Cargando…

Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to s...

Descripción completa

Detalles Bibliográficos
Autores principales:	Chafouleas, Sandra M., Iovino, Emily A.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8675905/ https://www.ncbi.nlm.nih.gov/pubmed/34925162 http://dx.doi.org/10.3389/fpsyg.2021.758788

Ejemplares similares

Expanding school wellness policies to encompass the Whole School, Whole Community, Whole Child model
por: Schwartz, Marlene B., et al.
Publicado: (2023)

Teaching Simple Strategies to Foster Emotional Well-Being
por: Iovino, Emily A., et al.
Publicado: (2021)

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement
por: Pereira, Armanda, et al.
Publicado: (2016)

Research to Translation: The Healthy Schools Toolkit and New Approaches to the Whole School, Whole Community, Whole Child Model
por: Purnell, Jason Q., et al.
Publicado: (2020)

The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students
por: Lombardi, Elisabetta, et al.
Publicado: (2019)

The Impact of COVID-19-Induced Changes at Schools on Elementary Students' School Engagement
por: Thorsteinsen, Kjærsti, et al.
Publicado: (2021)

Teacher Efficacy, Work Engagement, and Social Support Among Chinese Special Education School Teachers
por: Minghui, Lu, et al.
Publicado: (2018)

School engagement profiles in Chilean secondary students
por: de Toro, Ximena, et al.
Publicado: (2023)

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence
por: Bakadorova, Olga, et al.
Publicado: (2017)

Placing Students at the Center: The Whole School, Whole Community, Whole Child Model
por: Morse, Linda L, et al.
Publicado: (2015)

Using the Whole School, Whole Community, Whole Child Model: Implications for Practice
por: Rooney, Laura E, et al.
Publicado: (2015)

STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents
por: Musso, Pasquale, et al.
Publicado: (2022)

School bullying as destructive communal coping of the school community
por: Bochaver, Alexandra A.
Publicado: (2022)

Unusual Suspects: The People Inside and Outside of School Who Matter in Whole School, Whole Community, Whole Child Efforts
por: Pittman, Karen, et al.
Publicado: (2020)

Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students
por: Martinot, Delphine, et al.
Publicado: (2022)

The Whole School, Whole Community, Whole Child Model: A New Approach for Improving Educational Attainment and Healthy Development for Students*
por: Lewallen, Theresa C, et al.
Publicado: (2015)

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students
por: Li, Ping, et al.
Publicado: (2017)

Identified Motivation as a Key Factor for School Engagement During the COVID-19 Pandemic-Related School Closure
por: Combette, Léa Tân, et al.
Publicado: (2021)

Psychological distress and burden among family caregivers of children with and without developmental disabilities six months into the COVID-19 pandemic
por: Iovino, Emily A., et al.
Publicado: (2021)

The governors of school markets? Local education authorities, school choice and equity in Finland and Sweden
por: Varjo, Janne, et al.
Publicado: (2018)

How the Whole School, Whole Community, Whole Child Model Works: Creating Greater Alignment, Integration, and Collaboration Between Health and Education
por: Chiang, Rachelle Johnsson, et al.
Publicado: (2015)

Compulsory schooling system and equity in education: An analysis on intergenerational transmission of education
por: Chen, Zhongbin, et al.
Publicado: (2023)

School EFL Teachers’ Research Identity Construction in the Chinese University–School Community
por: Wang, Xuemei, et al.
Publicado: (2022)

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School
por: Valle, Antonio, et al.
Publicado: (2016)

Effects of Helicopter Parenting on Tutoring Engagement and Continued Attendance at Cram Schools
por: Ho, Ya-Jiuan, et al.
Publicado: (2022)

School Violence and Teacher Professional Engagement: A Cross-National Study
por: Yang, Youcai, et al.
Publicado: (2021)

Effect of Growth Mindset on School Engagement and Psychological Well-Being of Chinese Primary and Middle School Students: The Mediating Role of Resilience
por: Zeng, Guang, et al.
Publicado: (2016)

Teachers’ language use in United Kingdom Chinese community schools: Implications for heritage-language education
por: Yiakoumetti, Androula
Publicado: (2022)

Community Engaged Leadership to Advance Health Equity and Build Healthier Communities
por: Holden, Kisha, et al.
Publicado: (2015)

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions
por: Li, Wei, et al.
Publicado: (2020)

How perceived school culture relates to work engagement among primary and secondary school teachers? Roles of affective empathy and job tenure
por: Fu, Chunhua, et al.
Publicado: (2022)

Relational perceptions in high school physical education: teacher- and peer-related predictors of female students’ motivation, behavioral engagement, and social anxiety
por: Gairns, Felicity, et al.
Publicado: (2015)

Assessing School Engagement Intervention Dataset of Nigerian Pre-service TVET Teachers
por: Okereke, Godwin Keres Okoro, et al.
Publicado: (2022)

Promoting Authentic Academic—Community Engagement to Advance Health Equity
por: Hudson, Darrell, et al.
Publicado: (2023)

Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling
por: Weber, Marco, et al.
Publicado: (2022)

Attitudes of Primary School Teachers Toward Inclusive Education
por: Radojlovic, Jasmina, et al.
Publicado: (2022)

Good character at school: positive classroom behavior mediates the link between character strengths and school achievement
por: Wagner, Lisa, et al.
Publicado: (2015)

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers
por: Deng, Qian, et al.
Publicado: (2020)

Editorial: Inclusive schools for a diverse world: Psychological and educational factors and practices harming or promoting inclusion at school
por: Pirchio, Sabine, et al.
Publicado: (2022)

Contextual Positive Psychology: Policy Recommendations for Implementing Positive Psychology into Schools
por: Ciarrochi, Joseph, et al.
Publicado: (2016)

Cannot write session to /tmp/vufind_sessions/sess_h9tg63mjlfc9j62aqq1svs6ans