In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers. These youth reported that reading not only helped them manage their stress, but also helped them negotiate happier, more meaningful lives. This amazing transformation occurred when their teachers simply allowed them to select their own books, invited them to read with no strings attached, and provided time for them to do so. These students, nearly all of whom reported a previously negative relationship with reading, began to read voraciously inside and outside of school; performed better on state tests; and transformed their personal, relational, emotional, and moral lives in the process. This illuminating book leads readers on a tour of adolescents' reading lives in their own words, offering a long-overdue analysis of students' deep engagement with literature. The text also includes research to inform arguments about what students should and should not read and the consequences of limiting students' access to the books that interest them through censorship.
Book Features:
Links young adults' reading engagement with socio-emotional and intellectual development.
Provides nuanced descriptions of teaching practices that facilitate student agency in learning.
Features student voices that have been absent in debates about what is appropriate for young people to read and under what circumstances.
Connects student perspectives on reading, with positive outcomes of reading, to research from other disciplines.
Illuminates the breadth and depth of the responsibilities of teaching English language arts.
Описание: This book is designed as a nuts and bolts guide for school counselors. Fibkins highlights for secondary school counselors the "how`s" and "why`s" for using group counseling intervention to help the increasing numbers of troubled teenagers.
Описание: Religious Education as a Dialogue with Difference addresses current issues over the study of religion in publicly maintained schools.
Автор: Mussey Season Название: Social-Emotional Learning Through STEAM Projects, Grades 4-5 ISBN: 1032161914 ISBN-13(EAN): 9781032161914 Издательство: Taylor&Francis Рейтинг: Цена: 4592.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Social-Emotional Learning Through STEAM Projects, Grades 4-5 helps educators target the development of social and emotional learning competencies for high-ability learners through interdisciplinary, project-based inquiry.
Описание: This book examines the critical role that teachers play in supporting at-risk student populations to stay in school and successfully complete their graduation requirements. Thompson addresses how high schools may support marginal students in achieving success by the implementation of teacher self-efficacy and a positive classroom environment.
Описание: Using the guiding principles from Peter Johnston`s best-selling professional resources, Choice Words and Opening Minds, Peter and six colleagues began a journey to create environments in which children meaningfully engage with each other through reading, writing, making, and discussing books.
Название: Taking College Teaching Seriously - Pedagogy Matters! ISBN: 1620360802 ISBN-13(EAN): 9781620360804 Издательство: Taylor&Francis Рейтинг: Цена: 4898.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Название: Taking College Teaching Seriously - Pedagogy Matters! ISBN: 1620360799 ISBN-13(EAN): 9781620360798 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Learn how to create and nurture communities of care for diverse children, families, and practitioners through responsive practice. In this text, the social and emotional worlds of babies and toddlers, their peers, and their caregivers come to life in the everyday moments of infant-toddler care and education. The authors show infants and toddlers as active, agentic, and intentional social partners from the start of life, highlighting their unique capacities for social engagement with both adults and peers. Interwoven within each chapter's narrative are insights culled from extensive observations, teacher interviews, and video analyses. Part I emphasizes play, peer friendships, and humor as essential elements of infant learning, illustrated throughout with anecdotes of praxis in early care and education settings. Building on these aspects of babies' ways of being in group care, Part II examines the complex roles of infant-toddler professionals and the critical importance of supportive and caring environments. Readers will explore the elements needed for in-depth and specialized professional preparation, including overarching principles of relationship-based practice.
Book Features:
Illuminates particular and understudied ways that infants and toddlers actively contribute to their own social learning and development.
Shares how teachers learn to engage with and nurture infants' and toddlers' social capacities and experiences within child care settings.
Uses anecdotes and vignettes from the authors' research and practice with infants, toddlers, and caregivers to bring their experiences to life.
Discusses themes that are important and unique for infancy and toddlerhood, such as play, friendships, humor, and professional love.
Presents a unique set of chapters that reveal infants' and toddlers' perspectives, while also considering the caregiver's actions within a responsive care framework.
Learn how to create and nurture communities of care for diverse children, families, and practitioners through responsive practice. In this text, the social and emotional worlds of babies and toddlers, their peers, and their caregivers come to life in the everyday moments of infant-toddler care and education. The authors show infants and toddlers as active, agentic, and intentional social partners from the start of life, highlighting their unique capacities for social engagement with both adults and peers. Interwoven within each chapter's narrative are insights culled from extensive observations, teacher interviews, and video analyses. Part I emphasizes play, peer friendships, and humor as essential elements of infant learning, illustrated throughout with anecdotes of praxis in early care and education settings. Building on these aspects of babies' ways of being in group care, Part II examines the complex roles of infant-toddler professionals and the critical importance of supportive and caring environments. Readers will explore the elements needed for in-depth and specialized professional preparation, including overarching principles of relationship-based practice.
Book Features:
Illuminates particular and understudied ways that infants and toddlers actively contribute to their own social learning and development.
Shares how teachers learn to engage with and nurture infants' and toddlers' social capacities and experiences within child care settings.
Uses anecdotes and vignettes from the authors' research and practice with infants, toddlers, and caregivers to bring their experiences to life.
Discusses themes that are important and unique for infancy and toddlerhood, such as play, friendships, humor, and professional love.
Presents a unique set of chapters that reveal infants' and toddlers' perspectives, while also considering the caregiver's actions within a responsive care framework.
Автор: Hauseman, Cameron (university Of Manitoba, Canada) Название: Emotional life of school-level leaders ISBN: 1837531374 ISBN-13(EAN): 9781837531370 Издательство: Emerald Рейтинг: Цена: 15246.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Despite being tasked with supporting the wellbeing and emotional health of staff, students, and other members of the school community, little attention has been paid to developing the same qualities in school-level leaders. The majority of the existing academic research surrounding school-level leadership focuses on what practices and strategies leaders can engage in to supporting student outcomes. Bridging the nexus between research and practice, The Emotional Life of School-Level Leaders uses insights and interpretations derived from the disciplines of psychology and educational leadership to illustrate the rich and complex emotions inherent in school-level leaders’ work.
This unique resource critically investigates approaches for promoting wellbeing and effective emotional regulation strategies among both individual school-level leaders and throughout K-12 education systems. In an era characterized by high levels of attrition, burnout and stress, Hauseman proposes communal strategies and policy levels to support school-level leaders’ emotional regulation and wellbeing, countering individualistic approaches to self-care that absolve Ministries/Departments of Education and school districts from their responsibilities to support school-level leaders.
The Emotional Life of School-Level Leaders provides a unique perspective by offering insight into who school-level leaders are, and what they need to thrive both personally and professionally.
