標(biāo)題: Titlebook: Evidence-Based Approaches in Positive Education; Implementing a Strat Mathew A. White,A. Simon Murray Book 2015 The Anglican Church of Aust [打印本頁] 作者: GURU 時(shí)間: 2025-3-21 19:49
書目名稱Evidence-Based Approaches in Positive Education影響因子(影響力)
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書目名稱Evidence-Based Approaches in Positive Education網(wǎng)絡(luò)公開度
書目名稱Evidence-Based Approaches in Positive Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Evidence-Based Approaches in Positive Education被引頻次
書目名稱Evidence-Based Approaches in Positive Education被引頻次學(xué)科排名
書目名稱Evidence-Based Approaches in Positive Education年度引用
書目名稱Evidence-Based Approaches in Positive Education年度引用學(xué)科排名
書目名稱Evidence-Based Approaches in Positive Education讀者反饋
書目名稱Evidence-Based Approaches in Positive Education讀者反饋學(xué)科排名
作者: covert 時(shí)間: 2025-3-21 21:53 作者: 狂熱語言 時(shí)間: 2025-3-22 03:18 作者: 充氣女 時(shí)間: 2025-3-22 08:34
Positive School Psychology,er outlines the theoretical and applied shift of St. Peter’s College’s psychological and counselling services, from the welfare model to the integration of the well-being model. Welfare models in schools tend to be reactive and aim to reduce the risk, prevalence, and severity of mental illness and p作者: Influx 時(shí)間: 2025-3-22 10:17 作者: 阻礙 時(shí)間: 2025-3-22 14:54
Student Leadership, Well-Being and Service: Integrating Appreciative Inquiry, Strengths and Leadersmission throughout the year. John Vrodos and Tom McNeil were Captain and Vice-captain of St. Peter’s College, Adelaide in 2013. From the outset and throughout the year, these student leaders decided to integrate well-being and positive psychology approaches in their leadership. This chapter is a co-作者: 阻礙 時(shí)間: 2025-3-22 20:13 作者: 精美食品 時(shí)間: 2025-3-22 22:01 作者: 煉油廠 時(shí)間: 2025-3-23 02:25
Results: Code-Switching and Emotion,erscored by a lack of an organizational or theoretical framework. This chapter outlines why schools should adopt well-being as an operational goal, and how they can become a positive institution. We outline the case to support this view from well-being and ill-being data, and what this is trying to 作者: Bridle 時(shí)間: 2025-3-23 09:33
https://doi.org/10.1007/978-3-030-84005-1explore the possible alignment between Christian theology and Positive education. The chapter focuses upon the Wisdom literature of the Hebrew and Christian Scriptures, exploring the explicit points of overlap between that literature and the principles of positive psychology, with a focus on finding作者: mighty 時(shí)間: 2025-3-23 13:08 作者: 落葉劑 時(shí)間: 2025-3-23 16:54
Emotions in Second Language Teachinger outlines the theoretical and applied shift of St. Peter’s College’s psychological and counselling services, from the welfare model to the integration of the well-being model. Welfare models in schools tend to be reactive and aim to reduce the risk, prevalence, and severity of mental illness and p作者: dura-mater 時(shí)間: 2025-3-23 19:00
https://doi.org/10.1057/9781137284334in our students and better equip regular classroom teachers for the task; accessible, evidence-based and well-integrated curricula are needed. English literature, by virtue of its content and pedagogy, presents a rich opportunity for an innovative model. Learning about and cultivating character stre作者: Enrage 時(shí)間: 2025-3-24 02:12
https://doi.org/10.1057/978-1-137-52903-9mission throughout the year. John Vrodos and Tom McNeil were Captain and Vice-captain of St. Peter’s College, Adelaide in 2013. From the outset and throughout the year, these student leaders decided to integrate well-being and positive psychology approaches in their leadership. This chapter is a co-作者: 擦試不掉 時(shí)間: 2025-3-24 05:01
Arianne Baggerman,Rudolf Dekkerthey are able to read, write and understand arithmetic. As educational policy is considered in context of the World Health Organisation’s predictions about the trajectory of metal health we must act, and evidence-based approaches to educational systems and policies should be considered. Well-being o作者: Recess 時(shí)間: 2025-3-24 08:46 作者: Glaci冰 時(shí)間: 2025-3-24 11:11 作者: integrated 時(shí)間: 2025-3-24 17:49
,A Comparison Between Theological Christian Approaches to Wisdom and Peterson and Seligman’s Classifloping the whole child. Often named “Religious and Values Education” it includes values and ethics education. As a part of Religious and Values Education students are usually asked to consider and explore scared texts, current theology, and respond based upon their own emerging faith and spiritualit作者: Mangle 時(shí)間: 2025-3-24 20:23 作者: osteocytes 時(shí)間: 2025-3-25 00:22 作者: Surgeon 時(shí)間: 2025-3-25 05:03 作者: 草本植物 時(shí)間: 2025-3-25 09:25 作者: 人類的發(fā)源 時(shí)間: 2025-3-25 14:39
Character Education: A Role for Literature in Cultivating Character Strengths in Adolescence, of positive psychology are being used to more effectively educate for psychological well-being alongside that of traditional academic learning. One crucial area of study in positive psychology is character strengths. Individuals who are not only cognizant of their strength profile but use their str作者: 妨礙議事 時(shí)間: 2025-3-25 16:56
Student Leadership, Well-Being and Service: Integrating Appreciative Inquiry, Strengths and Leaderss in positions of responsibility without a few models of student leadership to help conceptualize their approach. While it is easy to say that they can learn this on the job, there is a benefit in adopting a systematic approach to leadership development. This chapter documents the reflection of two 作者: GROWL 時(shí)間: 2025-3-25 21:10 作者: diskitis 時(shí)間: 2025-3-26 00:57 作者: 調(diào)情 時(shí)間: 2025-3-26 05:47
2468-0273 examples of best practices using positive psychology to lead.Based on action research and implementation at one of the world’s great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. .Evidence-Based Approaches in Positive Education.作者: Defiance 時(shí)間: 2025-3-26 12:26 作者: 不幸的人 時(shí)間: 2025-3-26 15:01 作者: 廢除 時(shí)間: 2025-3-26 20:12
Leading Whole-School Change,he summit, together with focus groups conducted 18 months after. Quantitative analysis highlighted that staff valued the collaborative and positive nature of AI. An 18-month follow-up revealed 12 bottom-up organizational changes resulting from the summit and 3 top-down changes.作者: 刪減 時(shí)間: 2025-3-26 21:01
Strengths-Based Approaches in the Classroom and Staffroom,ngths profile in a school with students and staff. We hope that this chapter will act as a fitting tribute to the legacy of Christopher Peterson foundational role in the development positive psychology and positive education.作者: patella 時(shí)間: 2025-3-27 01:40
https://doi.org/10.1007/978-94-017-9667-5Character Strenghts in Schools; Developing Positive Psychology at Schools; Evidence-based Positive Edu作者: 嘮叨 時(shí)間: 2025-3-27 06:08 作者: Neutral-Spine 時(shí)間: 2025-3-27 11:19 作者: 芭蕾舞女演員 時(shí)間: 2025-3-27 16:39
Emotion, Pain, and Physical Illnesstive inquiry (AI) approach in creating change at a large private school, launched with a one-day AI summit. A sample, pre-test, immediate post-test and 4 month post-test design measured changes in positive affect and employee perceptions of the virtues within the organization. Staff reported statist作者: ferment 時(shí)間: 2025-3-27 19:33
the school environment, organized around Seligman’s (Flourish, 2011) PERMA model of flourishing. We apply this framework to assess student and staff well-being at an entire school—St. Peter’s College, Adelaide, Australia. We report the student and staff baseline measurement strategy, present a snap作者: Explicate 時(shí)間: 2025-3-27 23:54 作者: 披肩 時(shí)間: 2025-3-28 04:02
Rebekah Rousi,Jaana Leikas,Pertti Saariluomaent that has virtues embodied both at the institutional level and which foster virtues in students and staff? This chapter reports on the impact of Christopher Peterson’s research in the field of positive psychology at an Australian school. It centres on two aspects of Peterson’s research: creating 作者: Omniscient 時(shí)間: 2025-3-28 08:44 作者: 偏狂癥 時(shí)間: 2025-3-28 12:33
https://doi.org/10.1057/978-1-137-52903-9s in positions of responsibility without a few models of student leadership to help conceptualize their approach. While it is easy to say that they can learn this on the job, there is a benefit in adopting a systematic approach to leadership development. This chapter documents the reflection of two 作者: strain 時(shí)間: 2025-3-28 18:23 作者: Fibroid 時(shí)間: 2025-3-28 21:12
978-94-024-0108-0The Anglican Church of Australia Collegiate School of Saint Peter trading as St Peter‘s College 2015
