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E-grāmata: Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools

4.62/5 (16 ratings by Goodreads)
  • Formāts: 214 pages
  • Izdošanas datums: 30-Sep-2021
  • Izdevniecība: Prufrock Press
  • Valoda: eng
  • ISBN-13: 9781000497625
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Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in SchoolsPalielināt
  • Formāts: 214 pages
  • Izdošanas datums: 30-Sep-2021
  • Izdevniecība: Prufrock Press
  • Valoda: eng
  • ISBN-13: 9781000497625
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""Wholehearted Teaching of Gifted Young Women" explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching," a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after"--

Drawing on research with 20 student researchers, Fishman-Weaver, who has taught special education, gifted education, English language arts, and teacher preparation, describes the social-emotional needs and pressures facing gifted and high-achieving female students in high school and the role of school communities in supporting them. She outlines a framework for teaching to cultivate courage, connection, and self-care in these students and ways to implement it. Annotation ©2019 Ringgold, Inc., Portland, OR (protoview.com)

Wholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching," a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.

Recenzijas

Fishman-Weaver's feminist participatory action research (PAR) with gifted young women gives voice and context to the emotional stressors they identify, and suggests a framework for incorporating school-based interventions that derive from the women's lived experiences. Her account is highly engaging and provides an accessible tool for educators and students.,Shoshana D. Kerewksy,Teachers College Record, 5/24/19 This book is more than just a guidebook. It is multiple stories of self-exploration artfully connected to give the reader ideas for helping others while also promoting self-reflection. It connects with the topics and issues in just about every book on gifted education out there and would be an exceptional tool to add to your collection.,L. Kathleen Casper,Advanced Development Journal, 10/1/20 With detailed journal entries from each of the participantsas well as Dr. Fishman-Weaverreaders get insight into the lives of these gifted young women. This book makes an excellent study for educators to reflect on how they are supporting students who often get overlooked because they appear to have everything together. ,Molly Dettmann,Voice of Youth Advocates, 1/1/21

List of Figures
x
Acknowledgments xi
PART I A Case for Affective Education
1(42)
Chapter 1 The Masked Affective Crisis
3(22)
"What Is Your Central Story?"
4(1)
School Context
4(2)
Discovering the Masked Affective Crisis
6(6)
Why Women?
12(1)
Giftedness: A Loaded Label
13(1)
Academic Achievement
14(1)
Crisis as a Call to Action
15(2)
Wholehearted Living
17(2)
Vulnerability and Storytelling
18(1)
Self-Compassion and Perfectionism
19(1)
Teacher as Researcher
19(1)
Telling Our Story
20(2)
A Note About Pronouns
22(3)
Chapter 2 The Precipice
25(18)
The Precipice: Navigating the Space Between High School and College
28(1)
Overachievement Culture
29(2)
Affective Development: A Brief Overview
31(3)
Gifted Education and Affective Development
34(3)
Intersectionality and Coming-of-Age
37(2)
Theoretical Framework: Feminism
39(2)
Youth Participatory Action Research
41(2)
PART II Cultivating Courage, Connection, and Self-Care in Schools
43(78)
Chapter 3 Courage
47(22)
Naming Courage
48(3)
Courage Is Contextualized by Power
51(2)
The Importance of Safe Space in Schools
53(4)
Courage Is Emotionally Charged
57(7)
Precipice and the Possibility for Courage
61(3)
The Ripple Effect of Practicing Courage
64(5)
Chapter 4 Connection
69(26)
Belonging
70(2)
Relatedness
72(1)
Closeness
73(2)
The Momentum of Connection
75(2)
High Stress, High Schools, and (Dis)Connection
77(2)
Critical Listening, Compassion, and Communication
79(3)
Connection Is Complicated
82(3)
Mothers: Mentors and Critics
85(5)
Connectedness as a Catalyst for Action
90(3)
An Exercise in Hope
93(2)
Chapter 5 Self-Care
95(26)
Self-Care Stories From Barnwood High School
96(3)
Self-Care Through Courage and Connection
99(3)
Positive Self-image + Self-Efficacy = Preconditions for Self-Care
102(1)
Rejection
103(1)
Making College Decisions
104(3)
Self-Doubt's Continued Grip
107(4)
Confronting Self-Doubt
108(3)
Embodying Self-Care
111(6)
Physical Strength
113(1)
Weight and Balance
114(3)
Managing Self-Care: Five Student Examples
117(4)
PART III Wholehearted Teaching
121(54)
Chapter 6 A Framework for Wholehearted Teaching
123(22)
Limited ↔ Strong
127(3)
What Does It Mean to Feel Strong?
128(2)
Guarded ↔ Vulnerable
130(2)
Privilege, Power, and Vulnerable Stories
131(1)
Strength + Vulnerability = Courage
132(1)
Low Achievement ↔ High Achievement
133(1)
Self-Harm ↔ Self-Care
134(2)
Self-Care + High Achievement = Healthy Striving
136(1)
Vulnerability + High Achievement = Growth Mindset
137(2)
Self-Care + Strength = Wellness
139(1)
Connection: The Multiplier Across Wholehearted Teaching
140(2)
A Multiplicity of "Right" Answers
142(3)
Chapter 7 Implementing Wholehearted Teaching
145(20)
Practice Courage, Connection, and Self-Care
146(2)
Be an Active Listener
148(2)
Encourage Student Leadership
150(2)
Students as Researchers
150(1)
Service Learning
151(1)
Increase Opportunities for Play and Laughter
152(1)
Leverage Community Expertise
153(3)
Schedule Peer-Group Meetings
156(1)
Integrate Self-Care Into Your Classroom Environment
157(1)
Make Storytelling Part of Your School Community
157(3)
Honor Nuance
160(1)
Continued Support During the College Transition
161(1)
A Message for Educators
162(3)
Chapter 8 Coming Home
165(10)
Healing
167(1)
Keeping My Office Door Open
168(3)
Humanizing Exiting
171(1)
The Expansive Properties of Home
172(3)
References 175(10)
Methodology Appendix 185(16)
About the Author 201
Kathryn Fishman-Weaver, Ph.D., serves as the Director of Academic Affairs for Mizzou K-12. As the principal of the global middle and high school programs, she works with students and teachers around the world. Prior to the principalship, Dr. Fishman-Weaver taught in public schools in Oakland, CA, and Columbia, MO. She has taught special education, gifted education, English language arts, and teacher preparation. Dr. Fishman-Weaver writes and presents frequently on student support, teacher leadership, and gender and education. She loves the written word, a good nap, and impromptu family dance parties in her kitchen. You can follow her work on educational leadership at http://wholeheartedschoolleadership.com.
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