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References

Bangura, Y. (2018). Multicultural Education: The relationship between preservice teachers' multicultural self-efficacy and cultural awareness when teaching in multicultural classrooms (Doctoral dissertation, Bowling Green State University). http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522682134643678

Gitschthaler, M., Kast, J., Corazza, R., & Schwab, S. (2021). Inclusion of multilingual students—teachers’ perceptions on language support models. International Journal of Inclusive Education, 1-20. https://doi.org/10.1080/13603116.2021.2011439

McDonald, M., McCormack, D., Avdagic, E., Hayes, L., Phan, T., & Dakin, P. (2019). Understanding resilience: Similarities and differences in the perceptions of children, parents and practitioners. Children and Youth Services Review, 99, 270-278. https://doi.org/10.1016/j.childyouth.2019.01.016

Pendergast, D., Allen, J., & McGregor, G. (2018). Engaging Marginalized, “At-Risk” Middle-Level Students: A Focus on the Importance of a Sense of Belonging at School. Education Sciences, 8(3), 138. https://doi.org/10.3390/educsci8030138

Resilience, B. (2018). A How-to Guidebook on Integrating Resiliency Competencies Into Curriculum. https://achievingthedream.org/wp-content/uploads/2022/05/building_resilience_guidebook_2018.pdf

Rhodes, M., Rizzo, M. T., Foster-Hanson, E., Moty, K., Leshin, R. A., Wang, M., & Ocampo, J. D. (2020). Advancing developmental science via unmoderated remote research with children. Journal of Cognition and Development, 21(4), 477-493. https://doi.org/10.1080/15595692.2018.1490718

 

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