The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes. Yet, since then, educators have rarely drawn direct lessons from the athletic arena for their practice... until now. DeMeulenaere, Cann, Malone and McDermott, in this groundbreaking analysis, explore the implications of athletic coaching for improved pedagogy. They offer concrete lessons and suggestions for best practices in the classroom. "Reflections from the Field is quite simply a tour de force - one of the most powerful books on teachers, teaching, and learning I have read. Compelling, useful, and emotionally inspiring, it should be read by every pre-service teacher, teacher-educator and practicing educator in the U.S." -From the Foreword by Sarah Michaels, Co-Author of Ready, Set, Science , Professor of Education at Clark University "Reflections from the Field is an invitation to meet a set of teachers who are reflective practitioners, relationship-builders, and also, not coincidentally, coaches - they know how to improvise, how to nourish and challenge, how to recognize the uniqueness of each and power of all, and how to dance the dialectic between thought and action. This vivid kaleidoscope offers an opportunity to see how it's done." -William Ayers, Author of To Teach, Distinguished Professor of Education and Senior University Scholar at the University of Illinois, Chicago (retired)

Offering a new way of understanding the high self-harm and suicide rates among sexual and gender minority youth, this book prioritises the perspectives and experiences of queer young people, including those who have experience of self-harming and/or feeling suicidal. Presenting analysis based on research carried out with young people both online and face-to-face, the authors offer a critical perspective on the role of norms, namely developmental norms, gender and sexuality norms, and neoliberal norms, in the production of self-harming and suicidal youth. Queer Youth, Suicide and Self-Harm is unique in the way it works at the intersection of class and sexuality, and in its specific focus on transgender youth and the concept of embodied distress. It also examines the implications of this research for self-harm reduction and suicide prevention.

Offering a new way of understanding the high self-harm and suicide rates among sexual and gender minority youth, this book prioritises the perspectives and experiences of queer young people, including those who have experience of self-harming and/or feeling suicidal. Presenting analysis based on research carried out with young people both online and face-to-face, the authors offer a critical perspective on the role of norms, namely developmental norms, gender and sexuality norms, and neoliberal norms, in the production of self-harming and suicidal youth. Queer Youth, Suicide and Self-Harm is unique in the way it works at the intersection of class and sexuality, and in its specific focus on transgender youth and the concept of embodied distress. It also examines the implications of this research for self-harm reduction and suicide prevention.

The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes. Yet, since then, educators have rarely drawn direct lessons from the athletic arena for their practice... until now. DeMeulenaere, Cann, Malone and McDermott, in this groundbreaking analysis, explore the implications of athletic coaching for improved pedagogy. They offer concrete lessons and suggestions for best practices in the classroom. "Reflections from the Field is quite simply a tour de force - one of the most powerful books on teachers, teaching, and learning I have read. Compelling, useful, and emotionally inspiring, it should be read by every pre-service teacher, teacher-educator and practicing educator in the U.S." -From the Foreword by Sarah Michaels, Co-Author of Ready, Set, Science , Professor of Education at Clark University "Reflections from the Field is an invitation to meet a set of teachers who are reflective practitioners, relationship-builders, and also, not coincidentally, coaches - they know how to improvise, how to nourish and challenge, how to recognize the uniqueness of each and power of all, and how to dance the dialectic between thought and action. This vivid kaleidoscope offers an opportunity to see how it's done." -William Ayers, Author of To Teach, Distinguished Professor of Education and Senior University Scholar at the University of Illinois, Chicago (retired)

This book opens with a study seeking to show how students and practicing teachers develop core professional competencies in the early childhood education department of the Levinsky College of Education in Israel. These competencies, such as relationships with children and adults, mediated learning experiences, and classroom management, are embedded in a small number of core practices that have been systematically and intensively incorporated into early childhood education studies, and sometimes integrated by the graduates into their daily practice. The authors also introduce a study examining the transformation in perceptions of learning-teaching processes of third-year student teachers in in the early childhood education program in Levinsky College of Education while implementing emergent curriculum. A multiple case studies (Yin, 2014) approach is used to reveal learning processes and challenges. Following this the authors show how student teachers at Levinsky College of Education implement an emergent curriculum approach (Jones, 2012; Rinaldi, 2001; Yu-le, 2004) and create bridges to diverse childrens homes, focusing on the rationale of the program, its implementation and childrens perspectives. To train student teachers in the early childhood education program, a simulation center was created in which videotaped simulations are used as a critical learning tool. Subsequent analysis of the students documented thoughts and feelings about the simulations revealed key insights regarding communication with parents. This compilation goes on to examine how early childhood education interns interpreted communication with parents and what difficulties and challenges preoccupied them, because the identification of these central difficulties and challenges may contribute significantly to the knowledge of family-school relations in a diverse and changing society. A subsequent study provides a careful investigation into the effects of a course on the parent-teacher relationship on student teachers and interns perceptions. This study was derived from the goal of preparing student teachers to cope effectively with relationships with parents. The authors examined teachers use of repeated narrative writing based on Pennebakers (Pennebaker &Evans, 2014) expressive writing method to cope with emotionally loaded incidents related to behavior problems in the preschool classroom. An analysis of sixty narratives written by two Israeli teachers revealed that repeated narrative writing helped them overcome helplessness, regulate negative feelings towards people and situations involved in the incidents, and develop self-efficacy and self-determination, as well as improve their classroom management competencies. The final chapter demonstrates an approach to elicit teachers ideas about teaching and their reflections on teaching practices. The approach of constructing a practical argument allows for analysis of teachers thinking in combination with their actions in the classroom.