Belonging in School

Creating a Place Where Kids Want to Learn and Teachers Want to Stay--An Illustrated Playbook
1. Auflage 2024
ISBN: 978-1-0719-3603-0
Verlag: SAGE Publications Inc

Buch, Englisch, 280 Seiten, Format (B × H): 223 mm x 275 mm, Gewicht: 786 g

Unlock a treasure trove of learning—make room for belonging in school

Belonging is an instinctual feeling: you know when you feel it—and you really know when you don’t. Creating a sense of belonging in the classroom has a significant impact on student learning and well-being; it serves as a gatekeeper for other aspects of learning to take root. But how do we create classrooms and schools where every student knows they belong?

This easy-to-use, illustrated playbook has you covered. 11 evidence-based modules feature actions and strategies that teachers can apply to help students feel more included. Interactive features such as essential questions and reflective prompts are designed to engage educators and deepen their understanding of the importance of connection and belonging in a student's educational experience.

Readers will find

- Detailed coverage of the 11 dimensions of belonging

- Evidence-based actions in every module to help foster belonging, balanced between elementary and secondary levels

- Interactive features like Essential Questions, Two Truths and a Lie, Case in Point, What's Your Advice? and What's Next? to facilitate engagement and reflection

- A highly visual illustrated style to promote comprehension and information retention

By utilizing this playbook’s strategies to create environments where students feel a sense of belonging, educators can help improve learning outcomes and academic performance while supporting the overall well-being of their students.

Autoren/Hrsg.

Smith, Dominique

Fisher, Douglas

Frey, Nancy

Stewart, Rachael

Pompei, Vincent

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Introduction
Overview: Dimensions of Belonging
Module 1: Welcomed
Module 2: Invited
Module 3: Present
Module 4: Accepted
Module 5: Known
Module 6: Supported
Module 7: Befriended
Module 8: Involved
Module 9: Heard
Module 10: Needed
Module 11: Loved
Epilogue: Where Do We Go from Here?

Über Autor(innen)

Smith, Dominique
Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus
on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning
to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance.
Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk
on building relationships between students and teachers.

Stewart, Rachael
Rachael Stewart, Ed.D., is a Professor and Director of Academic and Career Programs within the
Division of Student Affairs and Campus Diversity at San Diego State University. Her research and service
concentrate on organizational change, policies, and practices within educational systems, particularly
how these frameworks foster student success through engagement, retention, and post-graduate
achievements. Dr. Stewart’s extensive personal and professional leadership development expertise
enables her to provide coaching that supports leaders at all levels, promoting individual growth and
organizational success.

Frey, Nancy
Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

Fisher, Douglas
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as The Teacher Clarity Playbook (2nd ed.), Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies to Move Learning Forward: 50+ Tools That Support Gradual Release of Responsibility, and Welcome to Teaching!

Pompei, Vincent
Vincent Pompei, Ed.D., is an education consultant who specializes in promoting equitable school practices and inclusive environments for LGBTQ and gender-expansive students. He currently works as an assistant professor in the doctoral program for Educational Leadership at San Diego State University. Previously, Vincent was the National Director of the Well-Being Program for the Human Rights Campaign and held roles as a Project Director for the Center for Excellence in School Counseling and Leadership, as well as a middle school teacher and high school counselor. His accomplishments include serving as President of the California Association of School Counselors, writing the LGBTQ section of the ASCA’s National Model®, and working as a national cadre trainer for the NEA. Recognized nationally for his dedication to safety and inclusion, Vincent has spoken at numerous events and conferences, as well as authored several publications. His most recent works were focused on supporting LGBTQ students in virtual environments and helping students with disabilities. Vincent earned his doctorate in educational leadership from San Diego State University.