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Emmy E. Werner (1929 – October 12, 2017) [1] was an American developmental psychologist known for her research on risk and resilience in children. Early life [ edit ]
An important part of the heritage of family resilience is the concept of individual psychological resilience which originates from work with children focusing on what helped them become resilient in the face of adversity. [1] Individual resilience emerged primarily in the field of developmental psychopathology as scholars sought to identify the ...
Psychological resilience, or mental resilience, is the ability to cope mentally and emotionally with a crisis, or to return to pre-crisis status quickly. [1]The term was popularized in the 1970s and 1980s by psychologist Emmy Werner as she conducted a forty-year-long study of a cohort of Hawaiian children who came from low socioeconomic status backgrounds.
They are contrasted with referential questions (or information-seeking questions), a type of question posed when the answer is not known by the questioner at the time of inquiry. [ 2 ] [ 3 ] Both question types are used widely in language education in order to elicit language practice but the use of referential questions is generally preferred ...
Project-based learning students take advantage of digital tools to produce high-quality, collaborative products. Project-based learning refocuses education on the student, not the curriculum—a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resilience.
The Connor–Davidson Resilience Scale (CD-RISC) was developed by Kathryn M. Connor and Jonathan R.T. Davidson as a means of assessing resilience. [1] The CD-RISC is based on Connor and Davidson's operational definition of resilience, which is the ability to "thrive in the face of adversity." Since its development in 2003, the CD-RISC has been ...
A standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. [11] Assessment is a key part of the standards reform movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned to the new standards.
In this chapter, Lanehart acknowledges that all of the questions "were not resolved nor were they expected to be," to which Hazen responds that the authors "[were] given impossible tasks." [ 37 ] A year later, Geneva Smitherman and Arthur K. Spears published "Response to Kirk Hazen's Review of Sonja L. Lanehart's Sociocultural and Historical ...