scholarly journals Restorative Practice in Education – Transformative Potential

2015 ◽  
Vol 2 (2) ◽  
pp. 287-297
Keyword(s):  
Learning Communities ◽  
Meaningful Learning ◽  
Early Research ◽  
Transformative Potential ◽  
Societal Needs ◽  
Support Students

Schools are challenged as never before to respond to changing societal needs in ways that will support students, parents and teachers in meaningful learning communities. The writers contend that the old punitive paradigms are proving to be inadequate and advocate a relational based approach which is respectful, creative and is proving in early research to be effective in its outcomes. Based on their experience in Irish schools and as restorative trainers, the writers attest to the restorative approach as one that now merits serious consideration by educators everywhere.

scholarly journals Literature Circles in a Synchronous Virtual Classroom: Educational Moos to Support Student Online Interaction

2021 ◽  
pp. 17-35
Author(s):  
Jennie Bales
Keyword(s):  
Social Interaction ◽  
Learning Communities ◽  
Elementary Students ◽  
Virtual World ◽  
Literature Circles ◽  
Virtual Classroom ◽  
Online Interaction ◽  
Literature Circle ◽  
Support Students

This paper explores the features of educational MOOs to create a stimulating, synchronous environment for upper primary (elementary) students working in the virtual world of Learning Communities MOO. It focuses on how the features of MOOs are used by students to support and enrich their literature circle discussions. The data presented indicates that these experiences encourage and support students' interests and understanding of text through social interaction and purposeful dialogue. The results of this research suggest that online literature circle discussions conducted in an Educational MOO can operate successfully and that the MOO environment supports student discussions.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Impact of Small Learning Communities on Drop-Out Risk in Urban Youth

2011 ◽  
Author(s):  
Leah M. Van Grinsven ◽  
Melissa Hernandez ◽  
Gregory L. Callan ◽  
Karen C. Stoiber
Keyword(s):  
Learning Communities ◽  
Urban Youth ◽  
Small Learning Communities ◽  
Drop Out

Just imagine! The transformative potential of the imagination and its place in psychotherapy

2020 ◽  
Vol 14 (1) ◽  
pp. 45-61
Author(s):  
Sue Wright
Keyword(s):  
Early Childhood ◽  
Case Material ◽  
Secure Attachment ◽  
Transitional Space ◽  
Interpersonal Neurobiology ◽  
Attachment Relationship ◽  
Case Examples ◽  
Clinical Intuition ◽  
Transformative Potential

In this article the author explores the use of imagination and clinical intuition in psychotherapy. She discusses the functions of imagination and how the capacity to be creative and for flexible imagining emerges within a secure attachment relationship in early childhood. Winnicott's ideas are important here. She also discusses what happens when trauma or relationship failings compromise the transitional space and uses case examples to illustrate some responses to this breakdown. To set the scene the author discusses changing views on illusion and imagination from Freud onwards to the present day when we are informed by recent findings in neuroscience and interpersonal neurobiology. It is richly illustrated with theory and case material.

Sign in / Sign up

Export Citation Format

Share Document