Social And Learning Relationships In Primary Schools
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| Author | : Alison Kington |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 285 |
| Release | : 2020-09-17 |
| Genre | : Education |
| ISBN | : 1350096083 |
One of the most important factors in pupils' success in school are the relationships developed with teachers and other children. Not only are these relationships important in their own right, but they have considerable bearing on pupil motivation, achievement, and on their perceptions of themselves as learners. Social and Learning Relationships in Primary Schools is based upon, but not confined by, recent research projects focused on a range of relationships that exist within English primary schools. This text provides substantial evidence and rich insights into the development and ongoing influences on these social and learning relationships, relating to both the academic and affective outcomes of pupils. The book is presented in four parts: i) social interaction and the curriculum; ii) classroom relationships and the impact on learning; iii) professional identity and professional development; and iv) individual differences and inclusion. Through these sections, the authors identify important features of primary schooling including, for example, delivery of the core subjects, learning environment, role of student teachers in schools, classroom technology, and the transition between phases of education. They examine a number of social psychological influences on these relationships in terms of career phase, professional identity, adult-child and peer relationships, and self-efficacy and provide powerful evidence of the complexities of primary school life. Drawing together the perspectives of a number of authors, all of whom have served as practising teachers as well as gaining a wealth of experience in the higher education sector, Social and Learning Relationships in Primary Schools offers a detailed and holistic understanding of the influences that shape learning, policy and practice in this context.
| Author | : Nicki Henderson |
| Publisher | : Routledge |
| Total Pages | : 147 |
| Release | : 2021-12-29 |
| Genre | : Education |
| ISBN | : 100052132X |
This insightful book shows how prioritising loving relationships in the primary school between practitioners and children helps secure children’s emotional well-being, improves behaviour and leads to more successful learning. It identifies the fundamental values that underpin effective learning encounters and provides the practical tools and language to realise deep connections with children. Combining theory with personal experience the authors present relationship-based practice as a robust and credible pedagogic approach to teaching and learning. The book offers unique features such as ‘Shared language’ to support and promote a rich, meaningful dialogue and ‘The lens of the authors’ offers practical and realistic contexts to help teachers apply theory and ideas from personal experience. Giving educators the confidence to teach with the relational qualities of love, trust, respect, and empathy, this is essential reading for all teachers wanting to develop authentic relationships with the children they care for.
| Author | : Sue Roffey |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 304 |
| Release | : 2011-11-11 |
| Genre | : Psychology |
| ISBN | : 9400721471 |
Relationships are at the heart of our lives; at home with our families, with our friends, in schools and colleges, with colleagues at the workplace and in our diverse communities. The quality of these relationships determines our individual well-being, how well we learn, develop and function, our sense of connectedness with others and the health so society. This unique volume brings together authorities from across the world to write about how relationships might be enhanced in all these different areas of our lives. It also explores how to address the challenges involved in establishing and maintaining positive relationships. This evidence-based book, primarily grounded in the science of positive psychology, is valuable for academics, especially psychologists and professionals, working in the field of well-being.
| Author | : Nick Boddington |
| Publisher | : SAGE |
| Total Pages | : 367 |
| Release | : 2014-03-20 |
| Genre | : Education |
| ISBN | : 1473904714 |
′This book is a gift for anyone teaching PSHE whether they are new to the profession or experienced practitioners. Sound pedagogical discussion is combined with practical advice to ensure lessons are relevant, meet the needs of learners and allow sensitive issues to be explored in a safe and supportive way.′ - Liz Griffiths, Lead Assessor, National PSHE CPD Programme Personal, Social, Health and Economic Education (PSHEe) is a challenging subject and when well taught, of great value. Drawing from theory and practice in education, health and welfare it encompasses sensitive issues, such as relationships, drugs, safety, and bullying, and is influenced by political concerns of the day such as childhood obesity and the health of the economy. This book, written for those training to teach and early career primary teachers, provides clear guidance on how to tackle sensitive issues and informed ideas to help you to develop into a confident PSHE educator. It has been endorsed as a PSHE Association quality assured resource. The PSHE Association is the national subject association supporting teachers and other professionals working in the field of personal, social, health and economic education. Key features: Full of practical strategies and examples from schools that clearly demonstrate how to teach PSHEe with primary-aged children. A focus on best practice teaching enabling you to plan flexibly to meet the needs of your learners. Nick Boddington acts as National Subject Adviser for the PSHE Association, Jenny McWhirter is the Research Associate for the PSHE Association, and both her and Adrian King are experienced PSHE authors and education consultants.
| Author | : Theo Wubbels |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 253 |
| Release | : 2012-12-23 |
| Genre | : Education |
| ISBN | : 9460919391 |
This book brings together recent research on interpersonal relationships in education. Clearly, positive teacher-student relationships strongly contribute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, teacher learning thrives when principals facilitate accommodating and safe school cultures.The contributions to this book are based on presentations at the first International Conference on Interpersonal Relationships in Education: ICIRE 2010 held in Boulder, Colorado, the United States and include among others keynote addresses by Kathryn Wentzel, Walter Doyle and Theo Wubbels. The chapters help explain how constructive learning environment relationships can be developed and sustained. Contributions come from among others educational and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships between teachers and teachers and principals.
| Author | : David Zandvliet |
| Publisher | : Springer |
| Total Pages | : 250 |
| Release | : 2014-08-07 |
| Genre | : Education |
| ISBN | : 9462097011 |
This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.
| Author | : Margaret L. Kern |
| Publisher | : Springer Nature |
| Total Pages | : 788 |
| Release | : 2021 |
| Genre | : Child psychology |
| ISBN | : 3030645371 |
"The approaches outlined in this volume will help expand the narrow focus on academic success to include psychological well-being for students and educators alike. It is a must-read for anyone interested in how positive outcomes such as life satisfaction, positive emotion, and meaning and purpose can be optimized in the educational settings." -- Judith Moskowitz, PhD MPH, Northwestern University Feinberg School of Medicine, USA, IPPA President 2019-2021 This open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience. The handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy, and curriculum studies. This landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work, and public policy. Margaret (Peggy) L. Kern is Associate Professor at the Centre for Positive Psychology at the University of Melbourne's Graduate School of Education, Australia. Dr Kern is Founding Chair of the Education Division of the International Positive Psychology Association (IPPA). You can find out more about Dr Kern's work at www.peggykern.org. Michael L. Wehmeyer is Ross and Mariana Beach Distinguished Professor of Special Education; Chair of the Department of Special Education; and Director and Senior Scientist, Beach Center on Disability, at the University of Kansas, United States. Dr Wehmeyer is Publications Lead for the Education Division of the International Positive Psychology Association (IPPA). He has published more than 450 peer-reviewed journal articles and book chapters and is an author or editor of 42 texts. .
| Author | : Larry Ferlazzo |
| Publisher | : John Wiley & Sons |
| Total Pages | : 338 |
| Release | : 2012-08-06 |
| Genre | : Education |
| ISBN | : 1118095677 |
A much-needed resource for teaching English to all learners The number of English language learners in U.S. schools is projected to grow to twenty-five percent by 2025. Most teachers have English learners in their classrooms, from kindergarten through college. The ESL/ELL Teacher?s Survival Guide offers educators practical strategies for setting up an ESL-friendly classroom, motivating and interacting with students, communicating with parents of English learners, and navigating the challenges inherent in teaching ESL students. Provides research-based instructional techniques which have proven effective with English learners at all proficiency levels Offers thematic units complete with reproducible forms and worksheets, sample lesson plans, and sample student assignments The book?s ESL lessons connect to core standards and technology applications This hands-on resource will give all teachers at all levels the information they need to be effective ESL instructors.
| Author | : Anthony Bryk |
| Publisher | : Russell Sage Foundation |
| Total Pages | : 238 |
| Release | : 2002-09-05 |
| Genre | : Education |
| ISBN | : 161044096X |
Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology
| Author | : Dana McDermott |
| Publisher | : SAGE |
| Total Pages | : 305 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 1412954088 |
This book focuses on parents and teachers as adult learners, who should be growing and learning along with the children in their care. It lays out a theory of what parents and teachers need to care for children and themselves and then it shows how the author has assisted parents and teachers to put these theories into practice. McDermott relies on stories and listening to the voices of parents, teachers and children to make her case. She weaves together the latest theories and research with these stories. She uses narratives of actual school meetings, workshops, parent planning and discussion groups, testimonies, newsletters, and research of others in the field, to demonstrate applications of theory and research. She fills a gap by focusing on parents from all socioeconomic backgrounds. Key Features: o Focuses on parents and teachers as adult learners o Focuses on the dynamic process of parenting and teaching o Provides a theory to practice model to support parents, families and teachers o Provides a tool or guide for thinking through problems and finding solutions that take into consideration the needs of all involved.
