1,181
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

Relationship-Centered Education in Primary School: An Ethnographic Case Study

Pages 577-591 | Received 26 Jan 2021, Accepted 15 Nov 2021, Published online: 11 Mar 2022

References

  • Chawla, L., Keena, K., Pevec, I., & Stanley, E. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health & Place, 28, 1–13. https://doi.org/10.1016/j.healthplace.2014.03.001
  • Chiang, R. J., Meagher, W., & Slade, S. (2015). How the whole school, whole community, whole child model works: Creating greater alignment, integration, and collaboration between health and education. Journal of School Health, 85(11), 775–784. https://doi.org/10.1111/josh.12308
  • Collaborative for Academic, Social, and Emotional Learning. (2012). Effective social and emotional learning programs: Preschool and elementary school edition. CASEL.
  • Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL’s SEL framework: What are the core competence areas and where are they promoted? CASEL.
  • Eshun, S., & Boburka, R. (2017). Sociocultural theoretical framework. In A. Wenzel (Ed.), The Sage encyclopedia of abnormal and clinical psychology (Vol. 1, pp. 3252–3253). SAGE. https://doi.org/10.4135/9781483365817.n1292
  • Faster, D., & Lopez, D. (2013). School climate and assessment. In T. Dary & T. Pickeral (Eds.), School climate practices for implementation and sustainability. A school climate practice brief, Number 1. National School Climate Center.
  • Fetterman, D. M. (1998). Ethnography: Step by step (2nd ed.). SAGE.
  • Follari, L. (2019). Foundations and best practices in early childhood education: History, theories, and approaches to learning (4th ed.). Pearson Education.
  • Liew, J., & McTigue, E. M. (2010). Educating the whole child: The role of social and emotional development in achievement and school success. In L. E. Kattington (Ed.), Handbook of curriculum development (pp. 465–478). Nova Sciences Publishers.
  • Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social-emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53(6), 463–477. https://doi.org/10.1016/j.jsp.2015.09.002
  • Martin, M., Fergus, E., & Noguera, P. (2010). Responding to the needs of the whole child: A case study of a high-performing elementary school for immigrant children. Reading & Writing Quarterly, 26(3), 195–222. https://doi.org/10.1080/10573561003769582
  • McCloskey, M. (2011). What does whole child education mean to parents? Educational Leadership: Journal of the Department of Supervision and Curriculum Development, N.E.A., 68(8), 80–81.
  • McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204–213. https://doi.org/10.1007/s11121-016-0703-y
  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., Frank, J., Burke, C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., & Salzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291–307. https://doi.org/10.1007/s12671-012-0094-5
  • Murray, S. D., Hurley, J., & Ahmed, S. R. (2015). Supporting the whole child through coordinated policies, processes, and practices. Journal of School Health, 85(11), 795–801. https://doi.org/10.1111/josh.12306
  • Pennsylvania State University. (2018). Applying an equity lens to social, emotional, and academic development. Issue Brief, June 2018.
  • Rempel, K. D. (2012). Mindfulness for children and youth: A review of the literature and an argument for school-based implementation. Canadian Journal of Counselling and Psychotherapy (Online), 46(3), 201–220. ISSN 0826-3893
  • Roffey, S. (2016). Building a case for whole-child, whole-school wellbeing in challenging contexts. Educational & Child Psychology, 33(2), 30–42. https://www.sueroffey.com/wp-content/uploads/2014/02/Adversity-mental-health-and-behaviour-Roffey.pdf
  • Slade, S., & Griffith, D. (2013). A whole child approach to student success. KEDI Journal of Educational Policy, 10(3), 21–35. https://www.researchgate.net/publication/287320346_A_whole_child_approach_to_student_success
  • Smith, A., Guzman-Alvarez, A., Westover, T., Keller, S., & Fuller, S. (2012). Mindful schools program evaluation. University of California at Davis: Center for Education and Evaluation Services.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Vygotsky, L. (1962). Thought and Language. MIT Press.
  • Zaza, S., Giles, P.-D. W., Hunt, H., & Lewallen, T. C. (2015). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students. Journal of School Health, 85(11), 729–739. https://doi.org/10.1111/josh.12310

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.