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OverviewThis book argues for the importance of connectedness in student-teacher relationships during adolescence and advocates a more holistic and proactive approach to wellbeing in education. Combining education, psychology and health promotion perspectives, the book begins by providing an overview of theoretical frameworks in the study of student-teacher relationships and makes the case that good relationships with teachers are essential to students’ well-being in school. The book then goes on to present the concept of connectedness and discusses the main challenges regarding its conceptualisation in school research. García-Moya draws on qualitative findings from the Teacher Connectedness Project to offer an in-depth examination of the central attributes of student-teacher connectedness, as well as of the links between connectedness and authority from both students’ and teachers’ perspectives. This innovative project uses a synergistic approach to investigate the role of teachers as potential significant adults in students’ lives. The final chapter offers a summary of the key practical implications for teachers and educators and makes recommendations for future research directions in this area. This book will be a valuable resource for researchers and educators alike, as well as for anyone interested in the ongoing concerns about student wellbeing in schools. Full Product DetailsAuthor: Irene García-MoyaPublisher: Springer Nature Switzerland AG Imprint: Springer Nature Switzerland AG Edition: 1st ed. 2020 Weight: 0.454kg ISBN: 9783030434458ISBN 10: 3030434451 Pages: 114 Publication Date: 16 May 2020 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsChapter 1. The importance of student-teacher relationships for wellbeing in schools.- Chapter 2. The concept of connectedness and its relevance for the study of student-teacher relationships.- Chapter 3. The central attributes of connectedness with teachers from the students’ perspectives.- Chapter 4. Barriers and facilitators for the development of student-teacher relationships that foster connectedness.- Chapter 5. Where do we go from here? An analysis of practical implications and future research directions.ReviewsAuthor InformationIrene García-Moya is a Ramón y Cajal Senior Research Fellow at the University of Seville, Spain and a Visiting Researcher at the University of Hertfordshire, UK, where she worked as a Marie Curie Fellow and started the Teacher Connectedness Project line of research. She is currently one of the coordinators of the expert group about school in the WHO-collaborative survey Health Behaviour in School-aged Children international network. Tab Content 6Author Website:Countries AvailableAll regions |
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