Children and Trauma : : Critical Perspectives for Meeting the Needs of Diverse Educational Communities.
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Superior document: | Inspired by the Contributions of Vygotsky,Freire, and a Host of Post-Modern, Feminist, and Critical Educators, Educational Psychology: Meaning Making for Teachers and Learnersis a Collection of Writing Dedicated to Individual Learners and Seeking to Creat |
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Place / Publishing House: | Bloomfield : : Myers Education Press,, 2022. Ã2022. |
Year of Publication: | 2022 |
Edition: | 1st ed. |
Language: | English |
Series: | Inspired by the Contributions of Vygotsky,Freire, and a Host of Post-Modern, Feminist, and Critical Educators, Educational Psychology: Meaning Making for Teachers and Learnersis a Collection of Writing Dedicated to Individual Learners and Seeking to Creat
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Online Access: | |
Physical Description: | 1 online resource (379 pages) |
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020 | |a 9781975503444 |q (electronic bk.) | ||
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082 | 0 | |a 371.713 | |
100 | 1 | |a Kramer, Brianne. | |
245 | 1 | 0 | |a Children and Trauma : |b Critical Perspectives for Meeting the Needs of Diverse Educational Communities. |
250 | |a 1st ed. | ||
264 | 1 | |a Bloomfield : |b Myers Education Press, |c 2022. | |
264 | 4 | |c Ã2022. | |
300 | |a 1 online resource (379 pages) | ||
336 | |a text |b txt |2 rdacontent | ||
337 | |a computer |b c |2 rdamedia | ||
338 | |a online resource |b cr |2 rdacarrier | ||
490 | 1 | |a Inspired by the Contributions of Vygotsky,Freire, and a Host of Post-Modern, Feminist, and Critical Educators, Educational Psychology: Meaning Making for Teachers and Learnersis a Collection of Writing Dedicated to Individual Learners and Seeking to Creat | |
505 | 0 | |a Cover -- Half-Title -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- Introduction -- Chapter 1: A Bioecological Model for School-Based Trauma Informed Practice (Theresa Kruczek) -- Chapter 2: Trauma, Adversity, and the Classroom Teacher: Systematically Planning for Safety and Resiliency (Doyle Pruitt and Peter Kozik) -- Chapter 3: Integrated Theories for Integrated Childhoods: How Bioecological Systems Theory and Relational Cultural Theory Shape Trauma-Informed Care in Schools (Joel Arvizo-Zavala, Yifat Levenstein, and Amira Trevino) -- Chapter 4: Ensuring the Success of Young Children: Trauma-Informed Practice in the Preschool Classroom (Marla J. Lohmann, Johanna P. Higgins, and Jennifer Rossman) -- Chapter 5: Understanding the Impact of Trauma on School-Age Children and Their Families (Jennifer Foster and Aneesh Kumar) -- Chapter 6: Helping the Helpers in Education (Jody A. Kunk-Czaplicki and R. Jason Lynch) -- Chapter 7: Research and Teaching Methods for Children Who Have Experienced Trauma (Meghan Kessler and Michele Miller) -- Chapter 8: Relationship Over Reproach: One School's Efforts in Fostering Resilience Through Trauma-Informed Practices (Carrie Giboney Wall) -- Chapter 9: A Trauma-Informed School District Case Study: Iron County School District (Maren Hirschi and Shawn Christiansen) -- Chapter 10: Strategies to Meet the Needs of Students with Trauma (Natalia Assis, Mark Reid, Angela Proctor, and Thomas Brooks) -- Chapter 11: The Impact of Trauma on Rural Communities (Susanne James, Anni Reinking, and Jayme Swanke) -- Chapter 12: Trauma's Impact on Urban School Districts: An Action Plan for Educators (Jennifer Hernandez) -- Chapter 13: The Need for a New Trauma-Informed Framework: Integrating Social Justice Education (Brianne Kramer). | |
505 | 8 | |a Chapter 14: rACEism: Addressing Adverse Childhood Experiences (ACEs) of African American Youth in K-12 Education and Beyond (Laura Danforth, John W. Miller, Jr., and Jaqueline Burse) -- Chapter 15: Indigenous Methodologies for Teaching in a Trauma-Informed Health Education Program (Sarah Allen, Rae Deernose, Alma Knows His Gun McCormick, Shannen Keene, Brianna Bull Shows, John Hallett, Mark Schure, Suzanne Held, and Christiane Parrish) -- Chapter 16: Blurred Lines: Trauma and Educational Disability (Jennifer M. McKenzie) -- Chapter 17: Responding to Trauma: Considerations of Attachment of Youth in Foster Care (Amanda Hill) -- Chapter 18: A Call to Action: Recommendations for Teacher Advocacy in the Aftermath of 2020 (Brianne Kramer, Jennifer M. McKenzie, and John Rodari Meisner) -- Conclusion -- Editor and Author Biographies -- Index. | |
588 | |a Description based on publisher supplied metadata and other sources. | ||
590 | |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. | ||
650 | 0 | |a Culturally relevant pedagogy. | |
650 | 0 | |a Educational psychology. | |
650 | 0 | |a Post-traumatic stress disorder in children. | |
655 | 4 | |a Electronic books. | |
700 | 1 | |a McKenzie, Jennifer. | |
776 | 0 | 8 | |i Print version: |a Kramer, Brianne |t Children and Trauma |d Bloomfield : Myers Education Press,c2022 |z 9781975503420 |
797 | 2 | |a ProQuest (Firm) | |
830 | 0 | |a Inspired by the Contributions of Vygotsky,Freire, and a Host of Post-Modern, Feminist, and Critical Educators, Educational Psychology: Meaning Making for Teachers and Learnersis a Collection of Writing Dedicated to Individual Learners and Seeking to Creat | |
856 | 4 | 0 | |u https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6955555 |z Click to View |