Open Access. Powered by Scholars. Published by Universities.®
Junior High, Intermediate, Middle School Education and Teaching Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Adult and Continuing Education and Teaching (1)
- Art Education (1)
- Art Practice (1)
- Arts and Humanities (1)
- Bilingual, Multilingual, and Multicultural Education (1)
-
- Child Psychology (1)
- Educational Administration and Supervision (1)
- Educational Leadership (1)
- Educational Methods (1)
- Educational Psychology (1)
- Educational Sociology (1)
- Elementary Education and Teaching (1)
- Elementary and Middle and Secondary Education Administration (1)
- Family, Life Course, and Society (1)
- First and Second Language Acquisition (1)
- Higher Education and Teaching (1)
- Human Factors Psychology (1)
- Inequality and Stratification (1)
- International and Area Studies (1)
- Linguistics (1)
- Medical Specialties (1)
- Medicine and Health Sciences (1)
- Mental and Social Health (1)
- Publication
- Publication Type
Articles 1 - 3 of 3
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
Educational Silver Linings In The Cloud Of A Global Pandemic: Our Students Are Grittier Than We Think!, Linda E. Feldstein, Gary Andersen
Educational Silver Linings In The Cloud Of A Global Pandemic: Our Students Are Grittier Than We Think!, Linda E. Feldstein, Gary Andersen
The Advocate
This qualitative study combines two methodological frameworks in an attempt to elucidate the best of what occurred in the teaching and learning practices during the massive school closures necessitated during the COVID-19 pandemic in the U. S. Using a phenomenological viewpoint informed by the practices of appreciative inquiry, interviews were conducted with education professionals to hear stories of unanticipated benefits in education - times where things went well, new insights were gained, new teaching techniques/frameworks explored, or significant student benefits noted. Participant voices, experiences, ‘aha’ moments, insights, and thoughts form an emergent picture of what has gone well during this …
Teacher Self-Efficacy: The Missing Piece To Trauma-Informed Classroom Interventions, Sarah Lancaster
Teacher Self-Efficacy: The Missing Piece To Trauma-Informed Classroom Interventions, Sarah Lancaster
The Advocate
Once a child enters kindergarten they spend the majority of their waking hours in school. Therefore, school-based interventions that are trauma informed are crucial for promoting social-emotional learning and development. While there are some promising studies, professional development programs for educators have not systematically incorporated psychoeducation on childhood trauma and the impact it has on behavior and learning, or classroom-based strategies to enhance learning and development among children with a trauma history (McConnico, Boynton-Jarrett, Bailey, & Nandi, 2016). Furthermore, educators’ perceptions on how comfortable they are dealing with the trauma of students has not been widely explored (Crosby, Day, Baroni, …
Journey To Refuge: Understanding Refugees, Exploring Trauma, And Best Practices For Newcomers And Schools, Trina D. Harlow
Journey To Refuge: Understanding Refugees, Exploring Trauma, And Best Practices For Newcomers And Schools, Trina D. Harlow
NPP eBooks
Pre-K through 12th grade schools within the United States have become much more diverse in recent years. Schools are now commonly not only diverse because of diverse students born in the United States, but also have many immigrant students. A growing number of these immigrant students are resettled children who have refugee status. In schools, these recent immigrants are called newcomers. This book is a culmination of research and anecdotal experiences regarding the refugee issue as it pertains to these students in American schools and schools elsewhere in the world. Scholars, policy makers, educators, those who work in the refugee …