MindShifts: Volume 4

Caine, Geoffrey; Caine, Renate; Crowell, Sam

doi:10.1037/e538852004-001

Cited by 7 publications

(16 citation statements)

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“…In her work on a whole school approach to promoting mental, emotional and social health, Weare (2000, p. 5) notes that 'recent work in psychology is coming to see humankind's intellectual, social and emotional sides as parallel and equal rather than hierarchically arranged'. In their research on neuroscience and learning, Caine and Caine (1997) have developed brain/mind learning principles to assist educators 'avoid the natural tendency to segment the learner into separate cognitive, emotional or physical functions, independent of a self-organising whole that constantly interacts on multiple levels with its environment' (p. 102). They emphasise that we need to see learning as an active, dynamic, and multi-modal process in which physical, cognitive, social, and emotional dimensions of human development are integrated and play equally important roles.…”

mentioning

confidence: 99%

Towards a Whole School Approach to Pastoral Care: A Proposed Framework of Principles and Practices

Jong

Kerr-Roubicek²

2007

Aust. j. guid. couns.

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Pastoral care in schools has traditionally been associated with notions of help, advice, values development, and children's moral welfare. In the past it has been viewed predominantly as a separate set of extra-curricula activities offered to students by school staff with particular support roles, or ‘pastors’ from affiliated church or religious communities. In some Australian schools and education sectors pastoral care continues to be conceptualised in this way. However, over the past two decades interest has intensified in a ‘whole school approach’ to pastoral care that supports the holistic development of students as they learn. What has influenced this change of direction? What are some of the key challenges encountered when implementing this approach? How might we define ‘a whole school approach’ to pastoral care? What are the core principles and associated school practices of this approach to pastoral care? We attempt to address these questions in this paper. In doing so, we have drawn on the MindMatters Plus Demonstration Project and constructed a ‘whole school’ framework for pastoral care. We emphasise the importance of distributed leadership in our framework, where all staff and students alike are responsible for developing an ethos of care. This is a ‘work-in-progress’. We invite feedback on our proposal.

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confidence: 99%

Towards a Whole School Approach to Pastoral Care: A Proposed Framework of Principles and Practices

Jong

Kerr-Roubicek²

2007

Aust. j. guid. couns.

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“…Although theory provides clues, it does not provide solutions. Both of us had done substantial work with small groups, and so we designed a smallgroup process that was intended to implement theory (Caine, Caine, and Crowell 1999). Each group consists of 7-12 volunteers, several of whom do not work closely together on a regular basis.…”

Section: Aspects Of Learning Viewed Through Brain/mind Learning Principlesmentioning

confidence: 99%

The Learning Community as a Foundation for Developing Teacher Leaders

Caine

2000

NASSP Bulletin

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Many of the qualities that we look for in leaders are precisely those qualities that make people very good teachers. With this in mind, the development of leadership can be seen as the result of some types of professional development. It happens naturally in those processes where people begin to take charge. It happens even more powerfully when staff members work together to foster collective learning in a school.

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“…En segundo lugar, se sitúan como aspectos relevantes y antecedentes la dimensión educativa o instructiva de Internet, el eLearning como modelo de aprendizaje que cobra auge y se va transformando hacia un modelo competitivo con los tradicionales espacios de profesor-aula-estudiante. Este es un tema fundamental que se relaciona con varias definiciones que son necesarias conocer a fin de no errar en la búsqueda del objeto de investigación asumido (Aguilar et al, 2008;America Learning Media, 2012;Caine & Caine, 1997;García-Peñalvo & Seoane Pardo, 2015& Kuhn, 2004.…”

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“…En este acápite se hace énfasis en los doce principios de (Caine & Caine, 1997): Principio 1. El cerebro es un complejo sistema adaptativo, Principio 2.…”

Section: Capítulo: Bases Pedagogícas De Las Teorías De Aprendizaje Ha...unclassified

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Metodología, mediante procesos virtuales masivos, para la función pública Ecuatoriana

Rojas¹

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Caracterización del escenario __________________________________ 7.1.2.1 ¿Existe la necesidad de este tipo de curso, en su forma y contenido, en el escenario de los funcionarios públicos ecuatorianos? _______________________ 7.1.2.2 ¿Existen los recursos materiales humanos para enfrentar este tipo de cursos en el escenario actual? _______________________________________________ viii 7.1.2.3 ¿Cuáles son los antecedentes del presente caso de estudio? ________ 7.1.2.4 ¿Cuáles son los presupuestos teóricos y metodológicos? ____________ 7.1.2.5 ¿Qué aspectos técnicos, administrativos y estructurales fueron necesarios en el curso? ________________________________________________________ 7.1.2.6 Nombre del Curso: Curso MOOC: "Entornos Virtuales de Aprendizaje" _ 7.1.3 Dinámica de trabajo __________________________________________ 7.1.3.1 ¿Cómo se realizó el diagnóstico? _______________________________ 7.1.3.2 ¿Cómo se utilizó este diagnóstico en la elaboración de las evaluaciones?246 7.1.3.3 ¿Cómo se elaboraron los contenidos? ___________________________ 7.1.3.4 ¿Cómo se lanzó el curso? _____________________________________ 7.1.3.5 ¿Cuál fue proceso cronograma del curso? ________________________ 7.1.4 Proyección de resultados _____________________________________ 7.1.4.1 ¿Cuáles son las proyecciones esperadas?________________________

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MindShifts: Volume 4

Cited by 7 publications

References 0 publications

Towards a Whole School Approach to Pastoral Care: A Proposed Framework of Principles and Practices

Towards a Whole School Approach to Pastoral Care: A Proposed Framework of Principles and Practices

The Learning Community as a Foundation for Developing Teacher Leaders

Metodología, mediante procesos virtuales masivos, para la función pública Ecuatoriana

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