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Books on the topic 'Daily and school experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Chinaka, Francis. The school of God's presence: How to make the presence of God a daily experience. Xulon Press, 2010.

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2

Life cycle: Classroom activities for helping children live with daily change and loss. Zephyr Press, 1993.

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3

Macdonald, C. A. School-based learning experiences. Human Sciences Research Council, 1990.

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4

Pennington, M. Basil. Daily we touch Him: Practical religious experiences. Doubleday, 1990.

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5

Pennington, M. Basil. Daily we touch Him: Practical religious experiences. Sheed & Ward, 1997.

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6

Cathy, Clemons, and Montgomery April 1955-, eds. Daily preschool experiences for learners at every level. Gryphon House, 2008.

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7

Experiences in music. 3rd ed. Prentice Hall, 1995.

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8

C, Gega Peter, ed. Concepts and experiences in elementary school science. 2nd ed. Macmillan Pub. Co., 1994.

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9

The art of teaching: Experiences of school. Routledge, 2009.

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10

Apling, Richard N. Postsecondary educational experiences of high school graduates. Congressional Research Service, Library of Congress, 1991.

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11

Gega, Peter C. Concepts and experiences in elementary school science. Macmillan, 1991.

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12

Gega, Peter C. Concepts and experiences in elementary school science. 3rd ed. Merrill, 1998.

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13

L, Grady Marilyn, ed. The daily practices of successful principals. Corwin Press, 2011.

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14

Sparks, Dennis. Leadership 180: Daily meditations on school leadership. Solution Tree Press, 2010.

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15

Leadership 180: Daily meditations on school leadership. Solution Tree Press, 2010.

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16

Sisquoc, Lorene, and Jean A. Keller, eds. Boarding school blues: Revisiting American Indian educational experiences. University of Nebraska Press, 2006.

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17

O'Brien, Thomas. Daily tantalizers math: 180 daily critical thinking activities. ETA/Cuisenaire, 2002.

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18

O'Brien, Thomas. Daily tantalizers math: 180 daily critical thinking activities. ETA/Cuisenaire, 2003.

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19

O'Brien, Thomas. Daily tantalizers math: 180 daily critical thinking activities. ETA/Cuisenaire, 2003.

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20

L, Hanna Shellie, Womack Sid T, and American Association of School Administrators, eds. The first-year experiences of successful superintendents. Rowman & Littlefield Publishers, 2012.

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21

1975-, Cordell Matthew, ed. Justin Case: School, drool, and other daily disasters. Feiwel and Friends, 2010.

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22

David, Wray. The reading experiences and interests of junior school children. EXEL Project, Exeter University School of Education, 1993.

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23

Board, College Entrance Examination, ed. Summer on campus: College experiences for high school students. College Entrance Examination Board, 1989.

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24

Levin, Shirley. Summer on campus: College experiences for high school students. 2nd ed. College Entrance Examination Board, 1995.

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25

Utterback, Ann S. Summer on campus: College experiences for high school students. Transemantics, 1985.

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26

Adams, Natalie G., and James H. Adams. Just Trying to Have School. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496819536.001.0001.

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After the 1954 Brown v. Board of Education ruling, no state fought longer or harder to preserve segregated schools than Mississippi. This massive resistance came to a crashing halt in October 1969 when the Supreme Court ruled in Alexander v. Holmes Board of Education that “the obligation of every school district is to terminate dual school systems at once and to operate now and hereafter only unitary schools.” Thirty of the thirty-three Mississippi districts named in the case were ordered to open as desegregated schools after Christmas break. With little guidance from state officials and no formal training or experience in effective school desegregation processes, ordinary people were thrown into extraordinary circumstances. However, their stories have been largely ignored in desegregation literature. This book explores the arduous and complex task of implementing school desegregation. How were bus routes determined? Who lost their position as principal? Who was assigned to what classes? Without losing sight of the important macro forces in precipitating social change, the authors shift attention to how the daily work of “just trying to have school” helped shape the contours of school desegregation in communities still living with the decisions made fifty years ago.

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27

Lock, John D. The Coveted Black & Gold: A Daily Journey Through the U.S. Army Ranger School Experience. Xlibris Corporation, 2001.

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28

The Coveted Black and Gold: A Daily Journey Through the U.S. Army Ranger School Experience. Xlibris Corporation, 2001.

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29

Lock, John D. The Coveted Black And Gold: A Daily Journey Through the U.S. Army Ranger School Experience. 2nd ed. Fenestra Books, 2004.

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30

Grieve, Victoria M. The Cold War in the Schools. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190675684.003.0006.

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The Cold War experiences of America’s schoolchildren are often summed up by quick references to “duck and cover,” a problematic simplification that reduces children to victims in need of government protection. By looking at a variety of school experiences—classroom instruction, federal and voluntary programs, civil defense and opposition to it, as well as world friendship outreach—it is clear that children experienced the Cold War in their schools in many ways. Although civil defense was ingrained in the daily school experiences of Cold War kids, so, too, were fitness tests, atomic science, and art exchange programs. Global competition with the Soviet Union changed the way children learned, from science and math classes to history and citizenship training. Understanding the complexity of American students’ experiences strengthens our ability to decipher the meaning of the Cold War for American youth and its impact on the politics of the 1960s.

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31

Brown, Jacqueline A., and Shane R. Jimerson, eds. Supporting Bereaved Students at School. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.001.0001.

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Given that most children will experience the death of at least one close or special person prior to high school graduation, and because the vast majority of children attend school on a regular basis, school-based mental health professionals must be prepared to effectively support bereaved students. Supporting Bereaved Students at School is a contemporary guide that provides school-based mental health professionals with the information they need to support bereaved students, with a particular emphasis on practitioners in the fields of school psychology, school counseling, school social work, and clinical child psychology. The book covers how these professionals can help children and adolescents cope with their emotional, physical, and social reactions during the period of grief, lasting months or years, following a significant death in their lives. The book is divided into two sections, the first focusing on foundational knowledge and the second offering a range of evidence-based intervention strategies. This book provides school-based professionals and graduate students with tools that can be easily integrated into their daily practice.

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32

Bennett, Peggy D. Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.001.0001.

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Perhaps more than any other experience, conflict in schools and workplaces can zap our energy and steal our vigor as teachers. If we knew ways to minimize conflict and maximize vitality, would we use them? Teaching with Vitality offers specific behaviors and attitudes to reframe conflict by diluting and dissolving it. Organized into brief topics for busy readers, Teaching with Vitality combines common experiences and practical options for lessening the turmoil that is inevitable in schools. As beneficent stewards of our children, educators are priceless contributors to the quality of our lives. The main goal of Teaching with Vitality is to elevate teachers in their day-to-day lives by deconstructing the major and minor conflicts that sap their peace and dampen their power. School wellness is contagious. And, this book aims to offer daily pathways to health, wellness, and vigor.

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33

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.001.0001.

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Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented here is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. For children who refuse school to avoid school-based stimuli that provoke negative affectivity, the treatment uses child-based psychoeducation, somatic control exercises, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For children who refuse school to escape aversive social and/or evaluative situations, the treatment uses child-based psychoeducation, somatic control exercises, cognitive restructuring, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For youths who refuse school to pursue attention from significant others, parent-based treatment includes modifying parent commands, establishing regular daily routines, developing rewards, reducing excessive reassurance-seeking behavior, and engaging in forced school attendance. For youths who refuse school to pursue tangible rewards outside of school, family-based treatment includes contingency contracts, communication skills, escorting the child to school and from class to class, and peer refusal skills.

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34

Rossen, Eric, and Robert Hull, eds. Supporting and Educating Traumatized Students. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.001.0001.

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Combining knowledge of the cognitive and behavioral effects of trauma, evidence-based interventions, educational best practices, and the experiences of veteran educators, this online resource presents a new framework for assisting students with a history of trauma. Designed specifically for busy educators who work with traumatized students daily, it brings together practitioners, researchers, and other experts with backgrounds in education, school psychology, school nursing, school social work, school counseling, school administration, clinical psychology, resilience, and trauma studies to examine the impacts of numerous traumatic experiences on school-aged children and youth. It provides practical, effective, and implementable strategies and resources for adapting and differentiating instruction, modifying the classroom and school environments, and building competency for students affected by trauma, and chapters offer techniques and strategies designed for all types of educational environments and in the context of multiple potential sources of trauma.

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35

First Experiences - School. Conran Octopus Ltd, 1989.

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36

Worker's experiences in school. 1988.

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37

Cartwright, Stephen. First Experiences: Starting School. Usborne Publishing Ltd, 1995.

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38

S, Rajput J., and National Council of Educational Research and Training (India), eds. Experiences in school education. National Council of Educational Research and Training, 2001.

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39

Publishing, RH Value. Going to School: First Experiences. Crescent, 1990.

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40

Manners, Lorraine S. School experiences of successful students. 1996.

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41

Civardi, Anne. Going to School (First Experiences). Edc Pub, 1994.

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42

Civardi, Anne. Going to School (First Experiences). Childrens Pr, 1986.

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43

Glanfield, Florence Anne. High school students' satisfaction with high school experiences. 1989.

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44

Menezes, Alexandre Junior de Souza, Adelson Dias de Oliveira, Geisa Gabrielle Santos, et al. Experiências Narradas: Relatos e Vivências no espaço escolar. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-312-1.

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The book “Experiências Narradas: Relatos e vivências no espaço escolar” is the result of a collective formation process in the perspective of the Narrative Documentation of Pedagogical Experiences with a group of 16 Basic Education teachers, developed by the Research Group in Education, Narratives, and Teaching Experience in Secondary Education – Narratividades, of the Federal University of Vale do São Francisco – Univasf. With the narratives presented, it institutes teaching authorship and the dissemination of the experiential knowledge constituted in the daily life of urban and rural classrooms, of difference, and diversity. Each chapter is motivated by the following key question: How did I get here? Such a provocation seeks to interweave the several journeys made by each of these teachers, their challenges, victories, learnings, and inspirations. Bringing these teachers together in this publication aims to inspire many other professionals through important elements, actions, and life experiences as a permanent challenge in the professional field. Retrieving such elements, which result in several learnings within the formative process proposed, represents resistance and persistence in this union of pedagogical knowledge and teaching practices. The narratives recorded in this book invite and inspire through inexperienced experiences that give birth to the teacher-educator, the passion for teaching, the discovery of the new based on the already lived, but not perceived, the hopes implicit in life and in the classroom, the universe already discovered and yet to discover, the come into being in teaching; the presence of the school ground materialized in words that come together to speak about the knowledge constituted by the pedagogical experience in Basic Education.

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45

Van, Kham Tran. Understanding Daily Life Experiences in Vietnam: Interdisciplinary Research. Springer, 2019.

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46

MacKenzie, Catherine. Going to School (My First Experiences). Tandem Library, 2001.

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47

(Illustrator), Stephen Cartwright, ed. Going To School (Usborne First Experiences). Usborne Books, 2005.

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48

MacKenzie, Catherine. Going to School (My First Experiences). Christian Focus Publications, 2001.

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49

(Illustrator), Stephen Cartwright, ed. Going to School (Usborne First Experiences). Usborne Publishing Ltd, 1985.

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50

Going to School (Usborne First Experiences). Usborne, 2008.

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