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Critical perspectives on teaching, learning and leadership : enhancing educational outcomes / Mathew A. White, Faye McCallum (editors) ; foreword by Anthony Seldon
| Critical perspectives on teaching, learning and leadership : enhancing educational outcomes / Mathew A. White, Faye McCallum (editors) ; foreword by Anthony Seldon |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Singapore, : Springer, [2020] |
| Descrizione fisica | 1 online resource (XII, 217 p. 31 illus., 23 illus. in color.) |
| Disciplina | 370.711 |
| Soggetto topico |
Unterrichtsvorbereitung
Teachers - Training of - Philosophy Educational leadership Lehrerbildung Unterricht Teaching - Philosophy Education - Philosophy |
| ISBN | 981-15-6667-4 |
| Classificazione |
DN 7000
DN 2000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 The changing nature of teachers' work and its impact on teacher preparation -- 2 Transforming university teaching for 21st century skills: The challenge to university educators -- 3 New understandings of instructional theory and its impact on graduate teacher: Finding the instructional 'sweet spot' -- 4 1:1 Teachers: A case study of the impact of introducing 1:1 iPads to first-year undergraduates of a Bachelor of Teaching Degree -- 5 The important role that AILITES play in the delivery of a rich and rewarding Indigenous cultural experience for pre-service teachers -- 6 Quality and equity of student performance in mathematics in Indonesia, Malaysia, Singapore, Thailand and Vietnam -- 7 Shaping teacher professional growth: The role of school leaders -- 8 Blended learning environments needed blended evaluation frameworks -- 9 Inspiring and transforming the preservice teaching through experiential and authentic classroom preparation -- 10 Initial teacher educators' perception of welling and the development of Adelaide Wellbeing for Learning Framework. |
| Record Nr. | UNINA-9910418297303321 |
| Singapore, : Springer, [2020] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
New Research and Possibilities in Wellbeing Education / / Mathew A. White, Faye McCallum, and Christopher Boyle, editors
| New Research and Possibilities in Wellbeing Education / / Mathew A. White, Faye McCallum, and Christopher Boyle, editors |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Adelaide, SA : , : Springer, Springer Nature Singapore Pte Ltd., , [2023] |
| Descrizione fisica | 1 online resource (405 pages) |
| Disciplina | 370.117 |
| Soggetto topico |
Multicultural education
School children - Psychology Teachers - Training of Benestar Educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9956-09-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Preface -- Acknowledgments -- Contents -- Editors and Contributors -- 1 Where to from Here? Priorities for Wellbeing Education, Pedagogy and COVID-19 Recovery -- 1.1 Introduction -- 1.2 Wellbeing Education Research -- 1.3 About This Book -- 1.4 Conceptual Framework -- 1.5 About the Structure of the Book -- 1.6 Significance of This Book -- 1.7 Conclusion -- References -- Part I New Priorities for Student Wellbeing -- 2 Students' Quality of Life, Resources, and Promotion -- 2.1 Introduction -- 2.2 What Do We Know About Students' Quality of Life at School? -- 2.2.1 How Do Students Feel at School? -- 2.2.2 Analysis of the Quality of Life of Students with an Innovative Approach -- 2.2.3 Identification of Students' Profiles: A Helpful Model in Order to Analyze What They Perceive -- 2.3 Psychological Resources that Can Be Enhanced and Skills that Can Be Taught in Order to Prevent Burnout, to Promote Quality of Life and to Develop Resilience -- 2.3.1 The Benefits of Teaching Non-technical Skills -- 2.3.2 What Do We Know About School-Based Resilience Programs? -- 2.3.3 From School-Based Resilience Programs Towards Whole-School Approaches: Resilience, Wellbeing and Positive Education Embedded in All Levels and All Areas of the School Experience -- 2.4 The Positive School and How to Organize It -- 2.4.1 How to Approach Positive School Systems? -- 2.4.2 A Three-Level Conceptualization -- 2.4.3 The Future of PosEd: Recommendations for Implementing Positive Education Programs and for Aiming at More Positive School Systems -- 2.5 Conclusion -- References -- 3 Fostering Students' Belonging Through Appreciative Advising -- 3.1 Introduction -- 3.2 Appreciative Inquiry: Fundamentals for Appreciative Advising -- 3.3 What Is Appreciative Advising? -- 3.4 Appreciative Advising in a Mexican University.
3.5 The Tecmilenio Manual for Appreciative Advising and Mentoring -- 3.6 The Phases of Appreciative Mentoring -- 3.7 The Appreciative Advising Inventory -- 3.8 Preliminary Results: School Permanence -- 3.9 Conclusions -- References -- 4 Understanding High School Students' Perceptions of Wellbeing: A Qualitative Study -- 4.1 Introduction -- 4.2 Defining Wellbeing -- 4.3 Literature on Wellbeing Education -- 4.4 Why Do Schools Adopt Wellbeing Education? -- 4.5 The Wellbeing of Secondary School Students -- 4.6 Theoretical Framework -- 4.7 Methods -- 4.8 Ethics -- 4.9 Participants -- 4.10 Procedure: Data Collection -- 4.11 Data Analysis -- 4.12 Findings and Discussion -- 4.13 Social Wellbeing -- 4.14 Physical Wellbeing -- 4.15 Cognitive Wellbeing -- 4.16 Emotional Wellbeing -- 4.17 Spiritual Wellbeing -- 4.18 Significance of the Study -- 4.19 Conclusions -- References -- Part II New Developments in Arts Curriculum and Wellbeing -- 5 Wellbeing for Student Actors: #MeToo and New Initiatives in the Australian Tertiary Drama Curriculum -- 5.1 Introduction -- 5.1.1 Background: The Crisis -- 5.2 The Response -- 5.3 The Wellbeing of Students in Tertiary Settings and Actor Training Context: More Than Intimacy Training Alone -- 5.4 Case Study 1: The Evolution of Actor Wellbeing at the Academy of Theatre, Film and Television (AFTT) -- 5.5 Case Study 2: Navigating Intimacy Work in Tertiary-Level Actor Training at Flinders University, South Australia -- 5.6 Wellbeing Working Group at Flinders University and the Drama Program -- 5.7 Conclusion -- References -- 6 Positive Museums, Community Intervention in Wellbeing Through the Arts -- 6.1 Introduction -- 6.2 Cultural Expression and Positive Humanities -- 6.3 Positive Museums -- 6.4 Positive Museums Selected Experiences -- 6.5 Results -- 6.6 Positive Museums and Prosocial Behavior -- 6.7 Discussion -- 6.8 Conclusions. References -- 7 The Value of Music Education for Child Development and Wellbeing in the Post COVID-19 Landscape -- 7.1 Introduction -- 7.2 Discussion of Literature -- 7.2.1 Music Education Reports -- 7.2.2 Music Education and Cognitive Benefits -- 7.2.3 Research on the Benefits of Choirs and Singing -- 7.2.4 New Developments: Studies on Benefits of Orchestral and Ensemble Participation -- 7.2.5 New Directions: Music Education Research Impacting Government Policy -- 7.3 Conclusions -- References -- Part III New Developments in Whole School Wellbeing Issues -- 8 The Toolbox Approach: Towards a Novel Flexible Way of Implementing and Testing Positive Education -- 8.1 Introduction -- 8.2 Teaching and Learning Wellbeing Skills -- 8.3 Theoretically Building the Positive Education Toolbox Approach -- 8.4 Building the Toolbox: Choosing the PPIs -- 8.5 From Theory to Practice: Adapting the Interventions for School Contexts -- 8.5.1 Toolbox interventions: some examples -- 8.6 Limitations -- 8.7 Conclusion -- References -- 9 Flourishing SD-A Positive School Development Approach -- 9.1 Introduction -- 9.2 Multilevel Model of Flourishing SD -- 9.3 Key Factors of Success -- 9.4 PERMA Packages for Positive Processes with Flourishing SD -- 9.5 PERMAchange-Seven Steps to Success -- 9.6 Voices from Schools -- 9.7 Conclusions -- References -- 10 Using Metaphors to Shine a Light on Wellbeing Education -- 10.1 Introduction -- 10.2 Understanding Wellbeing -- 10.3 Broadening Understanding of Wellbeing Through Metaphors -- 10.3.1 Wellbeing Metaphors -- 10.4 Research on the Use of Metaphors in Wellbeing Education -- 10.5 Application: How Schools Can Incorporate Metaphors in Wellbeing Education -- 10.6 Conclusion -- References -- 11 Well Leaders, Well Teachers, Well Children -- 11.1 Introduction -- 11.2 Literature -- 11.3 Theoretical Framework -- 11.4 Methodology. 11.5 Ethics -- 11.6 Results and Discussion -- 11.7 Challenges to Leaders and Teachers' Wellbeing -- 11.8 Strategies to Address Challenges -- 11.9 Teacher's Views on the Role of Leadership in their Wellbeing -- 11.10 Conclusions -- References -- Part IV New Research on Persistent Global Education Wellbeing Challenges -- 12 Wellbeing and Online Learning: Perspectives of Refugee-Background Students -- 12.1 Introduction -- 12.2 Disadvantage and Readiness for Online Learning -- 12.3 Methodology -- 12.4 How Was Online Learning Implemented in South Australian Schools? -- 12.5 Results and Discussion -- 12.6 Positive Perceptions -- 12.7 Negative Perceptions -- 12.8 What Challenges Do RBS Experience with Online Learning? -- 12.9 Effects of Online Learning on RBS' Wellbeing -- 12.10 Conclusion -- References -- 13 Flourishing as the Aim of Education: An outline-and Ten Remaining Problems -- 13.1 Introduction -- 13.2 The Flourishing Bandwagon -- 13.3 Problem 1 -- 13.4 Problem 2 -- 13.5 Problem 3 -- 13.6 Problem 4 -- 13.7 Problem 5 -- 13.8 Problem 6 -- 13.9 Problem 7 -- 13.10 Problem 8 -- 13.11 Problem 9 -- 13.12 Problem 10 -- 13.13 Concluding Remarks -- References -- Part V New Perspective on Post-school Wellbeing -- 14 The Dynamic-Grit Mindset: Flourishing in the Future Workforce -- 14.1 Introduction -- 14.2 Literature Review -- 14.3 Theoretical Framework -- 14.4 Methodology -- 14.5 Findings and Discussion -- 14.5.1 Systemic Inequities -- 14.5.2 The Dynamic-Grit Mindset -- 14.5.3 Other Components in the Dynamic-Grit Mindset -- 14.5.4 Problem-Solving -- 14.5.5 Emotional Intelligence -- 14.6 Conclusion -- 14.7 Ethics Statement -- References -- 15 The Role of Preservice Teachers' Wellbeing, Dispositions and Self-Awareness in Predicting Future Teacher Behaviour -- 15.1 Introduction -- 15.2 Policy Relevance -- 15.3 Wellbeing and Mental Health Needs of Students. 15.4 Role of Schools and Teachers -- 15.5 Prioritising Teacher Wellbeing for Workforce Retention and Recruitment -- 15.6 Key Factors that Influence Teachers' Engagement with Wellbeing and Mental Health -- 15.7 Self-Evaluative Thinking -- 15.8 The Role of Resilience -- 15.8.1 ITE in the Next 5 Years -- 15.8.2 Predicting the Development Needs to Preservice Teacher Wellbeing and Mental Health as a Teacher -- 15.9 Methodology -- 15.10 The Existing Data -- 15.10.1 TCAT -- 15.10.2 Intended Behaviour as a Teacher -- 15.10.3 Self-Awareness and Social Desirability -- 15.10.4 The Relationship Between Dispositions and Intentional Behaviour as a Teacher -- 15.10.5 Determining the Relationship Between Wellbeing and Mental Health and Intended Behaviour as a Teacher -- 15.10.6 The Predictive Nature of the Wellbeing and Mental Health Factors -- 15.11 Discussion -- 15.11.1 A Model of Policy Coherence -- 15.12 Limitations -- 15.13 Recommendations -- 15.13.1 More Research -- 15.13.2 Health Education in ITE -- 15.13.3 Resources -- 15.14 Conclusion -- References -- 16 Putting the "We" in Wellbeing Through Belonging Research -- 16.1 Introduction -- 16.2 Literature -- 16.3 Why Belonging is Important for Wellbeing -- 16.4 School Belonging and Wellbeing -- 16.5 Theoretical Framework -- 16.5.1 Building Belonging Through Wellbeing Education -- 16.5.2 Competencies for Belonging -- 16.5.3 Opportunities to Belong -- 16.5.4 Motivations to Belong -- 16.5.5 Perceptions of Belonging -- 16.5.6 Taking a Systems Approach: Developing Whole School Policies -- 16.6 Conclusions -- References -- 17 Enhancing Positive Wellbeing in Schools: The Relationship Between Inclusion and Belonging -- 17.1 Introduction -- 17.2 Inclusive Education -- 17.3 School Belonging -- 17.4 Being Good Humans -- 17.5 Importance of Inclusion and Belonging -- 17.6 Conclusion -- References. 18 New International Research Priorities for Wellbeing Education. |
| Record Nr. | UNINA-9910754088703321 |
| Adelaide, SA : , : Springer, Springer Nature Singapore Pte Ltd., , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming Teaching: Wellbeing and Professional Practice [[electronic resource] /] / by Mathew A. White, Faye McCallum
| Transforming Teaching: Wellbeing and Professional Practice [[electronic resource] /] / by Mathew A. White, Faye McCallum |
| Autore | White Mathew A. |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (169 pages) |
| Disciplina | 370.15 |
| Soggetto topico |
Teachers - Training of
Education - Philosophy Educational sociology Teaching and Teacher Education Educational Philosophy Sociology of Education Benestar Formació del professorat Psicologia escolar |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-4945-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Teaching human flourishing: A philosophical grounding -- 2 Teacher education: Evidence-based wellbeing and character framework for learning -- 3 Teachers of wellbeing -- 4 School culture and context for wellbeing education -- 5 A review of theoretical models of wellbeing in education -- 6 Teaching and character education -- 7 Case studies of wellbeing education and whole school improvement -- 8 Evidence-based strategies for wellbeing, professional practice and academic growth -- 9 Wellbeing education and leadership -- 10 Wellbeing education and the 22nd century. |
| Record Nr. | UNINA-9910590046303321 |
White Mathew A.
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||