Implementing trauma-informed pedagogies for school change : shifting schools from reactive to proactive

The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs. This groundbreakin...

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Bibliographic Details
Main Authors: Stokes, Helen, (Author), Brunzell, Tom, (Author)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2024.
Series: Emerald studies in trauma-informed education
Subjects:
Inclusive education.
Positive psychology.
Students > Mental health.
Education > Inclusive Education.
Inclusive education, mainstreaming.
elektronické knihy
electronic books
ISBN: 9781837970025
Physical Description: 1 online resource (104 pages)

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Table of contents

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020 |a 9781837970025  |q (e-book) 
040 |a UtOrBLW  |b eng  |e rda  |c UtOrBLW 
080 |a 37.04 
100 1 |a Stokes, Helen,  |e author. 
245 1 0 |a Implementing trauma-informed pedagogies for school change :  |b shifting schools from reactive to proactive /  |c Helen Stokes (University of Melbourne, Australia), Tom Brunzell (University of Melbourne, Australia). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2024. 
264 4 |c ©2024 
300 |a 1 online resource (104 pages) 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 0 |a Emerald studies in trauma-informed education 
504 |a Includes bibliographical references and index. 
505 0 |a Chapter 1. Introduction to trauma-informed education -- Chapter 2. Intervention with trauma-informed positive education (TIPE) -- Chapter 3. Case study 1: Garron Secondary College -- Chapter 4. Case study 2: Wiyal Primary School -- Chapter 5. Two schools working together in a community-wide approach conclusion. 
520 |a The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs. This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period. Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school. 
588 0 |a Print version record. 
650 0 |a Inclusive education. 
650 0 |a Positive psychology. 
650 0 |a Students  |x Mental health. 
650 7 |a Education  |x Inclusive Education.  |2 bisacsh 
650 7 |a Inclusive education, mainstreaming.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Brunzell, Tom,  |e author. 
776 0 8 |i Print version:  |z 9781837970018 
776 0 8 |i PDF version:  |z 9781837970001 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/9781837970001  |y Full text 

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