From Exclusion to Excellence :: Building Restorative Relationships to Create Inclusive Schools.
The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Dordrecht :
Sense Publishers,
2016.
|
| Schriftenreihe: | IBE on curriculum, learning, and assessment.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators' emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don't have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus--before passing out any curriculum or teaching any classes--on building that elusive thing called "trust", or what the authors call "inclusion". When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier--the most difficult students become more educable and inspired and take more ownership over their success--and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. - Thomas L. Friedman, New York Times columnist." |
| Beschreibung: | 1 online resource (176 pages) |
| Bibliographie: | Includes bibliographical references (pages 153-157). |
| ISBN: | 9789463004886 9463004882 |
Internformat
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EDU-ocn974580262 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 170304s2016 ne ob 000 0 eng d | ||
| 040 | |a EBLCP |b eng |e pn |c EBLCP |d YDX |d N$T |d IDEBK |d COO |d OCLCF |d UAB |d AZU |d VT2 |d UPM |d IOG |d MERER |d ESU |d Z5A |d JBG |d IAD |d GZM |d ICW |d ICN |d OCLCQ |d OCLCO |d OCLCQ |d U3W |d CAUOI |d WRM |d MERUC |d KSU |d OCLCQ |d OCLCO |d OCLCQ |d OCLCO |d K6U |d OCL |d OCLCQ |d OCLCO |d OCLCL |d TMA |d OCLCO |d OCLCQ |d OCLCO |d SXB |d OCLCQ |d UEJ |d OCLCQ | ||
| 019 | |a 971587844 |a 971910276 |a 972151969 |a 972427489 |a 972574124 |a 976252993 |a 988812771 | ||
| 020 | |a 9789463004886 | ||
| 020 | |a 9463004882 | ||
| 020 | |z 9463004874 | ||
| 020 | |z 9789463004879 | ||
| 020 | |z 9463004866 | ||
| 020 | |z 9789463004862 | ||
| 024 | 7 | |a 10.1007/978-94-6300-488-6 |2 doi | |
| 035 | |a (OCoLC)974580262 |z (OCoLC)971587844 |z (OCoLC)971910276 |z (OCoLC)972151969 |z (OCoLC)972427489 |z (OCoLC)972574124 |z (OCoLC)976252993 |z (OCoLC)988812771 | ||
| 050 | 4 | |a L1-991 | |
| 072 | 7 | |a EDU |x 042000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 036000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 024000 |2 bisacsh | |
| 072 | 7 | |a JN |2 bicssc | |
| 082 | 7 | |a 370 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Razer, Michal. | |
| 245 | 1 | 0 | |a From Exclusion to Excellence : |b Building Restorative Relationships to Create Inclusive Schools. |
| 264 | 1 | |a Dordrecht : |b Sense Publishers, |c 2016. | |
| 300 | |a 1 online resource (176 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 490 | 1 | |a IBE on Curriculum, Learning, and Assessment ; |v v. 1 | |
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references (pages 153-157). | ||
| 505 | 0 | |a "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. | |
| 520 | |a The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators' emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don't have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus--before passing out any curriculum or teaching any classes--on building that elusive thing called "trust", or what the authors call "inclusion". When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier--the most difficult students become more educable and inspired and take more ownership over their success--and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. - Thomas L. Friedman, New York Times columnist." | ||
| 650 | 0 | |a Inclusive education. |0 http://id.loc.gov/authorities/subjects/sh96009825 | |
| 650 | 0 | |a Educational equalization. |0 http://id.loc.gov/authorities/subjects/sh85041121 | |
| 650 | 0 | |a Mainstreaming in education. |0 http://id.loc.gov/authorities/subjects/sh85079929 | |
| 650 | 6 | |a Intégration scolaire. | |
| 650 | 6 | |a Démocratisation de l'enseignement. | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 650 | 7 | |a Educational equalization |2 fast | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 700 | 1 | |a Friedman, Victor J. | |
| 758 | |i has work: |a From exclusion to excellence (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFXXKwPt7RfgJDMQ9b7Hvd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Razer, Michal. |t From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |d Dordrecht : Sense Publishers, ©2016 |z 9789463004862 |
| 830 | 0 | |a IBE on curriculum, learning, and assessment. |0 http://id.loc.gov/authorities/names/no2019054065 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EDU |q FWS_PDA_EDU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463023 |3 Volltext |
| 938 | |a EBL - Ebook Library |b EBLB |n EBL4803283 | ||
| 938 | |a EBSCOhost |b EBSC |n 1463023 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis37555283 | ||
| 938 | |a YBP Library Services |b YANK |n 13416051 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EDU | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn974580262 |
|---|---|
| _version_ | 1816797227531632640 |
| adam_text | |
| any_adam_object | |
| author | Razer, Michal |
| author2 | Friedman, Victor J. |
| author2_role | |
| author2_variant | v j f vj vjf |
| author_facet | Razer, Michal Friedman, Victor J. |
| author_role | |
| author_sort | Razer, Michal |
| author_variant | m r mr |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | L1-991 |
| callnumber-raw | L1-991 |
| callnumber-search | L1-991 |
| callnumber-sort | L 11 3991 |
| callnumber-subject | L - General Education |
| collection | ZDB-4-EDU |
| contents | "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. |
| ctrlnum | (OCoLC)974580262 |
| dewey-full | 370 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370 |
| dewey-search | 370 |
| dewey-sort | 3370 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>08050cam a2200709Mi 4500</leader><controlfield tag="001">ZDB-4-EDU-ocn974580262</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">170304s2016 ne ob 000 0 eng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">EBLCP</subfield><subfield code="b">eng</subfield><subfield code="e">pn</subfield><subfield code="c">EBLCP</subfield><subfield code="d">YDX</subfield><subfield code="d">N$T</subfield><subfield code="d">IDEBK</subfield><subfield code="d">COO</subfield><subfield code="d">OCLCF</subfield><subfield code="d">UAB</subfield><subfield code="d">AZU</subfield><subfield code="d">VT2</subfield><subfield code="d">UPM</subfield><subfield code="d">IOG</subfield><subfield code="d">MERER</subfield><subfield code="d">ESU</subfield><subfield code="d">Z5A</subfield><subfield code="d">JBG</subfield><subfield code="d">IAD</subfield><subfield code="d">GZM</subfield><subfield code="d">ICW</subfield><subfield code="d">ICN</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">U3W</subfield><subfield code="d">CAUOI</subfield><subfield code="d">WRM</subfield><subfield code="d">MERUC</subfield><subfield code="d">KSU</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">K6U</subfield><subfield code="d">OCL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">TMA</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">SXB</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">UEJ</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">971587844</subfield><subfield code="a">971910276</subfield><subfield code="a">972151969</subfield><subfield code="a">972427489</subfield><subfield code="a">972574124</subfield><subfield code="a">976252993</subfield><subfield code="a">988812771</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789463004886</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9463004882</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9463004874</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789463004879</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9463004866</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789463004862</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/978-94-6300-488-6</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)974580262</subfield><subfield code="z">(OCoLC)971587844</subfield><subfield code="z">(OCoLC)971910276</subfield><subfield code="z">(OCoLC)972151969</subfield><subfield code="z">(OCoLC)972427489</subfield><subfield code="z">(OCoLC)972574124</subfield><subfield code="z">(OCoLC)976252993</subfield><subfield code="z">(OCoLC)988812771</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">L1-991</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">042000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">036000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">024000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">JN</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">370</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Razer, Michal.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">From Exclusion to Excellence :</subfield><subfield code="b">Building Restorative Relationships to Create Inclusive Schools.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Dordrecht :</subfield><subfield code="b">Sense Publishers,</subfield><subfield code="c">2016.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (176 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="b">PDF</subfield><subfield code="2">rda</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">IBE on Curriculum, Learning, and Assessment ;</subfield><subfield code="v">v. 1</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 153-157).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">"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.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators' emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don't have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus--before passing out any curriculum or teaching any classes--on building that elusive thing called "trust", or what the authors call "inclusion". When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier--the most difficult students become more educable and inspired and take more ownership over their success--and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. - Thomas L. Friedman, New York Times columnist."</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Inclusive education.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh96009825</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational equalization.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85041121</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Mainstreaming in education.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85079929</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Intégration scolaire.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Démocratisation de l'enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Essays.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Organizations & Institutions.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Reference.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mainstreaming in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational equalization</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Inclusive education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Friedman, Victor J.</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">From exclusion to excellence (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCFXXKwPt7RfgJDMQ9b7Hvd</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Razer, Michal.</subfield><subfield code="t">From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools.</subfield><subfield code="d">Dordrecht : Sense Publishers, ©2016</subfield><subfield code="z">9789463004862</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">IBE on curriculum, learning, and assessment.</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2019054065</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EDU</subfield><subfield code="q">FWS_PDA_EDU</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463023</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL4803283</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">1463023</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">cis37555283</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">13416051</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EDU</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EDU-ocn974580262 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:13Z |
| institution | BVB |
| isbn | 9789463004886 9463004882 |
| language | English |
| oclc_num | 974580262 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (176 pages) |
| psigel | ZDB-4-EDU |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | Sense Publishers, |
| record_format | marc |
| series | IBE on curriculum, learning, and assessment. |
| series2 | IBE on Curriculum, Learning, and Assessment ; |
| spelling | Razer, Michal. From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. Dordrecht : Sense Publishers, 2016. 1 online resource (176 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda IBE on Curriculum, Learning, and Assessment ; v. 1 Print version record. Includes bibliographical references (pages 153-157). "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. The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators' emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don't have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus--before passing out any curriculum or teaching any classes--on building that elusive thing called "trust", or what the authors call "inclusion". When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier--the most difficult students become more educable and inspired and take more ownership over their success--and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. - Thomas L. Friedman, New York Times columnist." Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Intégration scolaire. Démocratisation de l'enseignement. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Mainstreaming in education fast Educational equalization fast Inclusive education fast Friedman, Victor J. has work: From exclusion to excellence (Text) https://id.oclc.org/worldcat/entity/E39PCFXXKwPt7RfgJDMQ9b7Hvd https://id.oclc.org/worldcat/ontology/hasWork Print version: Razer, Michal. From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. Dordrecht : Sense Publishers, ©2016 9789463004862 IBE on curriculum, learning, and assessment. http://id.loc.gov/authorities/names/no2019054065 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463023 Volltext |
| spellingShingle | Razer, Michal From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. IBE on curriculum, learning, and assessment. "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. Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Intégration scolaire. Démocratisation de l'enseignement. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Mainstreaming in education fast Educational equalization fast Inclusive education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh96009825 http://id.loc.gov/authorities/subjects/sh85041121 http://id.loc.gov/authorities/subjects/sh85079929 |
| title | From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |
| title_auth | From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |
| title_exact_search | From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |
| title_full | From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |
| title_fullStr | From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |
| title_full_unstemmed | From Exclusion to Excellence : Building Restorative Relationships to Create Inclusive Schools. |
| title_short | From Exclusion to Excellence : |
| title_sort | from exclusion to excellence building restorative relationships to create inclusive schools |
| title_sub | Building Restorative Relationships to Create Inclusive Schools. |
| topic | Inclusive education. http://id.loc.gov/authorities/subjects/sh96009825 Educational equalization. http://id.loc.gov/authorities/subjects/sh85041121 Mainstreaming in education. http://id.loc.gov/authorities/subjects/sh85079929 Intégration scolaire. Démocratisation de l'enseignement. EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Mainstreaming in education fast Educational equalization fast Inclusive education fast |
| topic_facet | Inclusive education. Educational equalization. Mainstreaming in education. Intégration scolaire. Démocratisation de l'enseignement. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Mainstreaming in education Educational equalization Inclusive education |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463023 |
| work_keys_str_mv | AT razermichal fromexclusiontoexcellencebuildingrestorativerelationshipstocreateinclusiveschools AT friedmanvictorj fromexclusiontoexcellencebuildingrestorativerelationshipstocreateinclusiveschools |