Overview

School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.

Full Product Details

Author:   Kelly-Ann Allen ,  Christopher Boyle
Publisher:   Brill
Imprint:   Brill
Weight:   0.407kg
ISBN:  

9789004386570

ISBN 10:   9004386572
Pages:   230
Publication Date:   20 September 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Foreword  John Hattie Preface Acknowledgements List of Figures and Tables 1. The Varied Pathways to Belonging: An Introduction to School Belonging  Kelly-Ann Allen and Christopher Boyle Part 1: The History and Future of School Belonging 2. A Historical Account of School Belonging: Understanding the Past and Providing Direction for the Future  Christopher D. Slaten, Kelly-Ann Allen, Jonathan K. Ferguson, Dianne Vella-Brodrick and Lea Waters Part 2: Current Research on School Belonging 3. Student and Staff Perspectives on School Connectedness  Annie Gowing and Alun C. Jackson 4. Perceptions of School Climate: The Role of Extracurricular Activities  Crystal Coker, Andrew Martinez, Susan D. McMahon, Jonathan Cohen and Amrit Thapa 5. Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools?  Kathryn Moffa, Erin Dowdy and Michael J. Furlong 6. “This Reminds Me of My Country”: Exploring Experiences of Belonging at School for Young Children with Refugee Backgrounds  Clemence Due, Damien W. Riggs and Martha Augoustinos 7. The Relationship between School Connectedness, Family Functioning, and Resilience  Victoria L. McKenzie and Jessica J. E. Smead Part 3: Contemporary Issues for School Belonging 8. The Role of Belongingness in International Students’ Acculturation Process  Bini Sebastian and Christopher D. Slaten 9. Belief, Belonging and the Role of Schools in Reducing the Risk of Home-Grown Extremism  Sue Roffey and Christopher Boyle 10. School Belonging and Successful Transition Practice: Academic Self-Concept and Achievement Motivation in Primary School Students  Daniel Mays, Sebastian Franke, Franka Metzner, Christopher Boyle, Divya Jindal-Snape, Lisa Schneider, Holger Zielemanns, Silke Pawils and Michelle Wichmann Part 4: Interventions for School Belonging 11. Rethinking School Belonging: A Socio-Ecological Framework  Kelly-Ann Allen, Dianne Vella-Brodrick and Lea Waters 12. The Path Least Followed: Moving into the Future of School Belonging Research and towards Clearer Interventions  Christopher Boyle and Kelly-Ann Allen About the Contributors

Reviews

This book should be key reading for students of education, for teachers and pastoral staff, school and college leadership teams, including SENDCos, and for education policymakers at all levels of government. - Dominic Griffiths, Manchester Metropolitan University, Support for Learning, 35 (1), 121-122 There is repeated recognition in this book of the need to question the universal validity of theory derived from a limited community. If only such humility were more commonly found. In consequence the book, which inevitably is almost entirely derived from work in national systems, forms a rich resource and a valuable tool for any practitioner or researcher in international education. - Richard Pearce, International Education Consultant, in Journal of Research in International Education, 19(2), 176-179

Author Information

Kelly-Ann Allen, Ph.D. (2015), Melbourne Graduate School of Education, The University of Melbourne, is an endorsed Educational and Developmental Psychologist and Fellow of the University of Melbourne. She is nationally and internationally recognised both as a researcher and practitioner in social connectedness and school belonging and for her translation of this expertise within educational and community contexts. Dr. Allen has published extensively in the field of school belonging, including School Belonging in Adolescents: Theory, Research, and Practice (Springer, 2017). Christopher Boyle, Ph.D. (2009), Dundee, is based at the Graduate School of Education, University of Exeter. He is an Associate Professor of Educational Psychology and the Director of Doctoral Studies. Professor Boyle has been an education and psychology practitioner for over 20 years and has published extensively in the areas of educational psychology and inclusive education.

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