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Author: Emma Clarke Publisher: Routledge ISBN: 1000476944 Category : Education Languages : en Pages : 244
Book Description
Based on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children’s mental health and well-being. It considers how policy and research influence each other and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging. Emma Clarke provides guidance on how practitioners can most effectively support children and manage pupils’ behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in Part I include a focus on what informs the actions taken to support and manage behaviour in the classroom. In Part II, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. Part III shares ethos-focused approaches to supporting behaviour, including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the ‘eternal verities’ by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools, as Finland is often, and rightly, held up as a beacon on good practice. The book presents a range of research, policy and practice and, as such, aims to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented.
Author: Emma Clarke Publisher: Routledge ISBN: 1000476944 Category : Education Languages : en Pages : 244
Book Description
Based on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children’s mental health and well-being. It considers how policy and research influence each other and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging. Emma Clarke provides guidance on how practitioners can most effectively support children and manage pupils’ behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in Part I include a focus on what informs the actions taken to support and manage behaviour in the classroom. In Part II, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. Part III shares ethos-focused approaches to supporting behaviour, including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the ‘eternal verities’ by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools, as Finland is often, and rightly, held up as a beacon on good practice. The book presents a range of research, policy and practice and, as such, aims to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented.
Author: Anna Elizabeth Du Plessis Publisher: Taylor & Francis ISBN: 1000993981 Category : Education Languages : en Pages : 271
Book Description
This book addresses the global concern of teacher attrition rates, particularly those who walk away from the profession within the first five years. The author offers new knowledge about the factors that influence beginning teachers’ career decisions through an in-depth examination of their lived experiences. Using a unique lens that explores the complexities of a beginning teacher’s classroom through its many attendant axiological, structural, interpersonal, and practical contexts, the book presents strategies that address the deep matters of retention in the educational arena. Using its insights, school leaders are enabled to shift the balance of school policy understanding towards beginning teachers’ acute needs for support. Based on an empirical study of more than 2,000 beginning teachers and school leaders, this book reveals perceptions, truths, and lived experiences in order to guide the development of effective retention strategies and policies, which are fundamental to stabilising the teacher workforce.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 030948202X Category : Social Science Languages : en Pages : 391
Book Description
Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence. Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda examines the gap between current research and achievable national goals for the next ten years. This report identifies the complexities of childhood influences and highlights the need for a tailored approach when implementing new policies and practices. This report provides a framework for a cohesive, multidisciplinary national approach to improving MEB health.
Author: Katie Finning Publisher: Cambridge University Press ISBN: 1911623141 Category : Education Languages : en Pages : 213
Book Description
A comprehensive and practical guide to understanding the links between mental health and school attendance in children and young people.
Author: Katherine Weare Publisher: Psychology Press ISBN: 0415168767 Category : School children Languages : en Pages : 176
Book Description
A clear and practical overview of ways in which mainstream schools can promote the health of all who work and learn in them. Evidence is supported by the latest research findings from the UK, Europe and USA.
Author: Publisher: ISBN: 9781920736439 Category : Bullying in schools Languages : en Pages : 373
Book Description
"Provides a significant overview of the matter of mental health and wellbeing with particular reference to educational contexts ... Presents an authoritiative and diverse account of: links between wellbeing and learning; interventions and initiatives in the field; evidence based practice guidelines; policy and practice examples." -- Back cover.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 030944070X Category : Law Languages : en Pages : 362
Book Description
Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
Author: Emma Clarke
Author: Emma Clarke
Author: Anna Elizabeth Du Plessis
Author: National Academies of Sciences, Engineering, and Medicine
Author: Katie Finning
Author: Katherine Weare
Author: 
Author: Christopher Kearney
Author: Llewellyn Ellardus Van Zyl
Author: 
Author: National Academies of Sciences, Engineering, and Medicine