Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches
暫譯: 澳洲及亞太地區的社會與情感學習：觀點、計畫與方法

Frydenberg, Erica, Martin, Andrew J., Collie, Rebecca J.

Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches
  • 出版商: Springer
  • 出版日期: 2018-07-25
  • 售價: $7,280
  • 貴賓價: 9.5 折 $6,916
  • 語言: 英文
  • 頁數: 471
  • 裝訂: Quality Paper - also called trade paper
  • ISBN: 981109862X
  • ISBN-13: 9789811098628

    • 海外代購書籍(需單獨結帳)

商品描述

Around the globe, there is a growing awareness of the importance of addressing students' social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers' professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations.

"Frydenberg, Martin, and Collie have provided an incredible service by bringing together in a single well planned scholarly volume an incredible and well balanced group of senior and early career cutting edge researchers from Australia, Asia and the Asia Pacific area tackling approaches and key issues of social and emotional learning. Their much needed volume links research on key factors, such as differing perspectives, measurement issues, the identification of at-risk children, teachers' social and emotional development, and these and other across the cultures of an increasingly vibrant and developing geographic region. It is indeed encouraging to gain the sense of depth and breadth of ongoing research that the volume gives. "

John Roodenburg PhD FAPS MCEDP MCCOUNSP, Monash University Melbourne

"Social and Emotional Learning is understood to be a crucial part of the school curriculum. This book covers the field, with a refreshing focus on work being done in Australia and in neighbouring countries. For school psychologists, the book helps us to understand how SEL can help at every level - from working with individuals, small groups, whole classes, or with the entire school. Our work with vulnerable students, individually or in small groups, is always more effective when embedded in the broader context of Social and Emotional Learning."

Paul Bertoia FAPS MCEDP, Senior School Psychologist

"This collected volume of researchers from Australia and the Asia-Pacific provides a thorough review of important educational, social, and emotional development issues for practitioners and researchers around the world. Readers will greatly benefit from the breadth and depth of treatment in each of the topics covered."

Kit-Tai Hau, PhD, Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong.

商品描述(中文翻譯)

全球對於在學校期間關注學生的社會與情感發展及福祉的重要性日益重視。儘管這方面的工作主要集中在北美和歐洲，但目前在澳洲及更廣泛的亞太地區對此主題的興趣正在迅速增長。本書是首部針對澳洲及亞太背景下社會與情感學習提供及時且重要的多元觀點與方法的作品。該書採取了社會與情感學習的廣泛視角，探討了正向心理學、歸屬感、教師的專業發展、職前培訓及職後初始培訓，並涵蓋了中國、香港、韓國、新加坡、新西蘭、斐濟及其他太平洋國家等鄰近社區。

「Frydenberg、Martin 和 Collie 通過將來自澳洲、亞洲及亞太地區的一群資深及早期職業的前沿研究者聚集在這本精心策劃的學術著作中，提供了不可思議的服務，探討社會與情感學習的各種方法及關鍵議題。他們這本急需的著作連結了關鍵因素的研究，例如不同的觀點、測量問題、識別高風險兒童、教師的社會與情感發展，以及這些因素在日益活躍和發展的地理區域中的文化差異。這本書確實令人鼓舞，讓人感受到持續研究的深度與廣度。」

約翰·魯登堡博士 FAPS MCEDP MCCOUNSP，莫納什大學墨爾本

「社會與情感學習被認為是學校課程中至關重要的一部分。本書涵蓋了該領域，並對澳洲及鄰近國家的工作給予了清新的關注。對於學校心理學家而言，本書幫助我們理解社會與情感學習如何在每個層面上發揮作用——無論是與個人、小組、整個班級或整所學校合作。與脆弱學生的工作，無論是個別還是小組，當嵌入更廣泛的社會與情感學習背景中時，總是更有效。」

保羅·貝爾托亞 FAPS MCEDP，高級學校心理學家

「這本來自澳洲及亞太地區研究者的合集，對全球實踐者和研究者在重要的教育、社會和情感發展議題上提供了全面的回顧。讀者將從每個主題的廣度和深度中獲益良多。」

邱大泰博士，香港中文大學教育心理學卓越教授。

作者簡介

Erica Frydenberg Dip Ed, Dip Clin Psych, PhD is an educational, clinical and organisational psychologist who has practiced extensively in the Australian educational setting. She is a Principal Research Fellow and Associate Professor of Psychology at the Melbourne Graduate School of Education. She is an Honorary Fellow of the Australian Psychological Society. She has authored or co-authored over 125 academic journal articles and chapters in the field of coping, has developed psychological instruments to measure coping in children, adolescents and adults, and has authored or co-authored 15 books on topics ranging from children's early years through to adolescence and parenting. She has received numerous Australian Research Council and philanthropic grants, been engaged as a consultant with organisations such as the National Health and Medical Research Council (NHMRC), Department of Education, Catholic Education Authority and Victorian Assessment and Curriculum Authority. She was the recipient of the Distinguished Scholar Award of the American Educational Research Association Special Interest Group Stress and Coping in Education, the University of Melbourne Medal for Research Excellence Faculty of Education Award and the University of Melbourne Knowledge Transfer Award. In 2013 she was the recipient of the Life-time Career Award of the Stress Anxiety Research Society, an international body of researchers and practitioners. She currently serves on the King David School Council, as well as numerous advisory committees of the Australian Psychological Society, and is past President of Oz Child: Children Australia.

Andrew Martin, BA (Hons), MEd (Hons), PhD, is a Professor of Educational Psychology at the University of New South Wales (UNSW), Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also an Honorary Research Fellow in the Department of Education, University of Oxford, an Honorary Professor in the Faculty of Education and Social Work at the University of Sydney, a Fellow of the American Psychological Association, a Fellow of the American Educational Research Association, a Fellow of the Academy of the Social Sciences in Australia, and President of the International Association of Applied Psychology's Division 5 Educational, Instructional, and School Psychology. Andrew is a Registered Psychologist (Psychology Board of Australia) recognized for psychological and educational research in achievement motivation and for the quantitative methods he brings to the study of applied phenomena. Although the bulk of his research focuses on motivation, engagement, and achievement, Andrew is also published in important cognate areas such as boys' education, gifted and talented pupils, academic resilience and academic buoyancy, personal bests, pedagogy, parenting, teacher-student relationships, and Aboriginal education. Andrew's research also bridges other disciplines by assessing motivation and engagement in sport, music, and work. In 2008 he received the American Educational Research Association (AERA) Raymond B. Cattell Early Career Award. Before that Andrew was listed in The Bulletin magazine's 'SMART 100 Australians' (2003) and was one of only three academics judged to be in the Top 10 in the field of Education in Australia. In 2002, his PhD was judged the Most Outstanding Doctoral Dissertation in Educational Psychology by Division 15 of the American Psychological Association, and was selected as the Most Outstanding PhD in Education by the Australian Association for Research in Education.

Rebecca Collie, B.Ed. (Hons), M.A., Ph.D., is a postdoctoral research fellow in educational and developmental psychology at the University of New South Wales (UNSW), Australia. Rebecca's research focuses on motivation and well-being among students and teachers, effective teaching and learning, teachers' and students' psychosocial experiences at school (perceptions of the school climate, job satisfaction, etc.), and quantitative research methods. Rebecca has written book chapters and peer reviewed journal articles in prominent journals including Learning and Instruction, the Journal of Educational Psychology, and the British Journal of Educational Psychology. Rebecca's research has been cited in notable documents including international reports (e.g., the OECD's Report on Teaching and Learning), education policy documents (e.g., the U.S. National Research Centre for Career and Technical Education), school mental health and stress management books (e.g., Preventive Mental Health at School), and international handbooks (e.g., the International Handbook of Research on Teacher Beliefs). Rebecca has also presented over 20 peer-reviewed papers at international conferences including the American Educational Research Association, Australian Association for Research in Education, European Association for Research on Learning and Instruction, and American Psychological Association. Rebecca is a Consulting Editorial for the international ISI journal, Educational Psychology, and a reviewer for many international academic journals (e.g., the Journal of Educational Psychology, American Educational Research Journal, Contemporary Educational Psychology, British Journal of Educational Psychology, Journal of Personality, Journal of Research on Adolescence). Prior to joining the UNSW, Rebecca completed her PhD at the University of British Columbia in Vancouver, Canada.

作者簡介(中文翻譯)

艾瑞卡·弗萊登伯格（Erica Frydenberg）教育文憑、臨床心理學文憑、博士，是一位教育、臨床及組織心理學家，曾在澳洲的教育環境中廣泛執業。她是墨爾本研究生教育學院的首席研究員及心理學副教授，也是澳洲心理學會的榮譽研究員。她在應對（coping）領域已發表或共同發表超過125篇學術期刊文章及章節，並開發了測量兒童、青少年及成人應對能力的心理學工具，還撰寫或共同撰寫了15本書籍，主題涵蓋從兒童早期到青少年及育兒。她獲得了多項澳洲研究委員會及慈善機構的資助，並曾擔任國家健康與醫學研究委員會（NHMRC）、教育部、天主教教育機構及維多利亞州評估與課程機構等組織的顧問。她曾獲得美國教育研究協會壓力與應對特別興趣小組的傑出學者獎、墨爾本大學教育學院研究卓越獎及墨爾本大學知識轉移獎。2013年，她獲得了國際壓力與焦慮研究學會的終身成就獎。她目前擔任大衛王學校理事會成員，以及澳洲心理學會的多個諮詢委員會成員，並曾擔任澳洲兒童（Oz Child）協會的會長。

安德魯·馬丁（Andrew Martin），榮譽文學士、榮譽教育碩士、博士，是澳洲新南威爾士大學（UNSW）教育心理學教授，專注於動機、參與、成就及定量研究方法。他同時是牛津大學教育系的榮譽研究員、悉尼大學教育與社會工作學院的榮譽教授、美國心理學會的研究員、美國教育研究協會的研究員、澳洲社會科學學院的研究員，以及國際應用心理學協會第五部門（教育、教學及學校心理學）的會長。安德魯是一名註冊心理學家（澳洲心理學委員會），因其在成就動機的心理學及教育研究以及他在應用現象研究中所採用的定量方法而受到認可。雖然他的研究主要集中在動機、參與及成就上，安德魯在男孩教育、天賦與才華學生、學業韌性及學業浮力、個人最佳表現、教學法、育兒、師生關係及原住民教育等重要相關領域也有發表。安德魯的研究還跨越其他學科，評估運動、音樂及工作的動機與參與。2008年，他獲得美國教育研究協會（AERA）雷蒙德·B·卡特爾早期職業獎。在此之前，安德魯曾入選《公報》雜誌的「聰明100位澳洲人」（2003），並被評選為澳洲教育領域的前十名學者之一。2002年，他的博士論文被美國心理學會第15部門評選為教育心理學最傑出的博士論文，並被澳洲教育研究協會選為教育領域最傑出的博士論文。

瑞貝卡·科利（Rebecca Collie），教育學士（榮譽）、碩士、博士，是澳洲新南威爾士大學（UNSW）教育與發展心理學的博士後研究員。瑞貝卡的研究專注於學生和教師的動機與福祉、有效的教學與學習、教師和學生在學校的心理社會經驗（如學校氣候的感知、工作滿意度等）以及定量研究方法。瑞貝卡在《學習與教學》、《教育心理學期刊》和《英國教育心理學期刊》等知名期刊上撰寫了書籍章節和同行評審的期刊文章。瑞貝卡的研究已在一些重要文件中被引用，包括國際報告（例如OECD的教學與學習報告）、教育政策文件（例如美國國家職業與技術教育研究中心）、學校心理健康與壓力管理書籍（例如《學校的預防性心理健康》）以及國際手冊（例如《教師信念研究國際手冊》）。瑞貝卡還在美國教育研究協會、澳洲教育研究協會、歐洲學習與教學研究協會及美國心理學會等國際會議上發表了超過20篇同行評審的論文。瑞貝卡是國際ISI期刊《教育心理學》的顧問編輯，並為許多國際學術期刊（例如《教育心理學期刊》、《美國教育研究期刊》、《當代教育心理學》、《英國教育心理學期刊》、《個性期刊》、《青少年研究期刊》）擔任審稿人。在加入UNSW之前，瑞貝卡在加拿大溫哥華的英屬哥倫比亞大學完成了她的博士學位。

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