Journal articles: 'Whole child education'

1

Wing Han Lamb, Winifred. "The ‘Whole Child’ in Education." Journal of Philosophy of Education 35, no. 2 (May 2001): 203–17. http://dx.doi.org/10.1111/1467-9752.00221.

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Kim, Jin-Hyung, and Sang-do Lim. "The reconceptualizing of whole child education." Korean Society for Child Education 28, no. 3 (August 25, 2019): 73–92. http://dx.doi.org/10.17643/kjce.2019.28.3.04.

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Burroughs, Michael D., and Nikolaus J. Barkauskas. "Educating the whole child: social-emotional learning and ethics education." Ethics and Education 12, no. 2 (February 23, 2017): 218–32. http://dx.doi.org/10.1080/17449642.2017.1287388.

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Kreider, Carri. "Whole Child Approach in a Physical Education Program." Journal of Physical Education, Recreation & Dance 90, no. 1 (December 17, 2018): 15–23. http://dx.doi.org/10.1080/07303084.2018.1535337.

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Wright, Chris. "Book Review: Education, Spirituality and the Whole Child." Journal of Education and Christian Belief 1, no. 1 (March 1997): 76–79. http://dx.doi.org/10.1177/205699719700100123.

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Cooling, Trevor. "Book Review: The Education of the Whole Child." Journal of Education and Christian Belief 3, no. 1 (March 1999): 64–66. http://dx.doi.org/10.1177/205699719900300113.

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Affeld, J. Anne, and Martha Affeld. "Education." International Journal for Innovation Education and Research 3, no. 2 (February 28, 2015): 106–13. http://dx.doi.org/10.31686/ijier.vol3.iss2.317.

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Children are born learning and press for chances to push abilities as long as they feel safe and have a hope of succeeding at the demands of the day. It is the whole child that comes to school and whose needs, desires and aptitudes, varied and exciting, need to be honored. Children crave attention, affection, safety, growth, companionship, knowledge, success. They thrive in social situations where they feel honored and sense they belong. They are energized with stimulation and the opportunity to press forward at the developmental tasks that call, individually, to them for completion. Curriculum that springs from this natural essence of children is motivating and supports academic gains. When the needs of the child are part of the focus, the youngster cares about learning and the self and excels at personal potentials. When it is the whole child who is nurtured, seen for strengths and gifts, it is exhilarating, challenging, potentiating and the child yearns, strives and presses with energy and hope.

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Adams, Kate, Anne Lumb, Jane Tapp, and Rachael Paige. "Whole child, whole teacher: leadership for flourishing primary schools." Education 3-13 48, no. 7 (September 17, 2019): 861–74. http://dx.doi.org/10.1080/03004279.2019.1666419.

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Rose, David. "Education, Spirituality and the Whole Child: Getting the Message?" International Journal of Children's Spirituality 2, no. 1 (September 1997): 56–57. http://dx.doi.org/10.1080/1364436970020107.

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Rooney, Laura E., Donna M. Videto, and David A. Birch. "Using the Whole School, Whole Community, Whole Child Model: Implications for Practice." Journal of School Health 85, no. 11 (October 6, 2015): 817–23. http://dx.doi.org/10.1111/josh.12304.

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Morse, Linda L., and Diane D. Allensworth. "Placing Students at the Center: The Whole School, Whole Community, Whole Child Model." Journal of School Health 85, no. 11 (October 6, 2015): 785–94. http://dx.doi.org/10.1111/josh.12313.

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Mohamed, Elaine R. "It takes a whole village to raise a child." Peabody Journal of Education 71, no. 1 (January 1996): 57–63. http://dx.doi.org/10.1207/s15327930pje7101_8.

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ROSE, DAVID, and MIKE CASTELLI. "Education, Spirituality and the Whole Child: Where are we going?" International Journal of Children's Spirituality 3, no. 2 (December 1998): 159–61. http://dx.doi.org/10.1080/1364436980030207.

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ROSE, DAVID, and MIKE CASTELLI. "Education, Spirituality and the Whole Child: Where are we going?" Holistic Medicine 3, no. 2 (January 1988): 159–61. http://dx.doi.org/10.1080/1364436980030207a.

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Sucre, Sheldon. "Teaching the Whole Child Through Physical Education and Youth Development." Strategies 29, no. 2 (March 3, 2016): 42–44. http://dx.doi.org/10.1080/08924562.2016.1135654.

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Moyles, Janet, John Siraj-Blatchford, and Iram Siraj-Blatchford. "Educating the Whole Child: Cross-Curricular Skills, Themes and Dimensions." British Journal of Educational Studies 44, no. 3 (September 1996): 343. http://dx.doi.org/10.2307/3122469.

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Minami, Masahiko. "Educating Second Language Children: The Whole Child, the Whole Curriculum, and the Whole Community(Fred Genesee)." Bilingual Research Journal 18, no. 3-4 (July 1994): 169–77. http://dx.doi.org/10.1080/15235882.1994.10162674.

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Brewer, Steven L., Hannah J. Brewer, and Keri S. Kulik. "Bullying Victimization in Schools: Why the Whole School, Whole Community, Whole Child Model Is Essential." Journal of School Health 88, no. 11 (October 9, 2018): 794–802. http://dx.doi.org/10.1111/josh.12686.

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19

Best, Ron. "The whole child matters: the challenge ofEvery Child Mattersfor pastoral care." Education 3-13 35, no. 3 (August 2007): 249–59. http://dx.doi.org/10.1080/03004270701467242.

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20

Rosen, Lawrence D., Kate Tumelty Felice, and Taylor Walsh. "Whole health learning: The revolutionary child of integrative health and education." EXPLORE 16, no. 4 (July 2020): 271–73. http://dx.doi.org/10.1016/j.explore.2020.05.003.

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21

Rappolt-Schlichtmann, Gabrielle, Catherine C. Ayoub, and Jenna W. Gravel. "Examining the “Whole Child” to Generate Usable Knowledge." Mind, Brain, and Education 3, no. 4 (November 12, 2009): 209–17. http://dx.doi.org/10.1111/j.1751-228x.2009.01071.x.

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22

Heymsfeld, Carla R. "THE REMEDIAL CHILD IN THE WHOLE‐LANGUAGE, COOPERATIVE CLASSROOM." Reading & Writing Quarterly 8, no. 3 (January 1992): 257–73. http://dx.doi.org/10.1080/0748763920080301.

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23

Chiang, Rachelle Johnsson, Whitney Meagher, and Sean Slade. "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, no. 11 (October 6, 2015): 775–84. http://dx.doi.org/10.1111/josh.12308.

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24

Sobo, Elisa J. "Salutogenic Education? Movement and Whole Child Health in a Waldorf (Steiner) School." Medical Anthropology Quarterly 29, no. 2 (October 8, 2014): 137–56. http://dx.doi.org/10.1111/maq.12140.

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25

Temkin, Deborah, Kristen Harper, Brandon Stratford, Vanessa Sacks, Yosmary Rodriguez, and Jessica D. Bartlett. "Moving Policy Toward a Whole School, Whole Community, Whole Child Approach to Support Children Who Have Experienced Trauma." Journal of School Health 90, no. 12 (November 12, 2020): 940–47. http://dx.doi.org/10.1111/josh.12957.

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26

Chang, Florence, and Marco A. Muñoz. "School Personnel Educating the Whole Child: Impact of Character Education on Teachers’ Self-Assessment and Student Development." Journal of Personnel Evaluation in Education 19, no. 1-2 (May 1, 2007): 35–49. http://dx.doi.org/10.1007/s11092-007-9036-5.

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27

Ryan, Maurice, and Leigh Stower. "A vision of the Whole Child: The Significance of Religious Experiences in early Childhood." Australasian Journal of Early Childhood 23, no. 1 (March 1998): 1–4. http://dx.doi.org/10.1177/183693919802300102.

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Most literature on early childhood highlights the importance of the whole child and a holistic approach to the care and education of young children. However, little attention is usually devoted in the literature to the contribution of childhood religious experiences towards the development of the whole child. This article describes the research and ideas of one group of scholars who studied religious experience in childhood. Edward Robinson and his colleagues have researched the religious experiences of people in the British context. In this article, implications are drawn from the work of Robinson and his colleagues for those who educate and care for young children in a variety of settings.

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Easton, Freda. "Educating the whole child, “head, heart, and hands”: Learning from the Waldorf experience." Theory Into Practice 36, no. 2 (March 1997): 87–94. http://dx.doi.org/10.1080/00405849709543751.

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29

Purnell, Jason Q., Nikole Lobb Dougherty, Emily K. Kryzer, Smriti Bajracharya, Veronica L. Chaitan, Todd Combs, Ellis Ballard, et al. "Research to Translation: The Healthy Schools Toolkit and New Approaches to the Whole School, Whole Community, Whole Child Model." Journal of School Health 90, no. 12 (November 12, 2020): 948–63. http://dx.doi.org/10.1111/josh.12958.

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30

Chriqui, Jamie F., Julien Leider, Deborah Temkin, Elizabeth Piekarz‐Porter, Rebecca M. Schermbeck, and Victoria Stuart‐Cassel. "State Laws Matter When It Comes to District Policymaking Relative to the Whole School, Whole Community, Whole Child Framework." Journal of School Health 90, no. 12 (November 12, 2020): 907–17. http://dx.doi.org/10.1111/josh.12959.

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31

Pittman, Karen, Deborah A. Moroney, Merita Irby, and Jill Young. "Unusual Suspects: The People Inside and Outside of School Who Matter in Whole School, Whole Community, Whole Child Efforts." Journal of School Health 90, no. 12 (November 12, 2020): 1038–44. http://dx.doi.org/10.1111/josh.12966.

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32

ABDUL-RAZAK, NOR AZAM, MOHD ZAINI ABD KARIM, and ROSLAN ABDUL-HAKIM. "DOES TRADE-OFF BETWEEN CHILD QUANTITY AND CHILD QUALITY EXIST IN MALAYSIA?" Singapore Economic Review 60, no. 04 (September 2015): 1550021. http://dx.doi.org/10.1142/s0217590815500216.

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This paper analyzed whether the child quantity-quality (CQQ) trade-off is applicable in the case of Malaysia. Utilizing the instrumental variable (IV) method, our analysis produces results that are consistent with the hypothesis that the trade-off is unlikely to be applicable to Malaysia as a whole due to the generous public provision of education. However, the results show that the CQQ trade-off exists for the high-income group. Taken together, if both a larger stock of human capital and population are desired, the government should continue to provide education for its people while at the same time maintain policies that stimulate growth.

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33

Lewallen, Theresa C., Holly Hunt, William Potts‐Datema, Stephanie Zaza, and Wayne Giles. "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, no. 11 (October 6, 2015): 729–39. http://dx.doi.org/10.1111/josh.12310.

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34

Builder, Philip. "Parent and Child Tutoring." Australasian Journal of Special Education 11, no. 2 (November 1987): 13–17. http://dx.doi.org/10.1017/s103001120002176x.

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There have been some exciting changes in education during the late 70s and early 80s. Of particular significance has been the emphasis on the processes of learning rather than the lockstep, content-oriented curriculum. This has enabled special education teachers to develop a fresh view of children with learning difficulties, discarding notions of their deficits and instead monitoring their current development and learning strategies, and the personal and environmental constraints which operate to limit their learning potential. This approach concentrates on the whole child, establishing strengths, building confidence through success, developing risk-taking behaviours, teaching problemsolving strategies, and learning to become an independent learner.

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35

Wright, Chris. "Book Review: Caring for the Whole Child: A Holistic Approach to Spirituality." Journal of Education and Christian Belief 1, no. 1 (March 1997): 79–80. http://dx.doi.org/10.1177/205699719700100124.

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36

Marie-Mitchell, Ariane, Joshua Lee, Christopher Siplon, Francis Chan, Sharon Riesen, and Chad Vercio. "Implementation of the Whole Child Assessment to Screen for Adverse Childhood Experiences." Global Pediatric Health 6 (January 2019): 2333794X1986209. http://dx.doi.org/10.1177/2333794x19862093.

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Pediatricians are encouraged to screen for adverse childhood experiences (ACEs). The current study developed and implemented a tool to screen for Child-ACEs at a pediatric resident clinic in San Bernardino, California. Development of the tool, named the Whole Child Assessment (WCA), was based on an iterative process that incorporated triangulation of references, patient data, and physician feedback. Implementation of the WCA occurred over the course of 6 improvement cycles that involved obtaining and responding to stakeholder feedback, streamlining paperwork and workflow, and providing physician education. Over the course of our study, we reviewed 1100 charts from well-child visits. We demonstrated that use of the WCA increased identification of multiple Child-ACEs compared with no screening and that reports of multiple Child-ACEs increased with age. These results suggest that use of the WCA provides an acceptable and feasible way to screen for Child-ACEs during routine pediatric practice.

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DeFosset, Amelia R., Megala Sivashanmugam, Lauren N. Gase, Elaine Lai, Grace Tan, and Tony Kuo. "Local School Wellness Policy as a Means to Advance Whole School, Whole Community, Whole Child: Assessing Alignment in Los Angeles County." Journal of School Health 90, no. 2 (December 11, 2019): 127–34. http://dx.doi.org/10.1111/josh.12855.

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38

Murray, Sharon D., James Hurley, and Shannon R. Ahmed. "Supporting the Whole Child Through Coordinated Policies, Processes, and Practices." Journal of School Health 85, no. 11 (October 6, 2015): 795–801. http://dx.doi.org/10.1111/josh.12306.

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39

Jenkins, Jade M., Greg J. Duncan, Anamarie Auger, Marianne Bitler, Thurston Domina, and Margaret Burchinal. "Boosting school readiness: Should preschool teachers target skills or the whole child?" Economics of Education Review 65 (August 2018): 107–25. http://dx.doi.org/10.1016/j.econedurev.2018.05.001.

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40

Keung, Chrysa Pui Chi, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai, and Clement Ka Kit Ng. "Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities." Educational Management Administration & Leadership 48, no. 5 (July 31, 2019): 875–92. http://dx.doi.org/10.1177/1741143219864941.

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

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41

Supriyadi, Agustinus. "ORANGTUA DAN PENDIDIKAN ANAK DALAM PERSPEKTIF GRAVISSIMUM EDUCATIONIS DAN RELEVANSINYA BAGI SISTEM PENDIDIKAN DI INDONESIA." JPAK: Jurnal Pendidikan Agama Katolik 19, no. 10 (April 17, 2018): 27–38. http://dx.doi.org/10.34150/jpak.v19i10.36.

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The first and primary educator for the child is the parents. As first and foremost educators, parents reveal the fundamental authority to educate their children. Educate children they should do, because they are parents. The task and the call of parents in educating their children is a task and a call that should not be replaced by anyone. No matter how great the other party in educating but will not be able to channel life to the child fully and intrinsically. They are unlikely to be able to fill the heart and soul of the child in building a complete relationship between the child and the parent and vice versa. The education that is the responsibility of the parent is an education that reflects a purpose. The purpose of education is essentially: the fostering of the human person as a whole, as both personal and social beings, within the framework of his final destiny. By looking at the purpose of education, it is not enough for parents to only form a child to be smart/clever, but also need to form a child's person to be a whole person. Laws that require parents to educate children, need to get support from the government well so that parents are able to carry out these obligations well too.

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42

Bell, Clive, and Hans Gersbach. "CHILD LABOR AND THE EDUCATION OF A SOCIETY." Macroeconomic Dynamics 13, no. 2 (April 2009): 220–49. http://dx.doi.org/10.1017/s1365100508080036.

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This paper analyzes policies by means of which a whole society in an initial state of illiteracy and low productivity can raise itself into a condition of continuous growth. Using an overlapping generations model in which human capital is formed through child rearing and formal education, we show that an escape from a poverty trap, in which children work full time and no human capital accumulation takes place, is possible through compulsory education or programs of taxes and transfers. If school attendance is unenforceable, temporary inequality is unavoidable if the society is to escape in finite time, but long-run inequalities are avoidable provided sufficiently heavy, but temporary, taxes can be imposed on the better off. Programs that aim simply at high attendance rates in the present can be strongly nonoptimal.

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43

Brifkani, Isra. "Whole Child Education in the Context of Islamic Schools in the United States: Principals’ Perspectives." Religious Education 116, no. 2 (January 21, 2021): 116–28. http://dx.doi.org/10.1080/00344087.2021.1872004.

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44

Rasberry, Catherine N., Sean Slade, David K. Lohrmann, and Robert F. Valois. "Lessons Learned From the Whole Child and Coordinated School Health Approaches." Journal of School Health 85, no. 11 (October 6, 2015): 759–65. http://dx.doi.org/10.1111/josh.12307.

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45

Peterson, Jean Sunde, and Enyi Jen. "The Peterson Proactive Developmental Attention Model: A Framework for Nurturing the Rest of the Whole Gifted Child." Journal for the Education of the Gifted 41, no. 2 (March 30, 2018): 111–35. http://dx.doi.org/10.1177/0162353218763874.

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The Peterson Proactive Developmental Attention (PPDA) model offers a framework for affective curriculum for gifted children and adolescents and for both formal or informal interaction with individuals. The model was developed in authentic clinical and educational settings in response to perceived needs but was also informed by considerable research focused on the social and emotional development of gifted youth. The proactive, developmental, and attention components are explained here, and findings from three studies of the model attest to its usefulness. The model is adaptable to a wide age range and can enhance communication across achievement levels, cultural groups, and socioeconomic levels. The small- and large-group applications can be facilitated by laypersons with brief training.

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46

Chater, Mark. "Belief, Values and Community: Sixth International Annual Conference on Education, Spirituality and the Whole Child[1]." International Journal of Children's Spirituality 4, no. 2 (December 1999): 233–34. http://dx.doi.org/10.1080/1364436990040212.

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47

Heldanita, Heldanita. "Konsep Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 3 (July 5, 2018): 16–24. http://dx.doi.org/10.14421/jga.2016.13-02.

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Inclusive education should be started since early childhood. Education is a basic need of every human being, as well as early childhood education that develop the whole potential of the whole child. In addition to laws and regulations that support the implementation of early childhood education, conceptual and scientific studies of child development, have shown their positive values in early education service delivery. It is also to encourage the implementation of inclusive education in early childhood education in early childhood services Inclusion every child deserves a good education services in accordance with the age and development, regardless of the degree, the economic conditions of disorder or mental, physical or social that is owned by a child. The most striking effect and can leave a long impression made at the right time, ie during the critical or sensitive period. Therefore, the need for stimulus is given at an early age can improve all aspects of the development is also based on that view. Delay or omission giving stimulus at the right time will be a negative impact on children's development.

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48

Lee, Jaekyung, and Moosung Lee. "Is “Whole Child” Education Obsolete? Public School Principals’ Educational Goal Priorities in the Era of Accountability." Educational Administration Quarterly 56, no. 5 (March 20, 2020): 856–84. http://dx.doi.org/10.1177/0013161x20909871.

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Objectives: Working under the constraints of external accountability policy, public school principals are faced with challenges in prioritizing educational goals. Using the Schools and Staffing Survey (SASS) data sets, this study examined the nature and sources of changes in principals’ educational goal priorities in the era of accountability, including the No Child Left Behind Act (NCLB). Method: Difference-in-differences method was used to compare the national average trends of educational goal priorities between public and private schools during 1991–2012 period. Comparative interrupted time series method was also used to explore the impact of NCLB accountability policy on those trends across 50 states. At the school level, logistic regression was applied to examine the effect of NCLB Adequate Yearly Progress status on principals’ educational priorities. Results: While academic goals gained traction over the 1991–2012 period, there were setbacks for other goals of education, particularly personal growth and vocational skills. Notably, public schools’ priority changes were more drastic than private schools’ changes. The divergent trends largely persisted after NCLB across the states. On the other hand, public school principals who previously failed to meet NCLB targets gave more emphasis on basic skills and less emphasis on academic excellence and personal growth. Conclusion: Public school principal’s priorities on academic goals have been shaped by test-driven accountability measures, while other equally important goals have been possibly deprioritized. It gives implications for the implementation of the Every Student Succeeds Act, in which educational leaders can redesign accountability systems and incorporate nonacademic measures for whole child education.

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Sibley, Erin, Maria Theodorakakis, Mary E. Walsh, Claire Foley, Jessica Petrie, and Anastasia Raczek. "The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support." Teaching and Teacher Education 65 (July 2017): 145–56. http://dx.doi.org/10.1016/j.tate.2017.02.012.

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50

Moore, Helen. "EDUCATING SECOND LANGUAGE CHILDREN: THE WHOLE CHILD, THE WHOLE CURRICULUM, THE WHOLE COMMUNITY. Fred Genesee (Ed.). New York: Cambridge University Press, 1994. Pp. v + 365. $17.95 paper." Studies in Second Language Acquisition 17, no. 3 (September 1995): 414–15. http://dx.doi.org/10.1017/s0272263100014285.

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Journal articles on the topic 'Whole child education'

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