Self-Esteem: A Guide for Teachers
Publication Year: 2012
Do some of your pupils suffer from low or fragile self-esteem? Perhaps you want to help, but don’t know how? If so, this book is for you. Using insights from theory, research and classroom practice, it provides strategies and techniques that will enhance the confidence of primary school children through authentic learning experiences.
This book includes:Discussions on a range of issues surrounding self-esteem enhancement in school'Studies of recent work in this area;Links between self-esteem and the development of competence (fitting in with the Raising Attainment agenda);Research evidence from real primary classrooms;A clear articulation of strategies and techniques to use in classrooms; andA summary and analysis of the key theoretical and empirical work in the area.
The book’s clear practical focus will be of interest to all teachers ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: What This Book is about
- Chapter 2: An Overview of Self-Esteem Theory
- Chapter 3: Towards a Consensus: A Two-Dimensional Model of Self-Esteem
- Chapter 4: Self-Esteem and Schools
- Chapter 5: Developing Competence: Some Classroom Techniques
- Chapter 6: Developing Self-Competence: Creating Positive Mindsets
- Chapter 7: Affirming Intrinsic Worth as an Individual
- Chapter 8: The Role of Conduct: Living According to Good Principles
- Chapter 9: Conclusion
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
Our education publishing includes:
- accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development
- inspirational advice and guidance for the classroom
- authoritative state of the art reference from the leading authors in the field
Find out more at: http://www.sagepub.co.uk/education
© David Miller and Teresa Moran, 2012
First published 2012
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
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About the Authors[Page vi]
David Miller is Professor of Primary Education at the University of Dundee. Before entering higher education he worked as a primary teacher in the UK and abroad, and latterly as Deputy Head of a large primary school. Much of his work in higher education involves research and teaching in the area of personal and social aspects of classroom life. He has worked extensively with undergraduate and postgraduate students and practising teachers, producing teaching materials, professional papers and CPD materials in this area, in addition to research articles. His doctoral thesis was entitled ‘Peer learning and the duality of self-esteem’.
Teresa Moran is the Associate Dean (Education and Professional Development) at the University of Dundee. She has been a teacher educator for fifteen years, and for fourteen years prior to this she was a class teacher then a Deputy Head Teacher. The experience in the schools in which she worked was an excellent grounding for the work she has subsequently undertaken with student teachers and teachers. During her career in teacher education her main interest has been in the area of Religious and Moral Education, values in education and the pastoral care and well being of pupils. Alongside this has been her role of supporting students in developing their classroom practice, expertise and confidence in their ability.
The authors are grateful to Alan McLean and Dr Maureen Moran for helpful feedback on drafts. Special thanks go to Anne and Kirsty Miller for their careful proofreading and constructive feedback during the course of the writing.[Page viii]
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