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A Whole School Approach to Mental Health and Well-being (Positive Mental Health)
by Jonathan Glazzard Rachel BostwickIs mental health provision a concern in your school?Are you looking to develop a whole school approach to mental health issues?Do you need targeted, evidence-informed strategies?Suitable for both primary and secondary age phases, this book is exactly what you need by giving you targeted strategies for developing a whole school approach to mental health provision. The importance of creating a whole school culture which promotes a positive attitude towards mental health is emphasised throughout.Now completely revised to be relevant for a post-pandemic world, it provides: concise and practical guidance, practical case studies, thought-provoking questions to encourage reader reflection, and supportive techniques taken from teaching practice. The case studies reflect practice from schools that have completed the mental health award, including scenarios involving Senior Mental Health leads in schools, and there is new content related to: the impact of Covid-19, developing a mental health curriculum, partnership working, vulnerable groups and individuals, mental health interventions, supporting staff well-being, and age-phase-specific considerations.
Whole School Approaches to Sustainability: Education Renewal in Times of Distress (Sustainable Development Goals Series)
by Arjen E. J. Wals Birgitte Bjønness Astrid Sinnes Ingrid EikelandIn response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly interconnected. Additionally, this approach is problematic as schools already have an overcrowded curriculum. This edited volume brings together a range of scholars and reflective practitioners from across the globe who are investigating and enacting a whole school approach (WSA) in education for sustainability. While the WSA and related approaches, such as those advocated by EcoSchools, are becoming more popular, there is a lack of understanding of their underlying principles and the different manifestations in diverging socio-cultural contexts at different educational levels. This collection of chapters provides a deeper understanding of the WSA, while also addressing its effectiveness, possibilities for upscaling, professional development needs for WSA practitioners, interlinkages with more conventional curriculum requirements, expectations of students and parents, and more. This is an open access book.
The Whole-School Audit: Development Planning for Primary and Special Schools
by Brian DrakefordFirst Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
A Whole-school Behaviour Policy: A Practical Guide
by Lund, RoyThe text aims to provide schools with a framework for reviewing, developing and implementing a whole school of behaviour policy, which is fully in accordance with the ethos of the establishment and the school development plan and also with the OFSTED inspection evaluation criteria.
Whole School Character and Virtue Education: 192
by David Aldridge Carole Jones David Moran Amanda Wyatt Edith Iwobi Angela Flux Jean-Michel Ballay Elenor PaulUsing the successful implementation achieved at Yeading Junior School, this book provides strategies and advice about how to widely implement character education in schools. This helpful guide answers the following questions schools and teachers have when considering how to develop character education:· What character virtues are important in primary education? · How can these be cultivated within the formal and informal curricula? · How do we know if strategies are working and successful? · What constitutes evidence of best practice? With contributions from professional practitioners ranging from building partnerships in the community, intergenerational learning, using character virtues in work with vulnerable children and children with SEND, financial literacy and the diverse religious context of primary education, the book explores the opportunities for developing character virtues and virtue literacy with the purpose of supporting pupils to flourish in society. With the help of this book, schools can create an environment and ethos where learners are not only successful but can make a real difference to the world.
Whole School Curriculum Development In The Primary School
by Jennifer Nias Geoff Southworth Penelope CampbellFirst published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.
Whole School Health Through Psychosocial Emotional Learning
by Jared Scherz15 strategies to jumpstart student and educator health With rapid technological advancements and changes to how schools must respond to learning and mental health needs, the educational landscape looks considerably different from how it did 20 years ago. How do educators contend with this everchanging future? Jared Scherz answers this question and more by outlining the 15 critical steps to educators’ and students’ health through psychosocial emotional learning. Designed for everyone involved in the educational system—including district administrators, teachers, students, parents, and the business community—this book provides a practical plan with steps to harmonize whole-school health, including sustainable growth in student character development, improvement of organizational health, and reduction of violence and other threats to education. A blueprint of applicable resources is provided, including: • 15 easy-to-follow guidelines for successfully implementing social-emotional learning practices • A spotlight on issues such as empathy, identity formation, self-control, and conflict resolution • Dozens of real-world stories from educators • Anecdotal and data-driven results from successful implementation Educators today must navigate a newer and more dynamic terrain than previous generations. This book provides a practical framework for improving the satisfaction of educators, all through the lens of whole-school health.
Whole School Health Through Psychosocial Emotional Learning
by Jared Scherz15 strategies to jumpstart student and educator health With rapid technological advancements and changes to how schools must respond to learning and mental health needs, the educational landscape looks considerably different from how it did 20 years ago. How do educators contend with this everchanging future? Jared Scherz answers this question and more by outlining the 15 critical steps to educators’ and students’ health through psychosocial emotional learning. Designed for everyone involved in the educational system—including district administrators, teachers, students, parents, and the business community—this book provides a practical plan with steps to harmonize whole-school health, including sustainable growth in student character development, improvement of organizational health, and reduction of violence and other threats to education. A blueprint of applicable resources is provided, including: • 15 easy-to-follow guidelines for successfully implementing social-emotional learning practices • A spotlight on issues such as empathy, identity formation, self-control, and conflict resolution • Dozens of real-world stories from educators • Anecdotal and data-driven results from successful implementation Educators today must navigate a newer and more dynamic terrain than previous generations. This book provides a practical framework for improving the satisfaction of educators, all through the lens of whole-school health.
Whole-School Strategies for Anger Management: Practical Materials for Senior Managers, Teachers and Support Staff
by Michael HymansEnsure your staff and children feel happy and secure in their school environment, with the help of Whole-School Strategies for Anger Management. This book has a much wider perspective than the other more traditional anger management resources available. It considers a whole-school approach, including a tried-and-tested programme with resources for pupils as well as a new ground-breaking staff development element. A facilitator guide, with a programme of activities, PowerPoint presentations and resources, will guide staff in looking at how they manage their strong emotions and how they can help to create classrooms in which strong emotions are handled effectively. Anger can be difficult to manage, but it is an essential part of being human and is a potentially useful emotion. Getting in touch with our emotional intelligence can help us to understand our own anger and to understand children's anger. The book highlights the importance of continually trying to manage our feelings effectively, especially in the roles of leader, teacher, teaching assistant and other support workers. The development of an anger management strategy in a school should be considered as part of a whole-school approach to managing behaviour. Whole-School Strategies for Anger Management will ensure you feel confident to bring about the changes necessary for a happy and secure learning environment. Starting from the premise that managers will structure the process, but that implementation will be carried out by staff, this publication provides training and support at several levels by: recognising the effects of staff behaviour on student outcomes teaching the skills for problem solving, managing conflict and de-escalating angry behaviour understanding the components of anger setting up pupil anger management groups. With a whole-school approach, this resource allows staff to consider the significance of their relationship with students and the various ways that anger can be managed throughout all aspects of school life.
Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools
by Kathryn Fishman-WeaverWholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching," a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.
Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools
by Kathryn Fishman-WeaverWholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to “Wholehearted Teaching,” a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.
Wholesome Leadership: Being authentic in self, school and system
by Tom ReesSpanning the comprehensive perspective of self, school and system, this tour-de-force is both well-informed and uplifting whilst at the same time being full of practical advice and guidance, rooted in the author's front-line role leading a school. Tom Rees's depth of thinking and knowledge of leadership, and his ability to translate that into both a structure and tone that will be relevant to leaders in schools today, will resonate with leaders at levels. The book is brilliantly supplemented with the thoughts and views of colleagues spanning the whole educational spectrum, including: Sir David Carter, Clare Sealy, Daisy Christodoulou, MAT CEOs, Julia Kedwards, Stephen Tierney and Andrew Morrish, plus his very own actual dad!
Wholesome Leadership: Being authentic in self, school and system
by Tom ReesSpanning the comprehensive perspective of self, school and system, this tour-de-force is both well-informed and uplifting whilst at the same time being full of practical advice and guidance, rooted in the author's front-line role leading a school. Tom Rees's depth of thinking and knowledge of leadership, and his ability to translate that into both a structure and tone that will be relevant to leaders in schools today, will resonate with leaders at levels. The book is brilliantly supplemented with the thoughts and views of colleagues spanning the whole educational spectrum, including: Sir David Carter, Clare Sealy, Daisy Christodoulou, MAT CEOs, Julia Kedwards, Stephen Tierney and Andrew Morrish, plus his very own actual dad!
Wholly For God The True Christian Life: The True Christian Life (classic Reprint)
by William Law"Wholly For God: The True Christian Life" by William Law is a timeless and deeply spiritual guide to living a life fully devoted to God. William Law, an influential 18th-century Anglican theologian and mystic, provides profound insights and practical wisdom for Christians seeking to deepen their faith and experience the transformative power of a life wholly surrendered to God.In this compelling work, Law explores what it means to live a true Christian life, emphasizing the importance of wholehearted devotion and a sincere commitment to following Christ. He challenges readers to go beyond mere outward religious practices and to cultivate an inner life that is rooted in love, humility, and obedience to God.One of the central themes of "Wholly For God" is the idea of complete and unconditional surrender to God's will. Law encourages readers to trust in God's providence and to seek His guidance in all aspects of life. He also highlights the importance of loving one's neighbor and living in a way that demonstrates the transformative power of God's grace."Wholly For God: The True Christian Life" is more than just a theological treatise; it is a call to action for believers to live out their faith in practical and meaningful ways. William Law's timeless wisdom and passionate exhortation continue to resonate with readers, offering a path to a deeper and more authentic Christian life.This classic work is essential reading for anyone seeking to grow in their faith and to live a life that is wholly devoted to God. Law's teachings provide a roadmap for spiritual growth and a profound reminder of the beauty and power of a life lived in full communion with the Divine.
Who's Afraid of Academic Freedom?
by Akeel Bilgrami Jonathan ColeIn these seventeen essays, distinguished senior scholars discuss the conceptual issues surrounding the idea of freedom of inquiry and scrutinize a variety of obstacles to such inquiry that they have encountered in their personal and professional experience. Their discussion of threats to freedom traverses a wide disciplinary and institutional, political and economic range covering specific restrictions linked to speech codes, the interests of donors, institutional review board licensing, political pressure groups, and government policy, as well as phenomena of high generality, such as intellectual orthodoxy, in which coercion is barely visible and often self-imposed.As the editors say in their introduction: "No freedom can be taken for granted, even in the most well-functioning of formal democracies. Exposing the tendencies that undermine freedom of inquiry and their hidden sources and widespread implications is in itself an exercise in and for democracy."
Who's Afraid of Fourth Grade? (Katie Kazoo Switcheroo Super Special #1)
by Nancy KrulikAs long-awaited fourth grade starts, Katie is overwhelmed when the magic wind causes her to switch twice--first into a new classmate and then into Mr. Starkey, the school band leader.
Who’s Afraid of Multilingual Education?: Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty and Stephen Bahry about the Iranian Context and Beyond
by Amir KalanMore than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language groups and the country itself. It is hoped that this book will engage an international audience with the debate in Iran and show how multilingual education could benefit the country.
Who's Afraid of Opera?: A Highly Opinionated, Informative, and Entertaining Guide to Appreciating Opera
by Michael WalshFor anyone who has been intimidated, overwhelmed, or just plain confused by what they think opera is, WHO’S AFRAID OF OPERA? offers a lively, readable guide to what author Michael Walsh describes as "the greatest art form yet invented by humankind." From opera's origins in Renaissance Italy to The Who's rock odyssey “Tommy” and Stephen Sondheim's “Into the Woods,” Walsh explores what opera is and what it's not, what makes a great singer, and why it takes Tristan so long to die. So curtain up! It's time to settle into your seat, close up your program, and watch the house lights go down. And get ready for the musical ride of your lives.
Who’s Afraid of Political Education?: The Challenge to Teach Civic Competence and Democratic Participation
by Henry TamDemocracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues. This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged. Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens’ learning for democratic participation can be made.
Who's Afraid of the Big Bad Dragon?
by Yong ZhaoThe secrets behind China's extraordinary educational system - good, bad, and ugly Chinese students' consistently stunning performance on the international PISA exams-- where they outscore students of all other nations in math, reading, and science--have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China's education system in order to maintain our status as an education leader and global superpower. Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We're following in China's footsteps--but is this the direction we should take? Who's Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider's account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world. Born and raised in China's Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world's highest-achieving students in reading, math, and science--yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who's Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China. Learn how China is able to turn out the world's highest achieving students in math, science, and reading Discover why, despite these amazing test scores, Chinese parents, teachers, and political leaders are desperate to leave behind their educational system Discover how current reforms in the U.S. parallel the classic Chinese system, and how this could help (or hurt) our students' prospects
Who's Afraid of the Ghost Train?
by Frank RodgersRobert has a big imagination. He imagines there are scary things everywhere. So when he goes on the ghost train his friends are certain he’ll get a real fright! But then his Grandpa lets him into a big secret, and guess who’s afraid now?
Who's Afraid of Virginia Woolf (SparkNotes Literature Guide Series)
by SparkNotesWho's Afraid of Virginia Woolf (SparkNotes Literature Guide) by Edward Albee Making the reading experience fun! Created by Harvard students for students everywhere, SparkNotes is a new breed of study guide: smarter, better, faster. Geared to what today's students need to know, SparkNotes provides: *Chapter-by-chapter analysis *Explanations of key themes, motifs, and symbols *A review quiz and essay topicsLively and accessible, these guides are perfect for late-night studying and writing papers
Who's Asking?
by Megan Bang Douglas L. MedinThe answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity -- the participation of researchers and educators with different cultural orientations -- provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science.
Who's Asking?: Native Science, Western Science, and Science Education (The\mit Press Ser.)
by Douglas L. Medin Megan BangAnalysis and case studies show that including different orientations toward the natural world makes for more effective scientific practice and science education.The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity—the participation of researchers and educators with different cultural orientations—provides new perspectives and leads to more effective science and better science education.Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science.
Who's Been Sleeping in My Grave? (Ghosts of Fear Street #2)
by R. L. StineDo you believe in ghosts? Don't say no until you take a walk down Fear Street. Past the woods -- where no birds sing. Past the lake -- where something lurks beneath the water. Past the cemetery -- where everyone is dying to meet you. And don't forget to stop by the Shadyside Middle School. Zack Pepper thinks there is something very wrong with his substitute teacher. No one will believe him, so he has to get rid of her all by himself. But how can he destroy someone who is already dead?