From Exclusion to Excellence Building Restorative Relationships to Create Inclusive Schools /

• Κύριοι συγγραφείς: Razer, Michal (Συγγραφέας), Friedman, Victor J. (Συγγραφέας)
• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Rotterdam : SensePublishers : Imprint: SensePublishers, 2017.
• Σειρά: IBE on Curriculum, Learning, and Assessment
• Θέματα: Education.; Education, general.

The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail...

Πίνακας περιεχομένων:

• "Foreword
• Acknowledgments
• Introduction
• The Cycle of Exclusion
• Excluded Students and Excluded Teachers
• Frames of Exclusion
• The “Helplessness” Frame
• The “False Identity” Frame
• The Emotional World of Teachers of Excluded Children
• Building Restorative Relationships
• The Caregiving Role of Inclusive Educators
• Redefining Success
• Emotional Work with Students
• Emotional Work with Teachers
• Introduction to Four Skills for Building Restorative Relationships in Schools
• Supporting Inclusive Practice at the Organizational Level
• Non-Abandonment: The First Step in Reversing the Cycle of Exclusion
• Abandonment and Non-Abandonment
• Non-Abandonment as a Conscious Choice
• Supporting Teachers in Practicing Non-Abandonment
• Assimilating Non-Abandonment into School Practice
• Conclusions
• Reframing: Expanding the Realm of the Possible
• Frames, Framing, and Reframing
• The Reframing Process
• Reframing Helplessness
• Reframing False Identity
• Putting the Reframing into Practice
• Conclusions
• Connecting Conversations
• Instrumental versus Connecting Conversation
• Barriers to Connecting Conversations
• From an Instrumental to a Connecting Conversation
• Features of Connecting Conversation
• From False Inquiry to Connecting Conversation
• Connecting Conversation Fits with Caregiving Role
• Conclusions
• Beyond Discipline: Benevolent Authority and Empathic Limit-Setting
• Limit-Setting as a Power Struggle
• Challenges to Teachers’ Authority
• Benevolent Authority
• Empathic Limit-Setting
• Online Empathic Limit-Setting
• Off-Line Empathic Limit-Setting
• Invitation to Connect, Planning Alternate Behaviors, Apologizing
• Conclusions
• The Troubled Relationship between Schools and Parents of Excluded Children
• Schools as Gateways or Gatekeepers for Excluded Children
• Case Study: Dealing with a Student’s Chronic Lateness
• The Underlying Power Struggle
• Framing the Problem as the Need to Mobilize the Parents
• Typical Action Strategies Inside the Mobilizing Parents Framing
• The Power Struggle That Results from Trying to Mobilize Parents
• Conclusions
• Building Restorative Relationships with Parents
• Reframing: “Parental Authorization” Instead of “Mobilizing Parents”
• Case Study: A School’s Initiative with a Child at Risk
• Assumptions that Underlie the Parental Authorization Framing
• Putting Parental Authorization into Practice
• Restoring Relationships: Actions that Build Trust
• Conclusions
• Role of the Principal
• How Principals Get Trapped in the Cycle of Exclusion
• Steps in Creating Conditions Favorable to Restorative Relationships
• Conclusions
• From Exclusion to Excellence
• References
• About the Authors.