This book examines the role of wellbeing in schools and argues that it should be a core component of the culture, ethos and environment. It engages with philosophical, policy, professional and practice debates to show how a child's mental health and wellbeing is inseparable from their physical health and overall capacity to learn and achieve.
This book examines the role of wellbeing in schools and argues that it should be a core component of the culture, ethos and environment. It engages with philosophical, policy, professional and practice debates to show how a child's mental health and wellbeing is inseparable from their physical health and overall capacity to learn and achieve.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Malcolm Thorburn is Lecturer in Physical Education at the Moray House School of Education, University of Edinburgh, UK.
Inhaltsangabe
Acknowledgements List of Contributors List of Abbreviations Introduction Part 1: Philosophical perspectives on wellbeing 1. Wellbeing, being well or well becoming: who or what is it for and how might we get there? 2. Contrasting concepts of wellbeing and their implications for educational planning Part 2: Policy perspectives on wellbeing 3. The policy prominence of wellbeing and the implications for education 4. Evaluating efforts to enhance health and wellbeing: A review of policy aspirations and practice developments in Scottish secondary schools Part 3: Professional perspectives on wellbeing 5. The School Leader perspective: Integrating schools with the communities they serve 6. Teaching for wellbeing: On the importance of creating capabilities in schools 7. The teacher in training perspective: Preparing teachers to incorporate wellbeing into learning and teaching 8. The pastoral perspective: handling sensitive issues Part 4: Practice perspectives on wellbeing 9. Wellbeing and educational disadvantage 10. Wellbeing/Welfare, Schooling and Social Justice: Caring relationships with students, parents and community Part 5: Future prospects for wellbeing 11. Wellbeing, outdoor learning and sustainable living 12. Wellbeing and aesthetic imagination Part 6: A personal perspective on wellbeing 13. A personal perspective on wellbeing: Lessons learned or insufficiently grasped?
Acknowledgements List of Contributors List of Abbreviations Introduction Part 1: Philosophical perspectives on wellbeing 1. Wellbeing, being well or well becoming: who or what is it for and how might we get there? 2. Contrasting concepts of wellbeing and their implications for educational planning Part 2: Policy perspectives on wellbeing 3. The policy prominence of wellbeing and the implications for education 4. Evaluating efforts to enhance health and wellbeing: A review of policy aspirations and practice developments in Scottish secondary schools Part 3: Professional perspectives on wellbeing 5. The School Leader perspective: Integrating schools with the communities they serve 6. Teaching for wellbeing: On the importance of creating capabilities in schools 7. The teacher in training perspective: Preparing teachers to incorporate wellbeing into learning and teaching 8. The pastoral perspective: handling sensitive issues Part 4: Practice perspectives on wellbeing 9. Wellbeing and educational disadvantage 10. Wellbeing/Welfare, Schooling and Social Justice: Caring relationships with students, parents and community Part 5: Future prospects for wellbeing 11. Wellbeing, outdoor learning and sustainable living 12. Wellbeing and aesthetic imagination Part 6: A personal perspective on wellbeing 13. A personal perspective on wellbeing: Lessons learned or insufficiently grasped?
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