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Books on the topic 'Collaborative whole school intervention'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Legg, Valerie. A collaborative approach to whole-school development. Birmingham: University of Birmingham, 1996.

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2

R, Hoffman Paul, ed. Whole language intervention for school-age children. San Diego, Calif: Singular Pub. Group, 1993.

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3

Margaret, Cook, and Upton Graham 1944-, eds. Pupils with severe learning disabilities who present challenging behaviours: A whole school approach to assessment and intervention. Philadelphia, PA: BILD Publications, 1996.

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4

Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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5

Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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6

Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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7

Rowe, Geraldine. It's Our School, It's Our Time: A Companion Guide to Whole-School Collaborative Decision-Making. Taylor & Francis Group, 2020.

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8

Rowe, Geraldine. It¿s Our School It¿s Our Time: A Companion Guide to Whole-School Collaborative Decision-making. Taylor & Francis Group, 2020.

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9

Rowe, Geraldine. It¿s Our School It¿s Our Time: A Companion Guide to Whole-School Collaborative Decision-making. Taylor & Francis Group, 2020.

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10

Raines, James C., ed. Evidence-Based Practice in School Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886578.001.0001.

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Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.

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11

Saunders, James, and Simon Limbrick. Intervention. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199355914.003.0010.

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This Intervention traces, through email exchanges and blog correspondence, the evolution of a piece for percussion (surfaces) written by James Saunders for Simon Limbrick. The full piece is intended to last twenty-four hours in performance, and involves the sonic activation and exploration of a variety of materials by means of a whole array of techniques. The collaborative development of surfaces is documented in words and images over the ten months from first ideas to first performance, revealing the intertwining of material, conceptual, practical and aesthetic considerations in the creative process.

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12

Restoring Safe School Communities: A Whole School Response to Bullying, Violence and Alienation. Federation Press, 2007.

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13

Cook, Margaret, Graham Upton, and Harris John. Pupils with Severe Learning Disabilities Who Present Challenging Behaviours: A Whole School Approach to Assessment and Intervention. British Institute of Learning Disabilities, 1995.

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14

Hogan, Wesley C. On the Freedom Side. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469652481.001.0001.

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As Wesley C. Hogan sees it, the future of democracy belongs to young people. While today's generation of leaders confronts a daunting array of existential challenges, increasingly it is young people in the United States and around the world who are finding new ways of belonging, collaboration, and survival. That reality forms the backbone of this book, as Hogan documents and assesses young people's interventions in the American fight for democracy and its ideals. Beginning with reflections on the inspiring example of Ella Baker and the Student Nonviolent Coordinating Committee in the 1960s, Hogan profiles youth-led organizations and their recent work. Examples include Southerners on New Ground (SONG) in the NAFTA era; Oakland's Ella Baker Center and its fight against the school-to-prison pipeline; the Dreamers who are fighting for immigration reform; the Movement for Black Lives that is demanding a reinvestment in youth of color and an end to police violence against people of color; and the International Indigenous Youth Council, water protectors at Standing Rock who fought to stop the Dakota Access Pipeline and protect sovereign control of Indigenous lands. As Hogan reveals, the legacy of Ella Baker and the civil rights movement has often been carried forward by young people at the margins of power and wealth in U.S. society. This book foregrounds their voices and gathers their inventions--not in a comprehensive survey, but as an activist mix tape--with lively, fresh perspectives on the promise of twenty-first-century U.S. democracy.

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15

Stoler, Ann Laura, Stathis Gourgouris, and Jacques Lezra, eds. Thinking with Balibar. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823288519.001.0001.

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This volume, the first sustained critical work on the writing of the French political philosopher Etienne Balibar, collects essays by sixteen prominent philosophers, psychoanalysts, anthropologists, sociologists, and literary critics who each identify, define, and explore a central concept in Balibar’s thought. The contributors examine “Balibar and the Philosophy of the Concept” (Warren Montag), “Anthropological” (Bruce Robbins), “Border-concept” (Stathis Gourgouris), “Civil Religion” (Judith Butler), “Concept” (Etienne Balbar), “Contre- / Counter-” (Bernard E. Harcourt), “Conversion” (Monique David-Ménard), “Cosmopolitics” (Emily Apter), “Interior Frontiers” (Ann Laura Stoler), “Materialism” (Patrice Maniglier), “The Political” (Adi Ophir), “Punishment” (Didier Fassin), “Race” (Hanan Elsayed), “Relation” (Jacques Lezra), “Rights” (J.M. Bernstein), and “Solidarity” (Gary Wilder). The result is a hybrid lexicon-engagement that makes clear the depth and importance of Balibar’s contribution to the most urgent topics in contemporary thought. Each lexical entry/essay makes a startling, novel intervention in current debates, and as a whole Thinking with Balibar offers a model of collaborative critico-political reading of great importance to global academic culture.

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16

Abrahams, Frank, Anthony Rafaniello, Jason Vodicka, David Westawski, and John Wilson. Going Green. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.4.

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This chapter describes a collaborative project that studied the applications of Lucy Green’s informal music learning curriculum within the context of high school choral ensembles. For a 12-week period, the conductors of four high school choirs charged students in small groups to copy a Christmas carol of their choice from a recording or to create a new arrangement inspired by the recording without intervention from their conductor. They would perform those carols at a public concert during the December holiday season. The overarching research question addressed the efficacy of informal learning as choral pedagogy to nurture the students’ musicianship in choir. Data consisted of interviews, video recordings, and reflective journals. Results showed a positive impact on group cooperation, peer-directed learning, choral rehearsal strategy, leadership, and personal musical identity. It also served as a catalyst to change perceptions of students and teachers relative to musical skill and ability.

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17

Wilkinson, Benedict, and James Gow, eds. The Art of Creating Power. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190851163.001.0001.

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The Art of Creating Power explores the intellectual thought and wider impact — on military affairs, politics and the universities — of Professor Sir Lawrence Freedman, one of the world’s leading authorities on strategy, conflict and international politics. Freedman’s oeuvre is vast and his legacy, from nuclear strategy to US foreign policy via humanitarian intervention, terrorism, the Falklands and Iraq, has already been recognized around the world. Some of that work is considered in the present volume, although by no means all of it. The contributions to this volume address some of the highlights in the Freedman canon, as well as casting light into some of the less well-known corners of his thought and work. In this volume, senior scholars who have crossed the academic-practitioner boundary, and former students and colleagues in international and strategic studies who have been influenced by, and who have influenced, Freedman, trace the long trajectory of his career, examining his scholarly contribution to a whole host of areas - the book has five sections, reflecting Freedman’s different realms of scholarship: strategy, policy and history, ethics and intervention, theory and, lastly, practice. Recognizing that the importance of social context and constitutive interaction is vital to Freedman’s approach and, in practice, to research at the frontiers of knowledge, but with deep relevance, often, to the ‘real world’, the book as a whole provides signposts to, and markers of, a distinctive approach and a elements of a nascent school of thought — all testimony to a distinguished intellectual figure.

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18

Borges, Damião Conceição de Souza, and Sandra Célia Coelho Gomes Silva. Pensar e construir: Experiência e vivências. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-040-3.

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In the face of a society that liquefies the dimensions of human existence, this project of strengthening institutional links is quite significant, as there is a concern with the formation of the human person as a whole. At the present time, self-donation seems to go against the prevailing “cultural” current. However, this work is proof that the collaborative dimension must be enhanced. Taking advantage of the institutional purpose in the various Campuses of the University of the State of Bahia (UNEB) and the interest of the Diocese of Ilhéus to build partnerships, an intertwining of interests arose, made positive by the conclusion of an agreement, the result of a pilgrimage of knowledge, juxtaposed in a common interest. The current “culture”, marked by immanence, which imprisons the human being in the immediate and does not respond to his deepest aspirations regarding the meaning of life, lacks a humanism that is capable of showing the existence of the Divine. The Ilheus School of Theology (ETEL), which aims to train its lay people, was based on the curricular structure of the Institute of Theology of the Diocese of Ilhéus, which became one of the most renowned institutes of Philosophy and Theology in Brazil. Through this agreement with UNEB, it was possible to academically institutionalize a relevant action already developed by the diocese. This partnership experience between UNEB and ETEL was and has been enriching, with gains for both institutions.

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