Zobrazeno 1 - 10
of 1 691
pro vyhledávání: '"Whole school"'
Publikováno v:
Discover Education, Vol 3, Iss 1, Pp 1-22 (2024)
Abstract This study investigates and explores post-primary teachers' perceptions and attitudes towards wellbeing in Irish schools, identifying the enabling activities, factors, and barriers to promoting wellbeing using the National Council for Curric
Externí odkaz:
https://doaj.org/article/9b37fffac7d04d36ad6e2e941dcb48a1
Autor:
Neisha Sundaram, Oliver Lloyd-Houldey, Semina Michalopoulou, Steven Hope, Joanna Sturgess, Elizabeth Allen, Rosa Legood, Stephen Scott, Lee D. Hudson, Dasha Nicholls, Deborah Christie, Russell M. Viner, Chris Bonell
Publikováno v:
Pilot and Feasibility Studies, Vol 10, Iss 1, Pp 1-15 (2024)
Abstract Background Despite high rates of adolescent mental-health problems, there are few effective whole-school interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health. We previous
Externí odkaz:
https://doaj.org/article/38f3e8eef4d94f4db5260b49590468a0
Autor:
Chad M. Killian, Eugenia Opuda, Collin A. Webster, Taemin Ha, Brian Dauenhauer, Jennifer M. Krause
Publikováno v:
Systematic Reviews, Vol 13, Iss 1, Pp 1-9 (2024)
Abstract Background The advent of full-time virtual schooling presents unique challenges and opportunities for the promotion of physical activity (PA) among children and adolescents. Despite the recognized benefits of PA as an essential component for
Externí odkaz:
https://doaj.org/article/072371e9ba814fcab5ed3b1e828eccf1
Publikováno v:
Journal of Philosophy in Schools, Vol 11, Iss 1, Pp 104-136 (2024)
In the Australian context, all teachers are obliged, in accordance with the national curriculum, to engage students in critical and creative thinking in the classroom. Yet teachers often wonder ‘How do we facilitate the development of (critical and
Externí odkaz:
https://doaj.org/article/93b7a9167c9e48ed9251ee265dfe3f74
Autor:
Louise Knight, Lydia Atuhaire, Amiya Bhatia, Elizabeth Allen, Sophie Namy, Katharina Anton-Erxleben, Janet Nakuti, Angel Mirembe, Mastula Nakiboneka, Janet Seeley, Helen A. Weiss, Jenny Parkes, Chris Bonell, Dipak Naker, Karen Devries
Publikováno v:
BMC Public Health, Vol 24, Iss 1, Pp 1-11 (2024)
Abstract Background We sought to determine whether the Good School Toolkit-Primary violence prevention intervention was associated with reduced victimisation and perpetration of peer and intimate partner violence four years later, and if any associat
Externí odkaz:
https://doaj.org/article/f69efbd83ad04ef6af8f33bb93b6f700
Autor:
Concetta Tino
Publikováno v:
Formazione & Insegnamento, Vol 22 (2024)
Il progetto complesso previsto dall’Agenda 2030, orientato a promuovere lo sviluppo di una società migliore, inclusiva e democratica attraverso la lotta alla povertà e all’ineguaglianza, la tutela dell’ambiente, della pace e dei diritti umani
Externí odkaz:
https://doaj.org/article/8961b774b6c641229254b90d5e4fcd35
Publikováno v:
Frontiers in Public Health, Vol 12 (2024)
Schools have become increasingly important as health promotion settings, seeking to improve pupils’ health and wellbeing through adopting a whole-school approach. A strong evidence-base highlights that focusing on the social, emotional and psycholo
Externí odkaz:
https://doaj.org/article/ae224a37e7284fb9a438f6d3e3e62d0e
Autor:
Rodrigo Rojas-Andrade, Verónica Lopez Leiva, Jorge J. Varela, Pamela Soto García, Juan Pablo Álvarez, María Teresa Ramirez
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
IntroductionThe increase in school violence following the COVID-19 pandemic underscores the need for schools to adopt a multilevel whole-school approach. This study examines a national program designed by the Chilean Ministry of Education, in collabo
Externí odkaz:
https://doaj.org/article/2307e6ce3caa46cfade406301128ca54
Publikováno v:
Education Sciences, Vol 14, Iss 11, p 1151 (2024)
This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners pr
Externí odkaz:
https://doaj.org/article/0a86fa76914646f480335d5d3ea0a1c8
Autor:
Karim, Shahid
Publikováno v:
Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
