ClassMaps and Resilient Classrooms: Making Classrooms Great Places to Learn. Beth Doll, Chieh Li, & Katherine Brehm email@example.com firstname.lastname@example.org email@example.com. Legacy of Longitudinal Studies of Developmental Risk. Kauai Longitudinal Study Newcastle Thousand Family Study
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Beth Doll, Chieh Li, & Katherine Brehm
firstname.lastname@example.org email@example.com firstname.lastname@example.org
Risk Places to Learn
Low parent education
Low social competence
Low adult intelligence
Doll & Lyon, 1998Risk = Children Are More Likely To Be Unsuccessful Adults
Individual Places to Learn
Positive social orientation
Internal locus of control
Family & community
Close bond with one caretaker
Nurturing from other adults
Access to positive adult models
Connections with pro-social organizations
Effective schoolsResilience = Vulnerable Children Who Become Successful Adults
In a high-risk community, only 20% of the variance in children’s school success was attributable to school characteristics.
School factors were the most mutable characteristics that predicted child success.
Rutter, Maughan, Mortimore & Ouston, 1979
Provide warm and caring adult support
Sustain high academic and personal efficacy.
Promote satisfying peer relationships
Promote student’s self-control
Promote goal setting and decision-making
Developmental competence of children will be more evident and the impact of emotional distress lessened when their classrooms support strong interpersonal relationships and foster self-regulated learning
Doll, B., Zucker, S., & Brehm, K. (2004). Places to LearnResilient classrooms: Creating healthy environments for learning. New York: Guilford Press.
Many students are situationally handicapped by a poor teacher-student match rather than chronically disabled by an enduring disability.Deno, S. L. (2002). Problem solving as “best practice”. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (pp. 37-55). Bethesda, MD: NASP.
Behavior and socialization problems frequently reflect normal responses to irritating factors in the environment rather than emotional conflicts within the child. Dwyer, K.P. (2002). Mental health in the schools. Journal of Child and Family Studies, 11, 101-111.
Beth Doll, PhD. , University of Nebraska Lincoln, Bdoll2@unl.edu
Chieh Li, PhD., Northeastern University
Katherine Brehm, PhD., Ysleta Independent School District, Kaimonos@aol.com