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Resilient Classrooms: Creating Healthy Environments for Learning

reviewed by Kristien Zenkov - 2005

coverTitle: Resilient Classrooms: Creating Healthy Environments for Learning
Author(s): Beth Doll, Steven Zucker, Katherine Brehm
Publisher: Guilford Press, New York
ISBN: 1593850018, Pages: 165, Year: 2004
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On first glance, Resilient Classrooms: Creating Healthy Environments for Learning might suffer from the same lack of name recognition that burdens every star actor’s understudy. Unlike some of its contemporaries on the stage of current educational jargon, the term resilience does not yet evoke a universal connotation—either for educators (who are the primary audience of this text) or for the general public (who are participants in the ongoing national conversations about schools in the United States). Fortunately, the authors’ straightforward chapter 1 account of the term reveals that “resilient” classrooms are the goal of virtually every educator: They are healthy places to learn, where teachers actively recognize when essential supports are missing, where teachers and students and other caring adults intervene to reinstate those supports, and where educators can demonstrate that their interventions are enhancing the learning and development of their students (p. 5). The authors of Resilient Classrooms propose an... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1518-1521
https://www.tcrecord.org ID Number: 11777, Date Accessed: 8/3/2021 8:39:09 PM

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About the Author
  • Kristien Zenkov
    Cleveland State University
    E-mail Author
    KRISTIEN MARQUEZ-ZENKOV is an Assistant Professor and Assistant Dean in the College of Education and Human Services at Cleveland State University. He is a veteran urban teacher and administrator, currently coordinating professional development school partnerships in Cleveland-area school districts. He has been the recipient of recent research awards from the Martha Holden Jennings Foundation, the George Gund Foundation, and the KnowledgeWorks Foundation—all in support of a photovoice project with Cleveland high school students. In addition to a concentration on urban teacher education, he and his wife own and operate a non-profit, community photography gallery in Cleveland. His recent publications have concentrated on the impact of the standards movement on city teachers, students, and communities, and he is co-authoring a book on urban professional development school partnerships.
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