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After-School Prevention Programs for At-Risk Students [[electronic resource] ] : Promoting Engagement and Academic Success / / by Elaine Clanton Harpine
| After-School Prevention Programs for At-Risk Students [[electronic resource] ] : Promoting Engagement and Academic Success / / by Elaine Clanton Harpine |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed. 2013.] |
| Pubbl/distr/stampa | New York, NY : , : Springer New York : , : Imprint : Springer, , 2013 |
| Descrizione fisica | 1 online resource (148 p.) |
| Disciplina | 371.93 |
| Soggetto topico |
Child psychology
School psychology Child development Social work Psychotherapy Counseling Learning Instruction Child and School Psychology Early Childhood Education Social Work Psychotherapy and Counseling Learning & Instruction |
| ISBN | 1-4614-7416-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Preface -- Easy Reference Guide to Group-Centered Learning Center Interventions -- Chapter 1: Organizing an After-School Program -- Chapter 2: The Group-Centered Approach -- Chapter 3: Combining Learning and Counseling into One After-school Program -- Chapter 4: The Role of Motivation in an Ongoing Year-long Program -- Chapter 5: Group Process, Self-Efficacy, and Cohesion: Applying the Principles of Change -- Chapter 6: Interaction in a Year-long Program -- Chapter 7: Solving Conflicts and Problems -- Chapter 8: After-School Programs and the School Mission. |
| Record Nr. | UNINA-9910739402303321 |
Clanton Harpine Elaine
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| New York, NY : , : Springer New York : , : Imprint : Springer, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Group-Centered Prevention in Mental Health : Theory, Training, and Practice / / by Elaine Clanton Harpine
| Group-Centered Prevention in Mental Health : Theory, Training, and Practice / / by Elaine Clanton Harpine |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (174 p.) |
| Disciplina | 158.35 |
| Soggetto topico |
Child psychology
School psychology Child development Social work Public health Child and School Psychology Early Childhood Education Social Work Public Health |
| ISBN | 3-319-19102-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface; Acknowledgements; Contents; About the Author; Chapter-1; What Is Group-Centered Prevention?; What Is Group Prevention?; How Are Psychotherapy, Counseling, and Prevention Different?; Group-Centered Prevention; Real-World Applications; Observational Extensions; A Ready-to-Use Group-Centered Training Exercise: Identifying the Trademarks of a Group-Centered Prevention Group Program; Training Response; References; Chapter-2; What Is the Role of Group Dynamics in Group Prevention?; Group Dynamics; Group Differences That Directly Affect Group Process
Individual Differences That Directly Affect Group ProcessPsychological Well-Being and the Search for Meaning and Purpose; Real-World Applications; Observational Extensions; A Ready-to-Use Group-Centered Training Exercise: Understanding Group Dynamics in a Group-Centered Prevention Program; Training Response; References; Chapter-3; Why Is Group Process Important in Group Prevention?; Group-Centered Prevention Stresses Cohesive Interaction; Cohesive Interaction Is an Essential Component of Group Process in Prevention; Create an Environment Conducive to Cohesive Interactive Group Process Using Group Process to Bring About ChangeThe Group as a Resource for Change; How to Bring About Change; First Stage of Adjustment for Change: Identify the Root Cause of the Problem; Second Stage of Adjustment for Change: Acknowledging That There Is a Need for Change; Third Stage of Adjustment for Change: Developing a Structure Conducive to Change; Fourth Stage of Adjustment for Change: Motivation or Desire to Change; Fifth Stage of Adjustment for Change: Skill-Building that Leads to Change; Sixth Stage of Adjustment for Change: Seeing or Experiencing Success Seventh Stage of Adjustment for Change: Transferring Change Back to the Real WorldCase Example #1: Creating a Structure Using Workstations; Interpersonal Interactions During Group Sessions; What Happens When Group Prevention Does Not Emphasize Interaction?; Developing Cohesive Interpersonal Interaction; Environment or Group Atmosphere of Acceptance and Change; Use Groups; Design a Group-Centered Prevention Program that Brings About Change; Start with Interaction; Keep Interaction Flowing Throughout Your Program; Keep Interaction Positive Interventions Must Meet the Need(s) of Your ParticipantsPrevention Groups Seek to Enhance Well-Being; Prevention Groups Must Fulfill the Needs of the Participants; Case Example #2: Group-Centered Prevention Using a Small Group Structure; Group-Centered Prevention Provides Structure; Real-World Applications; Observational Extensions; A Ready-to-Use Group-Centered Training Exercise: Using Group Process to Solve Group Problems; Training Response; References; Chapter-4; How Can a Group Best Achieve Cohesive Group Interaction?; The Structure and Quality of a Cohesive Group Building Cohesion into a Prevention Group |
| Record Nr. | UNINA-9910304132803321 |
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Clanton Harpine Elaine
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Service Learning in Higher Education : From Pedagogy to Practice
| Service Learning in Higher Education : From Pedagogy to Practice |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer, , 2024 |
| Descrizione fisica | 1 online resource (180 pages) |
| ISBN | 9783031513787 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- What Is Needed to Teach a Service-Learning Course? -- What Are the Advantages of Using This Book? -- So, What Are You Waiting For? -- About the Author -- Acknowledgments -- Contents -- Chapter 1: Yes, I Want to Use Academic Service-Learning: Where Do I Begin? -- What Is Academic Service-Learning? -- Why Is Academic Service-Learning More Beneficial Than Other Forms of Service? -- Advantages of Using Academic Service-Learning as a Teaching Method -- Academic Service-Learning Teaches More than Mere Community Service -- What Is the Difference Between Community Service and Service-Learning? -- Example of Academic Service-Learning -- Creating an Academic Service-Learning Teaching Method in a University Course -- Where Do I Begin? -- Case Example -- Summary -- Building an Academic Service-Learning Pedagogy -- Case Example -- References -- Chapter 2: The Advantages of Using Academic Service-Learning in a University Classroom What Does the Research Say? -- Academic Service-Learning Pedagogy -- What Is Active Learning? -- Is the Teaching Method Important? -- What are the Advantages of Using Academic Service-Learning? -- How to Build an Academic Service-Learning Active Learning Teaching Pedagogy -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- References -- Chapter 3: Why Is It Important to Select the Right Service-Learning Project? -- Guidelines for Selecting an Academic Service-Learning Project -- What Kind of Service Project Will You Select? -- Planning an Academic Service-Learning Project -- Step-by-Step Guidelines for Designing an Academic Service-Learning Project -- Organizing an Academic Service-Learning Project -- How to Evaluate the Quality of an Academic Service-Learning Project -- Finalizing Plans for an Academic Service-Learning Project -- Summary -- Building a Service-Learning Pedagogy -- Case Example.
References -- Chapter 4: How Does Academic Service-Learning Help Students Learn in the Classroom and from the Textbook? -- What Is the One Teaching Strategy That Helps University Students Learn Best? -- How Does the Brain Learn? -- Does the Brain Filter the Information it Receives or Accept Everything? -- What Happens When New Information Contradicts What Students Believe? -- Do Students Learn More from Classroom Instruction or the Textbook? -- Do Students Learn Through Repetition? -- How Does Academic Service-Learning Work with the Brain to Help Students Learn? -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- References -- Chapter 5: Creating an Intrinsically Motivating Learning Environment: Promoting Student Engagement and Intrinsic Motivation -- What Is Intrinsic Motivation? -- What Is an Intrinsically Motivating Learning Environment? -- Why Is the Learning Environment Important? -- Advantages of Incorporating Intrinsic Motivation into Academic Service-Learning -- How Can an Intrinsically Motivating Learning Environment Be Added to a Course? -- Does Academic Service-Learning Need Intrinsic Motivation to Be Successful? -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- References -- Chapter 6: Building an Academic Service-Learning Pedagogy How Can a Course Incorporate Academic Service-Learning? -- Do Universities and Colleges Need to Change? -- Why Should University and College Professors Change How They Teach? -- Why Is Academic Service-Learning a Better Way to Teach? -- What Is Active Learning? -- Developing an Academic Service-Learning Pedagogy -- Why Choose Active Learning Over Passive Learning? -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- Topic for This Class Session: How to Rebuild Self-Efficacy -- References. Chapter 7: Designing an Academic Service-Learning Course How Can Faculty Members Measure Learning and Student Reflection? -- Are We Willing to Make the Change? -- What Is a Learning Experience? -- Why Is Course Design Important? -- What Should an Academic Service-Learning Course Include? -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- References -- Chapter 8: What Should an Academic Service-Learning Syllabus Include? -- Why Is an Academic Service-Learning Syllabus So Important? -- What Should a Syllabus Include to Support Academic Service-Learning? -- How Will You Describe Assignments and Assessments on the Syllabus? -- What Kind of Written Assignments Will Build a Link Between Service and Learning? -- An Academic Service-Learning Syllabus Should Focus on Learning. -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- PSYCHOLOGY OF MOTIVATION -- Semester, Year, Section -- Time -- Building and Classroom Location -- COURSE GOALS -- INSTRUCTIONAL METHODS -- SERVICE PROJECT -- COURSE POLICIES -- ASSIGNMENTS -- Assignment #1: Observation Notebook -- Assignment #2: Research Paper -- Assignment #3: Take Home Final Exam -- Assignment #4: Reflection Paper and Oral Presentation -- READING ASSIGNMENTS -- References -- Chapter 9: Applying the Principles of Change: What Type of Leadership Should I Provide? -- What Kind of Change Do Colleges and Universities Need? -- Applying the Principles of Change -- Step 1: Identify the Problem, Exactly What Are We Seeking to Change? -- Step 2: Developing a Criteria for Evaluation, What Should the Criteria Include? -- Step 3: Creating a Plan for Change: Is This a Plan that Faculty can Implement? -- Step 4: Does the Plan Meet the Criteria? -- Step 5: Implement Change -- Step 6: Does Academic Service-Learning Effectively Meet the Identified Needs? -- What Type of Leadership Should I Provide?. Will the Faculty Lead? -- Summary -- Building a Service-Learning Pedagogy -- Case Example: Create a Plan for Change -- References -- Chapter 10: What Impact Will the Academic Service-Learning Project Have on the Community? How Can I Best Prepare My Students to Work at an Off-Campus Community Setting? -- What Is the Impact of an Academic Service-Learning Project for the Community? -- What Is the Impact of the Academic Service-Learning Project for Students? -- How Can I Best Prepare My Students to Work at an Off-Campus Community Setting? -- Summary -- Building a Service-Learning Pedagogy -- Case Example -- References -- Index. |
| Record Nr. | UNINA-9910842295103321 |
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Clanton Harpine Elaine
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| Cham : , : Springer, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching At-Risk Students to Read : The Camp Sharigan Method / / by Elaine Clanton Harpine
| Teaching At-Risk Students to Read : The Camp Sharigan Method / / by Elaine Clanton Harpine |
| Autore | Clanton Harpine Elaine |
| Edizione | [1st ed. 2016.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 |
| Descrizione fisica | 1 online resource (XIV, 48 p.) |
| Disciplina | 372.43 |
| Collana | SpringerBriefs in School Psychology |
| Soggetto topico |
Child psychology
School psychology Educational psychology Education—Psychology Social work Child and School Psychology Educational Psychology Social Work |
| ISBN | 3-319-50624-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Why Are Groups a Better Way to Teach Reading Than One-on-One Tutoring? -- Chapter 2. Why Is Vowel Clustering More Effective than Whole Language or Old Style Phonics for Teaching Reading? -- Chapter 3. Why is Reading Failure Both a Psychological and an Educational Problem? -- Chapter 4. Why Can’t I Just Use Bits and Pieces of an Evidence-Based Program?. |
| Record Nr. | UNINA-9910155444903321 |
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Clanton Harpine Elaine
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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