Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level.
The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success s a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. Teachers especially are instrumental in making this happen therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Leadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. Dozens of observations from teachers, students, researchers, and practitioners provide striking evidence of the power of mindfulness and offer hope to anyone who wants to make classrooms more productive places of learning. Offers guidelines for teaching mindfulness responsibly, without religious overtones.
Describes how to adapt mindfulness for different grade levels, integrate it into regular school subjects, and implement it schoolwide.
Shares and explains the extensive research that shows the positive effects of mindfulness practices in the classroom. Provides an overview of mindfulness as both a personal practice and a classroom methodology that aligns with such educational models as Social and Emotional Learning (SEL), Positive Behavioral Intervention and Supports (PBIS), and Universal Design for Learning (UDL). In Mindfulness in the Classroom, Armstrong - Explains how mindfulness affects the structure and function of the brain. How can we create calmer classrooms in which students concentrate better and feel more positive about themselves and others? Author Thomas Armstrong offers a compelling answer in the form of mindfulness, a secular practice he defines as the intentional focus of one's attention on the present moment in a nonjudgmental way. In today's schools, students and teachers feel unprecedented-even alarming-levels of stress. Covering topics such as lesson planning, teacher education, and cultural humility, it is a crucial reference for educators, administrators, universities, lesson planners, researchers, academicians, and students. Using innovative research, it outlines the struggles, frameworks, and recommendations necessary for educators to engage students and provide them with a comprehensive education in service learning.
The Research Anthology on Service Learning and Community Engagement Teaching Practices provides a thorough investigation of the current trends, best practices, and challenges of teaching practices for service learning and community engagement. Teachers must have the necessary skills and current information available to them to provide students with quality service learning and community engagement curricula.
By implementing service and community aspects into the classroom at an early age, educators have a greater chance of influencing students and creating a new generation of service-minded individuals who care about their communities.
The need for more empathetic and community-focused students must begin with educators, as service-learning has begun to grow in popularity throughout the years.