A Conceptual State and Transition Model for Resilience Practice in Education

• In Event: Systems Thinking in K-12 Teaching

Abstract

In Resilience Practice, Walker and Salt (2012, title) ask, “How can landscapes and communities adapt and transform in a changing world?” This focus “absorbing disturbance and maintain function” despite shocks to the system has transferable applications for education that have yet to be mapped. Our paper advances a state and transition model for resilience practice in education. The conceptual model is grounded in teacher professionalization and resilience practice using a social-ecological systems approach. Our conceptual model has implications for mapping thresholds in education, particularly for the reciprocal nature of general and specified resilience in education systems. This supports understanding the education workforce, but more broadly understanding the system’s thresholds and adaptations to teacher stocks and flows.

Authors

• Becky Haddad, University of Nebraska - Lincoln

• Catlin M. Goodwin, Michigan State University

• Aaron J. McKim, Michigan State University