This book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term ‘wellbeing education’, defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.
表中的内容
Chapter 1 What’s Next in Wellbeing Education and Pedagogy.- Chapter 2 The toolbox approach: towards a novel flexible way of implementing and testing positive education in schools.- Chapter 3 Students’ quality of life, resources, and promotion.- Chapter 4 Flourishing as the Aim of Education: An Outline – and Ten Remaining Problems.- Chapter 5 Wellbeing for Student Actors: #Me Too and New Initiatives in the Australian Tertiary Drama Curriculum.- Chapter 6 Flourishing SD – a positive school development approach.- Chapter 7 Wellbeing through a belonging lens.- Chapter 8 Positive Museums, community intervention in wellbeing through the Arts.- Chapter 8 The value of music education for child development and wellbeing in the post COVID landscape.- Chapter 9 Fostering student’s belonging through Appreciative Advising.- Chapter 10 Use of gamification in positive education.- Chapter 11 Wellbeing education in higher education: A critical review, update, and suggestions for a way forward.- Chapter 12 Dynamic-Grit Mindset: Flourishing in the Future Workforce.- Chapter 13 The role of Inclusive Education in Wellbeing Education.- Chapter 14 Well Leaders, Well Teachers, Well children.- Chapter 15 Canadian and Australian Student Perceptions of Wellbeing: A Qualitative Study.- Chapter 16 Where to from here? Potential Priorities for Wellbeing Education, Pedagogy & COVID-19 recovery.
关于作者
Associate Professor Mathew A. White is Deputy Dean (International) for the Faculty of Arts, Business, Law, and Economics at the University of Adelaide in Australia, where he is an Associate Professor in the School of Education. He is also a Principal Fellow at the Melbourne Graduate School of Education at the University of Melbourne, Australia. Mathew has published a number of scientific journal articles and book chapters. He served joint terms as Interim Head of the School of Education and Acting Deputy Dean (Learning and Teaching) for the Faculty of Arts, Business, Law, and Economics. Mathew is also a principal fellow at the Melbourne Graduate School of Education at the University of Melbourne. He has been awarded national education leadership awards and faculty and university teaching excellence commendations. He was President of the Education Division of IPPA (IPPAEd 2019-2022) and was conferred the title of IPPA Fellow in 2021. Mathew was Secondary School Teacher for 20 years and had a decade’s senior leadership-level experience in schools.
Professor Faye Mc Callum is an Adjunct Professor in the School of Education at the University of Adelaide, Australia, where she was Head of School. She has published over 100 scientific journal articles and book chapters. Faye was awarded the 2019 Australian Council for Educational Leaders South Australian Branch Dr Alby Jones AO Gold Medal ‘for her contribution to the study and practice of educational leadership’. She was also a finalist for the 2020 Telstra Business Women’s Awards.
Professor Christopher Boyle is Associate Head (Research) in the School of Education at the University of Adelaide, Australia, where he is a Professor of Inclusive Education and Psychology. He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy. He was previously Editor-in-Chief of
The Educational and Developmental Psychologist (2012-2017) and is currently Co-inaugural Founding Editor (with Kelly Allen) of the new journal
Belonging and Human Connection, launched in 2022. He is an internationally recognized and respected academic and author of inclusive education and psychology and is a Registered Psychologist in the United Kingdom and Australia.
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