Literature Template

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Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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and study:

DiTullio, G. (2014). Classroom culture promotes academic resiliency. Phi

Delta Kappan, 96(37), 37-40.
Gina DiTullio is an Assistant Principal for Monroe #1 Board of Cooperative
Educational Services in Fairport, New York.
Trade article

In this article, Gina DiTullio shares that the way a classroom is managed can
promote resiliency. In life, students need to be able to take risks and solve
problems. Usually, teachers create a classroom climate where students do not
face adversity as they want their students to be successful; however, this is not
what students will experience outside of the classroom. DiTullio suggests
teachers create a classroom climate where students feel comfortable to be
wrong and take risks. In a classroom, students need to have the opportunity to
take risks, solve problems, and also have trusting relationships with peers and
adults.
In this article, teachers are recommended to begin the year with many activities
that involve students connecting with other students in the classroom in order to
begin developing relationships. Active listening is another very important
component of fostering resiliency as it allows for students to create positive
peer relationships. After students have had practice with listening, it is
recommended for students to have the opportunity to practice working
cooperatively. Students need to be given the opportunity to solve problems on
their own. Ideally, students would also be able to solve problems within a group
context as well.
This resource influences the field of resiliency because it shows teachers how
they can be promoting resiliency within their classrooms as they plan. It is
especially important to note that this resource is exceptionally practical, several
examples of activities are given under each subheading, which relate to
classroom climate.
This resource has influenced me to teach active listening, speaking skills, and
leading lessons. All three of these skills are important for students to be able to
create positive social relationships. These skills are especially important in my
classroom because we have just begun using book clubs as a structure for
students to discuss their readings. I now plan to view book clubs as an
opportunity to build resilient students. I plan to teach these three lessons and
then connect those ideas into book clubs.

Bib. Information
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source influences the
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Wormeli, R. (2014, January 1). Resiliency and Grit. Association for Middle
Level Education, 41-43.
Rick Wormeli is a Nationally Board Certified teacher, consultant, and a writer
residing in Virginia.
Trade article

Rick Wormeli shares with readers that while students can be hard workers in
many areas of their lives such as at a soccer practice or while working to
advance to the next level in a video game, students do not always have the drive
to push through academic work that contains rigor. Wormeli suggests that
educators can promote tenacity by changing impersonal teaching strategies,
grading strategies, and lesson strategies. Teachers can change the way they
relate to their students. Wormeli suggests three ideas: cultivate trust, make
connections, and be happy. Teachers can change the way they assess students.
Wormeli suggests three other ideas: provide descriptive feedback, show growth,
and provide constructive responses. Teachers can also be mindful of how they
plan their lessons. Wormeli suggests four ideas: provide meaning work, clearly
articulate goals, provide multiple tool and models, and make sure students
experience success.
Wormeli suggests several changes to the way educators teach, all of which are
to promote resiliency in students. This journal article adds to the current
literature by supporting the idea of relationships being a key component to a
resilient child. Wormeli section regarding the interpersonal strategies a teacher
can have suggests that interpersonal relationships are exceptionally important
when resiliency is considered.
This journal article encourages me to consider how I relate to my students. On
some days I notice that I am fully invested in teaching. There are days where I
feel so bogged down by lesson planning, grading, or paperwork to the point
where I am just going through the motions instead of putting joy into how I
teach. I do feel a difference in the success of a lesson if I am fully invested or
not. This article makes me think that I need to take note of what happens when I
put my heart into the presentation of a lesson. I plan to use this article as the
inspiration for three Livewiths. The three areas I plan to focus on are: connect
with students socially, be happy, and pre-assess often.

Bib. Information
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information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic
and study:

Harvey, V. (2007, March 1). Raising Resiliency Schoolwide. Principal

Leadership, 33-39.
Virginia Smith Harvey is Director of the School Psychology Program at the
University of Massachusetts.
Trade Journal

Virginia Harvey writes about the necessary relationships when resiliency is to

be cultivated. Harvey states that students need to express all their emotions,
respect others, and feel competent. Harvey also suggests that administrators
need to foster positive attitudes in faculty in staff in order for faculty and staff
to be able to foster positive attitudes with students. Since educators have such a
large role in a childs life, Harvey makes the strong point that teachers need to
have positive relationships with other teachers, students, and also help students
to have strong positive relationships with other students. Students need to learn
to resolve their own conflicts while maintaining peace.
This article adds to the field of resiliency by suggesting that administrators,
faculty, and staff need to come together to promote positive attitudes. This idea
would require changes within the way some administrators chose to lead. It is
also important to note that Harvey suggests students learn prosocial behaviors
in order to cultivate positive social relationships. This is important as it backs
up many whole school campaigns for ideals such as honesty, kindness, etc.
This research discusses the importance of promoting prosocial behaviors within
students, which promotes resiliency. Harvey discusses the need for students to
be able to have opportunities to work cooperatively. Providing those
opportunities would allow students to begin building positive social
relationships with their peers.

Bib. Information
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Author(s) Affiliation:

Type of Resource:
(Scholarly
/Trade/Other)
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information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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and study:

Jones, V., Higgins, K., Brandon, R., Cote, D., & Dobbins, N. (2013). A Focus
on Resiliency: Young Children With Disabilities. YOUNG EXCEPTIONAL
CHILDREN, 16(4), 3-16.
Jones is a professor at California State University.
Higgins is a professor at University of Nevada.
Brandon is a professor at San Diego State University.
Cote is a professor at California State University.
Dobbins is a professor at University of North Carolina-Greensboro.
Scholarly article

The authors define resiliency as the ability to rebound successfully from

significant stress, threat, or crisis. Educators should remember to focus on a
students strengths and positive behaviors instead of on the students
weaknesses. Globally, the authors suggest nine areas in which resiliency can be
incorporate into education: environmental, assessment, boundaries, community
resources, communication, immediate and specific feedback, self-determination
skills, problem-solving skills, and developmentally appropriate practices. The
authors suggest the important of giving students sincere praise for their efforts.
This article adds to the field of resiliency by suggesting to those working with
youth with disabilities and the general population of youth that there are many
areas in which resiliency can be fostered. It is also important for educators to
work together to discuss students needs and to provide possible strategies for
those students as a brainstorming session, in order to promote academic
success. This article shows the correlation between academic success and
resiliency.
This research discusses the importance of gathering teachers to discuss
strategies to aid with a students academic performance. The team of teachers
who would be providing possible solutions to a childs academic struggles or
behavior struggles. As of a result of reading this article, I plan to interview my
school counselor, specifically asking her about the RTI process, BIT team, how

she feels my school promotes resiliency, and how we can improve.

Bib. Information
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Author(s) Affiliation:

Type of Resource:
(Scholarly
/Trade/Other)
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information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
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and study:

Krovetz, M. (1999). Fostering Resiliency. Thrust for Educational Leadership,

28(5), 28.
Martin Krovetz is a professor at San Jose University. He teaches educational
leadership and development. He was also a principal at Santa Cruz from 1977
to 1991.
Trade journal

The author introduces Resiliency Theory to readers. His definition of this

theory, if members of ones family, community and/or school care deeply
about you, have high expectations and purposeful support for you and value
your participation, you will maintain a faith in the future and can overcome
almost any adversity. After defining resiliency, Krovetz makes specific
suggestions to educators. Educators are recommended to create a caring
environment for students, give students positive expectations, and give
participation opportunities. One strongly suggested strategy for students to
create a caring environment is for students to have peer groups which work
constructively together.
This article supports the community of articles, which suggests that students
who are resilient have strong peer relationships. As educators read through the
professional literature about resiliency, the idea of strong relationships continue
to pop up in many articles.

As my current plan is to teach my students to listen, speak, and lead; this article
gives support to the importance of the skills I am teaching my students.
Students need to have constructive time to solve problems and complete tasks.

Teaching students how to work together will allow them to work constructively.

Bib. Information
(APA Formatting):
Author(s) Affiliation:
Type of Resource:
(Scholarly
/Trade/Other)
Summary of essential
information:

Way in which this

source influences the
field related to your
inquiry (ex. Math
teaching/learning
elementary)
Potential relevance to
your research topic
and study:

Santa, A. (2006). How Children Develop Resiliency. Independent School,

65(3), 66-70.
Anne Santa is a counselor at the lower and middle school at Catlin Gabel
School in Oregon.
Trade Journal

Anne Santa refers to other psychologists work while comparing it to the

common traits she finds within her resilient students. Anne suggests that there
are typical factors found within a resilient student: secure attachment, a positive
mindset, social support from neighbors, religion, family, and school. Children
who are supported and taken care of are more able to learn how to self-soothe
and problem-solve for themselves. Another strong point Anne makes for
resilient students is the presence of community service work in a childs life.
Santa states that students need to know that they can make a different in others
lives.
Anne Santas article about resiliency impacts the field of resiliency because her
experiences come directly from her experience with children. Its powerful to
hear from an experienced psychologist about the common character traits in
resilient students. The fact that her observations back up the commonly known
idea that strong relationships correlate directly to resilient children is also very
interesting.
Santa continues to prove a strong point that strong personal relationships are a
large part of a resilient person. This correlates directly to my data collection
plan as Im teaching students to work together collaboratively. Im emphasizing

cooperative group work in order to accomplish classroom tasks. As Im crafting

my lessons to foster positive communication within groups, this trade article
continues to support the work I am doing in my research.

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Author(s) Affiliation:

Sagor, R. (1996). Building Resiliency in Students. Educational Leadership,

54(1).
Richard Sagor is an Associate Professor at Washington State University.

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/Trade/Other)
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information:

Trade Journals

Way in which this

source influences the
field related to your
inquiry (ex. Math

Richard Sagor defines resiliency as a set of attributes which provide strength

to overcome obstacles. Based on the work of other researchers, Sagor
recommends educators give students educational opportunities with specific
objectives in mind. Sagor recommends educators aim toward fostering
competence, belonging, usefulness, potency, and optimism. If a student is able
to see their academic success they can make the connection that they are
competent students. Students need to see that they belong to a community and
have made a contribution to the community, which provides a sense of
usefulness, which could then led to students feeling empowered. Sagor
recommends educators create an inventory in order to collect data on his/her
students.
In this article, Sagor recommends that educators begin to complete action
research in order to answer several key questions for themselves. An example
of one of these key questions is, Did cooperative learning and service learning
significantly increase students feelings of usefulness? Educators need to be

teaching/learning
elementary)
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thinking about the educational experiences they are providing for their students
to see if they are providing opportunities that promote resiliency in students.
While considering the approaches to take to collect data at Hillside Elementary,
I feel its important to consider the service-learning opportunities students have
available to them. According to Sagor, having an opportunity to make a
difference within his/her community can have quite the domino effect for a
child. Another important piece of Sagors article speaks to the importance of
providing cooperative learning opportunities within the classroom. As this is
one of my primary goals of this teacher research project, its important to note
Sagors recommendation.

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Benard, B. (1993). Fostering Resiliency in Kids. Educational Leadership,

51(3), 44-48.
Bonnie Benard is a Prevention Specialist for the Western Center for Drug-Free
Schools and communities at Far West Laboratory for Educational Research and
Development in San Francisco, California.
Trade Journal

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Benard suggests that instead of rushing label if a child is resilient or not, based
on their personality traits, educators must first analyze the environment in
which the child lives, learns, and plays. Children need three things: caring and
support, positive expectations, and many changes for participation. While a
childs family plays an important role in developing a child, its important to
note that Benard sees great stake in the role an educator plays on a child.
Teachers need to truly care about his/her students. The expectations a teacher
has for a child can also greatly affect the outcome. Not only do educators need
to be setting the bar high, but they also need to be providing resources to help a
child reach his/her goals. Lastly, teachers need to be providing many

Way in which this

source influences the
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teaching/learning
elementary)
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opportunities for students to be involved in meaningful projects within the

school.
Even though educators and psychologists write much of the professional
literature about resiliency its important for the educators to also read about
resiliency from the findings of an Educational Researcher. This article supports
the work of psychologists and educators that students need service learning
opportunities. They need to feel that they can make a difference. Benard also
mentions the importance of caring relationships in a childs life. This, too, is
supported from psychologists and educators within the realm of resiliency.
This article continues to support the argument that educators need to be caring
individuals who care for his/her students. While it can be easy to get caught up
in all the responsibilities of a child, Benard continues to support the argument
that relationships matter.

Kersey, K., & Malley, C. (2005). Helping Children Develop Resiliency:

Providing Supportive Relationships. Young Children, 60(1), 53-58.
Katharine Kersey holds an Educational Doctorite and is the Chair of the
Department of Early Childhood, Speech Pathology, and Special Education at
Old Dominion University. She is a professor of early childhood education. She
has also authored three books on parenting and coauthored a book, The First
Year Teacher.
Catherine Malley holds a Masters of Education and is a first grade teacher at
Bayside Elementary in Virginia Beach. She has also taught preschool.
Trade Article

The authors retell a story of a child who was born into poverty; her name is
Janie. Life changed for Janie when her aunt adopted her. The stable home that
Janies aunt was able to provide gave Janie the caring environment she needed

Way in which this

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elementary)
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to learn how to bounce back after a set back. Kersey and Malley state that
having even one caring and committed adult can have a profound effect on a
childs life. The adult doesnt necessarily need to be a relative or a caregiver.
The committed adult in a childs life could be a teacher. Teachers can provide
students with encourage, motivate, and energize students. Kersey and Malley
also state that since family stresses have increased teachers are becoming more
and more a vital part in providing children with stable, supportive
environments. If educators are expected to be supportive for his/her students
then educators need to practice what they preach by maintaining healthy coping
skills.
This source influences the field of resiliency by stressing the need for educators
to realize the vital role he/she plays in the life of a child. Teachers need to be
keeping themselves healthy, particularly emotionally and mentally, in order to
provide the stable environment students need.

This article continues to support the need for teachers to be reflecting on their
own actions throughout the day, which supports the Live Withs I am using in
my data collection plan. Educators need to be aware of their own thoughts and
choices in order to better themselves, which then continues to support students.

Molony, T., Henwood, M., & Gilroy, S. (2010). Resiliency Techniques in

School Practice. Communique, 38(6), 15-16.
Terry Molony holds a Psychology Doctorite and is a school psychology in
Cherry Hill, New Jersey and an adjunct professor at the Philadelphia College of
Osteopathic Medicine. Maureen Henwood is an intern at the Philadelphia
College of Osteopathic Medicine. Shawn Gilroy is an intern at Rowan
University.
Trade Article

Aimed toward school psychologists, the authors suggest techniques to increase

information:

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Bib. Information
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resiliency in students, based on Cognitive-Behavior Theory. The authors

suggest five approaches to promoting resilient students: emotional awareness,
emotional regulation, cognitive flexibility, self-efficacy, and perspective taking.
Some simple strategies to promote emotional awareness are the teach students
vocabulary which describe their feelings and to have students gauge their
emotions by using a feeling thermometer or feeling ruler. Training students to
regulate their own emotions is also crucial with promoting resiliency in a child.
Children need to know that they can train their emotions by training themselves
to relax. Students also need to have cognitive flexibility. This means that a child
need to be able to step back from a situation, evaluate their negative thoughts,
their feelings, what actually happened, and then be able to inject more positive
thoughts into the situation. Self-efficacy is also an key role in promoting
resilient students because students need to be encouraging themselves. Its
important to praise a child, but it will never mean as much as his/her own
feelings about themselves. Students can keep track of their accomplishments by
using something such as a journal to promote self-efficacy. Lastly, students
need to be able to have perspective when problem solving. A key skill in
overcoming an obstacle is to be able to step back from his/her feelings and have
empathy toward another individual in a situation.
Even though these strategies are directly aimed toward group therapy sessions,
these teaching strategies could easily be incorporated in the classroom. Conflict
occurs on a regular basis in a classroom, especially if cooperative learning is
involved. For the sake of fostering resiliency, its important to read from other
professionals other than educators about these topics.
As I continue to use cooperative learning in my classroom, on a regular basis,
its interesting to read of group therapy strategies to help children become more
resilient. Several of these strategies such as an accomplishment journal,
perspective-taking, and using a feeling ruler would be beneficial in the
classroom.

Author(s) Affiliation:

Alderman, G., & Green, S. (2011). Social Powers And Effective Classroom
Management: Enhancing Teacher-Student Relationships. Intervention in School
and Clinic, 47(1), 39-44.
Both authors are professors at Winthrop University

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The authors suggest that there is great potential with classroom management
when considering the teacher-student relationship. Teachers are suggested to
use a method of social powers to manage students. Coercion, manipulation,
expertness, and likability are four possible strategies that use teacher-student
relationships for better classroom management results.
This journal article influences the field of resiliency by suggesting the power of
teacher-student relationships. As this is part of the resiliency research, seeing
the power of relationships toward another goal, classroom management is
interesting.

After analyzing the data I had, my exit slips and Livewiths, I found a significant
theme revolving around relationships. This journal article supports the finding
that the relationships students have with teachers are powerful. This article also
supports my finding that when teachers have a positive relationship with their
students they are also promoting positive peer interactions between students.

Yonezawa, S., McClure, L., & Jones, M. (2012). Personalization in Schools.

The Education Digest, 78(2), 41-47.
Susan Yonezawa is an associate project research scientist and associate director.

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Bib. Information

Larry McClure is a senior analyst. Makeba Jones is an associate project

research scientist at the Center of Research on Educational Equity, Assessment
and Teaching Excellence at the University of California, San Diego.
Trade

If reform is to take place in schools for the purpose of improving academics or

emotional well-being in students, teachers must engage in strong relationships
with students. Advisory programs, large-scale reforms, alternative grade spans,
and small scale reform are all seen as a way to enrich the positive connections
between teachers and students. Efforts to personalize a students educational
experience are recommended. Some are as follows: career curricula, multiple
pathways and work-link learning, technology, mastery-based instruction, and
community schools.
Positive student-teacher relationships continues to be a leading factor toward
the success of students resiliency. It is noted in this article that the overall
success of a student can be correlated to positive relationships between teachers
and students. This article supports the plethora or published work in the field of
resiliency, which supports the need for positive teacher-student relationships.
The article supports my finding that teachers who promote resiliency should be
creating positive teacher-student relationships.

Roorda, D., Koomen, H., Spilt, J., & Oort, F. (2011). The Influence of Affective

(APA Formatting):

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Teacher-Student Relationships on Student's School Engagement and

Achievement: A Meta-Analytic Approach. Review of Educational Research,
81(4), 493-529.
Roorda, Koomen, and Oort are professors at the University of Amsterdam. Spilt
is a professor at VU-University.
Scholarly

The authors of this study focused on finding the correlation between teacherstudent relationships and engagement and achievement. Using proper research
techniques and evaluate inter-rater reliability, these researchers were able to
find a positive correlation between positive teacher-student relationships and
engagement and achievement. These researchers also found a negative
relationship between negative teacher-student relationships and engagement
and achievement. The effects of the negative relationship between teachers and
students was stronger in primary grades.
This study allows readers to see the impact of positive teacher-student
relationships. This scholarly research shows that relationships are a key
component to teachers promoting resiliency. Students are more engaged and
higher achieving when they have positive relationships with their teachers.

This research supports my finding that positive relationships between teachers

and students is key in promoting resiliency.

Bib. Information
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Early, M. (1954). Suggestions for Teaching Listening. The Journal of

Education, 137(3), 17-20.
Margaret Early is affiliated with Boston University

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Margaret Early states early in this text that students cannot be expected to be
advanced listeners before they have had formal teaching. Just as a teacher
would not assume that because a child can speak they do not need formal
teaching in speaking, teachers cannot assume that because a child can listen,
they do not need formal teaching in listening. Students listen for various
reasons and need to be taught to listen for those purposes. Some of the purposes
listed for listening are: purposeful and accurate listening, critical listening, and
appreciative listening.
Professional literature strongly supports the need for students to have positive
social relationships with their peers. This article states that students need to
learn to listen. Its easy to see how students would need to develop strong
listening skills to be able to have positive social relationships with peers. This
article supports the need for students to have explicit teaching in listening.
After analyzing my data, I found that when students had explicit lessons in
listening, speaking, and leading, they were able to have a deep discussion of
text with peers and they were more able to analyze their own communication.
This literature supports my finding that students need explicit teaching of
communication in order to be able to listen to their peers in book clubs.

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Reynolds King, D., & Womack, S. (1983). Strategies for Teaching Listening
Skills. The Clearing House, 56(7), 310-311.
King is a third-grade teacher in Huntsville, Texas in a public school. Womack is
an assistant professor in the Department of Education of Southeastern
Oklahoma State University.
Trade

King and Womack state that students are not listening as well as they need to be
able to listen. Their communication skills are lacking which results in an
inability to listen and comprehend. It is stated that listening can be taught.
Students need to be able to listen carefully to directions. Listening practice is
recommended for students. One example of that practice is given in this text as
a list of twenty directions that students need to follow on a piece of loose leaf
paper. Depending on the age of the student, the authors recommending starting
with five directions and gradually working toward twenty directions. Other
recommendations for students to practice listening is for students to listen to a
taped selection followed by comprehension questions.
Professional literature suggests that need for students to learn to listen to
directions, teachers, and their peers. In order for students to build positive
relationships with their peers and their teachers, they will first need to be able to
listen. As such, communication skills are exceptionally important.

After analyzing my data, I noticed that students who had practiced listening
were more able to hold a discussion with their peers and were more able to
reflect on their own ability to listening. Students were able to reflect on the
impact of their listening on other students after explicit teaching.