Well-Being and Well-Becoming in Schools
University of Toronto Press (Verlag)
978-1-4875-4351-8 (ISBN)
By its very nature, school education is concerned with student well-being. Written by Canadian education scholars from a Manitoba-based research group, Well-Being and Well-Becoming in Schools aims to develop the notion that what we wish for our children is their well-being and well-becoming as they live their lives. This collection brings education scholars together to focus on a timely topic that has been of rapidly increasing interest to the research and education communities: student well-being and flourishing schools.
Contributors address a broad range of issues that arise from this position to create a rich and integrated understanding of the topic. Chapters focus on foundational issues, conceptual issues, socio-cultural and organizational issues, and pedagogical and curricular issues. Ultimately, Well-Being and Well-Becoming in Schools weaves together substantial ideas to create an integrative framework that will not only serve as a guide for further research, but also for school educational leaders and educators to implement the idea of making school education primarily about student well-being.
Thomas Falkenberg is a professor in the Faculty of Education at the University of Manitoba
1. Introduction: Framing the Work on Well-Being and Well-Becoming Needed in School Education
Thomas Falkenberg
Foundational Questions on Well-Being and Well-Becoming in Schools
2. Three Theories of Well-Being and Their Implications for School Education
Erik Magnusson and Heather Krepski
3. Three Foundational Questions for Policymakers and Practitioners Concerned with Student Well-Being
Heather Krepski
4. Responding to the Other: The Need for an Ethic of Well-Being
Rebeca Heringer and Thomas Falkenberg
Conceptualizing Well-Being and Well-Becoming in Schools
5. Well-Being as a Core Focus of School Education: Conceptualizing Indigenous Well-Being
Frank Deer and Jessica Trickey
6. Meaning in Life: A Core Component of Human and Student Well-Becoming
Thomas Falkenberg
7. Well-Being of School Counsellors and School Psychologists
Virginia M.C. Tze and Stephanie Brekelmans
Contextualizing Well-Being and Well-Becoming in Schools
8. Well-Being in the Context of School Organizations
Lesley G. Eblie Trudel
9. Well-Being and Well-Becoming in Inner-City Schools: Supporting Students’ Wholistic Flourishing in Inner-City Communities
Jeannie Kerr
10. Developmental Evaluation as a Tool for Promoting Well-Being in Schools: A Case Study
Cameron Hauseman, Thomas Falkenberg, Jennifer Watt, and Heather Krepski
11. A Complex Adaptive Systems Approach to Well-Becoming in Schools
Thomas Falkenberg, Heather Krepski, Cameron Hauseman, and Jennifer Watt
Curricularizing Well-Being and Well-Becoming in Schools
12. Finding Meaning in Life through School Mathematics
Thomas Falkenberg
13. Making Meaning of Science Curriculum through Ecojustice and Place-Based Education: Looking through the Lens of Well-Being and Well-Becoming
Michael Link
14. Kitchen Table and Greenbelt Writers: Flourishing Writing in English Language Arts and Beyond
Jennifer Watt
15. Conclusion: Where to Go from Here
Thomas Falkenberg
Index
| Erscheinungsdatum | 28.12.2023 |
|---|---|
| Zusatzinfo | 1 b&w figure, 21 b&w tables |
| Verlagsort | Toronto |
| Sprache | englisch |
| Maße | 155 x 229 mm |
| Gewicht | 400 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-4875-4351-4 / 1487543514 |
| ISBN-13 | 978-1-4875-4351-8 / 9781487543518 |
| Zustand | Neuware |
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