Details
Whole-Child Teaching
A Framework for Meeting the Needs of Today's Students|
27,99 € |
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| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 14.06.2021 |
| ISBN/EAN: | 9781475861181 |
| Sprache: | englisch |
| Anzahl Seiten: | 170 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<p><span>The book discusses the failed reform initiatives of the 20</span><span><sup>th</sup></span><span> century’s “one size fits all” model for American education. A recommendation is made to adopt a systemic change in </span><span>how, why, and what</span><span> we teach, which takes the form of a new whole-child framework. This new educational narrative fosters a more learner-centered, constructivist, interdisciplinary, and meaningful approach to learning. Positive education offers educators new strategies to develop character strengths and promote well-being in their students.</span></p>
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<p><span>This book </span><span>provides an in-depth discussion of the aspects of a whole-child learner paradigm including how educator and school-based influences interrelate with personal and interpersonal demonstrations of learning to create a holistic learning system</span></p>
<p><span>Foreword</span></p>
<p><span>Preface</span></p>
<p><span>Acknowledgements</span></p>
<p><span>Introduction</span></p>
<p><span>Part I: Whether to Reform or Transform That Is The Question</span></p>
<p><span>Chapter 1: America Needs To Transform Rather Than Reform Education</span></p>
<p><span>Chapter 2: Transformation Requires a Systemic Change</span></p>
<p><span>Chapter 3: </span><span>Transforming Education: The Whole-Child Paradigm</span></p>
<p><span>Part II: The District-based Influences That Affect Learning & Thinking</span></p>
<p><span>Chapter 4: Creating a New Story of Learning & Thinking</span></p>
<p><span>Part III: The Educator-Based Influences That Affect Learning, Thinking & Well-Being </span></p>
<p><span>Chapter 5: </span><span>What Are the Teaching Practices of the Teacher –Centered and Learner-Centered Approaches to Teaching?</span></p>
<p><span>Chapter 6: </span><span>Towards a Constructivist Approach to Learning</span></p>
<p><span>Chapter 7: </span><span>What Thinking Skills Foster Meaningful Learning</span></p>
<p><span>Chapter 8: </span><span>The Interdisciplinary Curriculum</span></p>
<p><span>Chapter 9: </span><span>Why Is the Whole-Child Educator Interested in Positive Psychology? </span></p>
<p><span>Part IV: Personal Demonstrations Of Learning & Thinking</span></p>
<p><span>Chapter 10: </span><span>The Whole-Child Educator Fosters a Growth Mindset</span></p>
<p><span>Part V: Interpersonal Demonstrations of Learning & Thinking</span></p>
<p><span>Chapter 11: </span><span>How Do Students Demonstrate Competency in Interpersonal Skills?</span></p>
<p><span>Afterword</span></p>
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<p><span>Preface</span></p>
<p><span>Acknowledgements</span></p>
<p><span>Introduction</span></p>
<p><span>Part I: Whether to Reform or Transform That Is The Question</span></p>
<p><span>Chapter 1: America Needs To Transform Rather Than Reform Education</span></p>
<p><span>Chapter 2: Transformation Requires a Systemic Change</span></p>
<p><span>Chapter 3: </span><span>Transforming Education: The Whole-Child Paradigm</span></p>
<p><span>Part II: The District-based Influences That Affect Learning & Thinking</span></p>
<p><span>Chapter 4: Creating a New Story of Learning & Thinking</span></p>
<p><span>Part III: The Educator-Based Influences That Affect Learning, Thinking & Well-Being </span></p>
<p><span>Chapter 5: </span><span>What Are the Teaching Practices of the Teacher –Centered and Learner-Centered Approaches to Teaching?</span></p>
<p><span>Chapter 6: </span><span>Towards a Constructivist Approach to Learning</span></p>
<p><span>Chapter 7: </span><span>What Thinking Skills Foster Meaningful Learning</span></p>
<p><span>Chapter 8: </span><span>The Interdisciplinary Curriculum</span></p>
<p><span>Chapter 9: </span><span>Why Is the Whole-Child Educator Interested in Positive Psychology? </span></p>
<p><span>Part IV: Personal Demonstrations Of Learning & Thinking</span></p>
<p><span>Chapter 10: </span><span>The Whole-Child Educator Fosters a Growth Mindset</span></p>
<p><span>Part V: Interpersonal Demonstrations of Learning & Thinking</span></p>
<p><span>Chapter 11: </span><span>How Do Students Demonstrate Competency in Interpersonal Skills?</span></p>
<p><span>Afterword</span></p>
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<p><span>James Trifone</span><span> holds a PhD in education from the University of Lancaster, UK. He is the academic director of the Master of Arts in Learning and Thinking [MALT] degree program, offered at The Graduate Institute in Bethany, Connecticut. This program consists of an innovative and learner-centered approach for preK–12 educators who strive to develop and integrate a holistic twenty-first-century whole-child approach into their classroom teaching.</span></p>
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