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Autor/inn/enAdams, Kate; Lumb, Anne; Tapp, Jane; Paige, Rachael
TitelWhole Child, Whole Teacher: Leadership for Flourishing Primary Schools
QuelleIn: Education 3-13, 48 (2020) 7, S.861-874 (14 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Adams, Kate)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0300-4279
DOI10.1080/03004279.2019.1666419
SchlagwörterHolistic Approach; Well Being; Elementary Schools; Elementary School Teachers; Elementary School Students; Foreign Countries; Performance Based Assessment; Moral Values; Leadership Styles; Educational Practices; Educational Environment; Interpersonal Relationship; Teacher Characteristics; Teacher Attitudes; Standardized Tests; Teacher Education Programs; Faculty Development; United Kingdom (England)
AbstractWhilst the notion of the whole child is well-established within early years and primary education, the related concept of the whole teacher is less well developed. However, it is important to progress understanding of the concept in light of high levels of teacher stress in performance-driven education systems. This paper details an empirical study with five primary schools in England which explored how leaders sustained a focus on the whole child within the context of a performance-driven education system. Specifically, it focuses on data which emerged from the study, identifying the concept of the whole teacher and its important relationship with the whole child and whole curriculum. The paper critiques current conceptions of the whole teacher and proposes a concept which has, at its centre, the recognition of who the teacher is as a person. Implications for leadership and teacher education are considered. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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