Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts: Focus Group Interviews with System and School Stakeholders (Journal Article) (Record no. 45081)
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| fixed length control field | 02211nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240109153251.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0195-6744 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Carroll, Annemaree |
| 245 ## - TITLE STATEMENT | |
| Title | Schoolwide Approaches for Promoting Social and Emotional Well-Being in Australian School Contexts: Focus Group Interviews with System and School Stakeholders (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Chicago |
| Name of publisher | : University of Chicago Press |
| Year of publication | , November 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 109–138p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | American Journal of Education |
| Volume number/sequential designation | Volume 129: Number 1, November 2022 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract:Purpose: The present research sought the views of 157 stakeholders (students, parents, teachers, and school executive members) in three Australian urban government high schools and departmental and management staff of the Department of Education to determine the current status of social and emotional well-being (SEW) in an Australian context. Research Methods: Using semistructured interviews, participants’ perspectives were explored and compared in relation to their vision of SEW, implementation of strategies, evidence-based practice, professional development, and policies used to promote SEW. Findings: Findings suggest that all stakeholder groups believe SEW to be an essential component of the everyday lived experience of schools. The importance of positive culture, explicit skills, embedded practices, and proactive support for successful student and teacher outcomes was highlighted in all stakeholder group interviews. A coordinated approach for a safe environment with clear expectations, sound support, and explicit skills is essential. Implications: Implications for social emotional learning delivery are proposed, including need for broad changes at a macro level and quality school leadership to establish school climate and best practice for teacher and student well-being. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Education | Schoolwide | Focus--Group--Interviews | School--Stakeholders |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Bower, Julie M. | Chen, Holly | Watterstion, Jim | Ferguson, Angela |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1086/721832 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
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| RIE BPL Library | RIE BPL Library | 09.01.2024 | Periodicals |