Resilient Classrooms, First Edition: Creating Healthy Environments for Learning (The Guilford Practical Intervention in the Schools Series) - Softcover
Synopsis
Grounded in cutting-edge theory and research, this book presents innovative, classroom-based strategies for promoting the academic competence and mental health of students at risk. Easy-to-implement procedures are described that enlist the involvement of school practitioners, teachers, and students in creating nurturing, success-oriented classroom environments. Readers are guided step by step to understand what makes a classroom a healthy place to learn; recognize when essential socioemotional supports are missing; intervene to put those supports in place; and demonstrate the positive effects on student learning and development. The volume is designed for maximum ease of use with a large-size format and lay-flat binding. Special features include helpful reproducible worksheets and forms.
This book is in The Guilford Practical Intervention in the Schools Series.
This book is in The Guilford Practical Intervention in the Schools Series.
"synopsis" may belong to another edition of this title.
About the Author
Beth Doll, PhD, is Professor and Director of the school psychology program at the University of Nebraska-Lincoln. She has directed several training grants preparing teachers and school psychologists to support the success of students with disabilities in regular classrooms. Her research addresses models of school mental health that enhance the well-being of students in naturally occurring communities, and program evaluation strategies that demonstrate the impact of school mental health services.
Steven Zucker, PhD, is Assistant Professor and Coordinator of the school psychology program at the University of Colorado at Denver. As a practicing school psychologist, he developed a noncategorical service delivery model that allowed at-risk students to receive support services without disability labels. His current research explores the efficacy of classroom-based interventions that foster academic and social competence.
Katherine Brehm, PhD, is Associate Professor of School Psychology in the Department of Educational Psychology and Special Services at the University of Texas at El Paso. A practicing school psychologist, her research interests include consultation and contextual intervention to support emotionally and academically successful students in culturally diverse classrooms.
Steven Zucker, PhD, is Assistant Professor and Coordinator of the school psychology program at the University of Colorado at Denver. As a practicing school psychologist, he developed a noncategorical service delivery model that allowed at-risk students to receive support services without disability labels. His current research explores the efficacy of classroom-based interventions that foster academic and social competence.
Katherine Brehm, PhD, is Associate Professor of School Psychology in the Department of Educational Psychology and Special Services at the University of Texas at El Paso. A practicing school psychologist, her research interests include consultation and contextual intervention to support emotionally and academically successful students in culturally diverse classrooms.
Excerpt. © Reprinted by permission. All rights reserved.
1. Introduction to the Resilient Classroom
2. What Are Resilient Classrooms?
3. Relationship Characteristics of Resilient Classrooms
4. Self-Agency Characteristics of Resilient Classrooms
5. Assessing the Resilience of Classrooms
6. Convening the Systems for Change
7. Including the Classroom's Students in Planning and Decision Making
8. Developing and Implementing Strategies for Classroom Change
9. Evaluating the Impact on Students
10. Integrating the Resilient Classroom with Existing School Mental Health Services
Appendix A. The ClassMaps Surveys
Appendix B. The Worksheets
"About this title" may belong to another edition of this title.
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Resilient Classrooms : Creating Healthy Environments for Learning
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Taylor & Francis Group, 2004
ISBN 10: 1593850018
ISBN 13: 9781593850012
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