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Nurturing the Wellbeing of Students in Difficulty : The Legacy of Paul Cooper
| Nurturing the Wellbeing of Students in Difficulty : The Legacy of Paul Cooper |
| Autore | Cefai Carmel |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Peter Lang Inc., 2024 |
| Descrizione fisica | 1 online resource (268 pages) |
| Disciplina | 371.826/94 |
| Altri autori (Persone) | CefaiCarmel |
| Soggetto topico |
biopsychosocial perspective
Carmel Cefai Cooper difficulty emotional and behaviour difficulties inclusion learning legacy Mason nurture groups Nurturing Paul students students' voices Tony wellbeing |
| ISBN | 9781803743431 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- HalfTitle -- Title Page -- Copyright Page -- Contents -- Figures -- Tables -- Foreword -- part i Introducing Paul Cooper -- 1 Introduction -- 2 A Brief and Incomplete Account of Some Early Adventures in Education -- In the Beginning -- Learning to Study Education -- Becoming a Teacher -- Becoming an Education Academic and Researcher -- Beyond Schools -- Thanks -- Finally … -- part ii Diversity and Inclusion -- 3 Identity as Difference: On Distinctiveness, Cool and Inclusion -- Introduction -- Interactionism: Identity as the Embedment of the 'other' in the Construction of Self -- Aborting the Dualism and Doubting about the 'I' -- Group Discussions -- Some Implications -- Conclusion -- 4 The Biopsychosocial Model and What It Means for Understanding Inclusion in Education -- Introduction -- A Critical Discussion of Education, ADHD and the Biopsychosocial (BPS) Perspective -- A Crucial Difference between the Social and BPS Models -- Inclusion as a Buzzword -- Conclusion -- 5 Reframing Cooper's Emotional-Relational, Commodification and Biopsychosocial Concerns as a Spatial Turn towards Concentric Systems of Inclusion -- Introduction -- A Cross-Cultural Framework of Contrasting Concentric and Diametric Spatial Systems -- Relative Differences between Diametric and Concentric Spatial Systems: Mirror Image Symmetry, Closure/Openness and Assumed Separation/Connection -- Reconstructing Diametric Spatial Mirror Image Symmetries in a Shift towards Concentric Spaces of Inclusion: Beyond Good/Bad Blame and Above/Below Hierarchy and Splitting Cultures in Education -- Spatial Concerns with Diametric Top-Down Hierarchy and Blank Space Monistic Reduction in Curricular Reform -- Diametric Space as a Precondition for Reification in Systems: Concerns for Commodification of Social and Emotional Education.
Diametric and Concentric Spaces of Experience as System Interactions -- Key Spatial Conditions for Agency in a Biopsychosocial Framework for Psychological Development -- Conclusion -- 6 Exploring Pre-service Special Education Teachers' Self-Perceptions in Addressing Students' Academic, Social, and Emotional Needs -- Introduction -- Background -- Method -- Participants -- Procedure -- Data Collection and Data Analysis Strategy -- Results -- Theme 1: Nurturing Presence -- Theme 2: Leaders Providing Guidance and Protection -- Theme 3: Joyful Engagement and Playful Interaction -- Theme 4: Professional Integrity and Ethical Practice -- Theme 5: Supportive Catalysts for Thriving -- Theme 6: Self-Doubt and Emerging Growth -- Discussion -- Conclusion -- 7 The Curriculum Reforms of Special Education in the Context of Inclusive Education in China -- Introduction -- Background -- The Curriculum Reforms of Special Education from 1949 to 2021 -- The Curriculum Reforms before the Market-oriented Reform (1949-1978) -- The Local Exploration (1979-2000) -- The Formation of Modern Curriculum System of Special Education in China (2001 until Now) -- The Challenges in Implementing Inclusive-Oriented Curriculum Reforms in the Dual-Track Education System in China -- The Problems of Reforming a Curriculum Based on Disability Categories -- The Integration of the General Curriculum and Special Curriculum -- Curriculum Authority and Autonomy -- The Challenge of Curriculum Implementation -- Professional Development -- Recommendations -- Conclusion -- part iii Nurture Groups -- 8 From Nurture Groups to Nurturing Cities: The Impact of Evidence-Based Research -- Introduction -- The Emergence of Nurture Groups in the UK -- An Evidence-Based and Innovative Approach to Nurture Groups: The Scottish Experience -- From Nurturing Groups to Nurturing Cities. A Career Long Commitment to Nurture -- 9 Returning from Educational Exile: The School of Barbiana and Emancipatory Nurture Groups as Projects of Hope and Possibility -- Introduction -- Background -- A Chance Beginning -- 'I Care' - A Nurture Group with a Transformative Ethos -- A Nurture Group Where the Pedagogical Experience Is Content -- No Reading of the World without Writing the World -- The Strategic Importance of Transformative Educators -- Conclusion -- 10 Developmental Effects on the Daughters of Absent Fathers: The Need for Nurture -- Introduction -- Background -- Father-Child Attachment -- The Impact of Father Absence on Girls' Self Esteem -- Methodology -- Results -- What Impact Does Early Father Absence Have on Girls' Social and Emotional Development? -- What Impact Does Early Father Absence Have on Adolescent/Young Adult Relationships? -- What Can Be Done to Support Fatherless Girls in Overcoming the Emotional and Social Impact of Having an Absent Father? -- Discussion -- Conclusion -- Limitations of the Study -- part iv Engaging Students with Social, Emotional and Behavioural Difficulties -- 11 Overcoming Disengagement of Students through an Arts-Based Programme -- Introduction -- Background -- Student Engagement -- Social-emotional Learning -- Arts-Based Pedagogy -- Creativity -- Arts-Based Research -- Fair Go Program (FGP) -- Conceptual Framework -- Methodology -- Data Collection -- Research Sites -- Lesson Procedure -- Results -- High Cognitive Engagement -- High Affective Engagement -- High Operative Engagement -- The Interplay between High-cognitive, -affective and -operative Levels of Student Engagement -- Discussion -- Focus on Learning Not Behaviour -- Engaging Messages -- Emotional Connection to Learning -- Conclusion -- 12 Looking the Wrong Way -- Introduction -- Background -- Inclusion in School. Rising Exclusions for Certain Groups -- Ghost Children -- Mental Health and Schools -- Mental Health, School and Young People -- Where to Look and at What -- Conclusion -- 13 From Students 'without voices' to Students with … 'low voices' -- Introduction -- Educational Policies and Practices on Students' Voices -- Research on the Voices of Students with SEBD -- Why the Voices of Students with SEBD Are Low? -- What Do Studies with Students with SEBD Say -- Why Do We Need to Make the Voices of Students with SEBD Louder? -- Conclusions -- 14 Exploring the Experiences of Mothers of Children with ADHD in the Caribbean -- Introduction -- Background -- Method -- Participants -- Data Collection -- Data Analysis -- Ethical Considerations -- Results and Discussion -- Difficulty in Managing Their Child with ADHD's Behaviour -- Impact on Relationships with Family Members and Others -- ADHD Child's School Experience: Teachers' Knowledge, Attitudes and Behaviour -- Physical, Emotional and Social Impact on Mothers -- Community Views on Children's Behaviour and Mothers' Parenting Skills -- Support Received in Caring for the Child with ADHD -- Support Mothers Needed for Better Outcomes -- Mothers' Advice to Other Parents and the Community -- Conclusion -- Notes on Contributors. |
| Record Nr. | UNINA-9911028778003321 |
Cefai Carmel
|
||
| Peter Lang Inc., 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting resilience in the classroom [[electronic resource] ] : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper
| Promoting resilience in the classroom [[electronic resource] ] : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper |
| Autore | Cefai Carmel |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (179 p.) |
| Disciplina | 370.153 |
| Collana | Innovative learning for all |
| Soggetto topico |
Classroom management
Resilience (Personality trait) in children |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-281-78200-9
9786611782009 1-84642-773-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Promoting Resilience in the Classroom; A Guide to Developing Pupils' Emotional and Cognitive Skills; Contents; SERIES EDITOR'S FOREWORD; Chapter 1 Educational Resilience for All; Part 1: A Model for Classroom Practitioners; Chapter 2 Introducing Risk and Resilience in Education; Chapter 3 A Model of Resilience-enhancing Classrooms; Part 2: Classroom Practice; Chapter 4 Caring Classrooms: Building Connections with Pupils; Chapter 5 Prosocial Classrooms: Caring and Supportive Peer Relationships; Chapter 6 Engaging Classrooms: Authentic, Inclusive Engagement
Chapter 7 Collaborative Classrooms: Learning and Working TogetherChapter 8 Empowering Classrooms: Choice, Voice and Belief; Part 3: A Plan of Action for the Classroom Practitioners; Chapter 9 A Plan of Action for Educational Resilience in the Classroom; APPENDIX A NATURALISTIC STUDY OF CLASSROOMS; REFERENCES; SUBJECT INDEX; AUTHOR INDEX; BACK COVER; |
| Record Nr. | UNINA-9910453305003321 |
|
Cefai Carmel
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting resilience in the classroom [[electronic resource] ] : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper
| Promoting resilience in the classroom [[electronic resource] ] : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper |
| Autore | Cefai Carmel |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (179 p.) |
| Disciplina | 370.153 |
| Collana | Innovative learning for all |
| Soggetto topico |
Classroom management
Resilience (Personality trait) in children |
| ISBN |
1-281-78200-9
9786611782009 1-84642-773-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Promoting Resilience in the Classroom; A Guide to Developing Pupils' Emotional and Cognitive Skills; Contents; SERIES EDITOR'S FOREWORD; Chapter 1 Educational Resilience for All; Part 1: A Model for Classroom Practitioners; Chapter 2 Introducing Risk and Resilience in Education; Chapter 3 A Model of Resilience-enhancing Classrooms; Part 2: Classroom Practice; Chapter 4 Caring Classrooms: Building Connections with Pupils; Chapter 5 Prosocial Classrooms: Caring and Supportive Peer Relationships; Chapter 6 Engaging Classrooms: Authentic, Inclusive Engagement
Chapter 7 Collaborative Classrooms: Learning and Working TogetherChapter 8 Empowering Classrooms: Choice, Voice and Belief; Part 3: A Plan of Action for the Classroom Practitioners; Chapter 9 A Plan of Action for Educational Resilience in the Classroom; APPENDIX A NATURALISTIC STUDY OF CLASSROOMS; REFERENCES; SUBJECT INDEX; AUTHOR INDEX; BACK COVER; |
| Record Nr. | UNINA-9910782495103321 |
|
Cefai Carmel
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting resilience in the classroom : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper
| Promoting resilience in the classroom : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper |
| Autore | Cefai Carmel |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (179 p.) |
| Disciplina | 370.153 |
| Collana | Innovative learning for all |
| Soggetto topico |
Classroom management
Resilience (Personality trait) in children |
| ISBN |
9786611782009
9781281782007 1281782009 9781846427732 1846427738 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Promoting Resilience in the Classroom; A Guide to Developing Pupils' Emotional and Cognitive Skills; Contents; SERIES EDITOR'S FOREWORD; Chapter 1 Educational Resilience for All; Part 1: A Model for Classroom Practitioners; Chapter 2 Introducing Risk and Resilience in Education; Chapter 3 A Model of Resilience-enhancing Classrooms; Part 2: Classroom Practice; Chapter 4 Caring Classrooms: Building Connections with Pupils; Chapter 5 Prosocial Classrooms: Caring and Supportive Peer Relationships; Chapter 6 Engaging Classrooms: Authentic, Inclusive Engagement
Chapter 7 Collaborative Classrooms: Learning and Working TogetherChapter 8 Empowering Classrooms: Choice, Voice and Belief; Part 3: A Plan of Action for the Classroom Practitioners; Chapter 9 A Plan of Action for Educational Resilience in the Classroom; APPENDIX A NATURALISTIC STUDY OF CLASSROOMS; REFERENCES; SUBJECT INDEX; AUTHOR INDEX; BACK COVER; |
| Record Nr. | UNINA-9911098017203321 |
|
Cefai Carmel
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Promoting resilience in the classroom : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper
| Promoting resilience in the classroom : a guide to developing pupils' emotional and cognitive skills / / Carmel Cefai ; foreword by Paul Cooper |
| Autore | Cefai Carmel |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 |
| Descrizione fisica | 1 online resource (179 p.) |
| Disciplina | 370.153 |
| Collana | Innovative learning for all |
| Soggetto topico |
Classroom management
Resilience (Personality trait) in children |
| ISBN |
9786611782009
9781281782007 1281782009 9781846427732 1846427738 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
FRONT COVER; Promoting Resilience in the Classroom; A Guide to Developing Pupils' Emotional and Cognitive Skills; Contents; SERIES EDITOR'S FOREWORD; Chapter 1 Educational Resilience for All; Part 1: A Model for Classroom Practitioners; Chapter 2 Introducing Risk and Resilience in Education; Chapter 3 A Model of Resilience-enhancing Classrooms; Part 2: Classroom Practice; Chapter 4 Caring Classrooms: Building Connections with Pupils; Chapter 5 Prosocial Classrooms: Caring and Supportive Peer Relationships; Chapter 6 Engaging Classrooms: Authentic, Inclusive Engagement
Chapter 7 Collaborative Classrooms: Learning and Working TogetherChapter 8 Empowering Classrooms: Choice, Voice and Belief; Part 3: A Plan of Action for the Classroom Practitioners; Chapter 9 A Plan of Action for Educational Resilience in the Classroom; APPENDIX A NATURALISTIC STUDY OF CLASSROOMS; REFERENCES; SUBJECT INDEX; AUTHOR INDEX; BACK COVER; |
| Record Nr. | UNINA-9911144538903321 |
|
Cefai Carmel
|
||
| London ; ; Philadelphia, : Jessica Kingsley Publishers, 2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Social and Emotional Education in Primary School : Integrating Theory and Research into Practice / / by Carmel Cefai, Valeria Cavioni
| Social and Emotional Education in Primary School : Integrating Theory and Research into Practice / / by Carmel Cefai, Valeria Cavioni |
| Autore | Cefai Carmel |
| Edizione | [1st ed. 2014.] |
| Pubbl/distr/stampa | New York, NY : , : Springer New York : , : Imprint : Springer, , 2014 |
| Descrizione fisica | 1 online resource (185 p.) |
| Disciplina |
150
150.1988 155.4 155424 |
| Soggetto topico |
School psychology
Educational psychology Social service Positive psychology Early childhood education Sociology Social groups School Psychology Educational Psychology Social Work Positive Psychology Early Childhood Education Sociology of Family, Youth and Aging |
| ISBN | 1-4614-8752-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword by Maurice J. Elias -- Chapter 1. An Education that Matters in the 21st Century -- Part I: Heart in Education -- Chapter 2. Social and Emotional Education: A Framework for Primary Schools -- Chapter 3. An Overarching Structure for the Implementation of Social and Emotional Education -- Part II: Heart in the Classroom -- Chapter 4. Taught Social and Emotional Education: SEE in the Curriculum -- Chapter 5. Caught Social and Emotional Education: A Caring Classroom Community -- Chapter 6. Targeted Interventions for Pupils Experiencing Difficulties -- Part III: Heart in the Whole School Community -- Chapter 7. A Whole School Approach to SEE: The School as a Caring Community -- Chapter 8. From Neurasthenia to Eudaimonia: Teachers’ Wellbeing and Resilience -- Chapter 9. Reaching Out: Parents’/Carers’ Engagement, Education and Wellbeing -- Chapter 10. Conclusion. |
| Record Nr. | UNINA-9910298073803321 |
|
Cefai Carmel
|
||
| New York, NY : , : Springer New York : , : Imprint : Springer, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||