Using Contemplative Practices to Enhance Teaching, Leadership and Wellbeing

Alison L Black; G Busch; C Woodrow

doi:10.1017/9781316780107.027

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Using Contemplative Practices to Enhance Teaching, Leadership and Wellbeing

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Using Contemplative Practices to Enhance Teaching, Leadership and Wellbeing

Alison L Black, G Busch and C Woodrow

Health and Wellbeing in Childhood, 2nd Edition, pp.392-408

Cambridge University Press, 2nd Edition

2017

DOI: https://doi.org/10.1017/9781316780107.027

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Abstract

Specialist Studies in Education

wellbeing

Teaching/Learning

leadership

The period from birth to twelve years is crucial in a child's development and can significantly impact future educational success, resilience and participation in society. Health and Wellbeing in Childhood, 2nd edition provides readers with a comprehensive foundation in health and wellbeing education across key priority areas, covering physical, social and emotional learning and development. This edition has been thoroughly updated to include the latest research and resources and incorporates expanded material on diversity, mental health and contemplative practice. Learning is supported through a suite of features including key terms, case studies, links to curriculum documentation, reflective activities and end-of-chapter questions. A new instructor companion website features a curated suite of reading materials, extension questions and sample responses. Written by an expert author team comprised of leading academics and practitioners, Health and Wellbeing in Childhood equips readers with the knowledge and skills to promote and implement effective practice in the field. [Book Synopsis]

Details

Title: Using Contemplative Practices to Enhance Teaching, Leadership and Wellbeing
Authors: Alison L Black (Author) - University of the Sunshine Coast
G Busch (Author) - Central Queensland University
C Woodrow (Author)
Contributors: Susanne Garvis (Editor)
Donna Pendergast (Editor)
Publication details: Health and Wellbeing in Childhood, 2nd Edition, pp.392-408
Publisher: Cambridge University Press
Date published: 2017
Edition: 2nd Edition
DOI: 10.1017/9781316780107.027
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access
Language: English
Record Identifier: 99451086502621
Output Type: Book chapter

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