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Adolescent emotions [[electronic resource] ] : development, morality, and adaptation / / Tina Malit, issue editor ; Gil G. Noam, editor-in-chief
| Adolescent emotions [[electronic resource] ] : development, morality, and adaptation / / Tina Malit, issue editor ; Gil G. Noam, editor-in-chief |
| Pubbl/distr/stampa | Hoboken, N.J., : Wiley, 2013 |
| Descrizione fisica | 1 online resource (137 pages) |
| Disciplina |
371.8019
616.8527 |
| Altri autori (Persone) |
MaltiTina
NoamGil G |
| Collana | New directions for youth development |
| Soggetto topico |
Adolescent psychology
Emotions |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-299-18664-5
1-118-58125-3 1-118-58124-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Editorial Board; Contents; Editor's Notes; Executive Summary; Chapter One: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; Chapter Two: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Chapter Three: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contexts; Chapter Four: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel
Chapter Five: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?Chapter Six: Adolescents' perceptions of institutional fairness: Relations with moral reasoning, emotions, and behavior; Chapter Seven: Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior; 1: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; The typical affective consequences of moral transgressions Adolescents' emotional experience in the context of their own wrongdoingConclusion; 2: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Emotions and reasoning in situations involving moral conflict and social exclusion; Contextual differences in moral emotions and moral reasoning; Adolescents' sympathy: Relations with moral emotions and moral reasoning; This study; Moral emotions and moral reasoning task; Coding of emotions and reasoning; Results; Conclusion 3: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contextsDevelopmental origins of moral judgments and emotions; Social exclusion: Types and consequences; Intergroup social exclusion in adolescence: A theoretical model; Intergroup social exclusion: Adolescents' evaluations of group nonconformists; Conclusion; 4: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel; The motivational account and its limitations; Links between moral emotion attributions, decision making, and action Dominant desire: Link 1Outcome expectancies: Link 2; Emotional response to anticipated (in)consistencies of the self: Link 3; Moral emotion attributions and the developing moral self; A three-layer model of moral self-development; Conclusion; 5: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?; Traditional approaches to moral development; Toward an integrative understanding of morality; Guilt, Shame, and Moral Behaviors; Sympathy, Moral Reasoning, and Moral Behaviors; Multidimensionality of Moral Behaviors; Method Participants and procedure |
| Record Nr. | UNINA-9910463414003321 |
| Hoboken, N.J., : Wiley, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Adolescent emotions [[electronic resource] ] : development, morality, and adaptation / / Tina Malit, issue editor ; Gil G. Noam, editor-in-chief
| Adolescent emotions [[electronic resource] ] : development, morality, and adaptation / / Tina Malit, issue editor ; Gil G. Noam, editor-in-chief |
| Pubbl/distr/stampa | Hoboken, N.J., : Wiley, 2013 |
| Descrizione fisica | 1 online resource (137 pages) |
| Disciplina |
371.8019
616.8527 |
| Altri autori (Persone) |
MaltiTina
NoamGil G |
| Collana | New directions for youth development |
| Soggetto topico |
Adolescent psychology
Emotions |
| ISBN |
1-299-18664-5
1-118-58125-3 1-118-58124-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Editorial Board; Contents; Editor's Notes; Executive Summary; Chapter One: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; Chapter Two: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Chapter Three: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contexts; Chapter Four: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel
Chapter Five: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?Chapter Six: Adolescents' perceptions of institutional fairness: Relations with moral reasoning, emotions, and behavior; Chapter Seven: Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior; 1: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; The typical affective consequences of moral transgressions Adolescents' emotional experience in the context of their own wrongdoingConclusion; 2: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Emotions and reasoning in situations involving moral conflict and social exclusion; Contextual differences in moral emotions and moral reasoning; Adolescents' sympathy: Relations with moral emotions and moral reasoning; This study; Moral emotions and moral reasoning task; Coding of emotions and reasoning; Results; Conclusion 3: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contextsDevelopmental origins of moral judgments and emotions; Social exclusion: Types and consequences; Intergroup social exclusion in adolescence: A theoretical model; Intergroup social exclusion: Adolescents' evaluations of group nonconformists; Conclusion; 4: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel; The motivational account and its limitations; Links between moral emotion attributions, decision making, and action Dominant desire: Link 1Outcome expectancies: Link 2; Emotional response to anticipated (in)consistencies of the self: Link 3; Moral emotion attributions and the developing moral self; A three-layer model of moral self-development; Conclusion; 5: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?; Traditional approaches to moral development; Toward an integrative understanding of morality; Guilt, Shame, and Moral Behaviors; Sympathy, Moral Reasoning, and Moral Behaviors; Multidimensionality of Moral Behaviors; Method Participants and procedure |
| Record Nr. | UNINA-9910786044803321 |
| Hoboken, N.J., : Wiley, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Adolescent emotions : development, morality, and adaptation / / Tina Malit, issue editor ; Gil G. Noam, editor-in-chief
| Adolescent emotions : development, morality, and adaptation / / Tina Malit, issue editor ; Gil G. Noam, editor-in-chief |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Hoboken, N.J., : Wiley, 2013 |
| Descrizione fisica | 1 online resource (137 pages) |
| Disciplina |
371.8019
616.8527 |
| Altri autori (Persone) |
MaltiTina
NoamGil G |
| Collana | New directions for youth development |
| Soggetto topico |
Adolescent psychology
Emotions |
| ISBN |
1-299-18664-5
1-118-58125-3 1-118-58124-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Editorial Board; Contents; Editor's Notes; Executive Summary; Chapter One: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; Chapter Two: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Chapter Three: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contexts; Chapter Four: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel
Chapter Five: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?Chapter Six: Adolescents' perceptions of institutional fairness: Relations with moral reasoning, emotions, and behavior; Chapter Seven: Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior; 1: Emotion and the moral lives of adolescents: Vagaries and complexities in the emotional experience of doing harm; The typical affective consequences of moral transgressions Adolescents' emotional experience in the context of their own wrongdoingConclusion; 2: Adolescents' emotions and reasoning in contexts of moral conflict and social exclusion; Emotions and reasoning in situations involving moral conflict and social exclusion; Contextual differences in moral emotions and moral reasoning; Adolescents' sympathy: Relations with moral emotions and moral reasoning; This study; Moral emotions and moral reasoning task; Coding of emotions and reasoning; Results; Conclusion 3: Moral judgments and emotions: Adolescents' evaluations in intergroup social exclusion contextsDevelopmental origins of moral judgments and emotions; Social exclusion: Types and consequences; Intergroup social exclusion in adolescence: A theoretical model; Intergroup social exclusion: Adolescents' evaluations of group nonconformists; Conclusion; 4: Linking moral emotion attributions with behavior: Why "(un)happy victimizers" and "(un)happy moralists" act the way they feel; The motivational account and its limitations; Links between moral emotion attributions, decision making, and action Dominant desire: Link 1Outcome expectancies: Link 2; Emotional response to anticipated (in)consistencies of the self: Link 3; Moral emotion attributions and the developing moral self; A three-layer model of moral self-development; Conclusion; 5: Behaving badly or goodly: Is it because I feel guilty, shameful, or sympathetic? Or is it a matter of what I think?; Traditional approaches to moral development; Toward an integrative understanding of morality; Guilt, Shame, and Moral Behaviors; Sympathy, Moral Reasoning, and Moral Behaviors; Multidimensionality of Moral Behaviors; Method Participants and procedure |
| Record Nr. | UNINA-9910813222903321 |
| Hoboken, N.J., : Wiley, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Innovations in improving access to higher education / / Barbara Schneider, Justina Judy, issue editors ; Gil G. Noam, editor-in-chief
| Innovations in improving access to higher education / / Barbara Schneider, Justina Judy, issue editors ; Gil G. Noam, editor-in-chief |
| Pubbl/distr/stampa | Hoboken, NJ : , : Wiley Periodicals, Inc., , [2014] |
| Descrizione fisica | 1 online resource (128 p.) |
| Disciplina | 378.747 |
| Altri autori (Persone) |
SchneiderBarbara
JudyJustina NoamGil G |
| Collana | New directions for youth development : theory, practice, research |
| Soggetto topico | College preparation programs - Research - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-87248-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Innovations in Improving Access to Higher Education; Contents; Issue Editors' Notes; Executive Summary; 1 Pathways to college and STEM careers: Enhancing the high school experience; The complexity of the college search process; Assisting high school students in the college application process; Supporting students in high school: The College Ambition Program; Summer outreach; Preliminary findings; Student perspectives; Sustainability, policy, and practical applications; Notes; 2 Research into practice: Postsecondary success in the Chicago Public Schools; High school effects on college going
Capacity building research Developing an extensive data archive on CPS; Extensive stakeholder engagement and strong ongoing relationships with the district; Conducting scientifically rigorous research while making findings broadly accessible; Building knowledge of core problems across time and across studies; An extensive outreach to provide information to broader audiences; Case study: The college counselors collaborative; Conclusion; Notes; 3 Lessons learned from a data-driven college access program: The National College Advising Corps; Triangulation of data sources; Student survey data Adviser survey National Student Clearinghouse data; Site visits; Triangulation; Partnerships; Program design: Federal, regional, and local levels; Research relationships with individual states; Scholarly studies; College-going culture; Advise Texas experiment; College advising dosage experiment; Data-driven program changes; Conclusion; Notes; 4 The not-so-lazy days of summer: Experimental interventions to increase college entry among low-income high school graduates; Possible causes of summer melt; Mitigating summer melt The potential of text messaging to deliver personalized college information The potential of peer mentoring to mitigate summer attrition; Sites and intervention design; Conclusion; Notes; 5 Is traditional financial aid too little, too late to help youth succeed in college? An introduction to The Degree Project promise scholarship experiment; The Degree Project (TDP); TDP communications plan; Random assignment; General rationale: Affordability, social capital, and academic preparation; Potential implications for the nation's financial aid system; Notes; Index; Order Form |
| Record Nr. | UNINA-9910464418003321 |
| Hoboken, NJ : , : Wiley Periodicals, Inc., , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Innovations in improving access to higher education / / Barbara Schneider, Justina Judy, issue editors ; Gil G. Noam, editor-in-chief
| Innovations in improving access to higher education / / Barbara Schneider, Justina Judy, issue editors ; Gil G. Noam, editor-in-chief |
| Pubbl/distr/stampa | Hoboken, NJ : , : Wiley Periodicals, Inc., , [2014] |
| Descrizione fisica | 1 online resource (128 p.) |
| Disciplina | 378.747 |
| Altri autori (Persone) |
SchneiderBarbara
JudyJustina NoamGil G |
| Collana | New directions for youth development : theory, practice, research |
| Soggetto topico | College preparation programs - Research - United States |
| ISBN |
1-118-87225-8
1-118-87248-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Innovations in Improving Access to Higher Education; Contents; Issue Editors' Notes; Executive Summary; 1 Pathways to college and STEM careers: Enhancing the high school experience; The complexity of the college search process; Assisting high school students in the college application process; Supporting students in high school: The College Ambition Program; Summer outreach; Preliminary findings; Student perspectives; Sustainability, policy, and practical applications; Notes; 2 Research into practice: Postsecondary success in the Chicago Public Schools; High school effects on college going
Capacity building research Developing an extensive data archive on CPS; Extensive stakeholder engagement and strong ongoing relationships with the district; Conducting scientifically rigorous research while making findings broadly accessible; Building knowledge of core problems across time and across studies; An extensive outreach to provide information to broader audiences; Case study: The college counselors collaborative; Conclusion; Notes; 3 Lessons learned from a data-driven college access program: The National College Advising Corps; Triangulation of data sources; Student survey data Adviser survey National Student Clearinghouse data; Site visits; Triangulation; Partnerships; Program design: Federal, regional, and local levels; Research relationships with individual states; Scholarly studies; College-going culture; Advise Texas experiment; College advising dosage experiment; Data-driven program changes; Conclusion; Notes; 4 The not-so-lazy days of summer: Experimental interventions to increase college entry among low-income high school graduates; Possible causes of summer melt; Mitigating summer melt The potential of text messaging to deliver personalized college information The potential of peer mentoring to mitigate summer attrition; Sites and intervention design; Conclusion; Notes; 5 Is traditional financial aid too little, too late to help youth succeed in college? An introduction to The Degree Project promise scholarship experiment; The Degree Project (TDP); TDP communications plan; Random assignment; General rationale: Affordability, social capital, and academic preparation; Potential implications for the nation's financial aid system; Notes; Index; Order Form |
| Record Nr. | UNINA-9910789023003321 |
| Hoboken, NJ : , : Wiley Periodicals, Inc., , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Innovations in improving access to higher education / / Barbara Schneider, Justina Judy, issue editors ; Gil G. Noam, editor-in-chief
| Innovations in improving access to higher education / / Barbara Schneider, Justina Judy, issue editors ; Gil G. Noam, editor-in-chief |
| Pubbl/distr/stampa | Hoboken, NJ : , : Wiley Periodicals, Inc., , [2014] |
| Descrizione fisica | 1 online resource (128 p.) |
| Disciplina | 378.747 |
| Altri autori (Persone) |
SchneiderBarbara
JudyJustina NoamGil G |
| Collana | New directions for youth development : theory, practice, research |
| Soggetto topico | College preparation programs - Research - United States |
| ISBN |
1-118-87225-8
1-118-87248-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Innovations in Improving Access to Higher Education; Contents; Issue Editors' Notes; Executive Summary; 1 Pathways to college and STEM careers: Enhancing the high school experience; The complexity of the college search process; Assisting high school students in the college application process; Supporting students in high school: The College Ambition Program; Summer outreach; Preliminary findings; Student perspectives; Sustainability, policy, and practical applications; Notes; 2 Research into practice: Postsecondary success in the Chicago Public Schools; High school effects on college going
Capacity building research Developing an extensive data archive on CPS; Extensive stakeholder engagement and strong ongoing relationships with the district; Conducting scientifically rigorous research while making findings broadly accessible; Building knowledge of core problems across time and across studies; An extensive outreach to provide information to broader audiences; Case study: The college counselors collaborative; Conclusion; Notes; 3 Lessons learned from a data-driven college access program: The National College Advising Corps; Triangulation of data sources; Student survey data Adviser survey National Student Clearinghouse data; Site visits; Triangulation; Partnerships; Program design: Federal, regional, and local levels; Research relationships with individual states; Scholarly studies; College-going culture; Advise Texas experiment; College advising dosage experiment; Data-driven program changes; Conclusion; Notes; 4 The not-so-lazy days of summer: Experimental interventions to increase college entry among low-income high school graduates; Possible causes of summer melt; Mitigating summer melt The potential of text messaging to deliver personalized college information The potential of peer mentoring to mitigate summer attrition; Sites and intervention design; Conclusion; Notes; 5 Is traditional financial aid too little, too late to help youth succeed in college? An introduction to The Degree Project promise scholarship experiment; The Degree Project (TDP); TDP communications plan; Random assignment; General rationale: Affordability, social capital, and academic preparation; Potential implications for the nation's financial aid system; Notes; Index; Order Form |
| Record Nr. | UNINA-9910828482903321 |
| Hoboken, NJ : , : Wiley Periodicals, Inc., , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teacher-student relationships toward personalized education [[electronic resource] /] / Beth Bernstein-Yamashiro, Gil G. Noam, issue authors
| Teacher-student relationships toward personalized education [[electronic resource] /] / Beth Bernstein-Yamashiro, Gil G. Noam, issue authors |
| Autore | Bernstein-Yamashiro Beth |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 370.15 |
| Altri autori (Persone) | NoamGil G |
| Collana | New directions for youth development : theory, practice, research |
| Soggetto topico |
Teacher-student relationships
Individualized instruction |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-66115-X
1-118-66112-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; Issue Authors' Notes; What is a personalized school environment? What are teacher-student relationships?; A move to personalized school environments; The challenge of personalization and teacher-student relationships; Executive Summary; Chapter One: Teacher-student relationships: A growing field of study; Chapter Two: Relationships, learning, and development: A student perspective; Chapter Three: Learning together: Teaching, relationships, and teachers' work
Chapter Four: Youth development practitioners and their relationships in schools and after-school programsChapter Five: Establishing and maintaining boundaries in teacher-student relationships; Chapter Six: The role of a student support system and the clinical consultant; Chapter Seven: Working with teachers to develop healthy relationships with students; Chapter Eight: A dialogue between an educator and psychologist; 1: Teacher-student relationships: A growing field of study; Adolescent emotional challenges; School structures challenge meaningful teacher-student interaction Relationships and school dropoutAcademic outcomes; Environments that enable positive teacher-student relationships; Relationships and the struggle over boundaries; Conclusion; 2: Relationships, learning, and development: A student perspective; Teacher-student relationships and the personalized classroom; Student anxiety in the classroom; Teacher-student relationships and academic motivation; Teacher-student relationships and students' socioemotional development; Adult mentors; Teacher-student relationships as students progress; Carving out identities; Socioemotional skills; Conclusion 3: Learning together: Teaching, relationships, and teachers' workRelationships as instrumental to teaching and learning; Relationships as professional responsibility; Relationships as intrinsically rewarding; Challenges and dilemmas of these relationships: Becoming overly involved; Conclusion; 4: Youth development practitioners and their relationships in schools and after-school programs; Quantity and quality of relationships; Teachers and nonteacher educators; The youth development practioner: Educator, mentor, connector; Youth development workers, boundaries, and training 5: Establishing and maintaining boundaries in teacher-student relationshipsThe challenge of teacher-student relationships; Students' perspective on boundaries in relationships; Allow relationships to emerge organically; Be cautious when asking about students' personal lives; Make self-disclosure intentional; Behave in age-appropriate ways; Do not play favorites; Draw clear boundaries in close relationships; Maintain objectivity; Express care appropriately; Self-care and distance; Create clear expectations; Draw boundaries in social media environments; Conclusion 6: The role of a student support system and the clinical consultant |
| Record Nr. | UNINA-9910462867703321 |
Bernstein-Yamashiro Beth
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teacher-student relationships toward personalized education [[electronic resource] /] / Beth Bernstein-Yamashiro, Gil G. Noam, issue authors
| Teacher-student relationships toward personalized education [[electronic resource] /] / Beth Bernstein-Yamashiro, Gil G. Noam, issue authors |
| Autore | Bernstein-Yamashiro Beth |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 370.15 |
| Altri autori (Persone) | NoamGil G |
| Collana | New directions for youth development : theory, practice, research |
| Soggetto topico |
Teacher-student relationships
Individualized instruction |
| ISBN |
1-118-66115-X
1-118-66112-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; Issue Authors' Notes; What is a personalized school environment? What are teacher-student relationships?; A move to personalized school environments; The challenge of personalization and teacher-student relationships; Executive Summary; Chapter One: Teacher-student relationships: A growing field of study; Chapter Two: Relationships, learning, and development: A student perspective; Chapter Three: Learning together: Teaching, relationships, and teachers' work
Chapter Four: Youth development practitioners and their relationships in schools and after-school programsChapter Five: Establishing and maintaining boundaries in teacher-student relationships; Chapter Six: The role of a student support system and the clinical consultant; Chapter Seven: Working with teachers to develop healthy relationships with students; Chapter Eight: A dialogue between an educator and psychologist; 1: Teacher-student relationships: A growing field of study; Adolescent emotional challenges; School structures challenge meaningful teacher-student interaction Relationships and school dropoutAcademic outcomes; Environments that enable positive teacher-student relationships; Relationships and the struggle over boundaries; Conclusion; 2: Relationships, learning, and development: A student perspective; Teacher-student relationships and the personalized classroom; Student anxiety in the classroom; Teacher-student relationships and academic motivation; Teacher-student relationships and students' socioemotional development; Adult mentors; Teacher-student relationships as students progress; Carving out identities; Socioemotional skills; Conclusion 3: Learning together: Teaching, relationships, and teachers' workRelationships as instrumental to teaching and learning; Relationships as professional responsibility; Relationships as intrinsically rewarding; Challenges and dilemmas of these relationships: Becoming overly involved; Conclusion; 4: Youth development practitioners and their relationships in schools and after-school programs; Quantity and quality of relationships; Teachers and nonteacher educators; The youth development practioner: Educator, mentor, connector; Youth development workers, boundaries, and training 5: Establishing and maintaining boundaries in teacher-student relationshipsThe challenge of teacher-student relationships; Students' perspective on boundaries in relationships; Allow relationships to emerge organically; Be cautious when asking about students' personal lives; Make self-disclosure intentional; Behave in age-appropriate ways; Do not play favorites; Draw clear boundaries in close relationships; Maintain objectivity; Express care appropriately; Self-care and distance; Create clear expectations; Draw boundaries in social media environments; Conclusion 6: The role of a student support system and the clinical consultant |
| Record Nr. | UNINA-9910786716803321 |
|
Bernstein-Yamashiro Beth
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teacher-student relationships toward personalized education / / Beth Bernstein-Yamashiro, Gil G. Noam, issue authors
| Teacher-student relationships toward personalized education / / Beth Bernstein-Yamashiro, Gil G. Noam, issue authors |
| Autore | Bernstein-Yamashiro Beth |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | San Francisco, : Jossey-Bass, 2013 |
| Descrizione fisica | 1 online resource (137 p.) |
| Disciplina | 370.15 |
| Altri autori (Persone) | NoamGil G |
| Collana | New directions for youth development : theory, practice, research |
| Soggetto topico |
Teacher-student relationships
Individualized instruction |
| ISBN |
1-118-66115-X
1-118-66112-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; Issue Authors' Notes; What is a personalized school environment? What are teacher-student relationships?; A move to personalized school environments; The challenge of personalization and teacher-student relationships; Executive Summary; Chapter One: Teacher-student relationships: A growing field of study; Chapter Two: Relationships, learning, and development: A student perspective; Chapter Three: Learning together: Teaching, relationships, and teachers' work
Chapter Four: Youth development practitioners and their relationships in schools and after-school programsChapter Five: Establishing and maintaining boundaries in teacher-student relationships; Chapter Six: The role of a student support system and the clinical consultant; Chapter Seven: Working with teachers to develop healthy relationships with students; Chapter Eight: A dialogue between an educator and psychologist; 1: Teacher-student relationships: A growing field of study; Adolescent emotional challenges; School structures challenge meaningful teacher-student interaction Relationships and school dropoutAcademic outcomes; Environments that enable positive teacher-student relationships; Relationships and the struggle over boundaries; Conclusion; 2: Relationships, learning, and development: A student perspective; Teacher-student relationships and the personalized classroom; Student anxiety in the classroom; Teacher-student relationships and academic motivation; Teacher-student relationships and students' socioemotional development; Adult mentors; Teacher-student relationships as students progress; Carving out identities; Socioemotional skills; Conclusion 3: Learning together: Teaching, relationships, and teachers' workRelationships as instrumental to teaching and learning; Relationships as professional responsibility; Relationships as intrinsically rewarding; Challenges and dilemmas of these relationships: Becoming overly involved; Conclusion; 4: Youth development practitioners and their relationships in schools and after-school programs; Quantity and quality of relationships; Teachers and nonteacher educators; The youth development practioner: Educator, mentor, connector; Youth development workers, boundaries, and training 5: Establishing and maintaining boundaries in teacher-student relationshipsThe challenge of teacher-student relationships; Students' perspective on boundaries in relationships; Allow relationships to emerge organically; Be cautious when asking about students' personal lives; Make self-disclosure intentional; Behave in age-appropriate ways; Do not play favorites; Draw clear boundaries in close relationships; Maintain objectivity; Express care appropriately; Self-care and distance; Create clear expectations; Draw boundaries in social media environments; Conclusion 6: The role of a student support system and the clinical consultant |
| Record Nr. | UNINA-9910826359303321 |
|
Bernstein-Yamashiro Beth
|
||
| San Francisco, : Jossey-Bass, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming youth-serving organizations to support healthy youth development / / Gil G. Noam, editor-in-chief ; issue editors, Ross VeLure Roholt [and three others]
| Transforming youth-serving organizations to support healthy youth development / / Gil G. Noam, editor-in-chief ; issue editors, Ross VeLure Roholt [and three others] |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Jossey-Bass, , 2013 |
| Descrizione fisica | 1 online resource (162 p.) |
| Disciplina | 362.7 |
| Altri autori (Persone) |
VeLure RoholtRoss
NoamGil G |
| Collana | New Directions for Youth Development : Theory, Practice, Research |
| Soggetto topico |
Youth - Services for
Youth development Youth workers |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-82524-1
1-118-82515-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title page; Copyright page; Contents; Issue Editors' Notes; Executive Summary; Chapter One: Missing in the youth development literature: The organization as host, cage, and promise; Chapter Two: From youth worker professional development to organizational change; Chapter Three: Use of research for transforming youth agencies; Chapter Four: Youth advisory structures: Listening to young people to support quality youth services; Chapter Five: Shaping partnerships by doing the work; Chapter Six: What can local foundations do to support youth service system change efforts?
Chapter Seven: From lessons learned to emerging practicesProem; Preface; 1: Missing in the youth development literature: The organization as host, cage, and promise; Scenarios; First scenario; Second scenario; Third scenario; Fourth scenario; Research agenda: Questions that will always remain; 2: From youth worker professional development to organizational change; The contexts; Training philosophy and ethos; Building and sustaining meaningful relationships with young people; Cocreating a space for learning and change; Being a reflective practitioner; Community organizing Professional development structurePhases of the professional development groups; The diagnostic phase; Enhancing youth program skills; Organizing and social action; What was accomplished?; Personal and professional development; Organizational development; Challenges and barriers; Lessons learned; Was it worth the effort?; Concluding thoughts: Can this be done elsewhere?; 3: Use of research for transforming youth agencies; The work; The research process; Phase I: Prestudy; Politics; Opening the door; Phase II: Preparing for the study; Phase III: Data analysis; Phase IV: Write-up Final thoughts on the research processLessons learned; Research on agency change; Workers; Students; The university; Role of faculty with the agency; Role of faculty with students; Role of faculty in relation to their studies; Emily's role; Conclusion; Appendix: Sample of student studies; Course examples; Study Highlight: "I Was Raised in the Gym"; 4: Youth advisory structures: Listening to young people to support quality youth services; Youth advisory structures as a response and contributor; First study; Second study; Third study; Youth advisory groups: A brief description Youth advice structures: Symbolic or substantive?Voice; Moving toward the use of expressed ideas; Preparation and training; Modes of expression; Third research study: Process and practice; The process; Discussion; Lessons learned; Lesson 1: Shift from opinion giving to informed idea; Lesson 2: Focus on giving advice and work to ensure that advice gets used; Lesson 3: Authentic youth advisory structures meet a moral test; Lesson 4: Young people deserve a place at the table in addition to doing the work; Lesson 5: Reinvention of support structures; A final note 5: Shaping partnerships by doing the work |
| Record Nr. | UNINA-9910453616503321 |
| Hoboken, New Jersey : , : Jossey-Bass, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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