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Resiliency Among Students At Risk of Academic Failure


by Hersh C. Waxman, Jon P. Gray & Yolanda N. Padrón — 2002

This chapter explains how a perspective on educational resiliency might improve the education of at-risk students. Such a framework may also help educators design more effective educational interventions that specifically take into account those “alterable” factors that distinguish resilient from nonresilient students. First, we discuss issues related to the definition of resiliency. Next, we review several recent studies in the area of educational resiliency, specifically those that focus on differences between resilient and nonresilient students’ characteristics, family background, and perceptions of the classroom and school environment. The final sections of the chapter focus on implications for educational practice and research.


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This article originally appeared as NSSE Yearbook Vol. 101, No. 2.


Cite This Article as: Teachers College Record Volume 104 Number 10, 2002, p. 29-48
http://www.tcrecord.org ID Number: 18636, Date Accessed: 9/22/2017 9:14:49 AM

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About the Author
  • Hersh Waxman
    University of Houston
    E-mail Author
    HERSH C. WAXMAN is a Professor in the College of Education at the University of Houston; Principal Researcher in the Center for Research on Education, Diversity and Excellence; and Principal Investigator in the U.S. Department of Education’s MidAtlantic Regional Laboratory for Student Success.
  • Jon Gray
    University of Houston
    E-mail Author
    JON P. GRAY is a Postdoctoral Research Fellow in the Center for Research on Education, Diversity and Excellence at the University of Houston.
  • Yolanda Padrón
    University of Houston
    E-mail Author
    YOLANDA N. PADRÓN is a Professor in the College of Education at the University of Houston and Co-Director of the Center for Research on Education, Diversity and Excellence.
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