國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

From exclusion to excellencebuilding...

Friedman, Victor J.

From exclusion to excellencebuilding restorative relationships to create inclusive schools /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From exclusion to excellenceby Michal Razer, Victor J. Friedman.
其他題名:	building restorative relationships to create inclusive schools /
作者:	Razer, Michal.
其他作者:	Friedman, Victor J.
出版者:	Rotterdam :SensePublishers :2017.
面頁冊數:	xxiv, 160 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Inclusive education.
電子資源:	http://dx.doi.org/10.1007/978-94-6300-488-6
ISBN:	9789463004886$q(electronic bk.)

From exclusion to excellencebuilding restorative relationships to create inclusive schools /
Razer, Michal.

From exclusion to excellencebuilding restorative relationships to create inclusive schools /[electronic resource] :by Michal Razer, Victor J. Friedman. - Rotterdam :SensePublishers :2017. - xxiv, 160 p. :ill., digital ;24 cm. - IBE on curriculum, learning, and assessment ;v.1. - IBE on curriculum, learning, and assessment ;v.1..

"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.

ISBN: 9789463004886$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-488-6doiSubjects--Topical Terms:

295631
Inclusive education.

LC Class. No.: LC1200 / .R39 2017

Dewey Class. No.: 371.9046

From exclusion to excellencebuilding restorative relationships to create inclusive schools /
LDR:03835nmm a2200325 a 4500 001 507360
003 DE-He213
005 20170201130056.0
006 m d
007 cr nn 008maaau
008 171030s2017 ne s 0 eng d
020 $a 9789463004886$q(electronic bk.)
020 $a 9789463004862$q(paperback)
020 $a 9789463004879$q(hardback)
024 7 $a 10.1007/978-94-6300-488-6 $2 doi
035 $a 978-94-6300-488-6
040 $a GP $c GP
041 0 $a eng
050 4 $a LC1200 $b .R39 2017
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 371.9046 $2 23
090 $a LC1200 $b .R278 2017
100 1 $a Razer, Michal. $3 773962
245 1 0 $a From exclusion to excellence $h [electronic resource] : $b building restorative relationships to create inclusive schools / $c by Michal Razer, Victor J. Friedman.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2017.
300 $a xxiv, 160 p. : $b ill., digital ; $c 24 cm.
490 1 $a IBE on curriculum, learning, and assessment ; $v v.1
505 0 $a "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.
650 0 $a Inclusive education. $3 295631
650 0 $a Educational equalization. $3 243033
650 1 4 $a Education. $3 177995
650 2 4 $a Education, general. $3 730921
700 1 $a Friedman, Victor J. $3 773963
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a IBE on curriculum, learning, and assessment ; $v v.1. $3 773964
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-488-6
950 $a Education (Springer-41171)