Transforming the Workplace through Applied Theatre (Paperback, 1)

Foreword by Elvin Turner: The Case for Applied Theatre in the Workplace

Foreword by Michael Anderson: Imaginative Intelligence for Postnormal Times

?

Introduction: The What, Why and How of This Book

·??????? Applied Theatre and Applied Drama in the World of Work

·??????? The Beginning of the Idea

·??????? Why This Why Now?? Beyond a VUCA World

·??????? How the Story Unfolds

?

?

1?????? Contexts and Concepts: Exploring the Landscape of Work and Applied Theatre

·??????? Contextualising the World of Work

·??????? Future Thinking: Workplace Priorities

·??????? Understanding the Super Six

·??????? The Link Between Art, Theatre and Business

·??????? Applied Theatre or Applied Drama?? An Exploration of Terminology

·??????? Returning to Intention…

?

2?????? Learning in Action: Dramatic Pedagogies

·??????? The Place and Purpose of Applied Theatre

·??????? Transformative Learning

·??????? Experiential Learning: Embodied Praxis

·??????? Reflection, Reflective Practice and Reflexivity

o?? Elements of Reflective Practice

o?? Metaxis

o?? Reflection as an Opening to New Worlds

o?? Dynamic, Embodied and Reflexive Spiral Model

o?? Reflection as Diffraction

o?? Reflection as Narrative, Storytelling and Metaphor

·??????? Psychological Safety: The Elephant in the Room

?

3?????? Methods for Change: Exploring Key Conventions

·??????? From Theory to Practice

·??????? Applied Drama and Theatre in Management Education

·??????? Participatory and Rehearsal Forms

·??????? Mapping Applied Theatre Conventions to the Super Six (Hobsbawm, 2025)

o?? Priority 1: Workplace and Work’s Evolution (Hybrid/Remote/Distributed)

o?? Priority 2: Rights, Equality and Health (Wellbeing/DEI)

o?? P...


외국도서 > 교육/자료 > 교육 > 평생교육

Transforming the Workplace through Applied Theatre (Hardcover, 1)

Foreword by Elvin Turner: The Case for Applied Theatre in the Workplace

Foreword by Michael Anderson: Imaginative Intelligence for Postnormal Times

?

Introduction: The What, Why and How of This Book

·??????? Applied Theatre and Applied Drama in the World of Work

·??????? The Beginning of the Idea

·??????? Why This Why Now?? Beyond a VUCA World

·??????? How the Story Unfolds

?

?

1?????? Contexts and Concepts: Exploring the Landscape of Work and Applied Theatre

·??????? Contextualising the World of Work

·??????? Future Thinking: Workplace Priorities

·??????? Understanding the Super Six

·??????? The Link Between Art, Theatre and Business

·??????? Applied Theatre or Applied Drama?? An Exploration of Terminology

·??????? Returning to Intention…

?

2?????? Learning in Action: Dramatic Pedagogies

·??????? The Place and Purpose of Applied Theatre

·??????? Transformative Learning

·??????? Experiential Learning: Embodied Praxis

·??????? Reflection, Reflective Practice and Reflexivity

o?? Elements of Reflective Practice

o?? Metaxis

o?? Reflection as an Opening to New Worlds

o?? Dynamic, Embodied and Reflexive Spiral Model

o?? Reflection as Diffraction

o?? Reflection as Narrative, Storytelling and Metaphor

·??????? Psychological Safety: The Elephant in the Room

?

3?????? Methods for Change: Exploring Key Conventions

·??????? From Theory to Practice

·??????? Applied Drama and Theatre in Management Education

·??????? Participatory and Rehearsal Forms

·??????? Mapping Applied Theatre Conventions to the Super Six (Hobsbawm, 2025)

o?? Priority 1: Workplace and Work’s Evolution (Hybrid/Remote/Distributed)

o?? Priority 2: Rights, Equality and Health (Wellbeing/DEI)

o?? P...


외국도서 > 교육/자료 > 교육 > 평생교육

Literacy Mediation (Hardcover, 1)

1. Introduction? 2. Background to the Research? 3. Conceptions of Adult Literacy? 4. Literacy Mediation? 5. Practice in Literary Studies? 6. Place: Socio-Material Arrangements of Literacy Mediation? 7. Literacy Mediation as Cultural-Discursive Practice? 8. Literacy Mediation as Relationships of Power and Solidarity? 9. Conclusion

Action Learning : Facilitation and Coaching (Paperback)

Introduction: The facilitator/coach in action learning?1. Mindsets of experienced action learning coaches and their impact on the practice of coaching action learning groups?2. The pedagogy of action learning facilitation ? a critique of the role of the facilitator in an organisational leadership programme?3. Humanistic person-centred set facilitation?4. Facilitating action learning & virtual action learning for leadership development: experiences and insights from a UK Masters programme?5. What a difference a coach makes!?6. Successful scaling of action learning principles through self-facilitated peer coaching groups?7. Action learning: from strict sessions to other applications?8. Developing skills of action learning facilitators?9. Illuminating the unseen: an action learning coach’s journey?10. Developing a learning mindset with action learning?11. Action learning within the Dutch public sector: tools for facilitators

?

?

?

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Collaborative Educational Filmmaking : Learning Across Campus for the Artistic Hyphenate (Hardcover)

Introduction

?Scene One: The Hyphenate Practitioner

Scene Two: The Writer

Scene Three: The Producer

Scene Four: The Actor

Scene Five: The Crew

Scene Six: Teaching on Set

Scene Seven: Production

Scene Eight: The screening

Scene Nine: The Credits

?

Student Testimonials

Bibliography

Index

Media Acumen Theory : A Developmental Framework for Information Credibility Assessment (Hardcover)

1. Introduction: How Can We Trust in an Infodemic??Part 1: Theoretical Framework?2. Developmental Framing;?3. Human Cognition & Misinformation; 4. Media Acumen Theory?Part 2: Media Acumen: Audience, Interventions, Research?5. 21st Century Media and Media Literacy;?6. Adult Learners: A Vulnerable Population;?7. Informal Learning Contexts;?8. Building Information Age Literacy;?Index

Insider Prison Perspectives in Europe and the Americas : Convict Criminology at Westminster (Hardcover)

FOREWORD
Grant Tietjen, Ph.D.

?

1.?????? Introducing Convict Criminology at Westminster
Andreas Aresti, Sacha Darke and Ranjit Nankani

?

2.?????? The Early Origins of Convict Criminology in the United States (and Canada)
Jeffrey Ian Ross

Part I ? Prisoner-University Partnerships in Western Europe and South America

?

3.?????? Doing Time, Doing Research: Notes from a CC experiment
Elton Kalica, Alessandro Maculan and Francesca Vianello

?

4.?????? Prisoner to University Pipeline Projects across Italy and the United Kingdom
Andreas Aresti and Lucrezia Sperolini

?

5.?????? Another Vision: Promoting Prisoner Perspectives in Public and Scientific Debates
Karina Biondi and Francisco Lopes de Magalhaes Filho

?

6.?????? Rethinking Incarceration: GDUCC, New Route and Convict Criminology
Andreas Aresti, Sergio Salomao Shecaira, Izabella Araujo Bezerra da Silva, and Laleska Walder

?

7.?????? Navigating Academic co-production between Inside and Outside Learners
Sedick Abdul-Rahman, Ranjit Nankani and Ella Walsh

?

8.?????? Silent Censorship and the Challenges of the Prison Academy
Sacha Darke, David Hinde and Petra Jovanovic

Part II ? Hope and Survival

?

9.?????? Maintaining Hope During Life-Sentence Imprisonment
Aisha Bint Faisal, Sacha Darke, Carl Gordon, Ranjit Nankani and Rachel O’Connor

?

10.?? If This Isn’t Crime, I Don’t Know What is: Health and Solidarity in Sao Paulo Prisons
Karina Biondi, Francisco Lopes de Magalhaes Filho and Walkyria Biondi Lopes de Magalhaes Filho

?

11.?? The Struggle for ...


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외국도서 > 법률 > 형법
외국도서 > 교육/자료 > 교육 > 평생교육
외국도서 > 인문/사회 > 사회과학 > 범죄학
외국도서 > 인문/사회 > 사회과학 > 사회과학 일반
외국도서 > 인문/사회 > 사회과학 > 사회학

Insider Prison Perspectives in Europe and the Americas : Convict Criminology at Westminster (Paperback)

FOREWORD
Grant Tietjen, Ph.D.

?

1.?????? Introducing Convict Criminology at Westminster
Andreas Aresti, Sacha Darke and Ranjit Nankani

?

2.?????? The Early Origins of Convict Criminology in the United States (and Canada)
Jeffrey Ian Ross

Part I ? Prisoner-University Partnerships in Western Europe and South America

?

3.?????? Doing Time, Doing Research: Notes from a CC experiment
Elton Kalica, Alessandro Maculan and Francesca Vianello

?

4.?????? Prisoner to University Pipeline Projects across Italy and the United Kingdom
Andreas Aresti and Lucrezia Sperolini

?

5.?????? Another Vision: Promoting Prisoner Perspectives in Public and Scientific Debates
Karina Biondi and Francisco Lopes de Magalhaes Filho

?

6.?????? Rethinking Incarceration: GDUCC, New Route and Convict Criminology
Andreas Aresti, Sergio Salomao Shecaira, Izabella Araujo Bezerra da Silva, and Laleska Walder

?

7.?????? Navigating Academic co-production between Inside and Outside Learners
Sedick Abdul-Rahman, Ranjit Nankani and Ella Walsh

?

8.?????? Silent Censorship and the Challenges of the Prison Academy
Sacha Darke, David Hinde and Petra Jovanovic

Part II ? Hope and Survival

?

9.?????? Maintaining Hope During Life-Sentence Imprisonment
Aisha Bint Faisal, Sacha Darke, Carl Gordon, Ranjit Nankani and Rachel O’Connor

?

10.?? If This Isn’t Crime, I Don’t Know What is: Health and Solidarity in Sao Paulo Prisons
Karina Biondi, Francisco Lopes de Magalhaes Filho and Walkyria Biondi Lopes de Magalhaes Filho

?

11.?? The Struggle for ...


외국도서 > 법률 > 법의 역사
외국도서 > 법률 > 형법
외국도서 > 교육/자료 > 교육 > 평생교육
외국도서 > 인문/사회 > 사회과학 > 범죄학
외국도서 > 인문/사회 > 사회과학 > 사회과학 일반
외국도서 > 인문/사회 > 사회과학 > 사회학

Educator–Student Dialogues in Education and Society : Equity, Agency and Lifelong Learning (Hardcover)

Part I Rethinking Democracy, Learning, and Society: Theoretical Runways? 1.?Democracy in Action: What John Dewey Teaches Us About Classroom Power Dynamics? 2. Active Citizens, Not Passive Learners: Reclaiming the Civic Purpose of Education? 3. Learning How to Learn: Dewey, Meighan, and Zimmerman and the Design of Lifelong Education??Part II Curriculum, Community, and Place: Education Beyond the Classroom??4.?Who Curates the Curriculum? Ownership, Power, and Student Voice? 5.?From Classroom to Commons: University-Community Partnerships for Equity? 6. Learning With Place: Eyed Seeing, Student Agency, and Community Co-Teaching? 7. Learning Democracy by Doing: Dewey, Addams, and Student Co-Inquiry in Spanish Secondary Classrooms? 8. Reclaiming Indigenous Knowledge Through Democratic Community Learning: Ghanaian University Students’ Perspectives??Part III: Mobility, Inequality, and Digital Publics: Globalised Learning in Tension??9.?Internationalising the Curriculum Together: Australia-Indonesia Reciprocal Co-Learning in the New Colombo Plan? 10. Advancing Inclusion and Equity in Higher Education in Taiwan: From Fairness to Quality? 11. Social Media and the Public Good: Dewey, Gen Z and Digital Democracy in Indonesia? 12. A Deweyan Reading of Integrated Learning in Japan’s Traditional, High-Stakes Setting: From Passivity to Self-Initiative? 13. Reclaiming Agency: From Passive Consumers to Active Designers ? A Dialogue-Led Case Study from a Hong Kong Classroom??Part IV: Agency, Futures, and Collective Imagination??14.?Reimagining Inclusive and Sustainable Systems in Malaysia and the ASEAN Region: Education for Tomorrow’s World? 15. Reimagining Society Through Education: A Student Manifesto for the 21st Century

Educator–Student Dialogues in Education and Society : Equity, Agency and Lifelong Learning (Paperback)

Part I Rethinking Democracy, Learning, and Society: Theoretical Runways? 1.?Democracy in Action: What John Dewey Teaches Us About Classroom Power Dynamics? 2. Active Citizens, Not Passive Learners: Reclaiming the Civic Purpose of Education? 3. Learning How to Learn: Dewey, Meighan, and Zimmerman and the Design of Lifelong Education??Part II Curriculum, Community, and Place: Education Beyond the Classroom??4.?Who Curates the Curriculum? Ownership, Power, and Student Voice? 5.?From Classroom to Commons: University-Community Partnerships for Equity? 6. Learning With Place: Eyed Seeing, Student Agency, and Community Co-Teaching? 7. Learning Democracy by Doing: Dewey, Addams, and Student Co-Inquiry in Spanish Secondary Classrooms? 8. Reclaiming Indigenous Knowledge Through Democratic Community Learning: Ghanaian University Students’ Perspectives??Part III: Mobility, Inequality, and Digital Publics: Globalised Learning in Tension??9.?Internationalising the Curriculum Together: Australia-Indonesia Reciprocal Co-Learning in the New Colombo Plan? 10. Advancing Inclusion and Equity in Higher Education in Taiwan: From Fairness to Quality? 11. Social Media and the Public Good: Dewey, Gen Z and Digital Democracy in Indonesia? 12. A Deweyan Reading of Integrated Learning in Japan’s Traditional, High-Stakes Setting: From Passivity to Self-Initiative? 13. Reclaiming Agency: From Passive Consumers to Active Designers ? A Dialogue-Led Case Study from a Hong Kong Classroom??Part IV: Agency, Futures, and Collective Imagination??14.?Reimagining Inclusive and Sustainable Systems in Malaysia and the ASEAN Region: Education for Tomorrow’s World? 15. Reimagining Society Through Education: A Student Manifesto for the 21st Century

The Outdoor Learning Professional (Paperback, 1)

Introduction

Section 1: Policy and Regulation Perspectives

1. Policy, Lobbying and Professional Bodies: The Outdoor Learning Professional in the Public Arena

2. The Regulation of Sports Coaches

3. The Importance and Role of National Governing Bodies and Regulated Awarding Organisations in the UK Outdoor Sector

Section 2: Social Perspectives

4. Professional Identity, Society and Outdoor Learning

5. Communities of Practice as a Social Theory to explore the Outdoor Leaning Professional

Section 3: Education Perspectives

6. The Role of Academia and Higher Education

7. The Outdoor Learning Professional and Initial Teacher Education

Section 4: Practice Perspectives

8. Outdoor Learning Youth Work: a Professional Practice for Young People’s Socio-emotional Development

9. The Outdoor Learning Professional in Curriculum based Outdoor Learning and Field Studies

10. Exploring Competency

11. Expedition Leadership and Overseas Projects

?

Conclusion

Katy Hensby and Roger Hopper

?

The Outdoor Learning Professional (Hardcover, 1)

Introduction

Section 1: Policy and Regulation Perspectives

1. Policy, Lobbying and Professional Bodies: The Outdoor Learning Professional in the Public Arena

2. The Regulation of Sports Coaches

3. The Importance and Role of National Governing Bodies and Regulated Awarding Organisations in the UK Outdoor Sector

Section 2: Social Perspectives

4. Professional Identity, Society and Outdoor Learning

5. Communities of Practice as a Social Theory to explore the Outdoor Leaning Professional

Section 3: Education Perspectives

6. The Role of Academia and Higher Education

7. The Outdoor Learning Professional and Initial Teacher Education

Section 4: Practice Perspectives

8. Outdoor Learning Youth Work: a Professional Practice for Young People’s Socio-emotional Development

9. The Outdoor Learning Professional in Curriculum based Outdoor Learning and Field Studies

10. Exploring Competency

11. Expedition Leadership and Overseas Projects

?

Conclusion

Katy Hensby and Roger Hopper

?

Youth Work Process, Product and Practice : Creating an authentic curriculum in work with young people (Hardcover, 3 ed)

Introduction??Part 1: Curriculum Theory & Practice??1.The Emergence of the Youth Work Curriculum??2.The Meaning of Curriculum in Youth Work??3.Curriculum as Content??4.Curriculum as Product??5.Curriculum as Process: Young Person Centred Experience??6.Curriculum as Process: Principles of Procedure and Curriculum as Development??7.Objections to the Youth Work Curriculum??Part 2: Essential Elements of Curriculum??8.Values and Judgement??9.Participation, Power and Empowerment??10.Relationships and Group Work??11.Choice and Voluntary Participation??12.Experiential Learning not ‘Plan, Do, Review’??13.On Methods of Youth Work??Part 3: On the Process of Youth Work??14.The Problem of Outcomes??15.On Time, Measurability and Complexity??16.Process, Causality and Phronesis??17.Curriculum, Accountability and the Management of Youth Work??Part 4: Policy & Practice??18.The Policy Context of Youth Work??19.New Labour and the Legacy of Transforming Youth Work??20.The Continuing Impact of Every Child Matters??21.14 Years of Conservative Government: Austerity, Cuts and the Defence of Youth Work??22.Curriculum in a National Context: Northern Ireland, Wales and Scotland? 23.Developments in Curriculum in a National Context: England, Sweden and across Europe??24.Democratic Developments of the Youth Work Curriculum: Finland??Part 5: Curriculum in Context??25.The Uses of the Youth Work Curriculum??26.Theories of Youth Work: Social Education and Informal Education??27.The Contested Concept of Youth in Youth Work??28.Curriculum in its Social and Structural Context: Towards a Critical Youth Work curriculum

Youth Work Process, Product and Practice : Creating an authentic curriculum in work with young people (Paperback, 3 ed)

Introduction??Part 1: Curriculum Theory & Practice??1.The Emergence of the Youth Work Curriculum??2.The Meaning of Curriculum in Youth Work??3.Curriculum as Content??4.Curriculum as Product??5.Curriculum as Process: Young Person Centred Experience??6.Curriculum as Process: Principles of Procedure and Curriculum as Development??7.Objections to the Youth Work Curriculum??Part 2: Essential Elements of Curriculum??8.Values and Judgement??9.Participation, Power and Empowerment??10.Relationships and Group Work??11.Choice and Voluntary Participation??12.Experiential Learning not ‘Plan, Do, Review’??13.On Methods of Youth Work??Part 3: On the Process of Youth Work??14.The Problem of Outcomes??15.On Time, Measurability and Complexity??16.Process, Causality and Phronesis??17.Curriculum, Accountability and the Management of Youth Work??Part 4: Policy & Practice??18.The Policy Context of Youth Work??19.New Labour and the Legacy of Transforming Youth Work??20.The Continuing Impact of Every Child Matters??21.14 Years of Conservative Government: Austerity, Cuts and the Defence of Youth Work??22.Curriculum in a National Context: Northern Ireland, Wales and Scotland? 23.Developments in Curriculum in a National Context: England, Sweden and across Europe??24.Democratic Developments of the Youth Work Curriculum: Finland??Part 5: Curriculum in Context??25.The Uses of the Youth Work Curriculum??26.Theories of Youth Work: Social Education and Informal Education??27.The Contested Concept of Youth in Youth Work??28.Curriculum in its Social and Structural Context: Towards a Critical Youth Work curriculum

Understanding Education as a Career Choice for Men : Critical Insights from a Study of North Carolina Research Triangle Youth (Hardcover)

1. Introducing the Understanding Education as a Career Choice for NC Research Triangle Men Research Study and The Fundamental Mechanics of the Study 2. In Depth Analysis of Understanding Education as a Career Choice for NC Research Triangle Men Research Study Participants 3.High School Participant Findings from the Understanding Education as a Career Choice for NC Research Triangle Men Research Study 4. Undergraduate Participant Findings from the Understanding Education as a Career Choice for NC Research Triangle Men Research Study 5. P-12 Educator Participant Findings from the Understanding Education as a Career Choice for NC Research Triangle Men Research Study 6. Implications for Research and Practice from the Understanding Education as a Career Choice for NC Research Triangle Men Research Study 7. Resources that Aid in Improving the Career Pathways for Triangle Men

Innovative and Inclusive Perspectives in Teacher Education: Digital, Intercultural, and Critical Approaches (Hardcover)

Sustainable Academic Writing Centers in the Age of Artificial Intelligence (Hardcover, 1)

Introduction. Part I. Looking Back, Moving Forward. 1. Precarity, and the Perceived Value of the Writing Center: Historical Trends and Future Possibilities. 2. For the Love of AI: Current Trends of AI integration in Higher Education.?Part II. Strategies for Sustainability. 3. Tracking the Data: Showing the Results for Sustainability. 4.Asynchronous Support: Identifying the Quality in Efficiency. 5. In Person Support: Sustainable Validations of Connective Engagement.6. Online Support: Showcasing Remote Sustainability.?Part III: Collaboration and Connection.?7.Sustainable Initiatives of Writing Center Practitioners. 8. Partnering with Faculty to Establish Writing Center Value. 9.Leveraging Campus Support to Promote Writing Center Value.?10.Conclusion.?Index.?

?

Sustainable Academic Writing Centers in the Age of Artificial Intelligence (Paperback, 1)

Introduction. Part I. Looking Back, Moving Forward. 1. Precarity, and the Perceived Value of the Writing Center: Historical Trends and Future Possibilities. 2. For the Love of AI: Current Trends of AI integration in Higher Education.?Part II. Strategies for Sustainability. 3. Tracking the Data: Showing the Results for Sustainability. 4.Asynchronous Support: Identifying the Quality in Efficiency. 5. In Person Support: Sustainable Validations of Connective Engagement.6. Online Support: Showcasing Remote Sustainability.?Part III: Collaboration and Connection.?7.Sustainable Initiatives of Writing Center Practitioners. 8. Partnering with Faculty to Establish Writing Center Value. 9.Leveraging Campus Support to Promote Writing Center Value.?10.Conclusion.?Index.?

?

Trauma-Informed Teaching in Non-Traditional Spaces : Stories, Scholarship and Strategies (Hardcover)

Section 1: Foundations of Trauma-Informed Practice

?

Section Introduction by Ana Larsen

?

Chapter 1- Flagging the Undercurrent: Navigating Psychologically Safe Classrooms and Enacting Collective Compassion by Anita Maclaurin

?

Chapter 2- Holding The Room by Virginia Blackney

?

Chapter 3- We Don’t Need Another Hero: Navigating and Narrating Trauma in the Classroom by Dr Angela Jones

?

Chapter 4- Culture Before Content by Erin O’Donaghue

?

Section Outro: Practical Strategies for Educators for Holding the Space

?

?

Section 2: Trauma-Informed Pedagogy in Practise

?

Section Introduction by Dr Gemma Mann

Chapter 5- Overcoming ‘Traumathic’ Experiences in Enabling education: Approaches to Implementing a Trauma-Informed Math Classroom by Debra Monteith and Dr. Joanne G. Lisciandro

?

Chapter 6- The Intersection of Self-Efficacy and Trauma-Awware Teaching in the Enabling Program Context: A Case Study by Ana Larsen and Amy Claughton

?

Chapter 7- Sources of Compassion and Care: Reframing Postgraduate Supervision with a Trauma-Informed Approach by Prof Jessica Gildersleeve, Dr India Bryce and Prof Gina Wisker

?

Section Outro: Practical Strategies for Responding to Student Needs

?

Section 3: Innovation, Advocacy, and Systemic Change

?

Section Introduction by Dr Susan Hopkins

?

Chapter 8- When Care Hurts: Rethinking and Reorientating Trauma-Informed Practice by Liam Frost-Camilleri and Nicoli Barnes?

?

Chapter 9- Cultural Complexity, Compassion?and?CaLD?Needs in the Trauma-Informed Tertiary Institution: A Reflection on The Journey?by Dr Noraisha Oyama

?

Chapter 10- Navigating Activism and Advocacy: Trauma-Informed Approaches to Empower Studen...


외국도서 > 교육/자료 > 교육 > 고등교육
외국도서 > 교육/자료 > 교육 > 평생교육
외국도서 > 교육/자료 > 교육 > 훈련/자격증
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 인문/사회 > 심리학 > 정신 병리학 > 외상후 스트레스 장애(PTSD)
외국도서 > 인문/사회 > 심리학 > 정신 치료 > 일반

Trauma-Informed Teaching in Non-Traditional Spaces : Stories, Scholarship and Strategies (Paperback)

Section 1: Foundations of Trauma-Informed Practice

?

Section Introduction by Ana Larsen

?

Chapter 1- Flagging the Undercurrent: Navigating Psychologically Safe Classrooms and Enacting Collective Compassion by Anita Maclaurin

?

Chapter 2- Holding The Room by Virginia Blackney

?

Chapter 3- We Don’t Need Another Hero: Navigating and Narrating Trauma in the Classroom by Dr Angela Jones

?

Chapter 4- Culture Before Content by Erin O’Donaghue

?

Section Outro: Practical Strategies for Educators for Holding the Space

?

?

Section 2: Trauma-Informed Pedagogy in Practise

?

Section Introduction by Dr Gemma Mann

Chapter 5- Overcoming ‘Traumathic’ Experiences in Enabling education: Approaches to Implementing a Trauma-Informed Math Classroom by Debra Monteith and Dr. Joanne G. Lisciandro

?

Chapter 6- The Intersection of Self-Efficacy and Trauma-Awware Teaching in the Enabling Program Context: A Case Study by Ana Larsen and Amy Claughton

?

Chapter 7- Sources of Compassion and Care: Reframing Postgraduate Supervision with a Trauma-Informed Approach by Prof Jessica Gildersleeve, Dr India Bryce and Prof Gina Wisker

?

Section Outro: Practical Strategies for Responding to Student Needs

?

Section 3: Innovation, Advocacy, and Systemic Change

?

Section Introduction by Dr Susan Hopkins

?

Chapter 8- When Care Hurts: Rethinking and Reorientating Trauma-Informed Practice by Liam Frost-Camilleri and Nicoli Barnes?

?

Chapter 9- Cultural Complexity, Compassion?and?CaLD?Needs in the Trauma-Informed Tertiary Institution: A Reflection on The Journey?by Dr Noraisha Oyama

?

Chapter 10- Navigating Activism and Advocacy: Trauma-Informed Approaches to Empower Studen...


외국도서 > 교육/자료 > 교육 > 고등교육
외국도서 > 교육/자료 > 교육 > 평생교육
외국도서 > 교육/자료 > 교육 > 훈련/자격증
외국도서 > 교육/자료 > 교육 > 교수법/자료 > 일반
외국도서 > 인문/사회 > 심리학 > 정신 병리학 > 외상후 스트레스 장애(PTSD)
외국도서 > 인문/사회 > 심리학 > 정신 치료 > 일반

Lifelong Learning and the Production of Neurotic Citizens (Hardcover)

Recognising University Students with Criminal Justice Experience : A Story-led Exploration (Hardcover)

Foreword??

Preface??

Acknowledgements??

Chapter 1.?Introduction??

Chapter 2.?Literature Review??

Chapter 3.?Methodological Framework?

Chapter 4. A Selection of Visual Minutes??

Chapter 5.?Silent Sentences?

Chapter 6.?Beyond the Risk Register?

Chapter 7.?From Silence?to?Support??

Chapter 8.?Degrees of Disclosure??

Chapter 9. Conclusion??

Recognising University Students with Criminal Justice Experience : A Story-led Exploration (Paperback)

Foreword??

Preface??

Acknowledgements??

Chapter 1.?Introduction??

Chapter 2.?Literature Review??

Chapter 3.?Methodological Framework?

Chapter 4. A Selection of Visual Minutes??

Chapter 5.?Silent Sentences?

Chapter 6.?Beyond the Risk Register?

Chapter 7.?From Silence?to?Support??

Chapter 8.?Degrees of Disclosure??

Chapter 9. Conclusion??

Future Pedagogy: Rethinking Education and Learning (Paperback)

Adult Education and Community Development : Public Pedagogy, Social Justice, Local and Global Issues (Hardcover)

1. The need for a book on adult education and community development??PART?1: FOCUS ON PUBLIC PEDAGOGY??2. Historical foundations and core concepts of community development in the United States??3. Storytelling as a public and place-conscious practice for equitable and sustainable community development??4. Promoting community development and adult education through community-university partnerships??5. Role of the Black Church in adult and community development??6. English language teaching and its crucial role in community development??7. Spoken Word as a medium for transformative learning and community development??8. Evolving approaches to civic education and impact on community??9. Animal-Assisted counseling for community development and pawsitive change??PART?2: FOCUS ON PEOPLE AND SOCIAL JUSTICE??10. Ethics of care in community development leadership??11. Adult learning and community engagement among African American women post-domestic violence??12. Utilizing health education to improve community health??13. Community development and activism of people with disabilities??14. The LGBTQ community, equality, disparities, and the future??15. Justice-Oriented pedagogy and community educators’ perspectives??16. Emotional intelligence as practice for leading community-based organizations??PART?3: FOCUS ON LOCAL AND GLOBAL ISSUES??17. Creating safe and supportive communities through school psychology practices??18. The public library as a space for adult education and community development??19. Practicing transformative leadership in rural areas for building meaningful relationships??20. Supporting refugee integration through adult education and community development??21. Worldbuilding and world cafe for community development as global practice??22. Global approaches to community development and lifelong learning??23. Non-profit organizations in East Africa and their take on community development??24. Lessons learned and future directions f...


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