The Palgrave Handbook of Positive Education.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2021. ©2021. |
Year of Publication: | 2021 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (788 pages) |
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Kern, Margaret L. The Palgrave Handbook of Positive Education. 1st ed. Cham : Springer International Publishing AG, 2021. ©2021. 1 online resource (788 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier The Palgrave Handbook of Positive Education -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Introduction and Overview -- What Is Positive Education? -- Positive Psychology as a Discipline and as a Perspective -- The Emergence of Positive Education -- Handbook Overview -- Part 1: Perspectives of and Approaches to Positive Education -- Part 2: Core Capabilities in Positive Education -- Part 3: Diversifying Positive Education -- References -- PartI Perspectives on and Approaches to Positive Education -- 2 Approaches to Positive Education -- An Applied Perspective of Positive Education -- The Emergence and Growth of Positive Education -- The Challenge of Sustainable Implementation -- Integrating Positive Education and Coaching -- Some Approaches Used Within Positive Education -- Social and Emotional Learning (SEL) -- Character Education -- Growth Mindset -- Resilience and Mental Toughness -- Coaching -- Strategically Incorporating Positive Education Approaches -- Perth College as a Case Study -- Practical Recommendations -- Conclusion -- References -- 3 Positive Education in Practice -- The Practice of Positive Education: Related Topics and Typical Content -- Present Outlooks and Trends in Positive Education -- Practical Resources for Positive Education -- Key Factors to Successful Positive Education Practices -- Some Common Obstacles and Possible Solutions -- Positive Education for All Schools: Promoting a Democratic Perspective -- Wellbeing Assessment for Schools: Guidelines from Spain -- Educational Levels -- What to Evaluate and How to Evaluate It -- Available Resources -- Procedure to Follow -- Possibilities for Analysing Results -- Usefulness of Wellbeing Evaluation Results -- References -- 4 Positive Youth Development in Education -- What Is Positive Youth Development? -- Philosophical Roots of PYD. From Philosophical Ideals to Contemporary Views of Happiness -- Happiness and Positive Psychology -- Eudemonic Versus Hedonic Approaches to Happiness -- A Eudemonic Approach in Psychology -- Current Embodiments of Eudaimonia in Positive Youth Development -- The 5C's Plus Contribution -- Assessment of the "5C's Plus" Contribution -- Developmental Assets and Thriving -- Educational Approaches to PYD -- Social-Emotional Learning -- School Climate -- Character Education -- Organized Youth Programs -- Civics Education -- Service Learning -- Conclusions and Challenges for the Future -- References -- 5 Systems Informed Positive Education -- Positive Education: Activity or Impact? -- Towards a Systems Informed Approach to Positive Education -- Key System Elements -- SIPP Principles -- SIPE in Action -- CASEL -- Positive Youth Development -- Schools that Learn -- Implications -- Conclusion -- References -- 6 Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms -- Evolving the Field of Positive Education: Three Key Areas for Growth -- Towards a Positive Education Pedagogy -- Exploring the Role of Positive Education Pedagogy: A Case Study -- Sample and Procedure -- Methodological Approach -- Pedagogical Intervention: Visible Wellbeing -- Data Analysis -- Results -- Positive Education Pedagogy: Implicit Approaches, Content, and Teacher Empowerment -- Conclusion -- References -- 7 Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model -- A Need to Focus on Teacher Professional Practice -- Intersections of Strengths and Reflective Practice -- The Values in Action Character Strengths Classification -- The Critical Role of Reflective Practice -- A Strength-Based Reflective Practice Model for Teachers -- Conclusion -- References. 8 Trauma-Aware Practice and Positive Education -- Trauma-Aware Practice for Teachers -- Trauma-Informed Pathways for Intervention -- Domain 1: Increasing Self-Regulatory Capacities -- Domain 2: Increasing Relational Capacity -- Repositioning Positive Education in the Classroom -- Getting Started with Incorporating TIPE into the Classroom -- Trauma-Informed Positive Education Changes Us -- Future Directions -- Conclusions -- References -- 9 Self-Determination in Positive Education -- From Teacher-Directed Pedagogy to Self-Determined Learning -- Andragogy -- Heutagogy -- Self-Determination in Positive Psychology -- Self-Determination Theory -- Causal Agency Theory -- The Development of Self-Determination -- Creating Autonomy-Supportive Classrooms -- Autonomy-Supportive Intervention Program -- The Deeper Living, Deeper Learning Curriculum -- Promoting Self-Determined Learning -- Conclusion -- References -- 10 Life Design for an Inclusive and Sustainable Future -- Career Guidance, Career Design, and Career Counselling: Past, Present, and Future -- The Life Design Approach -- Starting from Inclusion and Sustainability -- Career and Life Design for an Inclusive and Sustainable Future -- Conclusions -- References -- PartII Core Capabilities in Positive Education -- 11 Wellbeing and Flourishing -- Childhood Mental Health -- The Architecture of Wellbeing -- Feeling Good During Childhood -- Functioning Well: Analysis of Personal Strengths -- Doing Good for Others -- Wellbeing Interventions in Children -- Wellbeing in Schools -- Wellbeing in the Family -- Policies for Wellbeing in Childhood -- Conclusions and Future Steps -- References -- 12 Assessing Wellbeing in School Communities -- Assessment Basics -- What Is Assessment? -- Principles of Good Assessment -- Wellbeing Assessment -- Defining Wellbeing -- Models of Wellbeing -- The Content of Assessment. The Process of Assessment -- The Systems Being Assessed -- Wellbeing Assessment Tools -- Examples of a Wellbeing Assessment Tool in Practice -- Questions to Consider for an Assessment -- Conclusion -- References -- 13 Wellbeing Literacy and Positive Education -- Capabilities as Central to Twenty-First Century Pedagogy -- Wellbeing Literacy -- Wellbeing Literacy as a Capability -- The Five Components in Action -- Why Does Wellbeing Literacy Matter? -- Implications for Educators -- Wellbeing Literacy Offers a Measurement Tool -- Wellbeing Literacy as a Frame for Educational Practices -- Wellbeing Literacy as a Conduit for Positive Education -- Wellbeing Literacy as a Language System -- Conclusion -- References -- 14 The Role of Coping Skills for Developing Resilience Among Children and Adolescents -- The Effects of Changes, Crises, and Traumas on Children and Adolescents -- Resilience: Definitions and Ecological Levels -- Basic Components Encompassing Resilience -- The Role of the Individual in Developing Resilience -- The Role of the Family and Peers in Developing Resilience -- The Role of Schools in Developing Resilience -- Resilience-Promoting Projects -- Conclusion -- References -- 15 Developing Coping Skills in the Early Years: A Positive Educational Approach -- Coping in the Context of Policies and Standards -- Unpacking Coping -- The Nature of Coping -- Cognitive Appraisal in Coping -- Coping in Childhood -- The Early Years Coping Project -- Overview of the Early Years Coping Project -- Understanding Coping in Young Children -- Building Family Resilience Through the Families Coping Program -- Extensions to Other Populations -- COPE-Resilience -- A Cultural Adaptation -- An Intergenerational Approach -- Conclusion -- References -- 16 Character Strengths Interventions in Education Systems. Why Character Strengths? the Meeting of Science and Practice -- Defining Character Strengths Programs -- Prescriptive Versus Descriptive -- Terminal Versus Intermediate -- Implementing Character Strengths Interventions -- Inviting Participation -- Answering Why First -- Building Capacity from the Inside -- Creating Connections, Practically and Personally -- Learning Continuously -- Conclusion -- References -- 17 Building Positive Emotions and Playfulness -- Positive Emotions and Somatic Markers -- Playfulness and Play -- Vygotsky's View on Play and Playfulness -- What Happens in the Brain During Play -- Positive Emotions and Playfulness as Part of the Educational and Work Culture -- Building Positive Emotions and Playfulness in Pedagogical Practice -- Conclusion -- References -- 18 Engaging Education: The Foundation for Wellbeing and Academic Achievement -- From Boredom to Engaging Education -- Student Engagement -- SOLO Taxonomy -- Learning Theories -- The 5E Model -- Wellbeing in Education -- Positive Education and the PERMA Model of Wellbeing -- Using PERMA as a Framework for Engaging Education -- PERMA and Experiential Learning -- An Example of Engaging Education -- Conclusion -- References -- 19 Creative Learning in Education -- What's Creative About Creative Learning? -- Locating Creative Learning in Schools and Classrooms -- The Role of Students in Creative Learning -- The Role of Teachers in Creative Learning -- The Role of Academic Subject Matter in Creative Learning -- The Role of Uncertainty in Creative Learning -- The Role of Context in Creative Learning -- Future Directions -- Conclusion -- References -- 20 Shifting Mindsets: Transforming Self, School, and Society -- Mindsets and Human Potential -- Mindsets in Education -- Benefit Mindset as a Compassionate and Transformative Evolution of Fixed and Growth Mindset Theory. Ten Example Transformations of a Benefit Mindset. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Wehmeyer, Michael L. Print version: Kern, Margaret L. The Palgrave Handbook of Positive Education Cham : Springer International Publishing AG,c2021 9783030645366 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6676595 Click to View |
language |
English |
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eBook |
author |
Kern, Margaret L. |
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Kern, Margaret L. The Palgrave Handbook of Positive Education. The Palgrave Handbook of Positive Education -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Introduction and Overview -- What Is Positive Education? -- Positive Psychology as a Discipline and as a Perspective -- The Emergence of Positive Education -- Handbook Overview -- Part 1: Perspectives of and Approaches to Positive Education -- Part 2: Core Capabilities in Positive Education -- Part 3: Diversifying Positive Education -- References -- PartI Perspectives on and Approaches to Positive Education -- 2 Approaches to Positive Education -- An Applied Perspective of Positive Education -- The Emergence and Growth of Positive Education -- The Challenge of Sustainable Implementation -- Integrating Positive Education and Coaching -- Some Approaches Used Within Positive Education -- Social and Emotional Learning (SEL) -- Character Education -- Growth Mindset -- Resilience and Mental Toughness -- Coaching -- Strategically Incorporating Positive Education Approaches -- Perth College as a Case Study -- Practical Recommendations -- Conclusion -- References -- 3 Positive Education in Practice -- The Practice of Positive Education: Related Topics and Typical Content -- Present Outlooks and Trends in Positive Education -- Practical Resources for Positive Education -- Key Factors to Successful Positive Education Practices -- Some Common Obstacles and Possible Solutions -- Positive Education for All Schools: Promoting a Democratic Perspective -- Wellbeing Assessment for Schools: Guidelines from Spain -- Educational Levels -- What to Evaluate and How to Evaluate It -- Available Resources -- Procedure to Follow -- Possibilities for Analysing Results -- Usefulness of Wellbeing Evaluation Results -- References -- 4 Positive Youth Development in Education -- What Is Positive Youth Development? -- Philosophical Roots of PYD. From Philosophical Ideals to Contemporary Views of Happiness -- Happiness and Positive Psychology -- Eudemonic Versus Hedonic Approaches to Happiness -- A Eudemonic Approach in Psychology -- Current Embodiments of Eudaimonia in Positive Youth Development -- The 5C's Plus Contribution -- Assessment of the "5C's Plus" Contribution -- Developmental Assets and Thriving -- Educational Approaches to PYD -- Social-Emotional Learning -- School Climate -- Character Education -- Organized Youth Programs -- Civics Education -- Service Learning -- Conclusions and Challenges for the Future -- References -- 5 Systems Informed Positive Education -- Positive Education: Activity or Impact? -- Towards a Systems Informed Approach to Positive Education -- Key System Elements -- SIPP Principles -- SIPE in Action -- CASEL -- Positive Youth Development -- Schools that Learn -- Implications -- Conclusion -- References -- 6 Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms -- Evolving the Field of Positive Education: Three Key Areas for Growth -- Towards a Positive Education Pedagogy -- Exploring the Role of Positive Education Pedagogy: A Case Study -- Sample and Procedure -- Methodological Approach -- Pedagogical Intervention: Visible Wellbeing -- Data Analysis -- Results -- Positive Education Pedagogy: Implicit Approaches, Content, and Teacher Empowerment -- Conclusion -- References -- 7 Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model -- A Need to Focus on Teacher Professional Practice -- Intersections of Strengths and Reflective Practice -- The Values in Action Character Strengths Classification -- The Critical Role of Reflective Practice -- A Strength-Based Reflective Practice Model for Teachers -- Conclusion -- References. 8 Trauma-Aware Practice and Positive Education -- Trauma-Aware Practice for Teachers -- Trauma-Informed Pathways for Intervention -- Domain 1: Increasing Self-Regulatory Capacities -- Domain 2: Increasing Relational Capacity -- Repositioning Positive Education in the Classroom -- Getting Started with Incorporating TIPE into the Classroom -- Trauma-Informed Positive Education Changes Us -- Future Directions -- Conclusions -- References -- 9 Self-Determination in Positive Education -- From Teacher-Directed Pedagogy to Self-Determined Learning -- Andragogy -- Heutagogy -- Self-Determination in Positive Psychology -- Self-Determination Theory -- Causal Agency Theory -- The Development of Self-Determination -- Creating Autonomy-Supportive Classrooms -- Autonomy-Supportive Intervention Program -- The Deeper Living, Deeper Learning Curriculum -- Promoting Self-Determined Learning -- Conclusion -- References -- 10 Life Design for an Inclusive and Sustainable Future -- Career Guidance, Career Design, and Career Counselling: Past, Present, and Future -- The Life Design Approach -- Starting from Inclusion and Sustainability -- Career and Life Design for an Inclusive and Sustainable Future -- Conclusions -- References -- PartII Core Capabilities in Positive Education -- 11 Wellbeing and Flourishing -- Childhood Mental Health -- The Architecture of Wellbeing -- Feeling Good During Childhood -- Functioning Well: Analysis of Personal Strengths -- Doing Good for Others -- Wellbeing Interventions in Children -- Wellbeing in Schools -- Wellbeing in the Family -- Policies for Wellbeing in Childhood -- Conclusions and Future Steps -- References -- 12 Assessing Wellbeing in School Communities -- Assessment Basics -- What Is Assessment? -- Principles of Good Assessment -- Wellbeing Assessment -- Defining Wellbeing -- Models of Wellbeing -- The Content of Assessment. The Process of Assessment -- The Systems Being Assessed -- Wellbeing Assessment Tools -- Examples of a Wellbeing Assessment Tool in Practice -- Questions to Consider for an Assessment -- Conclusion -- References -- 13 Wellbeing Literacy and Positive Education -- Capabilities as Central to Twenty-First Century Pedagogy -- Wellbeing Literacy -- Wellbeing Literacy as a Capability -- The Five Components in Action -- Why Does Wellbeing Literacy Matter? -- Implications for Educators -- Wellbeing Literacy Offers a Measurement Tool -- Wellbeing Literacy as a Frame for Educational Practices -- Wellbeing Literacy as a Conduit for Positive Education -- Wellbeing Literacy as a Language System -- Conclusion -- References -- 14 The Role of Coping Skills for Developing Resilience Among Children and Adolescents -- The Effects of Changes, Crises, and Traumas on Children and Adolescents -- Resilience: Definitions and Ecological Levels -- Basic Components Encompassing Resilience -- The Role of the Individual in Developing Resilience -- The Role of the Family and Peers in Developing Resilience -- The Role of Schools in Developing Resilience -- Resilience-Promoting Projects -- Conclusion -- References -- 15 Developing Coping Skills in the Early Years: A Positive Educational Approach -- Coping in the Context of Policies and Standards -- Unpacking Coping -- The Nature of Coping -- Cognitive Appraisal in Coping -- Coping in Childhood -- The Early Years Coping Project -- Overview of the Early Years Coping Project -- Understanding Coping in Young Children -- Building Family Resilience Through the Families Coping Program -- Extensions to Other Populations -- COPE-Resilience -- A Cultural Adaptation -- An Intergenerational Approach -- Conclusion -- References -- 16 Character Strengths Interventions in Education Systems. Why Character Strengths? the Meeting of Science and Practice -- Defining Character Strengths Programs -- Prescriptive Versus Descriptive -- Terminal Versus Intermediate -- Implementing Character Strengths Interventions -- Inviting Participation -- Answering Why First -- Building Capacity from the Inside -- Creating Connections, Practically and Personally -- Learning Continuously -- Conclusion -- References -- 17 Building Positive Emotions and Playfulness -- Positive Emotions and Somatic Markers -- Playfulness and Play -- Vygotsky's View on Play and Playfulness -- What Happens in the Brain During Play -- Positive Emotions and Playfulness as Part of the Educational and Work Culture -- Building Positive Emotions and Playfulness in Pedagogical Practice -- Conclusion -- References -- 18 Engaging Education: The Foundation for Wellbeing and Academic Achievement -- From Boredom to Engaging Education -- Student Engagement -- SOLO Taxonomy -- Learning Theories -- The 5E Model -- Wellbeing in Education -- Positive Education and the PERMA Model of Wellbeing -- Using PERMA as a Framework for Engaging Education -- PERMA and Experiential Learning -- An Example of Engaging Education -- Conclusion -- References -- 19 Creative Learning in Education -- What's Creative About Creative Learning? -- Locating Creative Learning in Schools and Classrooms -- The Role of Students in Creative Learning -- The Role of Teachers in Creative Learning -- The Role of Academic Subject Matter in Creative Learning -- The Role of Uncertainty in Creative Learning -- The Role of Context in Creative Learning -- Future Directions -- Conclusion -- References -- 20 Shifting Mindsets: Transforming Self, School, and Society -- Mindsets and Human Potential -- Mindsets in Education -- Benefit Mindset as a Compassionate and Transformative Evolution of Fixed and Growth Mindset Theory. Ten Example Transformations of a Benefit Mindset. |
author_facet |
Kern, Margaret L. Wehmeyer, Michael L. |
author_variant |
m l k ml mlk |
author2 |
Wehmeyer, Michael L. |
author2_variant |
m l w ml mlw |
author2_role |
TeilnehmendeR |
author_sort |
Kern, Margaret L. |
title |
The Palgrave Handbook of Positive Education. |
title_full |
The Palgrave Handbook of Positive Education. |
title_fullStr |
The Palgrave Handbook of Positive Education. |
title_full_unstemmed |
The Palgrave Handbook of Positive Education. |
title_auth |
The Palgrave Handbook of Positive Education. |
title_new |
The Palgrave Handbook of Positive Education. |
title_sort |
the palgrave handbook of positive education. |
publisher |
Springer International Publishing AG, |
publishDate |
2021 |
physical |
1 online resource (788 pages) |
edition |
1st ed. |
contents |
The Palgrave Handbook of Positive Education -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Introduction and Overview -- What Is Positive Education? -- Positive Psychology as a Discipline and as a Perspective -- The Emergence of Positive Education -- Handbook Overview -- Part 1: Perspectives of and Approaches to Positive Education -- Part 2: Core Capabilities in Positive Education -- Part 3: Diversifying Positive Education -- References -- PartI Perspectives on and Approaches to Positive Education -- 2 Approaches to Positive Education -- An Applied Perspective of Positive Education -- The Emergence and Growth of Positive Education -- The Challenge of Sustainable Implementation -- Integrating Positive Education and Coaching -- Some Approaches Used Within Positive Education -- Social and Emotional Learning (SEL) -- Character Education -- Growth Mindset -- Resilience and Mental Toughness -- Coaching -- Strategically Incorporating Positive Education Approaches -- Perth College as a Case Study -- Practical Recommendations -- Conclusion -- References -- 3 Positive Education in Practice -- The Practice of Positive Education: Related Topics and Typical Content -- Present Outlooks and Trends in Positive Education -- Practical Resources for Positive Education -- Key Factors to Successful Positive Education Practices -- Some Common Obstacles and Possible Solutions -- Positive Education for All Schools: Promoting a Democratic Perspective -- Wellbeing Assessment for Schools: Guidelines from Spain -- Educational Levels -- What to Evaluate and How to Evaluate It -- Available Resources -- Procedure to Follow -- Possibilities for Analysing Results -- Usefulness of Wellbeing Evaluation Results -- References -- 4 Positive Youth Development in Education -- What Is Positive Youth Development? -- Philosophical Roots of PYD. From Philosophical Ideals to Contemporary Views of Happiness -- Happiness and Positive Psychology -- Eudemonic Versus Hedonic Approaches to Happiness -- A Eudemonic Approach in Psychology -- Current Embodiments of Eudaimonia in Positive Youth Development -- The 5C's Plus Contribution -- Assessment of the "5C's Plus" Contribution -- Developmental Assets and Thriving -- Educational Approaches to PYD -- Social-Emotional Learning -- School Climate -- Character Education -- Organized Youth Programs -- Civics Education -- Service Learning -- Conclusions and Challenges for the Future -- References -- 5 Systems Informed Positive Education -- Positive Education: Activity or Impact? -- Towards a Systems Informed Approach to Positive Education -- Key System Elements -- SIPP Principles -- SIPE in Action -- CASEL -- Positive Youth Development -- Schools that Learn -- Implications -- Conclusion -- References -- 6 Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms -- Evolving the Field of Positive Education: Three Key Areas for Growth -- Towards a Positive Education Pedagogy -- Exploring the Role of Positive Education Pedagogy: A Case Study -- Sample and Procedure -- Methodological Approach -- Pedagogical Intervention: Visible Wellbeing -- Data Analysis -- Results -- Positive Education Pedagogy: Implicit Approaches, Content, and Teacher Empowerment -- Conclusion -- References -- 7 Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model -- A Need to Focus on Teacher Professional Practice -- Intersections of Strengths and Reflective Practice -- The Values in Action Character Strengths Classification -- The Critical Role of Reflective Practice -- A Strength-Based Reflective Practice Model for Teachers -- Conclusion -- References. 8 Trauma-Aware Practice and Positive Education -- Trauma-Aware Practice for Teachers -- Trauma-Informed Pathways for Intervention -- Domain 1: Increasing Self-Regulatory Capacities -- Domain 2: Increasing Relational Capacity -- Repositioning Positive Education in the Classroom -- Getting Started with Incorporating TIPE into the Classroom -- Trauma-Informed Positive Education Changes Us -- Future Directions -- Conclusions -- References -- 9 Self-Determination in Positive Education -- From Teacher-Directed Pedagogy to Self-Determined Learning -- Andragogy -- Heutagogy -- Self-Determination in Positive Psychology -- Self-Determination Theory -- Causal Agency Theory -- The Development of Self-Determination -- Creating Autonomy-Supportive Classrooms -- Autonomy-Supportive Intervention Program -- The Deeper Living, Deeper Learning Curriculum -- Promoting Self-Determined Learning -- Conclusion -- References -- 10 Life Design for an Inclusive and Sustainable Future -- Career Guidance, Career Design, and Career Counselling: Past, Present, and Future -- The Life Design Approach -- Starting from Inclusion and Sustainability -- Career and Life Design for an Inclusive and Sustainable Future -- Conclusions -- References -- PartII Core Capabilities in Positive Education -- 11 Wellbeing and Flourishing -- Childhood Mental Health -- The Architecture of Wellbeing -- Feeling Good During Childhood -- Functioning Well: Analysis of Personal Strengths -- Doing Good for Others -- Wellbeing Interventions in Children -- Wellbeing in Schools -- Wellbeing in the Family -- Policies for Wellbeing in Childhood -- Conclusions and Future Steps -- References -- 12 Assessing Wellbeing in School Communities -- Assessment Basics -- What Is Assessment? -- Principles of Good Assessment -- Wellbeing Assessment -- Defining Wellbeing -- Models of Wellbeing -- The Content of Assessment. The Process of Assessment -- The Systems Being Assessed -- Wellbeing Assessment Tools -- Examples of a Wellbeing Assessment Tool in Practice -- Questions to Consider for an Assessment -- Conclusion -- References -- 13 Wellbeing Literacy and Positive Education -- Capabilities as Central to Twenty-First Century Pedagogy -- Wellbeing Literacy -- Wellbeing Literacy as a Capability -- The Five Components in Action -- Why Does Wellbeing Literacy Matter? -- Implications for Educators -- Wellbeing Literacy Offers a Measurement Tool -- Wellbeing Literacy as a Frame for Educational Practices -- Wellbeing Literacy as a Conduit for Positive Education -- Wellbeing Literacy as a Language System -- Conclusion -- References -- 14 The Role of Coping Skills for Developing Resilience Among Children and Adolescents -- The Effects of Changes, Crises, and Traumas on Children and Adolescents -- Resilience: Definitions and Ecological Levels -- Basic Components Encompassing Resilience -- The Role of the Individual in Developing Resilience -- The Role of the Family and Peers in Developing Resilience -- The Role of Schools in Developing Resilience -- Resilience-Promoting Projects -- Conclusion -- References -- 15 Developing Coping Skills in the Early Years: A Positive Educational Approach -- Coping in the Context of Policies and Standards -- Unpacking Coping -- The Nature of Coping -- Cognitive Appraisal in Coping -- Coping in Childhood -- The Early Years Coping Project -- Overview of the Early Years Coping Project -- Understanding Coping in Young Children -- Building Family Resilience Through the Families Coping Program -- Extensions to Other Populations -- COPE-Resilience -- A Cultural Adaptation -- An Intergenerational Approach -- Conclusion -- References -- 16 Character Strengths Interventions in Education Systems. Why Character Strengths? the Meeting of Science and Practice -- Defining Character Strengths Programs -- Prescriptive Versus Descriptive -- Terminal Versus Intermediate -- Implementing Character Strengths Interventions -- Inviting Participation -- Answering Why First -- Building Capacity from the Inside -- Creating Connections, Practically and Personally -- Learning Continuously -- Conclusion -- References -- 17 Building Positive Emotions and Playfulness -- Positive Emotions and Somatic Markers -- Playfulness and Play -- Vygotsky's View on Play and Playfulness -- What Happens in the Brain During Play -- Positive Emotions and Playfulness as Part of the Educational and Work Culture -- Building Positive Emotions and Playfulness in Pedagogical Practice -- Conclusion -- References -- 18 Engaging Education: The Foundation for Wellbeing and Academic Achievement -- From Boredom to Engaging Education -- Student Engagement -- SOLO Taxonomy -- Learning Theories -- The 5E Model -- Wellbeing in Education -- Positive Education and the PERMA Model of Wellbeing -- Using PERMA as a Framework for Engaging Education -- PERMA and Experiential Learning -- An Example of Engaging Education -- Conclusion -- References -- 19 Creative Learning in Education -- What's Creative About Creative Learning? -- Locating Creative Learning in Schools and Classrooms -- The Role of Students in Creative Learning -- The Role of Teachers in Creative Learning -- The Role of Academic Subject Matter in Creative Learning -- The Role of Uncertainty in Creative Learning -- The Role of Context in Creative Learning -- Future Directions -- Conclusion -- References -- 20 Shifting Mindsets: Transforming Self, School, and Society -- Mindsets and Human Potential -- Mindsets in Education -- Benefit Mindset as a Compassionate and Transformative Evolution of Fixed and Growth Mindset Theory. Ten Example Transformations of a Benefit Mindset. |
isbn |
9783030645373 9783030645366 |
callnumber-first |
B - Philosophy, Psychology, Religion |
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BF204 |
callnumber-sort |
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genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
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illustrated |
Not Illustrated |
dewey-hundreds |
100 - Philosophy & psychology |
dewey-tens |
150 - Psychology |
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150 - Psychology |
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150.1988 |
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dewey-raw |
150.1988 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>12158nam a22004573i 4500</leader><controlfield tag="001">5006676595</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073842.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2021 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783030645373</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9783030645366</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)5006676595</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL6676595</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1313895059</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">BF204.6</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">150.1988</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Kern, Margaret L.</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The Palgrave Handbook of Positive Education.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cham :</subfield><subfield code="b">Springer International Publishing AG,</subfield><subfield code="c">2021.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2021.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (788 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">The Palgrave Handbook of Positive Education -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Introduction and Overview -- What Is Positive Education? -- Positive Psychology as a Discipline and as a Perspective -- The Emergence of Positive Education -- Handbook Overview -- Part 1: Perspectives of and Approaches to Positive Education -- Part 2: Core Capabilities in Positive Education -- Part 3: Diversifying Positive Education -- References -- PartI Perspectives on and Approaches to Positive Education -- 2 Approaches to Positive Education -- An Applied Perspective of Positive Education -- The Emergence and Growth of Positive Education -- The Challenge of Sustainable Implementation -- Integrating Positive Education and Coaching -- Some Approaches Used Within Positive Education -- Social and Emotional Learning (SEL) -- Character Education -- Growth Mindset -- Resilience and Mental Toughness -- Coaching -- Strategically Incorporating Positive Education Approaches -- Perth College as a Case Study -- Practical Recommendations -- Conclusion -- References -- 3 Positive Education in Practice -- The Practice of Positive Education: Related Topics and Typical Content -- Present Outlooks and Trends in Positive Education -- Practical Resources for Positive Education -- Key Factors to Successful Positive Education Practices -- Some Common Obstacles and Possible Solutions -- Positive Education for All Schools: Promoting a Democratic Perspective -- Wellbeing Assessment for Schools: Guidelines from Spain -- Educational Levels -- What to Evaluate and How to Evaluate It -- Available Resources -- Procedure to Follow -- Possibilities for Analysing Results -- Usefulness of Wellbeing Evaluation Results -- References -- 4 Positive Youth Development in Education -- What Is Positive Youth Development? -- Philosophical Roots of PYD.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">From Philosophical Ideals to Contemporary Views of Happiness -- Happiness and Positive Psychology -- Eudemonic Versus Hedonic Approaches to Happiness -- A Eudemonic Approach in Psychology -- Current Embodiments of Eudaimonia in Positive Youth Development -- The 5C's Plus Contribution -- Assessment of the "5C's Plus" Contribution -- Developmental Assets and Thriving -- Educational Approaches to PYD -- Social-Emotional Learning -- School Climate -- Character Education -- Organized Youth Programs -- Civics Education -- Service Learning -- Conclusions and Challenges for the Future -- References -- 5 Systems Informed Positive Education -- Positive Education: Activity or Impact? -- Towards a Systems Informed Approach to Positive Education -- Key System Elements -- SIPP Principles -- SIPE in Action -- CASEL -- Positive Youth Development -- Schools that Learn -- Implications -- Conclusion -- References -- 6 Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms -- Evolving the Field of Positive Education: Three Key Areas for Growth -- Towards a Positive Education Pedagogy -- Exploring the Role of Positive Education Pedagogy: A Case Study -- Sample and Procedure -- Methodological Approach -- Pedagogical Intervention: Visible Wellbeing -- Data Analysis -- Results -- Positive Education Pedagogy: Implicit Approaches, Content, and Teacher Empowerment -- Conclusion -- References -- 7 Positive Professional Practice: A Strength-Based Reflective Practice Teaching Model -- A Need to Focus on Teacher Professional Practice -- Intersections of Strengths and Reflective Practice -- The Values in Action Character Strengths Classification -- The Critical Role of Reflective Practice -- A Strength-Based Reflective Practice Model for Teachers -- Conclusion -- References.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">8 Trauma-Aware Practice and Positive Education -- Trauma-Aware Practice for Teachers -- Trauma-Informed Pathways for Intervention -- Domain 1: Increasing Self-Regulatory Capacities -- Domain 2: Increasing Relational Capacity -- Repositioning Positive Education in the Classroom -- Getting Started with Incorporating TIPE into the Classroom -- Trauma-Informed Positive Education Changes Us -- Future Directions -- Conclusions -- References -- 9 Self-Determination in Positive Education -- From Teacher-Directed Pedagogy to Self-Determined Learning -- Andragogy -- Heutagogy -- Self-Determination in Positive Psychology -- Self-Determination Theory -- Causal Agency Theory -- The Development of Self-Determination -- Creating Autonomy-Supportive Classrooms -- Autonomy-Supportive Intervention Program -- The Deeper Living, Deeper Learning Curriculum -- Promoting Self-Determined Learning -- Conclusion -- References -- 10 Life Design for an Inclusive and Sustainable Future -- Career Guidance, Career Design, and Career Counselling: Past, Present, and Future -- The Life Design Approach -- Starting from Inclusion and Sustainability -- Career and Life Design for an Inclusive and Sustainable Future -- Conclusions -- References -- PartII Core Capabilities in Positive Education -- 11 Wellbeing and Flourishing -- Childhood Mental Health -- The Architecture of Wellbeing -- Feeling Good During Childhood -- Functioning Well: Analysis of Personal Strengths -- Doing Good for Others -- Wellbeing Interventions in Children -- Wellbeing in Schools -- Wellbeing in the Family -- Policies for Wellbeing in Childhood -- Conclusions and Future Steps -- References -- 12 Assessing Wellbeing in School Communities -- Assessment Basics -- What Is Assessment? -- Principles of Good Assessment -- Wellbeing Assessment -- Defining Wellbeing -- Models of Wellbeing -- The Content of Assessment.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">The Process of Assessment -- The Systems Being Assessed -- Wellbeing Assessment Tools -- Examples of a Wellbeing Assessment Tool in Practice -- Questions to Consider for an Assessment -- Conclusion -- References -- 13 Wellbeing Literacy and Positive Education -- Capabilities as Central to Twenty-First Century Pedagogy -- Wellbeing Literacy -- Wellbeing Literacy as a Capability -- The Five Components in Action -- Why Does Wellbeing Literacy Matter? -- Implications for Educators -- Wellbeing Literacy Offers a Measurement Tool -- Wellbeing Literacy as a Frame for Educational Practices -- Wellbeing Literacy as a Conduit for Positive Education -- Wellbeing Literacy as a Language System -- Conclusion -- References -- 14 The Role of Coping Skills for Developing Resilience Among Children and Adolescents -- The Effects of Changes, Crises, and Traumas on Children and Adolescents -- Resilience: Definitions and Ecological Levels -- Basic Components Encompassing Resilience -- The Role of the Individual in Developing Resilience -- The Role of the Family and Peers in Developing Resilience -- The Role of Schools in Developing Resilience -- Resilience-Promoting Projects -- Conclusion -- References -- 15 Developing Coping Skills in the Early Years: A Positive Educational Approach -- Coping in the Context of Policies and Standards -- Unpacking Coping -- The Nature of Coping -- Cognitive Appraisal in Coping -- Coping in Childhood -- The Early Years Coping Project -- Overview of the Early Years Coping Project -- Understanding Coping in Young Children -- Building Family Resilience Through the Families Coping Program -- Extensions to Other Populations -- COPE-Resilience -- A Cultural Adaptation -- An Intergenerational Approach -- Conclusion -- References -- 16 Character Strengths Interventions in Education Systems.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Why Character Strengths? the Meeting of Science and Practice -- Defining Character Strengths Programs -- Prescriptive Versus Descriptive -- Terminal Versus Intermediate -- Implementing Character Strengths Interventions -- Inviting Participation -- Answering Why First -- Building Capacity from the Inside -- Creating Connections, Practically and Personally -- Learning Continuously -- Conclusion -- References -- 17 Building Positive Emotions and Playfulness -- Positive Emotions and Somatic Markers -- Playfulness and Play -- Vygotsky's View on Play and Playfulness -- What Happens in the Brain During Play -- Positive Emotions and Playfulness as Part of the Educational and Work Culture -- Building Positive Emotions and Playfulness in Pedagogical Practice -- Conclusion -- References -- 18 Engaging Education: The Foundation for Wellbeing and Academic Achievement -- From Boredom to Engaging Education -- Student Engagement -- SOLO Taxonomy -- Learning Theories -- The 5E Model -- Wellbeing in Education -- Positive Education and the PERMA Model of Wellbeing -- Using PERMA as a Framework for Engaging Education -- PERMA and Experiential Learning -- An Example of Engaging Education -- Conclusion -- References -- 19 Creative Learning in Education -- What's Creative About Creative Learning? -- Locating Creative Learning in Schools and Classrooms -- The Role of Students in Creative Learning -- The Role of Teachers in Creative Learning -- The Role of Academic Subject Matter in Creative Learning -- The Role of Uncertainty in Creative Learning -- The Role of Context in Creative Learning -- Future Directions -- Conclusion -- References -- 20 Shifting Mindsets: Transforming Self, School, and Society -- Mindsets and Human Potential -- Mindsets in Education -- Benefit Mindset as a Compassionate and Transformative Evolution of Fixed and Growth Mindset Theory.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Ten Example Transformations of a Benefit Mindset.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Wehmeyer, Michael L.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Kern, Margaret L.</subfield><subfield code="t">The Palgrave Handbook of Positive Education</subfield><subfield code="d">Cham : Springer International Publishing AG,c2021</subfield><subfield code="z">9783030645366</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6676595</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |