Relevant bibliographies by topics / Educational resilience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational resilience'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Educational resilience"

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Ruiz-Román, Cristóbal, Jesús Juárez Pérez-Cea, and Lorena Molina Cuesta. "Evolución y nuevas perspectivas del concepto de resiliencia: de lo individual a los contextos y relaciones socioeducativas." Educatio Siglo XXI 38, no. 2 Jul-Oct (2020): 213–32. http://dx.doi.org/10.6018/educatio.432981.

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La resiliencia es un concepto que en los últimos años está teniendo cada vez mayor presencia en los ámbitos sociales y educativos de nuestro país. Aunque su uso es relativamente reciente en el contexto español, sin embargo es un concepto que viene siendo utilizado desde el ámbito de la práctica profesional y avalado por numerosas investigaciones en el contexto anglosajón. Este trabajo tiene como objetivo estudiar la evolución que este concepto ha tenido durante las últimas décadas. Este análisis pone de manifiesto que la resiliencia es un tópico controvertido y en plena construcción. En efecto
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Lamb, Jodi A., and Lin Carver. "Teaching Resilience to Aspiring Educational Leaders." Advances in Social Sciences Research Journal 7, no. 1 (2020): 463–71. http://dx.doi.org/10.14738/assrj.71.7699.

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Resiliency in practicing and aspiring educational leaders is an attribute that contributes to extended effectiveness and longevity. This pilot study examines research about resiliency and compares the identified methods to those methods employed by university educational leadership programs to support and enhance resiliency development in their candidates. This pilot study examines survey Likert and open-ended responses from thirteen educational leadership programs throughout the United States with a combined total enrollment of over a thousand students. The strategies are divided into four ca
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Bzymek, Agnieszka. "Educational Challenges in Family Resilience." International Journal of Pedagogy, Innovation and New Technologies 7, no. 1 (2020): 116–24. http://dx.doi.org/10.5604/01.3001.0014.4467.

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The article addresses the notion of resilience in Polish educational and social setting. The study evolves around the core questions about individual stories of resilience, including events and reactions that people have experienced in different conditions. The article aims at discussing the parents’ influence in making children more resilient through their good example and demonstrating strong values. The study grounds on the findings from a narrative obtained from the Daily Care Home of the Local Support Center in Gdansk. Employing tool of a biographical narrative I look into psychological a
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Moreno García, Rosa, and Cristina Saiz Ruiz. "FACTORES RESILIENTES EN LOS FUTUROS MAESTROS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (2016): 475. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.525.

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Abstract:FACTORS OF RESILIENCE IN FUTURE TEACHERSFrom an educational perspective, we depart from the importance of promoting the capacity of resilience in the students of Teacher Training as generators of resilience in their future classrooms. We analyze some factors of resilience in a sample of 315 students of Teacher Training from the adjustment to the Spanish population of Resilience Questionnaire in University Students (CRE-U; Peralta, Ramirez & Castaño, 2006), emphasizing empathy and the affective link as the highest factors of resilience in our subjects, as well as the existing relat
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Cicchetti, Dante, and Fred A. Rogosch. "Personality, adrenal steroid hormones, and resilience in maltreated children: A multilevel perspective." Development and Psychopathology 19, no. 3 (2007): 787–809. http://dx.doi.org/10.1017/s0954579407000399.

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In this multilevel investigation, resilience in adaptive functioning among maltreated and nonmaltreated low-income children (N = 677) was examined in relation to the regulation of two stress-responsive adrenal steroid hormones, cortisol and dehydroepiandrosterone (DHEA), as well as the personality constructs of ego resiliency and ego control. Maltreatment status was not related to differences in average levels of morning or afternoon cortisol or DHEA. However, lower morning cortisol was related to higher resilient functioning, but only in nonmaltreated children. In contrast, among physically a
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Gamble, Brenda, and Daniel Crouse. "Strategies for Supporting and Building Student Resilience in Canadian Secondary and Post-Secondary Educational Institutions." SciMedicine Journal 2, no. 2 (2020): 70–76. http://dx.doi.org/10.28991/scimedj-2020-0202-4.

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Communication, problem-solving skills, emotional intelligence, and mental health and well-being are key characteristics of a resilient student. These skills are also needed to navigate increasingly complex life and work environments in the 21st century. In addition, resilient students are dedicated to learning, are focused on academic success, and are better equipped to adapt to change and the evolving workplace. An interdisciplinary team from both secondary and post-secondary educational institutions situated at Ontario Tech University, Oshawa, Canada have collaborated to develop and implemen
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Freitas, Antonio L., and Geraldine Downey. "Resilience: A Dynamic Perspective." International Journal of Behavioral Development 22, no. 2 (1998): 263–85. http://dx.doi.org/10.1080/016502598384379.

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Identifying characteristics that distinguish youth who achieve adaptive outcomes in the face of adversity from those who do not has furthered our understanding of developmental psychopathology. However, accumulating evidence indicates that particular characteristics rarely serve exclusively risk or protective functions, that individuals who seem resilient on one index often do not seem so on other indices, and that individuals often are not equally resilient across contexts. These findings call for a dynamic conceptualisation of resiliency that can account for why the ways children cope with s
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Oddo, Lauren E., Laura E. Knouse, Craig B. H. Surman, and Steven A. Safren. "Investigating Resilience to Depression in Adults With ADHD." Journal of Attention Disorders 22, no. 5 (2016): 497–505. http://dx.doi.org/10.1177/1087054716636937.

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Objective: ADHD is associated with elevated rates of comorbid depressive disorders, yet the nature and development of this comorbidity remain understudied. We hypothesized that a longer period of prior ADHD treatment, being less likely to engage in maladaptive cognitive/behavioral coping strategies, and less severe ADHD symptoms would predict greater likelihood of lifetime resilience to depression. Method: Seventy-seven adults with ADHD completed diagnostic interviews, clinician-administered symptom rating scales, a stressful life events measure, and self-report questionnaires. We used logisti
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Cassen, Robert, Leon Feinstein, and Philip Graham. "Educational Outcomes: Adversity and Resilience." Social Policy and Society 8, no. 1 (2009): 73–85. http://dx.doi.org/10.1017/s1474746408004600.

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In the context of risk and resilience, the paper attempts to integrate three strands of research: genetic and mental-health factors, the findings of cohort studies and those of other investigations of educational outcomes. A very wide range of factors, many of them related to disadvantage, bear on such outcomes, but none deterministically. Intelligence, conduct and emotional disorders are all found to influence academic achievement to varying degrees, as do a number of aspects of family, school and the wider social environment. Aspects that contribute to resilience are identified, and the pape
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Randolph, Karen A., Mark W. Fraser, and Dennis K. Orthner. "Educational Resilience Among Youth at Risk." Substance Use & Misuse 39, no. 5 (2004): 747–67. http://dx.doi.org/10.1081/ja-120034014.

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Dissertations / Theses on the topic "Educational resilience"

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Van, Buren Amy. "An Exploration of Resilience: Evaluating Resilience Scores Among Honors Undergraduates Involved in Leadership Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3553.

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Resilience is vital to college and university student success. Furthermore, resilience is necessary for successful leadership. Student leadership programs must consider resilience building as part of successful program development. By considering resilience as a factor in student leadership success and future leadership success, programs may encourage the development of leaders who are highly equipped to lead and continue to lead in the long term. Because of the need to promote resilience building through leadership program development, the researcher sought to explore the potential relationsh
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Gruenenfelder, Emmarentia Petronella. "Diagnosing resilience : a secondary analysis of psycho-educational assessments using Ungar's resilience criteria." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65016.

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Educational psychologists are expected to offer real-world relevant services. One way to strive towards real-word relevance is for educational psychologists to facilitate resilience by using Ungar’s diagnostic criteria of resilience. However, at this time the usefulness of applying Ungar’s criteria is still unexplored. Thus, this study asked: ‘What insight into the resilience of vulnerable rural adolescents can be achieved by applying Ungar’s diagnostic criteria of resilience to the documents (i.e. paper-and-pencil activities) generated in psycho-educational assessments?’ In answering t
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Kittles, Michelle. "Educational Resilience: Factors faclitating the educational achievment of looked after children." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525922.

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Huddle, Christelle. "Educational pathways to resilience in rural school partnerships." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45890.

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Students in resource-scarce environments navigate through a multitude of barriers (Richter, 2007). The pathways that individuals travel through towards positive adaptation are far from fixed (Ungar, 2005a), but rather a continuous intersection of navigating through adversity and negotiating supports (Ungar, Brown, Liebenberg, et. al, 2008). Hence, resilience (adapting positively in the face of significant adversity) can be buoyed in a space where support is provided (Ebersöhn & Ferreira, 2011). Scant research warrants whether partnerships with rural schools contribute to fostering posit
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Leontopoulou, Sophia. "Adolescence and resilience : a study of three educational transitions." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298968.

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Podraza, Dan John. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.

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<p> Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers&rsquo; (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants&rsquo; perceptions of the successes
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Foster, Tamara Andrews. "An Exploration of Academic Resilience Among Rural Students Living in Poverty." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560885.

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<p> This qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure. </p><p> Resilience research has r
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Browder, Christopher Todd. "English learners with limited or interrupted formal education| Risk and resilience in educational outcomes." Thesis, University of Maryland, Baltimore County, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637307.

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<p> This dissertation examined the educational outcomes of high school English learner (EL) students with limited or interrupted formal education (SLIFE) to evaluate theories that explain their educational resilience. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs' homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts. Limited formal schooling (LFS) was ope
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Vincent, Erin Carr. "Gender differences in protective factors associated with educational, emotional and dual domain resilience." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274246.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2815. Adviser: Thomas Huberty. Title from dissertation home page (viewed Mar. 28, 2008).
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Duckhouse, Rebecca. "Promoting resilience : working with children, their parents and teachers to promote the child's resilience through changing the narrative." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/promoting-resilience-working-with-children-their-parents-and-teachers-to-promote-the-childs-resilience-through-changing-the-narrative(fd45be56-3790-41c2-9cc7-f8a86f164fe5).html.

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Resilience is the process by which protective factors enable a child to achieve desirable outcomes despite the presence of adversity in their lives. It develops through the child's interaction with their ecosystem; their family, school and wider community. A resilient child has internal resources, external supports and the interpersonal skills required facilitate this interdependency. Narrative theory suggests that when a child's prevalent narratives focus on protective factors rather than risk factors this will form a resilient self-identity. This thesis combines resilience literature and nar
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Books on the topic "Educational resilience"

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Hughes, Michelle C., and Ken Badley. Joyful Resilience as Educational Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003124429.

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Waxman, Hersholt C. Review of research on educational resilience. Center for Research on Education, Diversity & Excellence, 2003.

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Wang, Margaret C. Fostering educational resilience in inner-city schools. Laboratory for Student Success, the Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education, 1997.

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Wang, Margaret C. Fostering resilience among children at risk of educational failure. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Building resilient students: Integrating resiliency into what you already know and do. Corwin Press, 2002.

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Mindfulness for educational practice: A path to resilience for challenging work. Information Age Publishing, 2015.

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Jun, Alexander. From here to university: Access, mobility & resilience among Latino youth. RoutledgeFalmer, 2001.

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L, Krovetz Martin, ed. Fostering resilience: Expecting all students to use their minds and hearts well. 2nd ed. Corwin Press, 2008.

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Krovetz, Martin L. Fostering resilience: Expecting all students to use their minds and hearts well. 2nd ed. Corwin Press, 2008.

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Krovetz, Martin L. Fostering resilience: Expecting all students to use their minds and hearts well. 2nd ed. Corwin Press, 2008.

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Book chapters on the topic "Educational resilience"

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Francois, Samantha, and Stacy Overstreet. "Educational Resilience." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_155.

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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.

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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Joslyn, Erica. "Educational Resilience in Schools." In Resilience in Childhood. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-48615-8_8.

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Badley, Ken, and Michelle C. Hughes. "Uncovering joyful resilience." In Joyful Resilience as Educational Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003124429-14.

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Danaher, Patrick Alan, Andy Davies, Linda De George-Walker, et al. "Resilience and Capacity-Building." In Contemporary Capacity-Building in Educational Contexts. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137374578_9.

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De Lisi, Richard. "Educational Resilience in Life’s Second Decade." In Community Planning to Foster Resilience in Children. Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48544-2_17.

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Irarrázaval, Matías. "Recommendations for Mindfulness Interventions in the Educational Context." In Enhancing Resilience in Youth. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25513-8_8.

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Jarvis, Daniel H., and April E. Jarvis. "Teacher–student reciprocities within three educational models." In Joyful Resilience as Educational Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003124429-13.

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Ray, Paige A. "Minding the gap." In Joyful Resilience as Educational Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003124429-6.

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Chadwick, Joy A. "When students become our teachers." In Joyful Resilience as Educational Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003124429-3.

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Conference papers on the topic "Educational resilience"

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Thornburg, Devin G. "International Perspectives On Trauma And Resilience Among Immigrant Students." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.30.

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Rajamaki, Jyri, Julia Nevmerzhitskaya, and Csaba Virag. "Cybersecurity education and training in hospitals: Proactive resilience educational framework (Prosilience EF)." In 2018 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2018. http://dx.doi.org/10.1109/educon.2018.8363488.

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Guzmán Torres, Cristian. "Resilience As An Indicator Of Students “Academic Entitlement” At The University." In Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.10.

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Sugara, Gian Sugiana, and Rina Rindanah. "Building Family Resilience - Emotion Focused Family Counseling Approach." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007045206060611.

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Lackova, Lucia. "POSITIVE PSYCHOLOGY AND INCREASING RESILIENCE IN THE EDUCATIONAL PROCESS." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.3/s11.032.

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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully
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Sari, Lufi Kartika. "Pre-Service Teachers’ Resilience Towards School Children’s Problems In Remote Areas." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.67.

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Petanova, Elena. "Identity as a predictor of resilience in teachers of higher educational institutions." In Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.24.

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Sandra, Lidia, and Juwaria Muqtadir. "Resilience Models for Children and Teenagers in Learning During the Pandemic." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.236.

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Ellins, Katherine K., Arpita Mandal, Paul Coleman, et al. "USING THE JAMAICA EDUCATIONAL SEISMIC NETWORK (JAESN) TO ADVANCE EARTHQUAKE RESILIENCE IN JAMAICA." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-283661.

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Reports on the topic "Educational resilience"

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enh
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparen
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Haider, Huma. Mainstreaming Institutional Resilience and Systems Strengthening in Donor Policies and Programming. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.101.

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This rapid review synthesises evidence on key aspects of mainstreaming institutional resilience and systems strengthening in donor policies and programming in FCAS (Fragile and Conflict-affect States) contexts, particularly in nutrition (food security), health, WASH and the economic sector. Institutional resilience is the ability of a social system (society, community, organisation) to absorb and recover from external shocks, while positively adapting and transforming to address long-term changes and uncertainty. Investing in strong, well-functioning and adaptable social systems, such as healt
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Adelaja, Adesoji, Justin George, Thomas Jayne, et al. Role of Resilience Factors in Mitigating the Negative Effects of Conflict on Land Expansion. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/apra.2020.010.

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Shocks and stresses from natural disasters, climate change, economic volatility, armed conflicts and political instability could hinder expansion efforts by smallholder farms (SHFs). The application of the resilience concept as a mitigator of the impacts of such shocks on land expansion by farmers is an important developmental challenge. In this paper, we hypothesise that the resilience capacity of SHFs mitigate the adverse effects of conflict shocks and examine how assets, off-farm income, access to social safety nets, and education level of the household lead contribute to household-level re
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Funch, Michael, and Anna Lundgren. Matching the missing links – Skills development in Nordic regions. Nordregio, 2020. http://dx.doi.org/10.6027/pb2020:8.2001-3876.

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This policy brief - based on the Nordregio report Skills Policies – Building capacities for innovative and resilient Nordic regions - focuses on how Nordic regions engage with skills development and skills matching as factors in regional development. It looks at the many points of linkage between the different actors involved, including the educational and business sectors, as well as the local and regional authorities.
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Gasparotto, Thatyanne, and Julia Ambrosano. Opportunities for Sustainable Infrastructure Investments at City Level in Brazil. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002639.

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This policy brief was developed in order to identify preliminary green /sustainable infrastructure opportunities for cities in Brazil. The rapidly growing green bond market can help local authorities to attract new sources of capital for financing subnational infrastructure. Water and sanitation, waste to energy and urban mobility were the sectors selected for an inicial assessment, given the investment needs in Brazilian municipalities and their alignment with low carbon development and resilience. This brief was also used to raise awareness across key infrastructure stakeholders in Brazil, a
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through t
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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham Internat
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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is esp
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Bedford, Philip, Alexis Long, Thomas Long, Erin Milliken, Lauren Thomas, and Alexis Yelvington. Legal Mechanisms for Mitigating Flood Impacts in Texas Coastal Communities. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, 2019. http://dx.doi.org/10.37419/eenrs.mitigatingfloodimpactstx.

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Flooding is a major source of concern for Texas’ coastal communities. It affects the quality of infrastructure, the lives of citizens, and the ecological systems upon which coastal communities in Texas rely. To plan for and mitigate the impacts of flooding, Texas coastal communities may implement land use tools such as zoning, drainage utility systems, eminent domain, exactions, and easements. Additionally, these communities can benefit from understanding how flooding affects water quality and the tools available to restore water bodies to healthy water quality levels. Finally, implementing ad
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