東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

How teachers in a resiliency-buildin...

Allen, Tawannah G.

FindBook

Google Book

Amazon

博客來

How teachers in a resiliency-building school promote resiliency within African American male students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	How teachers in a resiliency-building school promote resiliency within African American male students./
作者:	Allen, Tawannah G.
面頁冊數:	172 p.
附註:	Adviser: William Malloy.
Contained By:	Dissertation Abstracts International67-04A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3212530
ISBN:	9780542627866

How teachers in a resiliency-building school promote resiliency within African American male students.
Allen, Tawannah G.

How teachers in a resiliency-building school promote resiliency within African American male students. - 172 p.

Adviser: William Malloy.

Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2006.

This descriptive case study examines in a building identified as resiliency-building for teachers, the extent to which teachers promote resiliency within African American male students. Using Henderson and Milstein's Resiliency Wheel (2003), this study examined the relationships and interactions between 12 African American male students in grades 3-8 and their 10 classroom teachers (nine Caucasians and one African American). The study setting was considered rural using Beeson & Strange's 2003 definition. The identification of Leenob as a resiliency-building environment for teachers, by the Malloy and Allen, 2004, study prompted the selection of Leenob as the site for this study.

ISBN: 9780542627866Subjects--Topical Terms:

1017673
Black Studies.

How teachers in a resiliency-building school promote resiliency within African American male students.
LDR:03658nam 2200325 a 45 001 973685
005 20110928
008 110928s2006 eng d
020 $a 9780542627866
035 $a (UMI)AAI3212530
035 $a AAI3212530
040 $a UMI $c UMI
100 1 $a Allen, Tawannah G. $3 1297635
245 1 0 $a How teachers in a resiliency-building school promote resiliency within African American male students.
300 $a 172 p.
500 $a Adviser: William Malloy.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1201.
502 $a Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2006.
520 $a This descriptive case study examines in a building identified as resiliency-building for teachers, the extent to which teachers promote resiliency within African American male students. Using Henderson and Milstein's Resiliency Wheel (2003), this study examined the relationships and interactions between 12 African American male students in grades 3-8 and their 10 classroom teachers (nine Caucasians and one African American). The study setting was considered rural using Beeson & Strange's 2003 definition. The identification of Leenob as a resiliency-building environment for teachers, by the Malloy and Allen, 2004, study prompted the selection of Leenob as the site for this study.
520 $a Henderson and Milstein's Resiliency Wheel is comprised of six divisions: increase prosocial bonding, set clear and consistent boundaries, teach life skills, provide caring and support, set and communicate high expectations and provide opportunity for meaningful participation. This study used: provide caring and support, set and communicate high expectations and provide opportunity for meaningful participation as guiding premises for interview questions and classroom observations.
520 $a Based upon student and teacher interviews and classroom observations, the Caring and Supportive Adults quadrant generated the themes: students know teachers care, establish a ridicule free classroom environment for mistakes, use multiple ways of praise, and the teacher plays multiple roles with students. The Setting and Communicating High Expectations interviews and classroom observations generated the following themes: all children have the right to learn; giving tasks for which students can be successful builds self-confidence and self-esteem; and knowing and expecting students to be successful assures success. The final quadrant, Providing Opportunities for Meaningful Participation, generated the following themes: student participation is a must; positive criticism encourages greater class participation; and using various instructional strategies to help students experience success results in success.
520 $a Each division played a significant role in the development of resiliency among Leenob's male students. However, the most resoundingly effective division was the caring and supportive adult. The caring and supporting adult division alone was most important to resiliency in that without the presence of a caring individual, it is difficult to overcome life's adversities (Henderson & Milstein, 2003). The findings of this qualitative study indicate that teachers in a resiliency building school for teachers can promote resiliency within African American male students.
590 $a School code: 0153.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0325
690 $a 0525
690 $a 0727
710 2 0 $a The University of North Carolina at Chapel Hill. $3 1017449
773 0 $t Dissertation Abstracts International $g 67-04A.
790 $a 0153
790 1 0 $a Malloy, William, $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3212530