Integrating Wellbeing and Learning in Schools (eBook, ePUB)
Evidence-Informed Approaches for Leaders and Teachers
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Integrating Wellbeing and Learning in Schools argues that wellbeing research can help address the hurdles that school leaders face by incorporating a more interdisciplinary approach from contemporary governance, leadership, and management.The COVID-19 pandemic has accelerated the problem of the wellbeing learning poverty cycle in schools worldwide. This book makes the case for a new and comprehensive integration of wellbeing in school governance, leadership, and teaching theories across disciplines during the recovery phase of the COVID-19 pandemic. It argues for operationalising wellbeing goa...
Integrating Wellbeing and Learning in Schools argues that wellbeing research can help address the hurdles that school leaders face by incorporating a more interdisciplinary approach from contemporary governance, leadership, and management.
The COVID-19 pandemic has accelerated the problem of the wellbeing learning poverty cycle in schools worldwide. This book makes the case for a new and comprehensive integration of wellbeing in school governance, leadership, and teaching theories across disciplines during the recovery phase of the COVID-19 pandemic. It argues for operationalising wellbeing goals and integrating these into evidence-informed professional practice. Drawing on evidence-informed wellbeing education, teaching theories, and original research, the book comprehensively considers the integration of wellbeing education from the perspectives of school governance and leadership, middle management, teachers, student leadership, and the students themselves.
This book will be of interest to postgraduate students of education leadership, educators, and school leaders.
The COVID-19 pandemic has accelerated the problem of the wellbeing learning poverty cycle in schools worldwide. This book makes the case for a new and comprehensive integration of wellbeing in school governance, leadership, and teaching theories across disciplines during the recovery phase of the COVID-19 pandemic. It argues for operationalising wellbeing goals and integrating these into evidence-informed professional practice. Drawing on evidence-informed wellbeing education, teaching theories, and original research, the book comprehensively considers the integration of wellbeing education from the perspectives of school governance and leadership, middle management, teachers, student leadership, and the students themselves.
This book will be of interest to postgraduate students of education leadership, educators, and school leaders.
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