Hope for the Embattled Language Classroom: Pedagogies for Well-Being and Trauma Healing, Olivia Kanna

Автор: Olivia Kanna
Название: Hope for the Embattled Language Classroom: Pedagogies for Well-Being and Trauma Healing
ISBN: 1648028578 ISBN-13(EAN): 9781648028571
Издательство: Mare Nostrum (Eurospan)
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Цена: 106260.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Takes an interdisciplinary look at trauma from the vantage points of critical language theories, neuroscience, psychotherapy, and Buddhist psychology, and suggests pedagogies for well-being and trauma healing that utilize contemplative ways of education. The aim is to support teachers in addressing trauma in their classrooms.

Автор: Murphy Timothy R. N., Mannix-McNamara Patricia
Название: International Perspectives on Teacher Well-Being and Diversity: Portals Into Innovative Classroom Practice
ISBN: 9811616981 ISBN-13(EAN): 9789811616983
Издательство: Springer
Цена: 121110.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts.

Автор: Andrew Moffatt
Название: Behaviour, Safety and Well Being: 100+ Lesson Plans for the Primary Classroom
ISBN: 086388945X ISBN-13(EAN): 9780863889455
Издательство: Taylor&Francis
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Цена: 56130.00 T
Наличие на складе: Невозможна поставка.
Описание: Provides over 100 lesson plans for promoting: recognition of different emotions and behaviours; practice in responding to those different emotions and behaviours; good behaviour towards, and respect for, other young people and adults.

Автор: April Larremore
Название: Disrupting Gendered Pedagogies in the Early Childhood Classroom
ISBN: 1433133024 ISBN-13(EAN): 9781433133022
Издательство: Peter Lang
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Цена: 172440.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Young children’s access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children’s competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children’s talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.

Автор: Larremore, April
Название: Disrupting gendered pedagogies in the early childhood classroom
ISBN: 1433133016 ISBN-13(EAN): 9781433133015
Издательство: Peter Lang
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Цена: 44750.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Young children’s access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children’s competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children’s talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.