Integrating Flourishing within PDS Partnerships to Support Students' Mental Health and Wellbeing
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| Title: | Integrating Flourishing within PDS Partnerships to Support Students' Mental Health and Wellbeing |
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| Language: | English |
| Authors: | Larson, Kristine E., Savick, Stephanie, Segree, Tara, Buchanan, Mable, Chaturvedi, Amrita |
| Source: | School-University Partnerships. Sum 2022 15(2):62-79. |
| Availability: | National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Professional Development Schools, Partnerships in Education, Well Being, Mental Health, High Schools, Faculty Development, Language Arts, High School Students, Elementary Secondary Education, College School Cooperation, College Faculty, Special Education Teachers, Internship Programs, Mentors, Preservice Teachers |
| Geographic Terms: | Maryland |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Considering the critical need to support students' mental health and wellbeing, this article outlines a standards-based approach that integrates flourishing within a high school English/Language Arts classroom and supports clinical practice and professional development in a professional development school (PDS). Using the book, "The Bean Trees," the university liaison, mentor teacher, and intern worked together to co-teach a lesson that integrated flourishing, while also meeting curricular objectives. Moreover, the university liaison and mentor teacher used a gradual release model to support the student intern's clinical practice. Lastly, the three stakeholders reflected on their clinical and professional learning. Implications for integrating flourishing in content areas to support students' mental health and wellbeing through university-school partnerships are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1382581 |
| Database: | ERIC |
| Abstract: | Considering the critical need to support students' mental health and wellbeing, this article outlines a standards-based approach that integrates flourishing within a high school English/Language Arts classroom and supports clinical practice and professional development in a professional development school (PDS). Using the book, "The Bean Trees," the university liaison, mentor teacher, and intern worked together to co-teach a lesson that integrated flourishing, while also meeting curricular objectives. Moreover, the university liaison and mentor teacher used a gradual release model to support the student intern's clinical practice. Lastly, the three stakeholders reflected on their clinical and professional learning. Implications for integrating flourishing in content areas to support students' mental health and wellbeing through university-school partnerships are discussed. |
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| ISSN: | 1935-7125 2833-2075 |
