Implementing trauma-informed pedagogies for school change: shifting schools from reactive to proactive
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Leeds UK
Emerald Publishing
2024
|
| Schriftenreihe: | Emerald studies in trauma-informed education
|
| Schlagwörter: | |
| Links: | https://www.emerald.com/insight/publication/doi/10.1108/9781837970001 https://www.emerald.com/insight/publication/doi/10.1108/9781837970001 |
| Abstract: | The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs. This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period. Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school. |
| Beschreibung: | Includes bibliographical references and index. - Print version record |
| Umfang: | 1 Online-Ressource (89 Seiten) |
| ISBN: | 9781837970001 |
Internformat
MARC
| LEADER | 00000nam a22000001c 4500 | ||
|---|---|---|---|
| 001 | BV049644627 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 240410s2024 xx o|||| 00||| eng d | ||
| 020 | |a 9781837970001 |9 978-1-83797-000-1 | ||
| 024 | 7 | |a 10.1108/9781837970001 |2 doi | |
| 035 | |a (DE-599)BVBBV049644627 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-863 |a DE-862 | ||
| 100 | 1 | |a Stokes, Helen |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Implementing trauma-informed pedagogies for school change |b shifting schools from reactive to proactive |c by Helen Stokes (University of Melbourne, Australia) and Tom Brunzell (University of Melbourne, Australia) |
| 264 | 1 | |a Leeds UK |b Emerald Publishing |c 2024 | |
| 300 | |a 1 Online-Ressource (89 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Emerald studies in trauma-informed education | |
| 500 | |a Includes bibliographical references and index. - Print version record | ||
| 520 | 3 | |a The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs. This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period. Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school. | |
| 653 | 0 | |a Inclusive education | |
| 653 | 0 | |a Positive psychology | |
| 653 | 0 | |a Students / Mental health | |
| 653 | 0 | |a Education ; Inclusive Education | |
| 653 | 0 | |a Inclusive education, mainstreaming | |
| 700 | 1 | |a Brunzell, Tom |e Verfasser |4 aut | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |z 978-1-83797-001-8 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EPUB |z 978-1-83797-002-5 |
| 912 | |a ZDB-55-ESS | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-034988189 | |
| 966 | e | |u https://www.emerald.com/insight/publication/doi/10.1108/9781837970001 |l DE-863 |p ZDB-55-ESS |x Verlag |3 Volltext | |
| 966 | e | |u https://www.emerald.com/insight/publication/doi/10.1108/9781837970001 |l DE-862 |p ZDB-55-ESS |x Verlag |3 Volltext | |
Datensatz im Suchindex
| _version_ | 1818991903879725056 |
|---|---|
| any_adam_object | |
| author | Stokes, Helen Brunzell, Tom |
| author_facet | Stokes, Helen Brunzell, Tom |
| author_role | aut aut |
| author_sort | Stokes, Helen |
| author_variant | h s hs t b tb |
| building | Verbundindex |
| bvnumber | BV049644627 |
| collection | ZDB-55-ESS |
| ctrlnum | (DE-599)BVBBV049644627 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02999nam a22004211c 4500</leader><controlfield tag="001">BV049644627</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">240410s2024 xx o|||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781837970001</subfield><subfield code="9">978-1-83797-000-1</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1108/9781837970001</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV049644627</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield><subfield code="a">DE-862</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Stokes, Helen</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Implementing trauma-informed pedagogies for school change</subfield><subfield code="b">shifting schools from reactive to proactive</subfield><subfield code="c">by Helen Stokes (University of Melbourne, Australia) and Tom Brunzell (University of Melbourne, Australia)</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Leeds UK</subfield><subfield code="b">Emerald Publishing</subfield><subfield code="c">2024</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (89 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Emerald studies in trauma-informed education</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index. - Print version record</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs. This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period. Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school.</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Inclusive education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Positive psychology</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Students / Mental health</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education ; Inclusive Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Inclusive education, mainstreaming</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Brunzell, Tom</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="z">978-1-83797-001-8</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe, EPUB</subfield><subfield code="z">978-1-83797-002-5</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-55-ESS</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-034988189</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.emerald.com/insight/publication/doi/10.1108/9781837970001</subfield><subfield code="l">DE-863</subfield><subfield code="p">ZDB-55-ESS</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.emerald.com/insight/publication/doi/10.1108/9781837970001</subfield><subfield code="l">DE-862</subfield><subfield code="p">ZDB-55-ESS</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV049644627 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T20:17:40Z |
| institution | BVB |
| isbn | 9781837970001 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034988189 |
| open_access_boolean | |
| owner | DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| owner_facet | DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| physical | 1 Online-Ressource (89 Seiten) |
| psigel | ZDB-55-ESS |
| publishDate | 2024 |
| publishDateSearch | 2024 |
| publishDateSort | 2024 |
| publisher | Emerald Publishing |
| record_format | marc |
| series2 | Emerald studies in trauma-informed education |
| spelling | Stokes, Helen Verfasser aut Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive by Helen Stokes (University of Melbourne, Australia) and Tom Brunzell (University of Melbourne, Australia) Leeds UK Emerald Publishing 2024 1 Online-Ressource (89 Seiten) txt rdacontent c rdamedia cr rdacarrier Emerald studies in trauma-informed education Includes bibliographical references and index. - Print version record The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs. This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period. Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school. Inclusive education Positive psychology Students / Mental health Education ; Inclusive Education Inclusive education, mainstreaming Brunzell, Tom Verfasser aut Erscheint auch als Druck-Ausgabe 978-1-83797-001-8 Erscheint auch als Online-Ausgabe, EPUB 978-1-83797-002-5 |
| spellingShingle | Stokes, Helen Brunzell, Tom Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive |
| title | Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive |
| title_auth | Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive |
| title_exact_search | Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive |
| title_full | Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive by Helen Stokes (University of Melbourne, Australia) and Tom Brunzell (University of Melbourne, Australia) |
| title_fullStr | Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive by Helen Stokes (University of Melbourne, Australia) and Tom Brunzell (University of Melbourne, Australia) |
| title_full_unstemmed | Implementing trauma-informed pedagogies for school change shifting schools from reactive to proactive by Helen Stokes (University of Melbourne, Australia) and Tom Brunzell (University of Melbourne, Australia) |
| title_short | Implementing trauma-informed pedagogies for school change |
| title_sort | implementing trauma informed pedagogies for school change shifting schools from reactive to proactive |
| title_sub | shifting schools from reactive to proactive |
| work_keys_str_mv | AT stokeshelen implementingtraumainformedpedagogiesforschoolchangeshiftingschoolsfromreactivetoproactive AT brunzelltom implementingtraumainformedpedagogiesforschoolchangeshiftingschoolsfromreactivetoproactive |