Rethinking School Health PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Rethinking School Health PDF full book. Access full book title Rethinking School Health by . Download full books in PDF and EPUB format.
Author:
Publisher: World Bank Publications
ISBN: 0821383973
Category : Medical
Languages : en
Pages : 336
Get Book
Book Description
For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there. Because school health and nutrition programs specifically benefit poor, sick, and hungry children, they can make a key contribution to achieving EFA's goals. However, children can benefit only if the programs reach them. Rethinking School Health: A Key Component of Education for All describes how schools have been used as a platform for delivering familiar, safe, and simple health and nutrition interventions to hard-to-reach children in low-income countries. The book's foreword was written jointly by Elizabeth King of the World Bank, Susan Durston of the United Nations Children's Fund (UNICEF), and Qian Tang of the United Nations Educational, Scientific and Cultural Organization (UNESCO), indicating the interagency support for this approach. The book will be of particular interest to those working in the fields of education, health and nutrition, and early childhood development. --Book Jacket.
Author:
Publisher: World Bank Publications
ISBN: 0821383973
Category : Medical
Languages : en
Pages : 336
Get Book
Book Description
For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there. Because school health and nutrition programs specifically benefit poor, sick, and hungry children, they can make a key contribution to achieving EFA's goals. However, children can benefit only if the programs reach them. Rethinking School Health: A Key Component of Education for All describes how schools have been used as a platform for delivering familiar, safe, and simple health and nutrition interventions to hard-to-reach children in low-income countries. The book's foreword was written jointly by Elizabeth King of the World Bank, Susan Durston of the United Nations Children's Fund (UNICEF), and Qian Tang of the United Nations Educational, Scientific and Cultural Organization (UNESCO), indicating the interagency support for this approach. The book will be of particular interest to those working in the fields of education, health and nutrition, and early childhood development. --Book Jacket.
Author: Donald A. P. Bundy
Publisher: World Bank Publications
ISBN: 9780821379073
Category : Business & Economics
Languages : en
Pages : 299
Get Book
Book Description
For the goals of Education for All (EFA) to be achieved, children must be healthy enough not only to attend school but also to learn while there. Because school health and nutrition programs specifically benefit poor, sick, and hungry children, they can make a key contribution to achieving EFA's goals. However, children can benefit only if the programs reach them. Rethinking School Health: A Key Component of Education for All describes how schools have been used as a platform for delivering familiar, safe, and simple health and nutrition interventions to hard-to-reach children in low-income countries. The book's foreword was written jointly by Elizabeth King of the World Bank, Susan Durston of the United Nations Children's Fund (UNICEF), and Qian Tang of the United Nations Educational, Scientific and Cultural Organization (UNESCO), indicating the interagency support for this approach. The book will be of particular interest to those working in the fields of education, health and nutrition, and early childhood development.
Author: Susan Wise Bauer
Publisher: W. W. Norton & Company
ISBN: 0393285979
Category : Education
Languages : en
Pages : 256
Get Book
Book Description
“If you read only one book on educating children, this should be the book.… With a warm, informative voice, Bauer gives you the knowledge that will help you flex the educational model to meet the needs of your child.” —San Francisco Book Review Our K–12 school system isn’t a good fit for all—or even most—students. It prioritizes a single way of understanding the world over all others, pushes children into a rigid set of grades with little regard for individual maturity, and slaps “disability” labels on differences in learning style. Caught in this system, far too many young learners end up discouraged. This informed, compassionate, and practical guidebook will show you how to take control of your child’s K–12 experience and negotiate the school system in a way that nurtures your child’s mind, emotions, and spirit. Understand why we have twelve grades, and why we match them to ages. Evaluate your child’s maturity, and determine how to use that knowledge to your advantage. Find out what subject areas we study in school, why they exist—and how to tinker with them. Discover what learning disabilities and intellectual giftedness are, how they can overlap, how to recognize them, and how those labels can help (or hinder) you. Work effectively with your child’s teachers, tutors, and coaches. Learn to teach important subjects yourself. Challenge accepted ideas about homework and standardized testing. Help your child develop a vision for the future. Reclaim your families’ priorities (including time for eating together, playing, imagining, traveling, and, yes, sleeping!). Plan for college—or apprenticeships. Consider out-of-the-box alternatives.
Author: Claire Latane
Publisher: Island Press
ISBN: 164283078X
Category : Architecture
Languages : en
Pages : 282
Get Book
Book Description
What would a school look like if it was designed with mental health in mind? Too many public schools look and feel like prisons, designed out of fear of vandalism and truancy. But we know that nurturing environments are better for learning. Access to nature, big classroom windows, and open campuses consistently reduce stress, anxiety, disorderly conduct, and crime, and improve academic performance. Backed by decades of research, Schools That Heal showcases clear and compelling ways--from furniture to classroom improvements to whole campus renovations--to make supportive learning environments for our children and teenagers. With invaluable advice for school administrators, public health experts, teachers, and parents Schools That Heal is a call to action and a practical resource to create nurturing and inspiring schools for all children.
Author: Stephen Scher
Publisher: Springer
ISBN: 9811308306
Category : Philosophy
Languages : en
Pages : 169
Get Book
Book Description
The goal of this open access book is to develop an approach to clinical health care ethics that is more accessible to, and usable by, health professionals than the now-dominant approaches that focus, for example, on the application of ethical principles. The book elaborates the view that health professionals have the emotional and intellectual resources to discuss and address ethical issues in clinical health care without needing to rely on the expertise of bioethicists. The early chapters review the history of bioethics and explain how academics from outside health care came to dominate the field of health care ethics, both in professional schools and in clinical health care. The middle chapters elaborate a series of concepts, drawn from philosophy and the social sciences, that set the stage for developing a framework that builds upon the individual moral experience of health professionals, that explains the discontinuities between the demands of bioethics and the experience and perceptions of health professionals, and that enables the articulation of a full theory of clinical ethics with clinicians themselves as the foundation. Against that background, the first of three chapters on professional education presents a general framework for teaching clinical ethics; the second discusses how to integrate ethics into formal health care curricula; and the third addresses the opportunities for teaching available in clinical settings. The final chapter, "Empowering Clinicians", brings together the various dimensions of the argument and anticipates potential questions about the framework developed in earlier chapters.
Author: Deborah P. Waber
Publisher: Guilford Press
ISBN: 1462503349
Category : Psychology
Languages : en
Pages : 257
Get Book
Book Description
Experts have yet to reach consensus about what a learning disability is, how to determine if a child has one, and what to do about it. Leading researcher and clinician Deborah Waber offers an alternative to the prevailing view of learning disability as a problem contained within the child. Instead, she shows how learning difficulties are best understood as a function of the developmental interaction between the child and the world. Integrating findings from education, developmental psychology, and cognitive neuroscience, she offers a novel approach with direct practical implications. Detailed real-world case studies illustrate how this approach can promote positive outcomes for children who struggle in school.
Author: Matt Pinkett
Publisher: Routledge
ISBN: 1351163701
Category : Education
Languages : en
Pages : 207
Get Book
Book Description
There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track. Boys Don’t Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book: offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens highlights key areas of pastoral care that need to be recognised by schools exposes how popular approaches to "engaging" boys are actually misguided and damaging details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys’ perceptions of masculinity and how teachers can challenge these. With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.
Author: David P. Perrodin
Publisher: Rowman & Littlefield
ISBN: 1475837461
Category : Education
Languages : en
Pages : 205
Get Book
Book Description
School of Errors establishes another voice in the discussion of how to promote safe schools. It challenges the unchecked expansion of school fortification and questions the realized benefit of inter-agency collaboration during a sentinel event. This book offers an alternative to traumatizing simulations by providing clear options for improving school safety by the empirically-proven effective measures of leakage detection (preventive) and sensemaking (reactive). School of Errors restores the scientific method to school safety and clears a path through the media rhetoric fogging this vital topic.
Author: Rebecca London
Publisher:
ISBN: 9781682534144
Category : Education
Languages : en
Pages : 0
Get Book
Book Description
In Rethinking Recess, sociologist Rebecca A. London argues that recess has been overlooked as an essential part of the elementary school experience, with major implications for how well schools serve all students equitably and responsively. Given its potential to support students' social and emotional learning and physical activity, London says, recess should be designed intentionally, with attention to safety, health, and engagement. The book shows how school leaders and other educators--even those with budget and space constraints--can make the most of recess time by using a variety of proven strategies, and also provides examples of schools that have put these strategies to use. Taking organizational steps to create a well‐designed recess can engage students, improve school climate, build valuable social and emotional skills, reduce behavioral incidents, and promote healthy lifestyles. Meticulously researched and filled with practical and often easy‐to‐implement changes for recess policies and practice, this book provides a critical resource for school leaders and others looking to make every aspect of school a positive one for students. "All children have the right to equitable and inclusive access to recess as a foundation of development. Rethinking Recess offers a compelling case for 'organized recess, ' describing the important role of organized play to promote wellness, strengthen school culture, and enhance social and emotional learning. This book is a call to action for the well-being of our children and society." --Mary Ann Dewan, Santa Clara County Superintendent of Schools "This important book illustrates how a well-organized and universally available recess can provide developmental spaces for students that improve school climate and foster social and emotional learning. Rethinking Recess documents inequities in access to recess, illustrates how schools can organize safe and supportive recess, and provides practical guidance for policy makers." --David Osher, vice president and institute fellow, American Institutes for Research Rebecca A. London is a faculty member in the Sociology Department at the University of California, Santa Cruz.
Author: Philip S. Gang
Publisher: Dagaz Press
ISBN: 9780962378300
Category : Education
Languages : en
Pages : 164
Get Book
Book Description
