Conceptualizing a Pedagogy of Wellness for Rural District Leadership: Leading, Healing and Leading Self-Healing

Autor/in	Ryan, Antoinette M.
Titel	Conceptualizing a Pedagogy of Wellness for Rural District Leadership: Leading, Healing and Leading Self-Healing
Quelle	In: Journal of Educational Administration, 58 (2020) 4, S.453-466 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-06-2019-0100
Schlagwörter	Teaching Methods; Wellness; Learning Experience; Social Development; Emotional Development; Metacognition; Instructional Leadership; Rural Schools; School Districts; Guidelines; Organizational Climate; Educational Practices; Elementary Secondary Education; School Community Relationship; Kindergarten; Administrator Attitudes; Sustainability; Faculty Development; Connecticut + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Well being; Well-being; Wohlbefinden; Lernerfahrung; Soziale Entwicklung; Gefühlsbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Instruction; Leadership; Bildung; Erziehung; Führung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Richtlinien; Organisationsklima; Bildungspraxis; Nachhaltigkeit
Abstract	Purpose: This article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K-12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools. Design/methodology/approach: This article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families. Findings: Through engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students' success and opportunities for engagement of families in systemic organization of practices of care. Originality/value: Consideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01