|
|
|
|
| LEADER |
04300nmm a2200409 u 4500 |
| 001 |
EB002016197 |
| 003 |
EBX01000000000000001179096 |
| 005 |
00000000000000.0 |
| 007 |
cr||||||||||||||||||||| |
| 008 |
220613 ||| eng |
| 020 |
|
|
|a 9783030952051
|
| 100 |
1 |
|
|a McLellan, Ros
|e [editor]
|
| 245 |
0 |
0 |
|a Wellbeing and Schooling
|h Elektronische Ressource
|b Cross Cultural and Cross Disciplinary Perspectives
|c edited by Ros McLellan, Carole Faucher, Venka Simovska
|
| 250 |
|
|
|a 1st ed. 2022
|
| 260 |
|
|
|a Cham
|b Springer International Publishing
|c 2022, 2022
|
| 300 |
|
|
|a XVII, 211 p. 1 illus
|b online resource
|
| 505 |
0 |
|
|a Chapter 1. Introduction -- Part I. Re-examining conceptualisations of wellbeing in education -- Chapter 2. Wellbeing and Education: Connecting Mind, Body and World -- Chapter 3. Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance? -- Chapter 4. Positive education, schooling and the well-being assemblage: Old and new approaches to educating the ‘whole child’ -- Part II. School environments, schooling, and wellbeing -- Chapter 5. Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective -- Chapter 6. Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers -- Chapter 7. Childhood adversity and education: Integrating trauma-informed practice within school wellbeing and health promotion frameworks -- Part III. The significance of cultural contexts -- Chapter 8. Laying the foundation for wellbeing in youth in New Zealand:Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework -- Chapter 9. Developing a Culturally Appropriate Tool to Assess Young Peo-ple’s Wellbeing in Kazakhstan: A Derived Etic Approach -- Chapter 10. Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea -- Part IV. Amplifying children's voices -- Chapter 11. School violence and wellbeing in southern Ecuador: Exploring popular perceptions and official discourse paradoxes -- Chapter 12. Re-imagining Mental Wellbeing Strategies in Schools
|
| 653 |
|
|
|a Social groups
|
| 653 |
|
|
|a Equality
|
| 653 |
|
|
|a Sociology
|
| 653 |
|
|
|a Social Structure
|
| 653 |
|
|
|a Teachers / Training of
|
| 653 |
|
|
|a Teaching and Teacher Education
|
| 653 |
|
|
|a Educational Policy and Politics
|
| 653 |
|
|
|a Social structure
|
| 653 |
|
|
|a School Psychology
|
| 653 |
|
|
|a Education and state
|
| 653 |
|
|
|a Sociology of Family, Youth and Aging
|
| 700 |
1 |
|
|a Faucher, Carole
|e [editor]
|
| 700 |
1 |
|
|a Simovska, Venka
|e [editor]
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
|
| 989 |
|
|
|b Springer
|a Springer eBooks 2005-
|
| 490 |
0 |
|
|a Transdisciplinary Perspectives in Educational Research
|
| 028 |
5 |
0 |
|a 10.1007/978-3-030-95205-1
|
| 856 |
4 |
0 |
|u https://doi.org/10.1007/978-3-030-95205-1?nosfx=y
|x Verlag
|3 Volltext
|
| 082 |
0 |
|
|a 379
|
| 520 |
|
|
|a Collectively, the research presented in this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualisations, policies and intervention frameworks, as critical discussion of wellbeing in relation to children and young people from a variety of socio-cultural, political, and economic settings is still relatively sparse. The contributions work synergistically to generate a sophisticated understanding of children’s wellbeing while introducing fresh and context-sensitive approaches. Pre-conceived and taken-for-granted notions of wellbeing are problematised through four sections in (i) Re-examining conceptualisations of wellbeing in educational research and policy; (ii) Focusing on School environments, schooling, and wellbeing; (iii) Examining the significance of cultural contexts; and (iv) Amplifying children's voices. The objective is to help generate new ways of researching and thinking about wellbeing and schooling, that transcend monocultural, monodisciplinary and monomethodological strategies. The book aims to stimulate further theoretical and empirical research, as well as development of effective policies and school interventions which nuance rather than reduce complexity of both education and wellbeing
|