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• Timely book to be published in the recovery phase of COVID-19
impact of wellbeing education research and the implications for
schools, schooling and higher education • Chapters are written by
international experts in the field of wellbeing education. •
Includes new models and theories of wellbeing education across
schools and higher education • Investigates new issues related to
wellbeing education, the arts, and humanities.
• Timely book to be published in the recovery phase of COVID-19
impact of wellbeing education research and the implications for
schools, schooling and higher education • Chapters are written by
international experts in the field of wellbeing education. •
Includes new models and theories of wellbeing education across
schools and higher education • Investigates new issues related to
wellbeing education, the arts, and humanities.
Wellbeing and Resilience Education engages with the immediate
impact of the Covid-19 pandemic and the theoretical and applied
elements of wellbeing and resilience education. It explores the
implications for students, teachers, and teaching from a
transdisciplinary and international perspective. Featuring thirteen
chapters written by 27 academics from across the globe, it includes
new transdisciplinary research by organisational psychologists,
psychologists, neuroscientists, policy experts and education
researchers. The book comprises a wide range of topics including:
appreciative inquiry, educational leadership, refugee education,
resilience education, designing online courses, teacher wellbeing
and community responses during the Covid-19 pandemic. This timely
volume will be of interest to academics, initial teacher educators,
postgraduate students, school leaders and policymakers researching
the field of wellbeing, resilience, education, schools, and
schooling.
This book addresses the significant problems that can arise for
pre-service teachers, teachers and school leaders who are
unprepared for the complexities of 21st century teaching. It
focuses on major factors impacting teacher preparation during an
era of significant change, including student learning, academic
growth, classroom practice, and the efficacy of teachers. In turn,
the book considers crucial aspects that can enhance educational
outcomes and investigates questions including what impact the
changing nature of teachers' work has on teacher preparation; how
educators can evaluate blended learning; and what impact teachers
have on learners. This book provides evidence-based approaches that
can be used to achieve a positive impact on education and narrow
the gap in contemporary and emerging global topics in education.
This book is a collection of essays advancing the discourse in
well-being science, authored by key thought leaders in positive
psychology and its variants, including positive education,
character education, and positive organizational scholarship. The
authors address topics such as the next big ideas in well-being
research and practice, potential strategies , as well as current
gaps and limitations of the field. This book will be of particular
interest for policy makers, educators and practitioners, as well as
researchers.
This book is a collection of essays advancing the discourse in
well-being science, authored by key thought leaders in positive
psychology and its variants, including positive education,
character education, and positive organizational scholarship. The
authors address topics such as the next big ideas in well-being
research and practice, potential strategies , as well as current
gaps and limitations of the field. This book will be of particular
interest for policy makers, educators and practitioners, as well as
researchers.
Based on action research and implementation at one of the world's
great schools, this book provides a much-needed exploration of how
to implement positive education at a whole school level.
Evidence-Based Approaches in Positive Education summarises the
integration of a whole-school mental health and well-being
strategy, positive psychology programs and pastoral care models
from 3 - 18 years of age. Positive education is the teaching of
scientifically validated programs from positive psychology and
character education that have an impact on student and staff
well-being. It is an approach that focuses on teaching, building
and embedding social and emotional learning throughout a student's
experience. St Peter's College - Adelaide is the only institution
in the world to integrate Martin Seligman's well-being theory
throughout all aspects of both its strategic intent and positive
education programs. The School's vision is to be a world-class
school where all boys flourish. Its mission is to provide an
exceptional education that brings out the very best in every boy.
This is done within an intellectually and spiritually rich
environment that nurtures international-mindedness, intercultural
understanding, respect and a commitment to social justice. This
book captures the developments of the St Peter's College journey.
It focuses on the integration of well-being across seven strategic
goals: Academics; Well-being; Student Life; Entrepreneurship;
Innovation and Partnerships; People, Culture and Change;
Sustainability and Environment; Community Engagement, Advancement,
and Philanthropy. A uniquely Australian school, the impact of a St
Peter's College education is to build great men: who believe
safety, service and integrity and fundamental parts of their lives;
who are active members of communities that are socially and
culturally diverse; who engage in political, ethical, and
environmental challenges as good citizens. Since 1847, St Peter's
College alumni have had global and life-changing impact in all
fields of human endeavour. The School's alumni include three Nobel
Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists
and scientists, educators and journalists, actors and politicians,
philanthropists and physicians, CEOs, diplomats and soldiers,
explorers, painters and poets. This book shares evidence-based
practices and makes a substantial contribution to the rapidly
developing field of positive psychology and its application in
schools.
Based on action research and implementation at one of the world's
great schools, this book provides a much-needed exploration of how
to implement positive education at a whole school level.
Evidence-Based Approaches in Positive Education summarises the
integration of a whole-school mental health and well-being
strategy, positive psychology programs and pastoral care models
from 3 - 18 years of age. Positive education is the teaching of
scientifically validated programs from positive psychology and
character education that have an impact on student and staff
well-being. It is an approach that focuses on teaching, building
and embedding social and emotional learning throughout a student's
experience. St Peter's College - Adelaide is the only institution
in the world to integrate Martin Seligman's well-being theory
throughout all aspects of both its strategic intent and positive
education programs. The School's vision is to be a world-class
school where all boys flourish. Its mission is to provide an
exceptional education that brings out the very best in every boy.
This is done within an intellectually and spiritually rich
environment that nurtures international-mindedness, intercultural
understanding, respect and a commitment to social justice. This
book captures the developments of the St Peter's College journey.
It focuses on the integration of well-being across seven strategic
goals: Academics; Well-being; Student Life; Entrepreneurship;
Innovation and Partnerships; People, Culture and Change;
Sustainability and Environment; Community Engagement, Advancement,
and Philanthropy. A uniquely Australian school, the impact of a St
Peter's College education is to build great men: who believe
safety, service and integrity and fundamental parts of their lives;
who are active members of communities that are socially and
culturally diverse; who engage in political, ethical, and
environmental challenges as good citizens. Since 1847, St Peter's
College alumni have had global and life-changing impact in all
fields of human endeavour. The School's alumni include three Nobel
Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists
and scientists, educators and journalists, actors and politicians,
philanthropists and physicians, CEOs, diplomats and soldiers,
explorers, painters and poets. This book shares evidence-based
practices and makes a substantial contribution to the rapidly
developing field of positive psychology and its application in
schools.
This book examines a variety of issues related to wellbeing
education and cross-cultural education, curriculum and pedagogy,
education policy and systems, teacher education and professional
development of educators, educational administration, management
and leadership, and inclusive education. Stimulated, in part, by
the launch of positive psychology, wellbeing education has grown
worldwide. Various theories of wellbeing have been adopted in
education, coining the term 'wellbeing education', defined in this
book as how school leaders and teachers plan to implement
evidence-informed wellbeing interventions to promote wellbeing and
academic goals. This book investigates a series of questions
related to wellbeing education, and how evidence-informed
wellbeing approaches are integrated into learning, teaching, and
education.
1 Teaching human flourishing: A philosophical grounding.- 2 Teacher
education: Evidence-based wellbeing and character framework for
learning.- 3 Teachers of wellbeing.- 4 School culture and context
for wellbeing education.- 5 A review of theoretical models of
wellbeing in education.- 6 Teaching and character education.- 7
Case studies of wellbeing education and whole school improvement.-
8 Evidence-based strategies for wellbeing, professional practice
and academic growth.- 9 Wellbeing education and leadership.- 10
Wellbeing education and the 22nd century.
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