges to teachers' beliefs; and the efficacy to make needed changes. (Contains 51 references.) (LL) ED377184 Williams, B., & Newcombe, E. (1994). Building on the Strengths of Urban Learners. Paper presented at the Educational Leadership, 51, 8, 75-78 May 1994. The Urban Learner Framework stresses four themes: the importance of students' cultural strengths and learning experiences, culture's influence on cognitive development, the importance of motivation and effort, and resilience as a characteristic of urban learners. Barriers to change include belief systems, district size, regulations, multiple reforms, and time constraints. (20 references) (MLH) EJ508274 Williams, B., & Newcombe, E. (1994). Can All Children Learn?, 17p. Research for Better Schools, Inc., Philadelphia (Pennsylvania) is engaged in an effort to put meaning behind the words "all children can learn" by charting guidelines for the work it takes to change urban education. The result is a decision-making strategy, the Urban Learner Framework (ULF), which focuses on the education or teaching and learning requirements of urban students and leads to systemic change in urban school districts. The case study of an urban student illustrates the mismatch between the capabilities the child brought to school and the school's ability to respond. The student had strengths the school failed to support. The ULF is a tool for making connections between the abilities children bring to school and the school's expectations for new learning. The new vision of the urban learner focuses on the following areas: (1) cultural differences; (2) unrecognized abilities and underdeveloped potential; (3) enhancement of ability through motivation and effort; and (4) resilience. The framework should be implemented in the school through curriculum, instruction, assessment, staff development, changes in the school environment, and effective management. Using the ULF requires changes in both attitudes and teaching styles. (Contains 26 references.) (SLD) ED375235 Wilson-Sadberry, K. R., & Others (1991). Resilience and Persistence of African-American Males in Postsecondary Enrollment. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-265 and UD 516 267-271. High School and Beyond data for 1,332 male and 1,608 female African Americans indicate that several domains of influence help predict African-American males' postsecondary educational attainment. Family socioeconomic status, educational plans, father's influence, and peer influence are important predictors and indicate areas where student resilience and persistence can be enhanced. (SLD) EJ437024 Winfield, L. A. (1991). Resilience, Schooling, and Development in African-American Youth: A Conceptual Framework. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 261-UD 516 271. A framework is presented for discussion of resilience, schooling, and development among African-American youth in the 11 other articles in this issue. Protective processes are crossed with critical intervention points for the development of resilience. Each article discusses one or more processes as intervention points. (SLD) EJ437018 Winfield, L. F. (1994). Developing Resilience in Urban Youth. Urban Monograph Series., 42p. This paper discusses the characteristics of resilient children and how to build protective processes within and around children so that they overcome risk at critical decision-making moments in their lives. A research-based definition of resilience is outlined, and major protective mechanisms are discussed. Critical transitions for students are explored. Terms considered to be synonymous with resilience are positive coping, persistence, adaptation, and long-term success despite adverse circumstances. Resilience should be viewed as something parents and educators foster by providing these major protective processes: (1) reducing negative outcomes by altering the risk or exposure; (2) reducing negative chain reactions following risk exposure; (3) establishing and maintaining self-esteem and self-efficacy; and (4) opening up opportunities. Critical transition points are the changes from home to school, and from each step of schooling (elementary, middle, high, and college) to the next. Strategies for assisting in these transitions are outlined. A 26-item annotated bibliography is included. (Contains 49 references.) (SLD) ED378289 Winfield, L. F., & Educational Resources Information Center (U.S.). (1994). Developing resilience in urban youth urban education program. Oak Brook, IL [Washington, DC]: Ncrel ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:378289 Wolchik, S. A., & Sandler, I. N. (1997). Handbook of children's coping: linking theory and intervention. New York: Plenum Press. Rj507.s77h36 1997 Wolf, M. E., Mosnaim, A. D., & American Psychiatric Association. Meeting. (1990). Posttraumatic stress disorder: etiology, phenomenology, and treatment ( 1st ed.). Washington, D.C.: American Psychiatric Press. Rc552.p67 p668 1990 Wolin, S. (1999). A Mindset of Hope. Paper presented at the Special Topic: "Juvenile Justice or Injustice: Promising Preventions and Interventions." For related articles, see CG 555 176-192. Examines the mindset of six educators who work successfully with juvenile offenders. Based on personal interviews, explores how these educators maintain their will to help, despite a barrage of discouraging evidence that would dampen the motivation of many. (Author/GCP) EJ604611 Wolin, S. J. (1993). The resilient self: how survivors of troubled families rise above adversity ( 1st ed.). New York: Villard Books. Rc455.4.f3w62 1993 Wolin, S., & Wolin, S. J. (1996). Beating the Odds. Understanding Children. Paper presented at the Learning, 25, 1, 66-68 Aug 1996. This article examines the qualities of resilient children from difficult life circumstances who manage to beat the odds and succeed, and it discusses ways teachers can help build these strengths in students. The qualities include interpersonal relationship skills, insight, independence, initiative, creativity, and a sense of moral obligation. (SM) EJ533405 Wolin, S., & Wolin, S. J. (1998). Shaping a Brighter Future by Uncovering "Survivor's Pride.". Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 3, 61-64 Spr 1998. Identifies four messages that acknowledge the remarkable accomplishments of children and youth who have overcome tremendous oddsmessages that validate, rather than minimize, their well-deserved sense of "survivor's pride." Suggests that the term "survivor's pride" should replace "at risk." (Author/MKA) EJ579041 Wong, K. K. (1998). Perspectives on the social functions of schools. Stamford, Conn.: JAI Press. Lc89 Woodd, M. (2000). The Move towards a Different Career Pattern: Are Women Better Prepared than Men for a Modern Career? Paper presented at the Career Development International, 5, 2, 99-105 2000. Women's career patterns typically are characterized by flexibility, transferable skills, and part-time and temporary employment. Traditional career theories no longer apply in the contemporary climate to which female employment patterns seem more suitable. Greater value should be given to traditional female jobs and the quality of career resilience. (Contains 52 references.) (SK) EJ607560 Woodroof, R. H. (1990). A History of Resilience. Paper presented at the New Directions for Community Colleges, 18, 1, 3-7 Spr 1990. Reviews the history of private liberal arts junior colleges, from the founding of Lasell Female Academy in 1851, to their zenith in the mid-1940s, and their decline in numbers and enrollments in the 1970s. Emphasizes their role in the development of egalitarianism within U.S. higher education. (DMM) EJ410734 Woodroof, R. H., Ed. (1990). The Viability of the Private Junior College. New Directions for Community Colleges, Number 69. Paper presented at the 101pp. Part of the Jossey-Bass Higher Education Series. A rapid decline in the number of private liberal arts junior colleges is forcing educators to examine the status of this special sector of higher education. This monograph focuses on the history and future of these colleges in higher education, the marketing of private junior colleges, institutional assessment, church-related colleges, computer instruction in junior colleges, and adjunct and full-time faculty ratios. The following articles are included: (1) "A History of Resilience," by Robert H. Woodroof; (2) "The Private Junior College in Higher Education's Future," by Nelson M. Hoffman, Jr.; (3) "A Professional Approach to Marketing the Private Junior College," by Peter T. Mitchell; (4) "Assessment, the Affordable Way," by John H. Williams; (5) "Expanding the Religious Heterogeneity of the Student Body," by George D. Fields, Jr.; (6) "Instructional Use of Computers in the Junior College," by Gordon L. Wells; (7) "The Adjunct/Full-Time Faculty Ratio," by Milton L. Smith; and (8) "Doubts about the Future of the Private Liberal Arts Junior College," by Robert H. Woodroof. (VVC) ED320649 World Bank., Hanna, S., Munasinghe, M., & Beijer International Institute of Ecological Economics. (1995). Property rights and the environment: social and ecological issues. Washington, D.C.: Beijer International Institute of Ecological Economics and the World Bank. Hb701 p7557 1995 333.3/23 1000 I113 P944re 1995 Worrell, F. C. (1996). The Risk-Resiliency Paradigm in Research on Dropping Out., 14pp. Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 9-13, 1996). This study examined the impact of variables related to competence and identity as protective factors in a group of at-risk dropouts and at-risk graduates of high school. Participants consisted of 99 at-risk students (35 females and 64 males) drawn from a continuation high school in an urban school district and 24 high school students (9 female and 15 males) from a university summer program for academically-talented youth. Subjects fell into one of five groups: past dropouts; predicted dropouts; predicted graduates; past graduates; and students not at risk for dropping out. Predicted graduates and dropouts completed the questionnaires at the school site. Confirmed dropouts, graduates and not-at-risk students completed the questionnaires on their own time. Results indicated that students at the continuation high school were clearly at risk based on the risk factors as compared to the comparison group. Protective factors related to Erikson's conception of anticipation of success (hope in the future, anticipation of being in a good job by age 30) and the importance of going to college contributed significantly to the prediction of dropout/graduate status beyond the prediction made by risk factors alone. Using a prospective methodology, a hopeful future significantly predicted dropout versus graduate status for participants who were equally at risk. Contains 27 references.) (Author/AA) ED407624 Wright, N. D. (1994). From Risk to Resilience: The Role of Law-Related Education. Technical Assistance Bulletin No. 13. Proclaiming that delinquency and violence among youth are neither uncontrollable nor inevitable, this technical bulletin argues that law-related education (LRE) can help young people overcome adverse environmental conditions by teaching the principles and skills needed to become responsible participants and active citizens. Although LRE cannot eliminate risk factors such as family conflict, community disorganization, and economic deprivation, LRE programs may foster student resilience and ability to cope with a harmful environment. Because of the involvement of community resource persons, LRE programs promote bonding with responsible adult role models, an important protective factor. LRE programs also promote interactive, cooperative learning and problem solving, methods that contribute to social competence and problem-solving skills. Practice in mock trials, legislative hearings and other role-play strategies strengthens the ability to think abstractly, reflectively, and flexibly, which increases the likelihood that at-risk youth will think before acting. Practice in handling controversial issues with respect for different viewpoints also reinforces feelings of empathy and caring. (JD) ED377123 Wyman, P. A., & others (1999). Caregiving and Developmental Factors Differentiating Young At-Risk Urban Children Showing Resilient Versus Stress-Affected Outcomes: A Replication and Extension. Paper presented at the Child Development, 70, 3, 645-59 May-Jun 1999. Tested hypotheses from an organizational-developmental model for childhood resilience among 7- to 9-year olds. Found that caregiving factors and early development differentiated children with resilient and stress-affected adaptations. Variables reflecting emotionally responsive, competent parenting were direct, proximal predictors of resilience and mediated caregiver resources such as education, mental health, and relational history. Identified predictors largely replicated findings from prior study. (Author/KB) EJ595699 Wyn, J., Stokes, H., & Stafford, J. (1998). Young People Living in Rural Australia in the 1990s. Research Report 16. This report examines the challenges facing young people living in rural Australia in relation to their health and well-being and explores the relevance of personal resilience to offset these challenges. Specifically, the report synthesizes the literature on rural Australian youth and the results of focus groups undertaken in five rural communities. In general, the findings of the focus groups tend to confirm the results of the literature review. Some young people were positive about living in the country, especially with regard to availability of sports activities. Others, especially in towns that had experienced population loss as a result of unemployment, were negative about their futures. Structural challenges affecting rural youth include lack of transportation, health and community services, public housing, and educational and employment opportunities. Social and cultural challenges include gender issues, the high suicide rate among Australia's rural youth, social isolation, and social division. The health and well-being of Aboriginal youth is especially in jeopardy. Resilience-based strategies offer a politically and socially acceptable approach for schools and communities to address specific health and education issues. Community strategies for policy development include recognizing the needs of young people living in low- density areas; the importance of community involvement; promoting agency collaboration; accounting for local diversity and specific needs; and gauging the sustainability of programs. The report also identifies areas for additional research, specific recommendations for schools and interagency collaboration, and examples of community programs geared toward rural youth and the development of personal resilience. (Contains 52 references.) (LP) ED437237 WW Wang, M. C., Oates, J., & Educational Resources Information Center (U.S.). (1995). Fostering resilience and learning success in schools the Learning City Program. [Washington, DC]: U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:403336 Wang, M. C., Reynolds, M. C., & Walberg, H. J. (1995). Handbook of special and remedial education: research and practice ( 2nd ed.). Oxford, OX, UK ; Tarrytown, NY, USA: Pergamon. Lc3965.h263 1995 371.9/0973 Lc3965 Wasmund, W., & Copas, R. (1994). Problem Youths or Problem Solvers? Building Resilience through Peer Helping. Paper presented at the Journal of Emotional and Behavioral Problems, 3, 2 p50-52 Sum 1994. Briefly reviews Positive Peer Culture (PPC) program employed in residential treatment centers, group homes, and schools, that focuses explicitly on peer group to create therapeutic community with unified staff and student goals. Presents question-and-answer session with six adolescent male participants in PPC program. (NB) EJ492589 Watson, J. S. (1998). "If You Don't Have It, You Can't Find It." A Close Look at Students' Perceptions of Using Technology. Paper presented at the Journal of the American Society for Information Science, v49, 11, 1024-1036 Sep 1998. Examines eighth-grade students' perceptions about their experiences with technology, especially the World Wide Web. Students' personal attributes of self-confidence, resilience, and openness to learning about the new technologies, and their skills in reading the Web and managing information, may offer new questions for teachers and information professionals. (Author/AEF) EJ573919 Whitman, T. L., Borkowski, J. G., Keogh, D. A., & Weed, K. (2001). Interwoven Lives: Adolescent Mothers and Their Children. Research Monographs in Adolescence., "Foreword by Sharon Landesman Ramey." Page Length: 270. This monograph details the Notre Dame Parenting Project, a comprehensive longitudinal study of the lives of adolescent mothers and their children from pregnancy through the first 8 years of life, describing how their respective developmental trajectories are interwoven and linked to the social contexts in which they live. A total of 281 primiparous adolescent mothers participated in the study. Phase 1 of the project identified personal and social factors differentiating early childbearers from adult and nonpregnant adolescents and used prenatal maternal variables to predict early childrearing practices and child development. Phase 2 charted developmental trajectories of teen mothers and their children at ages 3 and 5, assessing the emergence of developmental delays as well as identifying resilient mothers and children. Interviews were also conducted to explore qualitatively the life stories of four mothers and their children. Phase 3 of the study followed mothers and children through age 8 and assessed the children's intellectual ability, academic achievement, and adaptive development in Grade 2. In general, the findings suggested that teen mothers and their children experienced a multitude of serious problems that demand serious attention and warrant comprehensive intervention. Adolescent mothers were significantly less prepared cognitively for parenting than adult mothers, with deficiencies associated with later adverse maternal and child cognitive, behavioral, and socioemotional outcomes. The adolescent mothers also exhibited poorer socioemotional adjustment than adult mothers, and displayed feelings of anxiety and depression 3 and 5 years later. Social supports are often absent or conflicted. The majority of teen mothers were operating in the low average, borderline, or mentally retarded range of intelligence. At 3 years, 72 percent of the children displayed delays in at least one developmental domain. At age 5, 78 percent exhibited delays in at least one domain. Preliminary analyses of data for 8-year-olds indicated that more than 70 percent had problems of low achievement, learning disabilities, or mental retardation. The monograph concludes with policy-related recommendations designed to optimize long-term developmental outcomes in adolescent mothers and their children and to forestall the delays observed in this study. Contains 250 references. (KB) ED452362 Walker, C. A., & Cousins, J. B. (1994). Influences on Teachers' Attitudes toward Applied Educational Research., 30pp. Paper presented at the Annual Meeting of the American Evaluation Association (Boston, MA, November 1994). A survey was conducted of 280 teachers and principals in east-central Ontario (Canada) to investigate what variables best predict educators' attitudes toward local applied research. The four dependent variables were purpose of local research, attitudes toward participation in research, utility of research, and support for research activity. Eight predictor variables included organizational learning characteristics, elementary versus secondary level, personal teacher efficacy, prior participation in research, value of prior research course work, years of teaching experience, formal education, and gender. Results indicated that significant proportions of the variance in the dependent variables were explained by certain personal and organizational characteristics, namely: prior participation in research, sense of personal teacher efficacy, and perceived characteristics of respondent's schools (namely their propensity to learn), which were all positively correlated with the dependent variables, and years of teaching experience, which was negatively correlated. (Contains 76 references.) (JDD) ED378155 Walker, H. M., & Others (1983). Initial Analysis of the Accepts Curriculum: Efficacy of Instructional and Behavior Management Procedures for Improving the Social Adjustment of Handicapped Children., Analysis and Intervention in Developmental Disabilities, (Issues in Mainstreaming Developmentally Disabled Children), 3, 1, 105-27 1983. To evaluate the Curriculum for Children's Effective Peer and Teacher Skills (ACCEPTS) program, 28 handicapped elementary-aged children were divided into groups receiving either social skills training plus contingency management, social skills training only, or a control group. (MC) EJ283981 Walker, J. M., & Lawler, J. J. (1978). Interaction of Efficacy, Commitment, and Expectations in Faculty Attitude Formation., 23pp. Paper presented at the Association for the Study of Higher Education (Chicago, Illinois, March 1978). The interaction effects among organizational commitment, perceived personal efficacy, and expectations with respect to the impact of collective bargaining are explored in relation to their effect on the degree of faculty support for collective bargaining. Data for the analysis was derived from approximately 1,450 full-time faculty in California State University and Colleges (CSUC) in 1976. An empirical analysis was conducted to estimate the parameters of an expectancy- value model on the full sample and to assess the statistical, and relative importance of the causal variables, and to consider the within-groups salience of the various expectations for the faculty catagorized according to felt efficacy and also according to commitment, in order to discern possible interaction effects. Discussions are presented on the theoretical model and hypothesis, the empirical analysis, the interaction effects, the interaction of efficacy and expectation, and the interaction of commitment and expectation. (SPG) ED153513 Walker, J. M., & Lawler, J. J. (1979). Intraorganizational Social Movement Theory: An Empirical Test., 19pp. Presented at the American Sociological Association (Boston, MA, August, 1979). The usefulness of a theory of social movement within organizations is tested within the California State University and Colleges. The drive for implementation of collective bargaining in the system is viewed as a form of intraorganizational insurgency, a collective action to improve the position of a discontented lower- level group, in conflict with higher-level decision-makers, by shifting organizational conditions in its favor. A causal model is developed in which faculty commitment to collective bargaining is seen as a function of trust in incumbent authorities, legitimization of faculty organizations, trust in the faculty senate, personal efficacy, felt deprivation, expectations of collective bargaining's impact, and general political orientation. Two components of faculty commitment are considered: expressed support and militancy (support for strikes and other militant activities). The analysis reinforces the view that social movement theory provides a useful approach to analyzing organizational phenomena, and further development of the approach in the university setting is felt to be warranted. Consideration of interaction effects of these and other possible variables is seen as worthwhile, and testing in other universities is suggested. Success and failure of insurgency in different institutions is also recommended. (MSE) ED184395 Walker, L. (1992). Mentoring: A Review of the Literature., 27pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 11-13, 1992). There continues to be a public outcry concerning the quality of education in our nation. These concerns have translated into numerous programs to improve teaching in the public schools, many of which have focused on mentoring for beginning teachers. The proliferation of programs has shown the need for research investigating the effectiveness of various mentoring programs. The literature provides extensive descriptions of these programs, but little empirical data exists for examining the outcomes resulting from the implementation of such programs (Klub and Salzman 1990). Research by Varah, Theune, and Parker (1986) and by Schlecty and Vance (1983) has shown that as many as 30 percent of beginning teachers do not teach beyond two years, and as many as 60 percent leave the profession during the first 5 years. Griffen (1985) reports that beginning teachers often lack competence in planning for instruction and in adjusting to the classroom environment. These two factors, teacher efficacy and teacher retention, can be used to direct a review of the existing literature and to separate the empirical studies of program outcomes from program descriptions. This review is needed to assess the effectiveness of mentoring programs. (Contains 38 references.) (Author/LL) ED354229 Walker, L. (1992). Perceptions of Preservice Teacher Efficacy., 46pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 11-13, 1992). The purpose of this study was to determine if there was a significant difference in the perceptions of student teachers' efficacy as measured by themselves, their cooperating teachers, and their university supervisors. A self-constructed instrument containing 30 items related to student teacher competencies was used for this evaluative measure. The sample consisted of 24 student teachers, 25 classroom teachers, and 8 university supervisors who completed surveys for the 34 student teachers enrolled during spring semester 1992. Several demographic areas were considered, but the area of interest was type which differentiated between the three groups listed above. One-way analysis of variance showed significant differences among the three types for the following items: using a variety of teaching methods, attending to routine tasks, demonstration of warmth and friendliness, evaluation of pupil progress, following school policies, maintaining accurate pupil records, and conferencing with parents. This study introduces a longitudinal study employing the instrument to measure perceptions of student teacher efficacy with future groups. Potential uses of the data include program modifications and/or additions as needed for specific competencies. Appendices include: Mississippi Teaching Competencies; the demographic survey instrument; and a oneway analysis of variance for item by type. (Contains 28 references.) (LL) ED354230 Walker, L., & Richardson, G. D. (1993). Changing Perceptions of Efficacy: From Student Teachers to First-Year Teachers., 36pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993). This study was conducted to examine changes in the self-perceived efficacy of teacher education majors who were surveyed first as student teachers in 1992 and again as first-year teachers in 1993. The instrument used was a survey of 30 items related to the Mississippi Teacher Assessment Instrument competencies and indicators. Thirteen of the original sample of 24 returned the second survey. Data analysis indicated significant differences in the following areas: classroom management interactions, utilization of audio-visual equipment, identification and planning for exceptional learners, effective teaching of reading/language arts, a demonstration of the ability to work with groups of varying sizes, maintaining accurate pupil records, and using acceptable written and oral expression. Results of this study form the basis for a future longitudinal study that will employ the instrument to measure self-perceptions of student teachers, first-year and, ultimately, veteran teachers in regard to personal efficacy. Appendixes provide copies of the Mississippi Teaching Competencies and a demographic survey. (Contains 22 references.) (LL) ED367645 Wall, R., & Rinehart, J. S. (1997). School-Based Decision Making and the Empowerment of Secondary School Teachers., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). In some educational systems, legislative action mandates teacher participation in decision making through the formation of policymaking bodies such as school councils. This paper presents findings of a study that investigated high school teachers' perceptions of empowerment in schools with and without school councils. The study investigated Kentucky high school teachers' perceptions of some dimensions of empowerment at various stages of school-council implementation. The Kentucky Education Reform Act mandated that schools could initiate school-based decision making, and that all schools would have councils in place by 1996. Data were gathered through a survey that elicited responses from teachers in 93 out of 120 schools, an almost 80 percent response rate. Teachers' years of experience with councils served as the independent variable and six School Participation Empowerment Scale (SPES) subscalesdecision making, status, professional growth, self-efficacy, autonomy, and impactwere the dependent variables. Teachers in schools with councils (1, 2, or 3 years) reported more involvement in decision making than did teachers in schools without councils. However, there were no significant differences for the remaining five dependent variables. The data have two implications: (1) Policymakers may be able to mandate a flattening of district systems with the intent to empower teachers; however, teachers may continue to perceive their role as carrying out orders; and (2) Teachers need to be motivated to contribute to the collective school effort. Five tables are included. (Contains 43 references.) (LMI) ED407733 Wang, H. A., & Others (1996). Blended Sciences: Lessons Learned., 28pp. Paper presented at the Annual Meeting of the California Science Teachers Association (Sacramento, CA, October, 1996). This paper is a review of the literature concerning the history and current state of blended science instruction. The goals of blended science instruction are to provide learners with a liberal science education and to develop scientifically literate citizens. The term "blended science instruction" refers to various means of reconnecting traditional instructional disciplines. This paper reviews the integrated, unified, and coordinated approaches to science instruction. It also addresses the philosophical, psychological, pedagogical, and pragmatic justifications for a blended science curriculum; student assessment within blended science instruction; and teachers' self-efficacy and resistance to change. The difficulty of replacing traditional departmentalized curricula is noted, and the benefit to students of making changes that will enhance their ability to understand is stressed. Contains 63 references. (DDR) ED407224 Wang, M. C., & Others (1984). An Investigation of the Implementation and Effects of a Full-Time Mainstreaming Program in a Large Urban School System., 59p. Results are reported from an investigation of the implementation and effects of The Adaptive Learning Environments Model (ALEM), a program designed to provide special education services for mainstreamed handicapped students in regular classroom settings on a full-time basis. ALEM includes components of prescriptive instruction with informal approaches to foster inquiry, independence, and social cooperation. Effects of implementing ALEM in 26 mainstreaming classrooms were evaluated via measurements of degree of program implementation, classroom process outcomes, student academic and attitudinal outcomes, and teacher and parent attitudes and assessments. Results are detailed for four major topics: degree of program implementation, relationship between implementation and selected student outcomes, relationship between degree of program implementation and classroom processes, and teacher and parent attitudes and assessment of program impact. Overall, results supported the feasibility and efficacy of a full time mainstreaming approach for moderately handicapped students in the ALEM classrooms. Among policy implications noted is that more restrictive placement should be considered only after a full time mainstreaming approach has been tried and found ineffective. (CL) ED249739 Wang, M. C., & Others (1992). A Scenario for BetterNot SeparateSpecial Education. Paper presented at the Educational Leadership, 50, 2, 35-38 Oct 1992. The placement of students in special education or compensatory programs can be justified only when student classification is valid and when the programs have distinctive qualities and show efficacy. Modified classifications, educational teaming, coordinated teacher preparation, and interagency cooperation will hopefully end disjointedness in special education by 2000. (MLH) EJ451474 Wang, M. C., & Others (1993). Educational Resilience in Inner Cities. Publication Series #93-5d., 40p. Educational resilience is defined as the heightened likelihood of success in school and in other life accomplishments, despite environmental adversities. This paper summarizes the concept of resilience as it has been advanced in developmental psychopathology and discusses educationally relevant research that is consonant with the definition of educational resilience. The focus is on conditions amenable to change within communities, homes, student peer groups, schools, and classrooms. Research has found that some children escape adversity without lasting damage, and that the active role of the individual is an important factor in survival. Resilient children have been observed to perceive experiences constructively and to have a clear sense of purpose about their future agency in controlling their own fates. Only a few studies have provided direct evidence on whether a particular set of school characteristics is effective in fostering student resilience in inner city schools, but schools that emphasize student involvement and belonging have been found to offer protection against adversity. Characteristics of communities that foster resilience are also those that promote a sense of involvement. Fostering resilience requires parent and teacher involvement and peer support to increase the protection against adverse influences. Research to identify the specific practices and policies that foster resilience is needed to design effective interventions. (Contains 110 references.) (SLD) ED399312 Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Fostering Resilience: What Do We Know? Paper presented at the Principal, 77, 2, 18-20 Nov 1997. Researchers have identified several key competencies of resilient children, including social and intellectual competence, ability to plan and set realistic goals, and resourcefulness. These areas of competency are not predestined but can be learned in families, schools, and communities. Educators can work with others to enhance conditions in families and communities that foster psychological well- being. Suggestions are outlined. (MLH) EJ553789 Wanko, M. A. (1977). A Study of Teachers' Perceptions Concerning the Efficacy of the Technology for Children Program., 134pp. Ph.D. Dissertation, Walden University. Elementary school teachers' perceptions of the Technology for Children Program (T4C) were the subject of this dissertation. The T4C program involved a learn-by- doing approach to language arts, science, mathematics and social studies instruction in elementary schools. The program involved the development of "Episodes" or "Unit Kits" for teaching a variety of skills and concepts. Kits dealt with such areas as photography, bottle recycling, rocketry and weaving. The dissertation surveyed teachers' attitudes concerning three goals of the program: improvement in students' level of self-awareness, understanding of technology, and academic skills. A questionnaire was designed to explore attitudes towards these goals and was administered to 24 teachers selected randomly from first through sixth grade classrooms in the Bayonne, New Jersey, school district. Teacher ratings of 509 students indicated that the teachers perceived significant growth in children's self-awareness and understanding of technology, but not in academic skill development (in comparison with control groups). The dissertation also included an extensive literature review describing the development of the T4C program and surveying related projects in the United States and Great Britain. (BD) ED143448 Warfield, G. J., Ed. (1974). Mainstream Currents: Reprints from "Exceptional Children", 1968-1974., 255p. Presented are reprints of 37 articles on mainstreaming handicapped children (published between 1968 and 1974 in "Exceptional Children"). The collected articles are arranged within four broad categories: the general rationale for mainstreaming, other philosophical considerations, types of mainstreaming models, and teacher training and administrative concerns. Included in the first section of four articles are an article by L. Dunn questioning the efficacy of special education for the mildly retarded and a review of responses to the Dunn article. Expressed in section 2, containing 13 articles, are views on topics such as open education and labeling. Among possible mainstreaming approaches discussed in section 3 (13 articles) are the special education contract and the zero reject training based model. Considered in a final section (6 articles) are strategies for noncategorical teacher education as well as administrative questions in regard to teacher attitudes and certification. (LH) ED102759 Warren, L., & Payne, B. (1997). Impact of Middle Grades' Organization on Teacher Efficacy and Environmental Perceptions. The journal of educational research, 90(5), 301. Warren, L. L., & Payne, B. D. (1997). Impact of Middle Grades' Organization on Teacher Efficacy and Environmental Perceptions. Paper presented at the Journal of Educational Research, 90, 5, 301-08 May-Jun 1997. This study investigated middle school organizational patterns and their impact on teachers' efficacy and perceptions of the working environment. Analysis of survey responses by 81 eighth grade teachers indicated that teachers on interdisciplinary teams with common planning time were significantly more positive than were teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. (SM) EJ549953 Washington, K., & Others (1994). Physical and Occupational Therapists in Naturalistic Early Childhood Settings: Challenges and Strategies for Training. Paper presented at the Theme Issue: Staff Development and Technical Assistance. This article describes new approaches to providing physical and occupational therapy intervention services in naturalistic early childhood settings and reviews the limited body of literature examining their efficacy. It offers assessment and intervention strategies that support a normalized approach to intervention and offers suggestions for augmenting current preservice and inservice training practices. (Author/DB) EJ491069 Watt, S., Horn, E., & Higgins, C. (1997). Teaching Education about Sexuality: a Scottish Regional Case Study. British Journal of Special Education, 24(3), 115-123(119). This article examines the efficacy of policy and practice, within one Scottish region, of education about sexuality in secondary schools. The primary focus is on teaching sexuality to pupils with recorded learning difficulties, with a particular emphasis on the concepts of inclusion, normalisation and integration. The authors are Sheila Watt, Lecturer in the School of Education, University of Dundee; Elizabeth Horn, a teacher of pupils with special educational needs; and Cassie Higgins, a research assistant also based in the School of Education at the University of Dundee."> ED450934 WWW Walberg, H. J., Ed., Reyes, O., Ed., & Weissberg, R. P., Ed. (1997). Children and Youth: Interdisciplinary Perspectives. Issues in Children's and Families' Lives. Volume 7., 383p. This volume exemplifies the overall interdisciplinary, multiprofessional view of the problems and potential of urban children and youth. The contributors were encouraged to identify current problems and better solutions. Contributions are grouped into sections on families, schools, and health. The following chapters are included: (1) "Introduction and Overview" (Herbert J. Walberg, Olga Reyes, and Roger P. Weissberg); (2) "The Role of Universities in Child Development" (Sharon Landesman Ramey and Craig T. Ramey): (3) "Youth and Families in the Inner City: Influencing Positive Outcomes" (Geraldine K. Brookins, Anne C. Petersen, and Lisa M. Brooks); (4) "Families and the Development of Urban Children" (Patrick H. Tolan and Deborah Gorman-Smith); (5) "Urban Myth: The Family in Hard Times" (Sam Redding); (6) "Fostering Educational Resilience in Inner-City Schools" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (7) "The Problems and Promise of Urban Schools" (William Lowe Boyd and Roger C. Shouse); (8) "Normative School Transitions among Urban Adolescents: When, Where, and How To Intervene" (Edward Seidman and Sabine E. French); (9) "Understanding the School Performance of Urban Blacks: Some Essential Background Knowledge" (John U. Ogbu); (10) "Extended Day Programs for Urban Children and Youth: From Theory to Practice" (Donald R. Hellison and Nicholas J. Cutforth); (11) "A Public Health Perspective on Urban Adolescents" (Kelli A. Komro, Frank Bingchang Hu, and Brian R. Flay); (12) "Health Perspectives on Urban Children and Youth" (Robert L. Johnson); (13) "Families and Health in the Urban Environment: Implications for Programs, Research, and Policy" (Suzanne Feetham); and (14) "Afterword: Strengthening the Families, Education, and Health of Urban Children and Youth" (Herbert J. Walberg, Olga Reyes, Roger P. Weissberg, and Carol Bartels Kuster). (Each chapter contains references. Contains 13 figures and 13 tables.) (SLD) ED423337 Available from: SAGE Publications, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-0907-9, $28.50; clothbound: ISBN-0-7619-0906-0). Wallach, L. B. (1997). BaoLi Yu ErTong De FaZhan (Violence and Young Children's Development). ERIC Digest., 7pp. For English version, see ED 369 578. This digest examines the developmental consequences for children who are the victims of or witnesses to family and community violence. A baby's ability to trust depends upon the family's ability to provide consistent caregiving, which is compromised when the infant's family lives in a community racked by violence. When they reach toddlerhood, children need to practice skills such as jumping and climbing. However, children who live in violence-ridden communities are often confined to indoor quarters that hamper their activities. When they reach the preschool years, young children may not be able to venture outside the family home because they are prevented from going out to play. During the school years, community and family violence takes a high toll on children's development. Children whose energies are drained through worry about violence have difficulty learning in school, and the cognitive functioning of children traumatized by violence can be compromised. Children who have been mistreated may have trouble getting along with others, and children whose only role models use physical force to solve problems may be unable to learn nonaggressive ways of social interaction. Children who live with violence may repress feelings, have difficulty seeing themselves in meaningful roles, feel helpless, and regress to an earlier stage of development. Children's ability to cope with violence is influenced by their temperament and by their parents' abilities to withstand the stresses of poverty and violence. School and day care staff can help children deal with the consequences of violence by offering them alternative perceptions of themselves and teaching them skills for getting along in the world. (BC) ED407192 Wallen, J. (1993). Protecting the Mental Health of Children in Dangerous Neighborhoods. Paper presented at the Children Today, 22, 3, 24-27 1993. Discusses the role that parents, schools, and mental health professionals can play in helping children cope with violence. Examines the factors associated with child vulnerability and resilience, posttraumatic stress disorder, the role of parental support in mediating the effects of trauma, obstacles to parental support, school-based interventions, and family-based interventions. (MDM) EJ478155 Walsh, F. (1998). Strengthening family resilience. New York: Guilford Press. Rc489.f33 w34 1998 Walsh, F. (1998). Strengthening Family Resilience. The Guilford Family Therapy Series. Offering an alternative to clinician's prevalent focus on family dysfunction, this book draws upon extensive clinical and research experience to present a framework for therapeutic and preventive work with couples and families who are distressed, vulnerable, or at risk. The book identifies key interactional processes that enable family members to make meaning of adversity and deal effectively with varied psychosocial challenges and constraints. The chapters delineate guidelines for recognizing and fostering core elements of resilience, from shared belief systems to specific communication and problem-solving processes. The chapters are: (1) "Foundations of a Family Resilience Approach"; (2) "Changing Families in a Changing World"; (3) "Belief Systems: The Heart and Soul of Resilience"; (4) "Organizational Processes: Family Shock Absorbers"; (5) "Communication Processes: Facilitating Family Functioning"; (6) "Practice Principles and Guidelines"; (7) "Loss, Recovery, and Resilience"; (8) "Coping and Resilience in Chronic Illness and Family Caregiving"; (9) "Strengthening Vulnerable Multicrisis Families"; and (10) "Reconnecting and Reconciliation: Bridge over Troubled Waters." Contains 337 references. (HTH) ED431511 Wandersman, A., & Nation, M. (1998). Urban Neighborhoods and Mental Health: Psychological Contributions to Understanding Toxicity, Resilience, and Interventions. Paper presented at the American Psychologist, 53, 6, 647-56 Jun 1998. Describes psychological consequences of life in urban neighborhoods. Offers three conceptual models that relate neighborhood physical, structural, and social characteristics to mental health outcomes. Contains 66 references. (MMU) EJ582983 WANG MARGARET C. Building Educational Resilience. Bloomington, in Phi Delta Kappa Educational Foundation, 1998. Ph 430 Wang, M. C. (1997). Next Steps in Inner-City Education. Focusing on Resilience Development and Learning Success. Paper presented at the Education and Urban Society, 29, 3, 255-76 May 1997. Discusses the work of the National Center on Education in the Inner City and the next-step efforts to significantly improve the capacity for education in urban America. Addresses four areas: fostering educational resilience, implementing practices responsive to student diversity and resilience development, forging school connections with family and community, and building on existing structures for education improvement. (GR) EJ548427 Wang, M. C. H., Geneva D.; Walberg, Herbert J. (1998). Educational Resilience. Publication Series No. 11., 47p. To assist educators in fostering resilience among children, this paper offers information that will help transform the picture of children at risk to a vision of educationally resilient students who can overcome obstacles. Researchers have offered many definitions of resilience, but all have stressed the capacity of the individual to overcome personal vulnerabilities and environmental adversities. Two of the most salient characteristics of resilient children are a high level of engagement and a sense of personal agency. Just as some personality traits act as protective factors, so do some features of families, communities, and schools. This booklet explores these features, beginning with parent characteristics that foster resilience. After the family, peers are the most important source of support, providing children and adolescents with a sense of being cared for and valued. Communities with well-developed social networks and consistent social and cultural norms also support resilience. Schools have a major role to play in promoting resilience, and a number of strategies to do so are discussed. Teacher attitudes and expectations are critical, and these must be combined with powerful, research-based instructional practices that facilitate student learning. Responding to student diversity promotes resilience, as does teaching students strategies for learning. The roles of curriculum, programs and reforms that build resilience, and initiatives with a direct influence on student learning are discussed. Children's educational resilience cannot be created merely by a set of activities or strategies, but it can be enhanced by teachers' adopting a new vision of their students as individuals who can make choices, acquire knowledge and skills, and achieve a fulfilling life. (Contains 1 figure, 2 tables, and 19 references.) (SLD) ED419073 Wang, M. C., & Others (1993). Educational Resilience in Inner Cities. Publication Series #93-5d., 40p. Educational resilience is defined as the heightened likelihood of success in school and in other life accomplishments, despite environmental adversities. This paper summarizes the concept of resilience as it has been advanced in developmental psychopathology and discusses educationally relevant research that is consonant with the definition of educational resilience. The focus is on conditions amenable to change within communities, homes, student peer groups, schools, and classrooms. Research has found that some children escape adversity without lasting damage, and that the active role of the individual is an important factor in survival. Resilient children have been observed to perceive experiences constructively and to have a clear sense of purpose about their future agency in controlling their own fates. Only a few studies have provided direct evidence on whether a particular set of school characteristics is effective in fostering student resilience in inner city schools, but schools that emphasize student involvement and belonging have been found to offer protection against adversity. Characteristics of communities that foster resilience are also those that promote a sense of involvement. Fostering resilience requires parent and teacher involvement and peer support to increase the protection against adverse influences. Research to identify the specific practices and policies that foster resilience is needed to design effective interventions. (Contains 110 references.) (SLD) ED399312 Wang, M. C., & Educational Resources Information Center (U.S.). (1996). Fostering resilience among children at risk of educational failure. [Washington, DC]: U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:401368 Wang, M. C., & Gordon, E. W. (1994). Educational resilience in inner-city America: challenges and prospects. Hillsdale, N.J.: L. Erlbaum Associates. Lc5101.e4 1994 Wang, M. C., Ed., & Gordon, E. W., Ed. (1994). Educational Resilience in Inner-City America. Challenges and Prospects., 217p. This collection attempts to broaden understanding of how to magnify circumstances known to enhance development and education in order to advance opportunities for all children, especially children and youth of the inner cities. Focuses are on raising consciousness about opportunities available to foster resilience and on synthesizing the knowledge base that is central to implementing improvements. Chapters are: (1) "Resilience in Individual Development: Successful Adaptation Despite Risk and Adversity" (Ann S. Masten); (2) "Variations in the Experience of Resilience" (Edmund W. Gordon and Lauren Dohee Song); (3) "Educational Resilience in Inner Cities" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (4) "Understanding Resilient Students: The Use of National Longitudinal Databases" (Samuel S. Peng); (5) "The Americanization of Resilience: Deconstructing Research Practice" (Leo C. Rigsby); (6) "On Resilience: Questions of Validity" (David W. Bartelt); (7) "Resilience as a Dispositional Quality: Some Methodological Points" (Joan McCord); (8) "Risk and Resilience: Contextual Influences on the Development of African-American Adolescents" (Ronald D. Taylor); (9) "Special Education as a Resilience-Related Venture" (Maynard C. Reynolds); (10) "Effectiveness and Efficiency in Inner-City Public Schools: Charting School Resilience" (Lascelles Anderson); (11) "Understanding Resilience: Implications for Inner-City Schools and Their Near and Far Communities" (H. Jerome Freiberg); (12) "Contextualizing Resiliency" (Howard A. Liddle); (13) "Organizing for Responsiveness: The Heterogeneous School Community" (Diana Oxley); and (14) "Epilogue: Educational ResilienceChallenges and Prospects" (Edmund W. Gordon and Margaret C. Wang). (SLD) ED379392 Wang, M. C., Ed., & Walberg, H. J., Ed. (1996). Strategies for Improving Education in Urban Communities. A Collection of Articles in Honor of Edmund W. Gordon and Maynard C. Reynolds., 319p. This collection, which was prepared to honor Edmund W. Gordon and Maynard C. Reynolds for their leadership at the Temple University Center for Research in Human Development and Education, represents the work of researchers from the Center on Education in the Inner Cities. It is organized around the four themes of educational resilience, student diversity, school-family-community connections, and ecological and contextual influences on children in inner cities. The following are included: (1) "Educational Resilience in Inner Cities" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (2) "Influence of Kinship Social Support on the Parenting Experiences and Psychosocial Adjustment of African-American Adolescents" (Ronald D. Taylor, Robin Casten, and Susanne M. Flickinger); (3) "Turning around Five At-Risk Elementary Schools" (H. Jerome Freiberg, Neil Prokosch, Edward S. Treister, and Terri Stein); (4) "Investigating the Pedagogy of Poverty in Inner-City Middle-Level Classrooms" (Hersholt C. Waxman, Shwu-Yong L. Huang, and Yolanda N. Padron); (5) "Serving Students at the Margins" (Margaret C. Wang, Maynard C. Reynolds, and Herbert J. Walberg); (6) "Organizing Schools into Small Units: The Case for Educational Equity" (Diana Oxley); (7) "A School-University Partnership Working toward the Restructure of an Urban School and Community" (Andrea G. Zetlin and Elaine MacLeod); (8) "The Changing Politics of Federal Education Policy and Resource Allocation" (Kenneth K. Wong); (9) "Parent Programs: Past, Present, and Future" (Aquiles Iglesias); (10) "The Effectiveness of Collaborative School-Linked Services" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (11) "Coordinated Services for Children: Designing Arks for Storms and Seas Unknown" (Robert L. Crowson and William L. Boyd); (12) "Determinants of Student Educational Expectations and Achievement: Race/Ethnicity and Gender Differences" (Leo C. Rigsby, Judith C. Stull, and Nancy Morse-Kelly); (13) "The Macroecology of Educational Outcomes" (David W. Bartelt); (14) "Racial and Economic Segregation and Educational Outcomes: One TaleTwo Cities" (William L. Yancey and Salvatore J. Saporito); and (15) "Post-Secondary Employment and Education Status of Inner-City Youth: Conventional Wisdom Reconsidered" (William Stull and Michael Goetz). Each selection contains references. (Contains 35 tables.) (SLD) ED414355 Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Fostering Educational Resilience in Inner-City Schools. Publication Series No. 4., 24p. This paper provides an overview of the research base on fostering educational resilience among children whose circumstances place them at risk of educational failure particularly in inner-city communities. The purpose of this paper is twofold: (1) to provide an overview of the research base on fostering educational resilience among children whose circumstances place them at risk of educational failure and (2) to describe educational practices that are resilience-promoting and their implications for student development and learning success. A previous research synthesis (M. Wang, G. Haertel, and H. Walberg, 1994) identified 7 characteristics of the learner and 22 characteristics of the home, classroom, and community contexts that influence student learning. The research base of studies on each of these context categories is discussed. Findings from a long-term program of research on resilience development at the National Center on Education in the Inner Cities, a program that encompasses a range of studies, show characteristics of resilient learners and characteristics of inner-city classrooms that promote educational resilience. Enabling conditions that result in high levels of student engagement include an orderly and safe campus, student-centered and highly responsive classroom learning environments with well-structured classroom management systems, site-specific and ongoing professional development, and parents with high educational aspirations for their children. Findings from a recent meta- analysis support inclusive practices for children with special needs. The restructuring of curriculum and service delivery, combined with the creation of inclusive, stable, supportive learning environments, and increased access to family, school, and community resources can promote the healthy development and learning success of students at risk of school failure. (Contains 1 table, 1 figure, and 35 references.) (SLD) ED419856 Available from: Electronic version: http://www.temple.edu/LSS Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Fostering Resilience: What Do We Know? Paper presented at the Principal, 77, 2, 18-20 Nov 1997. Researchers have identified several key competencies of resilient children, including social and intellectual competence, ability to plan and set realistic goals, and resourcefulness. These areas of competency are not predestined but can be learned in families, schools, and communities. Educators can work with others to enhance conditions in families and communities that foster psychological well- being. Suggestions are outlined. (MLH) EJ553789 Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997)., 53p. ED419067 Available from: Electronic version: http://www.temple.edu/LSS Wang, M. C., Haertel, G. D., & Walberg, H. J. (1998). Building Educational Resilience. Fastback 430., 64p. The number of children at risk of school failure because of poverty, illness, divorce, drug and alcohol abuse, frequent relocation, and other adverse circumstances is increasing. Although some teachers may feel as though these problems are beyond them, research points to educators' actions that can alleviate such problems by fostering educational resiliencethe capacity of students to attain academic and social success in school despite exposure to personal and environmental adversities. To assist educators in fostering resilience, this "Fastback," produced by the Phi Delta Kappa Educational Foundation, describes the roles of teachers and other educators in promoting educational resilience and shares findings that many children demonstrate remarkable achievement despite conditions that put them at risk of failure. The fastback's contents are: (1) "Introduction"; (2) "When Schools Shortchange Children" (what we know about resilience, student diversity and poverty); (3) "Protective Factors that Promote Resilience" (family, peer group, community, school); (4) "Creating Classrooms that Foster Resilience" (teacher attitudes and expectations, instructional practices, classroom climate and organization, curriculum); (5) "Programs and Reforms that Build Resilience" (programs targeted to children at risk of school failure, comprehensive school reform versus narrower interventions, direct influences on student learning, meeting children's basic needs, students' sense of belonging, adapting curriculum and instruction); and (6) "Conclusion." An appendix lists educational programs with resilience-promoting features. (Contains 18 references.) (EV) ED419611 Available from: Phi Delta Kappa International, 408 North Union, P.O. Box 789, Bloomington, IN 47402-0789; phone: 812-339-1156 ($3 non-members; $2.25 members). Wang, M. C., Haertel, G. D., Walberg, H. J., & Educational Resources Information Center (U.S.). (1993). Educational resilience in inner cities. [Philadelphia, PA] [Washington, DC]: National Center on Education in the Inner Cities ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:399312 Wang, M. C., Haertel, G. D., Walberg, H. J., & Educational Resources Information Center (U.S.). (1997). Fostering educational resilience in inner-city schools. [Philadelphia, PA] [Washington, DC]: Laboratory for Student Success the Mid-Atlantic Regional Educational Laboratory at Temple University Center for Research in Human Development and Education ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:419856 Wang, M. C., Haertel, G. D., Walberg, H. J., & Educational Resources Information Center (U.S.). (1998). Educational resilience. [Philadelphia, PA] [Washington, DC]: Laboratory for Student Success the Mid-Atlantic Regional Educational Laboratory at Temple University Center for Research in Human Development and Education ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:419073 Wang, M. C., Haertel, G. D., Walberg, H. J., & Phi Delta Kappa. Educational Foundation. (1998). Building educational resilience. Bloomington, Ind.: Phi Delta Kappa Educational Foundation. Lc4091.w364 1998 Y Yaden, D. B., Jr., Rowe, D. W., & MacGillivray, L. P. L. (1999). Emergent Literacy: A Polyphony of Perspectives. CIERA Report. This paper reviews current developments in the field of emergent literacy (the study of reading and writing behaviors that develop into conventional literacy). The review includes studies that look at preschoolers' emerging literacy in homes, day-care environments, and kindergartens and that focus on children's development of literacy knowledge and processes through holistic literacy events (storybook reading, play, etc.). Findings suggest the need for a theoretical model to test the complex cognitive, social, and cultural explanations for emergent literacy. There is a need to explain individual differences, to design early reading instruction, and to decide what, when, and whether to provide it. In order to develop and expand research and knowledge about emerging literacy, the paper recommends defining literacy more broadly to include linguistic and nonlinguistic communication. It also recommends changes in research methodology: (1) researchers can no longer generalize findings to all students but must examine a wider range of social, political, economic, and cultural understandings of literacy; and (2) researchers must move away from concepts like high vs. low and discover the strengths, factors of resilience, and ways in which students from underrepresented populations can be successful in school. Contains approximately 200 references (Author/RS) ED447410 Yellin, E. M., Quinn, M. M., & Hoffinan, C. C. (1998). Heavy Mettle: Stories of Transition for Delinquent Youth. Paper presented at the Reaching Today's Youth: The Community Circle of Caring Journal, 2, 4, 4-8 Sum 1998. Interviews with four delinquent youth in the process of real-life transitions reveal that predicting resilience or recidivism is not always as simple as quantifying research-identified risk or protective factors. Suggests that there may be other factors that have not yet been pinpointed that should be explored when trying to predict resilience or recidivism in delinquent youth. (Author/MKA) EJ585311 Young-Eisendrath, P. (1996). The gifts of suffering: finding insight, compassion, and renewal. Reading, Ma.: Addison-Wesley. Bf789.s8 y68 1996 155.9/3 Z Zeitlin, S., & Williamson, G. G. (1994). Coping in young children: early intervention practices to enhance adaptive behavior and resilience. Baltimore: Brookes. Hv888.5.z45 1994 Zeitlin, S., & Williamson, G. G. (1994). Coping in Young Children: Early Intervention Practices To Enhance Adaptive Behavior and Resilience., 309p. This book describes an intervention framework to help young children (birth to 36 months) who have or are at risk of having a disability, to cope more effectively. The book is written for an interdisciplinary audience including service providers, administrators, researchers, and policymakers. Emphasis is on enhancing the adaptive behavior and resilience of young children and supporting their families. The first chapter introduces the coping frame of reference and the historic trends that influenced its development. The next two chapters provide the model's theoretical base with emphasis on coping resources and the elements of coping transactions. Since this model is family centered, information regarding the family as a system is provided in chapter 4. Chapters 5 through 9 provide the pragmatic structure for translating the coping-related theoretical base into effective intervention practices. Topics covered include program development, decision making, assessment, observing and analyzing transactions, intervention strategies, and supporting families. In chapters 10 and 11 the personalized decision-making model is applied to development of Individualized Family Service Plans (IFSPs) with a coping orientation. The experiences and outcomes of the COPING Demonstration Project are described in chapters 12 and 13. Chapter 14 completes the volume with a discussion of staff coping with the demands of providing early intervention services. Appendices provide a case report, a workshop outline, and reflections of one family. (Contains 112 references.) (DB) ED376627 Zimbabwe Women Writers. (2000). Women of resilience. Harare, Zimbabwe: Zimbabwe Women Writers. Dt2990.w66 2000 Footer Updated: Tuesday, April 23, 2002 by Alejandra Martinez Email this page to a friend Add or change any text to your message in the field below: Check out this web page: http://www.positivepractices.com/Personal/ResilienceV-Z.html Enter your friend's email address: Enter your name (optional): Enter your email address (optional): Send this page.

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