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Author: Patty Towl Publisher: Routledge ISBN: 100005151X Category : Education Languages : en Pages : 219
Book Description
Children and young people from diverse populations are statistically more at risk of exclusion, however education providers can make a difference to all children and young persons’ learning outcomes no matter what their personal circumstances. To achieve this, not only must educators form closer and more authentic relationships with these children and their communities, but the governments that fund learning environments must also be prepared to provide adequate resourcing and training opportunities. Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma addresses both the general and specific issues that may prevent children and young people from diverse populations from being safe, supported, and included in learning environments. Some chapters focus on general factors that contribute to both inclusion and exclusion at early childhood and in formal school environments, while others present research-based best practice and practical advice to enable good education outcomes for indigenous, migrant, and LGBTQI children and those who experience mental health problems, drug misuse, and abuse. Lastly, the book includes information about how to negotiate and set up programmes that have been shown to be effective with communities that differ from the dominant culture. This book provides practitioners in education, health, and social work with information and practical advice on how to retain all children and young people in early childhood, formal school education, and tertiary settings.
Author: Patty Towl Publisher: Routledge ISBN: 100005151X Category : Education Languages : en Pages : 219
Book Description
Children and young people from diverse populations are statistically more at risk of exclusion, however education providers can make a difference to all children and young persons’ learning outcomes no matter what their personal circumstances. To achieve this, not only must educators form closer and more authentic relationships with these children and their communities, but the governments that fund learning environments must also be prepared to provide adequate resourcing and training opportunities. Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma addresses both the general and specific issues that may prevent children and young people from diverse populations from being safe, supported, and included in learning environments. Some chapters focus on general factors that contribute to both inclusion and exclusion at early childhood and in formal school environments, while others present research-based best practice and practical advice to enable good education outcomes for indigenous, migrant, and LGBTQI children and those who experience mental health problems, drug misuse, and abuse. Lastly, the book includes information about how to negotiate and set up programmes that have been shown to be effective with communities that differ from the dominant culture. This book provides practitioners in education, health, and social work with information and practical advice on how to retain all children and young people in early childhood, formal school education, and tertiary settings.
Author: Katrina Barker Publisher: Taylor & Francis ISBN: 1000628795 Category : Education Languages : en Pages : 191
Book Description
Drawing upon twenty years of experience putting the Positive Behaviour Support (PBS) framework into practice, this is the first definitive handbook to document the ways in which Australian schools have embraced and applied school-wide PBS, and to provide guidance on implementation. Written by key Australian researchers and implementers with extensive expertise, School-Wide Positive Behaviour Support: The Australian Handbook is an important contribution to the work of school leaders and teachers. This book illustrates the significant contribution of PBS to improving schools and the potential for its systems approach to be expanded across education systems. The book’s structure corresponds to the theme of a continuum of supports, addressing the key conceptual foundations of PBS and its representation within school-wide implementation. Each chapter comprises a mix of research, practical case studies and examples, and features learning intentions, keywords, further reading, advice on applying your ideas, and links to the Australian Professional Standards for Teachers. PBS has gained significant attention in Australia over the past two decades and its principles now underpin many successful systems and practices in schools and community and disability services. This book will be a foundational resource for implementers and coaches of PBS, educational leaders and policy advisors, pre- and in-service teachers, as well as researchers.
Author: Escudeiro, Paula Publisher: IGI Global ISBN: 1668468697 Category : Education Languages : en Pages : 469
Book Description
Digital technologies play a significant role in the popular imagination about the future of education, as they are a prominent aspect of modern education provision and practice across the globe. Due to the increased adoption of digital education materials during the COVID-19 pandemic, the pedagogical significance of digital technology has been amplified. Advancing Equity and Inclusion Through Educational Technology builds upon the available literature in equity and inclusion through educational technology while providing further research opportunities in this dynamic and growing field. It provides the opportunity for reflection on this crucial issue by increasing the understanding of the importance of inclusion and equity in the context of educational improvements and providing relevant academic work, empirical research findings, and an overview of this relevant field of study. Covering topics such as sustainable inclusion learning, virtual school press programs, and generic skills, this major reference work is a comprehensive and timely resource for educators and administrators of both K-12 and higher education, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians.
Author: Gui Ying Annie Yang-Heim Publisher: Springer Nature ISBN: 981199790X Category : Education Languages : en Pages : 218
Book Description
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu. By drawing upon a participatory and exploratory case study, conducted at a regional school in Australia over a period of six months, it highlights the challenges that Indigenous students face in reading, and how the contextual factors contribute to Indigenous students’ development in reading skills and their reading performance. This book helps readers to gain a better and deeper understanding of Indigenous culture, the importance of the role that culture plays in Indigenous children’s literacy education, and how it shapes the way they learn and think.
Author: Emily J. Klein Publisher: Myers Education Press ISBN: 1975502582 Category : Education Languages : en Pages : 330
Book Description
2024 SPE Outstanding Book Award Honorable Mention Our Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives asks (and answers) a number of critical questions that are key to improving our educational system. How can we use our embodied stories to navigate and disrupt how schools and society reproduce the patriarchy and heteronormativity within our institutions of learning? How do we transgress oppressive boundaries (boundaries cultivated by the patriarchy that have been perpetuated at home, within school, outside of school, in university settings, and in communities) that permit our dehumanization and exclusion? As teachers, professors, and teacher educators, how do we navigate our students’ trauma when we are navigating the re-ignition of our own? This book sets out to tell the story of how the authors have tried to answer these questions in their lives and work. It is the story of a friendship, a partnership, a narrative retelling of their “becoming” as girls, teenagers, women, teachers, wives, daughters, scholars, and mothers. From the earliest memories of their gendered and sexualized childhoods to the present navigation of sexism, heteronormativity, and trauma in the context of teaching and schools, these stories reside in their bodies. They recall, construct, and reexamine, emerging from their dialogues—from talking face-to-face, to email, to FB messenger, poetry, and text. Our Bodies Tell the Story centers around the co/autoethnography of personal narratives, stories, and a kind of survival testimonies, the ways in which the authors bore witness to each other’s lives. The book extensively uses co/autoethnography as a self-study feminist research methodology that takes autoethnography, “a form of self-representation that complicates cultural norms by seeing autobiography as implicated in larger cultural processes” (Taylor & Coia, 2006, p. 278) and moves it beyond the singular to the plural. Using this methodology enables the authors to interweave their stories through dialogue, so that validity, insight, and analysis all emerge in the text. The book investigates the self within the social context of personal relationships, as well as the larger society. Creating a co/autoethnography is a rich, multi-layered endeavor because it is not conducted in a vacuum. As such, it is an important book for faculty and researchers involved in a number of disciplines, including auto/ethnographic research, gender studies, women’s studies, feminist studies, qualitative research and many other areas of study. Perfect for courses such as: Gender and Education │ Public Purposes of Schooling │ Introduction to Gender, Sexuality, and Women's Studies │ Critical Feminisms in Teacher Education │ Gender Issues in Teacher Education
Author: Sharon du Plessis-Schneider Publisher: Verlag Barbara Budrich ISBN: 3966659425 Category : Education Languages : en Pages : 294
Book Description
Unsere sozialen Interaktionen werden von komplexen biopsychischen Prozessen angetrieben, die dadurch verkompliziert werden, dass der Mensch ein Individuum ist und gleichzeitig Mitglied eines oder mehrerer sozialer Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei, die sozialen Mechanismen des „Bedürfnisses nach Zugehörigkeit“ bei Schüler*innen in Schulkontexten zu erklären. Der theoretische Rahmen basiert auf einem Verständnis von Bedürfnissen als kognitive Mechanismen neuronaler Prozesse, die menschliches Verhalten und Körperwerte regulieren. Die Feldforschung wurde in zwei Sekundarschulen in Österreich und Australien durchgeführt. Handlungsleitlinien, die Schüler*innen dabei helfen sollen, sich zugehörig zu fühlen, werden von den Ergebnissen abgeleitet.
Author: Patricia A. Jennings Publisher: W. W. Norton & Company ISBN: 0393711870 Category : Education Languages : en Pages : 208
Book Description
From the author of Mindfulness for Teachers, a guide to supporting trauma-exposed students. Fully half the students in U.S. schools have experienced trauma, violence, or chronic stress. In the face of this epidemic, it falls increasingly to teachers to provide the adult support these students need to function in school. But most educators have received little training to prepare them for this role. In her new book, Tish Jennings—an internationally recognized leader in the field of social and emotional learning—shares research and experiential knowledge about the practices that support students' healing, build their resilience, and foster compassion in the classroom. In Part I, Jennings describes the effects of trauma on body and mind, and how to recognize them in students' behavior. In Part II, she introduces the trauma-sensitive practices she has implemented in her work with schools. And in Part III, she connects the dots between mindfulness, compassion, and resilience. Each chapter contains easy-to-use, practical activities to hone the skills needed to create a compassionate learning environment.
Author: Rice, Bethany M. Publisher: IGI Global ISBN: 1522577041 Category : Education Languages : en Pages : 340
Book Description
Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the classroom and create new practices based on the cultural context. Global Perspectives on Inclusive Teacher Education summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including examples of how inclusive practices are integrated in and adapted to diverse cultural contexts. Covering topics that include critical pedagogy, religious schooling, and teacher education, this publication is designed for curriculum developers, instructional designers, administrators, higher education faculty, educators, policymakers, and students.
Author: Brian A. Gerrard Publisher: Taylor & Francis ISBN: 1000860566 Category : Psychology Languages : en Pages : 380
Book Description
School-Based Family Counseling for Crisis and Disaster is a practical handbook with a school-based family counseling and interdisciplinary mental health practitioner focus that can be used to mitigate crises and disasters that affect school children. Anchored in the school-based family counseling (SBFC) tradition of integrating family and school mental health interventions, this book introduces interventions according to the five core SBFC metamodel areas: school intervention, school prevention, family intervention, family prevention, and community intervention. The book has an explicit "how to" approach and covers prevention strategies that build student, school, and family resilience for handling stress and interventions that can be provided during and immediately after a disaster or crisis has occurred. The chapter authors of this edited volume are all experienced professors and/or practitioners in counseling, psychology, social work, marriage and family therapy, teaching, and educational administration. All mental health professionals, especially school-based professionals, will find this book an indispensable resource for crisis planning and developing a trauma-sensitive school.
Author: Susan E. Craig Publisher: Teachers College Press ISBN: 0807757454 Category : Education Languages : en Pages : 182
Book Description
Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of "zero tolerance" a new understanding of children's disruptive behaviour, educators are changing the way they view children's academic and social problems. In response the trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K - 5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them: view poor academic and social progress through a trauma-sensitive lens; create a school climate that fosters safety and resiliency in vulnerable children; establish relationships with children that support their efforts to self-regulate; design instruction that reflects the social nature of the brain; work with the brain's neuroplasticity to increase children's executive function; and reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress. Integrating research on children's neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behaviour of children with symptoms of complex developmental trauma.
Author: Patty Towl
Author: Patty Towl
Author: Katrina Barker
Author: Escudeiro, Paula
Author: Gui Ying Annie Yang-Heim
Author: Emily J. Klein
Author: Sharon du Plessis-Schneider
Author: Patricia A. Jennings
Author: Rice, Bethany M.
Author: Brian A. Gerrard
Author: Susan E. Craig