Educ 712 Understanding Resiliency in Teacher Experiences and How They

Stephen Franklin EDUC 714 Understanding Resiliency in Teacher Experiences and How They Use Resiliency to
Empower their Teaching
Understanding Resiliency in Teacher Experiences and How They

Use Resiliency to Empower Their Teaching
Stephen L Franklin
EDUC 714
June 14, 2015
1 | Page
Courage doesnt always roar. Sometimes courage is the little voice at the end of the day,
that says Ill try again tomorrow. Mary Anne Radmacher. (n.d.). BrainyQuote.com
Introduction
It is this same courage to try again and again that drives many of our students to strive and
persevere daily against countless obstacles. As a high school administrator for the past twelve years, I
have often considered the question what factors contribute to some high school students having success,
completing high school and then matriculating to post-secondary education? It is reasonable to
acknowledge that there are many factors that contribute to this phenomenon, but the root question
revolves around how students with a similar starting point; low socio-economic, single-parent homes,
vulnerable communities, etc. have different outcomes. How is it that some students are able to rise above
as it were, stay focused, and on track to complete high school and then go further?
One factor that literature has begun to bring into focus is the role of schools and policies. Felice
(2014) investigated the problem of minority student dropout behavior and evaluated the extent to which
school policies and practices influenced such behavior. Perhaps more importantly, in addition to analyzing
the impact of pushout factors, focus needs to be given to the role of teachers and their ability to counteract
these policies via student connection and engagement to aid in developing resiliency in their students.
Scott, Taylor and Palmer (2013) conducted a study that indicated student self-identity, or sense of self is
developed in part, by the schools curriculum and interacting with peers, teachers and parents.
Purpose of this Paper
In this paper I want to understand how teachers use their life experiences, how they manifest
resilience based on these experiences, and in turn use this to empower their teaching. It is widely known
that students often have an unrealistic perceptions of their teachers, meaning they only see the end
product standing in front of the class. Most students have little perception of what path, or life challenges
their teachers experienced in order to get to the front of the class. I want to understand how teachers relate
2 | Page
their personal experience, their life stories, to connect with their students and in turn instill resilience and
empowerment in their students.
For this paper, I interviewed two teachers at a comprehensive high school in Riverside County,
California with a high percentage of Hispanic student enrollment. I chose a Special Education teacher and
a Foreign Language teacher, specifically, to gain insight into how these two teachers address and support
their populations. A major focus of this paper is resiliency, and when combined with agency, permits
students to rise above obstacles and challenges leading to academic success. Gordon (1996) defines
resiliency as the ability to thrive, mature, and increase competence in the face of adverse circumstances
or obstacles. Master and Reed (2002) identify resilience as a class of phenomena characterized by
patterns of positive adaptation in the context of significant adversity or risk.
Martin (2002) states that motivation and academic resilience are complementary but not
necessarily overlapping constructs. More recent studies into student resiliency examine, in-child factors
that include among others, a positive outlook on life, emotional self-regulation, talents valued by self and
society, as well as, contextual characteristics that include family, or close relationships with competent,
prosocial, supportive adults. (Nelson, Schnorr, Powell and Huebner, 2012). It is this last relationship, with
competent, prosocial and supportive adults, i.e. teachers, that I will focus my paper.
Literature Review
Much has been written and studied about the Hidden Curriculum of schools, (Anyon, 1980,
Bowles, Gintis and Meyer, 1999, Fine and Rosenberg, 1998, and Wren, 1999), as one explanation to
student leaving or dropping out from school. Others posit the development of oppositional cultures
(Downey and Ainsworth-Darnell, 1998) and the effects these developed cultures have on students as it
relates to school completion. All of these factors contribute to student disengagement and ultimately
student leaving or dropping out of school. They do not, however, shed light on the impact teachers may
have to engage and encourage students to remain in school.
3 | Page
Another range of study examines the roles of teachers in providing supportive networks and
engaging curricular lessons. Scott, et al (2013) identified challenges that Black males face and that could
serve as a catalyst for developing support structures that deter high school departure and encourage
college attendance. Four themes reappear in several studies; the increased need of skilled and culturally
competent teacher, the expression of high standards and expectations, mentorship, and family and
community support. (Scott, et al, 2013; Felice, 2014; and Dunham and Wilson, 2007) These themes
provide a means to promote student connection and engagement, and to help develop self-identities and
resilience. Felice (2014) states; as long as a minority student perceive the educational exchange
relationship to be efficacious (either in terms of immediate or future benefits over current costs) he/she
will continue to remain in school. The counter to this, which all too often plays out, is that many teacher,
including those who share the racial or cultural background of their students perceive minority students
as having decidedly less academic interest and ability than majority students. Such teacher attitudes
become part of a chain of variables leading to self-fulfilling prophecy behavior on the part of minority
students (Coleman, as cited in Felice, 2014, p 417)
Skilled and culturally competent teachers, particularly male teachers, has been cited by many
students across these studies as being vital to their development of resiliency and self-identity. One
student stated, He didnt have male family members close to him to make sure he stayed on track, and he
didnt have the African-American male presence in his school to monitor, guide or take an interest in him
(Scott, et al, 2013 p. 292). It was noted in this study that students did not harbor resentment towards
female teachers, they did however, emphasize the lack of Black male presence that was not associated
with sports or student discipline. (Scott et al, 2013 p. 292). The use of a critical or culturally relevant
curriculum, that places purposeful attention on social class and power differentials as an integral part of
the curriculum. (Halax, 2014, p 252), has been shown to work especially well to re-engage students
who are on the verge of being marginalized into disinterest. (Duncan-Andrade and Morrell 2008: Halax,
2013; and Kincheloe, 2006).
4 | Page
Critical pedagogy teaches students not only the power of learning, but also understanding of
power relationships within society. This aspect combined with the positive teacher-student connections
contribute to the communication of high academic standards and expectations. A participant in the Scott
et al study state, a need for school to provide relevant and challenging course work, which increase
student expectations and engagement. (Scott, et al, 2013, p 293)
Several studies point to the role of family and community in providing support and the protective
factors they provide against those factors that might serve to create school non completion. Coleman
(1988) examines the interplay between parent and children to create social capital. This social capital in
turn creates structures [for] academic achievement through a range of parental behaviors including levels
of encouragement, participation and support. (Ensminger and Slucarcick, 1992 as cited in Dunham and
Wilson, 2007 p.208)
A perspective that is being developed is the Paradigm to Understand and Examine Dropout and
Engagement in Society (PUEDES). The approach examines the complex ways that students and teachers
negotiate that landscape of opportunities (e.g., what people talk about, the quality of relationships, and the
degree of student voice and leadership opportunities in critical decisions that shape the quality of
education they receive). (Rodriguez, 2013, p. 129) PUEDES utilizes a three-dimensional approach that
promotes understanding of the intersection of structure, agency and culture and how these components
impact student connectedness to school. Dropout literature would have us believe that students dropout of
school as a result of their own wrongdoing. This approach is too simplistic and does not take into account
the power of strong, positive student-teacher interactions. Framing dropout as such also allows a teacher,
principal, counselor, or any other school stakeholder to absolve him/herself from the problem or isolate
the problem in the individual, not the environment. (Rodriguez, 2013, p. 133)
I posit that a strong, positive student teacher connection serves to promote agency and resiliency
in students, and increases student engagement and high school student retention.
5 | Page
Methods
For this qualitative study a phenomenological approach was utilized. Creswell (2013) states
phenomenological study describes the common meaning for several individuals of their lived
experiences of concepts or a phenomenon. Within the phenomenological approach there are
several frameworks, based on my desire to understand and describe the lived experiences of
resiliency, the hermeneutical phenomenological approach would be the best fit for my research.
Based on my desire to describe, relate and interpret the lived experiences of my
participants, the hermeneutical framework is the appropriate method. The epoche or
transcendental framework might be more appropriate, if I were less interested in the
interpretation and more focused on simply describing the lived experiences.
The target sample consisted of 64 full-time teachers at a comprehensive high school in Riverside
County, California with a high percentage of Hispanic student enrollment. From this potential sample
pool 5 teachers with diverse racial and ethnic backgrounds responded to an emailed participant invitation.
From these 5 participant volunteers, 2 were selected. For this paper, I chose a Special Education teacher
and a Foreign Language teacher, specifically, to gain insight into how these two teachers address and
support their populations. Sizeable research illustrates the over-representation of minority students in
special education classes, while the unique struggles of English learners is equally documented.
Each teacher participated in a semi-structured interview consisting of the same five questions.
The interview questions are attached as Appendix A. Interview sessions ranged from 30 minutes to one
hour, the variance due to the depth of related experiences, each participant was equally engaged
throughout the interview. The initial design of this study was to employ the three interview cycle as
expressed by Seidman (2013). Due to scheduling difficulties and time constraints I was unable to employ
this interview technique. Instead, I conducted one interview per participant, incorporating clarifying and
follow-up questions to obtain greater interview depth, and to reach the second or inner voice of each
6 | Page
participant. Seidman (2013) states by listening to a participant and taking their voice seriously,
interviewers can encourage a level of thoughtfulness that is more characteristic of inner voice.
Interview transcripts were analyzed using NVivo 10 software to identify categories and then
central concepts or themes. Three themes appeared from the data; family support, expressed high
academic expectations, and agency.
The limitations of this study are evidenced in the single interview per participant and the small
sample/participant size which approaches case study sample sizing. Future research would target a sample
size of 7-15 participants, and would employ the three interview cycle espoused by Seidman. Validity
would be enhance by incorporating data triangulation.
Data Analysis
The two interviews used for this study yielded 41 pages of transcription, with each participant
yielding unique insights into their personal stories, and how they then utilized those experiences to
empower their teaching, make personal connections with their students, and then help to reinforce
resiliency within their students. Both participants are female; one, Janet, an African-American born in the
Southern United States, the daughter of a preacher. The other, Lisa, a Latina born in a border town in
Mexico, was the daughter of parents with minimal education. Both participants have taught for at least 7
years in urban school districts in the United States. Pseudonyms are used throughout when referring to the
participants.
Family Support was the first theme to materialize from the data. For both participants they
acknowledged having strong family support, sometimes offering a protective umbrella that shielded them
from otherwise distractions or deterring factors. Janet relates growing up in a small town in the south
where here parents were known and respected, relates how the respect for her parents shielded from
deterring factors of racism and diminished expectations.
7 | Page
I mean a small community, everyone knew who my parents were. My parents were very well
respected. So it wasnt so much that I had to deal with that. Im sure my parents did, but as kid,
not so much.
Due to this insulating effect from her parents, Janet, did not experience many of the negative aspects of
racism and the resulting diminished views of academic ability.
Just because of who my parents were, and the fact that they kept a tight lids on us. I have to
admit that, Im not complaining. I am who I am today because of it.
Lisas parents, her father in particular while not able to provide much academic support emphasized a
work ethic and sense of self-efficacy that Lisa still embraces today and relates to her students.
And then my mother was like, oh, she was princess. She went to the third grade and my father
didnt know how to read or write. He would sign with an X. But one day she would do homework
with us, and then one he would do it.
The main thing our father tell us, and he said it all the time. In your life if you work hard, thats
all you need. Thats all you need in life, you need to be a good worker and you need to be honest.
Thats all you need. Youre never gonna steal anything, youre never gonna lie. So that was his
values. You can call him an ignorant man, but all this legacy of values that he gave us.
With both Janet and Lisa family support manifested itself by providing close supervision and an
expression of core values; such as honesty, being an upstanding citizen, and being respectful in nature.
provided them with tools to navigate their respective communities and circumstances. Both relate how
their strict and focused upbringings provided the underpinnings for the establishment of a resilient
personality and perspective on life. By the time Lisa was 18 both of her parents died due to poor health,
as the oldest child she official assumed the role of Mom, to her younger siblings, a role that she had
been gradually growing into due to her actual mothers declining health over a period of years. Janet
shares how her parents focused on being prepared for the hard knocks of life, without giving in.
Lisa talks about the death of her father, approximately two years after her mother passed away. At the
time of her fathers death, Lisa was one and one half years away from graduating from teaching school.
Faced with the responsibility of caring for her younger siblings and her desire to continue her education,
family members offered to take in her siblings. While grateful for the family support Lisa embrace her
fathers teachings.
8 | Page
they
So now my dad died. Now Im thinking what am I going to do now? My brother was 8, the
little on, my other one was 13, and my sister was 15. I was 18
So, I told my brother and sister, Im going to stay here, finish school and Im going to work, and
thats what Im going to do. Its up to you if you want to go, or you can stay with me. So
said, oh no, were staying! So I said okay, we might die! Die of starvation.
Janet shared how he parents constantly related to her and her siblings a simple but powerful sentiment
I had been raised that, life, is going to hit you hard. Thats just life! Deal with it. If it knocks
you down, get up dust yourself off and get clean, cause its going to knock you down
again!
It is this strong family support that allowed both Janet and Lisa to respond and deal with seemingly
insurmountable situations and approach them with an unflappable nature that belied their ages. Janet
shares how she transitioned into the teaching profession.
have
You know initially I was a police officer, I became injured and I had to switch jobs. I didnt
give up. I decided, hey it is what it is, and I moved on. I guess thats pretty much how I
based my life. That is what I was taught. Thats life deal with it, move on.
Expressed high academic expectations was the second theme to surface from the data. Both Janet
and Lisa share how they internalized high academic expectations from several sources; family, teachers
and community. Janet talks about the expectations placed on her being a preachers kid in high school and
in college.
I had to toe the line in high school because of who my parents were. So I tried to not get into
trouble, but you know, we had to slip up every once in a while.
While attending State University Janet states
As far as college. No big deal! I had to come home every weekend. That was just through the
week I had classes and studying and on the weekend I was home. So very uneventful
college. I
mean I had friends, I had fun.
I guess, just habit. I still didnt want my parents to find out about anything I may have done or
was thought I had done. So I didnt do anything
Lisa tells of a slightly different way in which high academic expectations were impressed upon her.
Growing up in boarder town in Mexico, with both parents having minimal education themselves, high
9 | Page
academic expectations took a near life or death fervor. Expressed by the travelling teachers who stayed in
her town on a weekly basis to providing bot academic and social education. Reinforced by her mother and
father even as her mothers health declined. Referring to her teachers, Lisa says
They were always telling us we were smart, that we were going to do whatever we want, and
that we were going to get out of that little town, and that we were going to be successful.
They had sessions after school, since they stayed there. They taught us how to eat with silverware
so they were teaching us not only in the classroom, they were teaching them all of the
social stuff
to get us prepared to be somewhere out there.
Lisa tells how her mother having only reached the third grade, placed a great deal of responsibility and
expectations on Isabel to achieve not only for herself, but also to make sure her siblings also achieved.
My mother was the one, you are a woman, you are going to go, you are going to drag your
brothers and get them out of here. And everyone was telling me I was smart. She was
very strict!
She was general around the house. She kept telling me you have to go to school,
you dont have
to depend upon a man. She was beyond her time, in my time.
this.
So she had all these expectation. So my teachers had high expectations for me, my family had
high expectations, and I took it like it was my responsibility. You know, like I have to do
I didnt even think about it, it was just something that was getting into my system.
The final theme of agency is evident in how both participants were able to stay focused and ontrack in spite of major challenges such; as career change, moving to California or the United States, or
managing the challenges of attending a school 60 miles from her rural home in order to make her
educational goals reality.
Lisa tells us of the final days of her mothers life. Her mother died, was buried later that week on the
weekend, and on the Monday following her mothers burial, Isabel had to take the entrance exam to get
into the teaching certification school, and passed the exam.
On the weekend we buried her, and on Monday I went and took the test. I dont know what
I was thinking, I went and took the test. My cousin went and took me. So I went in a
couple of
days to see the result, and I was checking the list of the people, you know, who
didnt pass.
And my cousin said come over here! This is the list! What list? I should be over
10 | P a g e
here on the not

passing. My cousin said you are number 20! So I passed the test with like an 89
or 90?
Something like that? I was number 20!
Having passed the exam, Lisa now faced the difficult choice between her personal goals and family
responsibility. She just buried her mother, leaving a widowed husband with three young children to raise.
by
So I went and told my dad, and said I passed the test. He said you have to go, you have to go,
that is what your mother was telling you. So I said you are going to stay with my brothers
yourself? So he said forget about, just go. You have to go.
Janet talks about her first encounter with face-to-face racism shortly after moving to California. While she
knew of racism, growing up in a small southern community, in which her parents were known and
respected she was insulated, even sheltered from the effects of racism.
I guess I was, sheltered, I guess I was, my parents were very protective. Even though I was
aware of prejudice, I had never really, fully experienced it until I came to California. And
it was
very subtle. And it opened my eyes, I guess you could say? To it, and it did change my, I
dont
want to say viewpoint, but my understanding of what it was like. Because I had never
experienced
it before. Basically, mother always taught me treat your enemies with a longhandled spoon.
Findings
For both Janet and Lisa, being born into and growing up in challenging circumstances was off-set
by the high degree of family and community support, and the continuous voicing of high academic
expectations. These two elements of support, in turn, impacted and led to the development of a strong
sense of agency. These three attributes combined to establish a strong resilient nature that is now an
integral part of their current teaching practice. Both teachers use and relate their experiences to counter
deficit thinking and attitudes among their students, emphasizing critical understanding, the power of
education, and being resilient in the face of difficult or challenging situations. Resiliency is defined by
Janet and Lisa respectively as;
Resiliency means the ability to, get up, brush yourself off, when you get knocked down, and
just start all over again or continue along the path or wherever you wereyou dont give
up, you continue to fight, you continue to grow, you continue to do what you need to do to achieve the
goals you set for yourself. Every time it doesnt go your way, it doesnt mean you give up.
You
just look at it a different way.
11 | P a g e
That means all the struggles, but all the opportunities to overcome those struggles. So, to me, this
is the barrier, but there are resources that are going to help you go around that barrier. You
dont give up, you just keep going. Its going to be there, the help is going to be there,
somewhere.
To counter deficit thinking, both teachers encourage and engage their students in complex and
meaningful class discussions. These discussions serve to voice both high academic expectations, the
power of education, and their students ability to affect positive change in their lives and community.
Janet relates her change of career to illustrate the power of education to her students
I teach kids that, it gives you, education gives you options, choices, you know flexibility. So I
stress education using me as an example. I was doing one thing, and something came
about
that I could no longer do that. And because of my education I had other options and
other doors
that would be able, that were open or could be open for me because of my
education.
Lisa begins her foreign language curriculum by having her students by having her students write
a paper that outlines; who am I, where did I come from, where am I right now, and where am I going. To
initiate the conversation Lisa shares portions of her story, both, so her students do not feel intimidated
with sharing, and to provide a contextual example of what is possible through education and resiliency.
They cannot tell me it is hard. That they have hardship. I always tell my story. The kids cant tell
me they dont give homework in Mexico, because I have been a teacher in Mexico, and I
know the
system. Dont tell me that its hard because, when your parents said they had to
walk these miles,
because I did walk those miles. So dont tell me its hard to get up in the
morning to catch the
bus that is free!
I work with a population who has been told I guess in subtle ways, if not directly, that theyre
incapable of learning, theyre dumb, and that theyre not going to mount to much in life,
and they
have no future for the most part. I constantly try to counteract that belief they
have in themselves,
by telling them theyre smart, they are capable, you can do this. And over
a period of time it does
work. They do learn to believe in themselves.
Studies conducted by Scott et al (2013); Halax, (2014); and Duncan-Andrade and Morrell (2008) all point
to the need for skilled and culturally competent teachers, and has been cited by many students across
these studies as being vital to their development of resiliency and self-identity. These same studies point
to the use of a critical or culturally relevant curriculum, that places purposeful attention on social class
12 | P a g e
and power differentials as an integral part of the curriculum. (Halax, 2014, p 252), has been shown to
work especially well to re-engage students who are on the verge of being marginalized into disinterest.
Possible Future Research

Future research could expand on this topic to include a broader participant pool, and to analyze
student outcomes in classrooms in which critical and culturally relevant teaching methods are not utilized.
Focus should be given to compare teachers who espouse high academic expectations, agency and the role
of empowerment through education versus those classrooms where this pedagogical approach is less
evident.
Policy Implications
Teachers regularly receive training on various district initiatives, or implementation of new
teaching strategies; e.g. Thinking Maps, Professional Learning Communities, Small Learning
Communities. Problems of policy and practice require a more proactive approach. If we want critical and
culturally relevant curriculum and pedagogy to become the norm versus the exception, training and focus
needs to be given to this powerful approach to teaching. The research shows that using critical and
culturally relevant pedagogy work to re-engage marginalized students who are on the verge of
disconnecting from school, and serves to illustrate that deficit perspectives are also supported by deepseated ideologies that intersect race and racism and typically inform educational practice and policy.
(Solorzano and Yosso, 2001 in Rodriguez, 2013 p. 126)
Using the Paradigm to Understand and Examine Dropout and Engagement in Society (PUEDES)
as a training that addresses the why and the how is critical for this approach. Addressing the why is
either overlooked or under explained at the majority of district driven trainings, and instead goes straight
to the how of implementation. The why provides the rationale, which in turn increases staff
understanding and motivation. Additionally, Rodriguez (2013) states the use PUEDES requires
13 | P a g e
participants to examine the linked nature of individual and institutional factors that contribute to students
dropping out or leaving school role and address methods to mitigate.
PUEDES should be embraced as a district-wide focus, particularly for districts who serve
majority populations of under-represented or marginalized students. Training should be scheduled, along
with planned out follow-up sessions, to help address problems of implementation, to celebrate successes,
and be scheduled with enough frequency to help establish a pattern of habit, without being so often that
initiative fatigue has a chance to set-in.
References:
Anyon, J. (1980). Social class and the hidden curriculum of work. The Journal of Education, 62(1) 67-92
Bowles, S., Gintis, H. and Meyer, P. (1999). The long shadow of work: Education, the family, and the
reproduction of the social division of labor. Critical Sociology, 25 (2/3). 286-305
Creswell, J. (2013). Qualitative inquiry & research Design: Choosing among five approaches
(3rd ed.). Thousand Oaks, CA: Sage
Coleman, J. (1988). Social capital in the creation of human capital.
American Journal of Sociology, 94, 95-120
Duncan-Andrade, J.M.R., and Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving
from theory to practice in urban schools. New York, NY. Peter Lang
Dunham, R. and Wilson, G. (2007). Race, within-family social capital, and school dropout:An
analysis of whites, blacks, hispanics, and asians. Sociological Spectrum, 27, 207-221.
Downey, D. B. and Ainsworth-Darnell, J. W. (1998). The search for oppositional culture among black
students. American Sociological Review, 156-164
Felice, L. G. (2014). Black student dropout behavior: Disengagement from school rejection and racial
discrimination. The Journal of Negro Education 18, 415-424
Fine, M. and Rosenberg, P. (1998). Dropping out of high school: The ideology of school and work.
14 | P a g e
Journal of Education, 163 (3). 257- 272

Gordon, K. (1996). Resilient Hispanic youths, self-concept and motivational patterns. Hispanic Journal
of Behavioral Science, 18. 63-73
Halax, M.D. (2013). Disrupting complacency in disadvantaged high school students: Can principal and
teacher pedagogical partnerships develop critical consciousness? (Manuscript in review)
Halax, M.D., (2014). A more critical pedagogy: Could it reduce non-completer rates of male
latino high school students? The student perspective.
Pedagogy, Culture & Society, 22 (2), 251-274
Kincheloe, J. L. (2006). Introducing metropedagogy: Sorry no short cuts in urban education. In
Metropedagogy: Power, Justice and the Urban Classroom, edited by J.L. Kincheloe and
K. Hayes, 1-39. Rotterdam: Sense Publishers
Masten, A.S. and Reed, M.J. (2002). Resilience in development. In C.R. Snyder and S.J. Lopez
(eds.), Handbook of positive psychology (p. 63-73). New York, N.Y. Oxford University Press
Nelson, R.B., Schnorr, D., Powell, S., and Huebner, S. (2012). Building resilience in schools.
R.B. Mennuti, R.W. Christner, and A. Freeman (eds.), Cognitive-behavioral interventions in
educational settings: A handbook for practice (2nd ed.) (p. 643-679). New York, N.Y. Routledge
Rodriguez, L.F. (2013). The puedes approach: A paradigm for understanding and responding to the 21 st
century Latina/o dropout/pushout crisis in the U.S.
Journal of Critical Thought and Praxis, 2 (1). 122-153
Saldana, J. (2013). The coding manual for qualitative researchers. (2 nd ed.). Los Angeles, CA. Sage
Scott, J.A., Taylor, K.J., Palmer, R.T. (2013). Challenges to success in higher education: An
examination of educational challenges from the voices of college-bound Black males
The Journal of Negro Education, 82 (3), 288-299
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education & the
social sciences. (4th ed.). New York, NY: Teachers College Press
15 | P a g e
Wren. D. J. (1999). School culture: Exploring the hidden curriculum. Adolescence, 34 (135), 593-596
Appendix A
Semi- Structured Interview Protocol used for both participant interview. Interviews conducted on May
20th and May 21st, 2015
1) What led you to the teaching profession, and based on your personal experiences how do you use
this to empower your teaching? How do you help build resiliency in your students?
2) If I say the word resiliency, what does that, mean to you? What time in your education comes to
mind?
3) What was your high school or college experience like? What 2 or 3 moments/experiences come
to mind?
4) Please share with me a story that highlights a major turning point in your education? What did
you learn from it and how did that event play a role in shaping your world view?
5) What have been the most motivating or inspiring moments in your educational experience?
16 | P a g e

Educ 712 Understanding Resiliency in Teacher Experiences and How They

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Educ 712 Understanding Resiliency in Teacher Experiences and How They

Caricato da

Copyright:

Formati disponibili

Stephen Franklin EDUC 714 Understanding Resiliency in Teacher Experiences and How They Use Resiliency to

Empower their Teaching

Understanding Resiliency in Teacher Experiences and How They

here on the not

Possible Future Research

Journal of Education, 163 (3). 257- 272

Potrebbero piacerti anche