東華大學圖書館 |

From exclusion to excellence = building 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 excellence/ by 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.
內容註:	"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.
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

From exclusion to excellence = building 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

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

534659
Inclusive education.

LC Class. No.: LC1200 / .R39 2017

Dewey Class. No.: 371.9046

From exclusion to excellence = building restorative relationships to create inclusive schools /
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