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05399aam a22004458i 4500 001 BEB6E972A5B811ECBC4A196C2DECA4DB 003 SILO 005 20220317010139 008 210201s2021 mdu b 001 0 eng 010 $a 2021000791 020 $a 1475861176 020 $a 9781475861174 020 $a 1475861168 020 $a 9781475861167 035 $a (OCoLC)1235903318 040 $a DLC $b eng $e rda $c DLC $d BDX $d OCLCO $d YDX $d OCLCF $d UKMGB $d CNKUC $d SILO 042 $a pcc 050 00 $a LC990 $b .T77 2021 082 00 $a 370.11 $2 23 100 1 $a Trifone, James D., $d 1952- $e author. 245 10 $a Whole-child teaching : $b a framework for meeting the needs of today's students / $c James D. Trifone. 263 $a 2105 264 1 $a Lanham : $b Rowman & Littlefield, $c [2021] 300 $a 1 volume ; $c 23 cm 504 $a Includes bibliographical references and index. 520 $a "This book provides an in-depth discussion of the aspects of a whole-child learner paradigm including how educator and school-based influences interrelate with personal and interpersonal demonstrations of learning to create a holistic learning system"-- $c Provided by publisher. 505 0 $a Introduction -- I: Whether to reform or transform, that is the question. 1: America needs to transform rather than reform education. What's wrong with American education? -- Test, test, test: the flaw in the vision -- Who's to blame for the underachievement of American students? -- The emergence of a culture of learning and thinking -- Today's students need different skills to thrive in the twenty-first century -- Summary -- 2: Transformation requires a systemic change. Nature of systems in response to change -- Educational systems are "living processes" -- Changing the system means aligning all components -- What is needed today is a systemic transformation in education -- The role of distribution in systemic change -- Computer-based learning (CBL) as a disruptive force in education -- Project-based learning as a disruptive force in education -- Place-based education (PBE) as a disruptive force in education -- Summary -- 3: Transforming education: the whole-child paradigm. What's a paradigm? -- Education is in a muddle -- The learning compact renewed: whole child for the whole world -- The whole-child learner paradigm -- Summary -- II: The district-based influences that affect learning and thinking. 4: Creating a new story of learning and thinking. Learning as product or process? -- A whole-child educational framework -- An authentic curriculum -- Why do we educate in the first place? -- What does a "quality" education mean? -- What are the metaphors of the twentieth-century educational story? -- Orientations on classroom thinking and learning -- What is the twentieth-century-story being "told" in most American classrooms? -- What is the twenty-first-century story we want to "tell" in American classrooms? -- Summary -- III: The educator-based influences that affect learning and thinking. 5: What are the teaching practices of the teacher-centered and learner-centered approaches to teaching?. Twentieth-century classroom teaching practices: learning as product -- Twenty-first-century classroom teaching practices: learning as process -- Summary -- 6: Toward a constructivist approach to learning. Whole-child education and constructivism -- Guided improvisation -- Summary -- 7: What thinking skills foster meaningful learning. Teacher-centered versus whole-child learning -- Encouraging meaningful learning and thinking -- What are the learning and thinking skills needed to thrive in the twenty-first century? -- Twenty-first-century exemplar schools -- Summary -- 8: The interdisciplinary curriculum. Truth, beauty, and goodness -- The arts: a bridge to interdisciplinary learning -- Summary -- 9: Why is the learner-centered educator interested in positive education?. What is positive psychology? -- Positive education -- How can the learner-centered educator foster competency in social and emotional learning (SEL) skills? -- Developing competency in social and emotional skills -- School-based brief positive psychological interventions (BPPIs) -- Summary -- IV: Personal demonstrations of learning and thinking. 10: The whole-child educator fosters a growth mindset. What does it take to motivate learners? -- Growth versus fixed mindsets -- Summary -- V: Interpersonal demonstrations of learning and thinking. 11: How do students demonstrate competency in interpersonal skills?. The coddling of American students -- Character strengths -- What is emotional intelligence? -- Summary. 650 0 $a Holistic education. 650 0 $a Student-centered learning. 650 0 $a Interdisciplinary approach in education. 650 0 $a Learning, Psychology of. 650 7 $a Holistic education. $2 fast $0 (OCoLC)fst01200897 650 7 $a Interdisciplinary approach in education. $2 fast $0 (OCoLC)fst00976122 650 7 $a Learning, Psychology of. $2 fast $0 (OCoLC)fst00995009 650 7 $a Student-centered learning. $2 fast $0 (OCoLC)fst01136037 776 08 $i Online version: $a Trifone, James D., 1952- $t Whole-child teaching $d Lanham : Rowman & Littlefield, [2021] $z 9781475861181 $w (DLC) 2021000792 941 $a 2 952 $l OVUX522 $d 20231117031832.0 952 $l UNUX074 $d 20220520010529.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=BEB6E972A5B811ECBC4A196C2DECA4DBInitiate Another SILO Locator Search