![]() When on the society site, please use the credentials provided by that society.If you see ‘Sign in through society site’ in the sign in pane within a journal: Many societies offer single sign-on between the society website and Oxford Academic. Society member access to a journal is achieved in one of the following ways: If you cannot sign in, please contact your librarian. If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.Įnter your library card number to sign in. Following successful sign in, you will be returned to Oxford Academic.Do not use an Oxford Academic personal account. When on the institution site, please use the credentials provided by your institution.Select your institution from the list provided, which will take you to your institution's website to sign in.Click Sign in through your institution.Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.Ĭhoose this option to get remote access when outside your institution. Typically, access is provided across an institutional network to a range of IP addresses. If you are a member of an institution with an active account, you may be able to access content in one of the following ways: ![]() Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases. The article concludes with a discussion of implications of the findings and recommendations. Lessons learned include the need for strong, consistent, and sustainable leadership and stronger parental inclusion, which may best be guaranteed by school social work professionals. ![]() Participants reported an observable impact on faculty productivity, student well-being, peer relationships, and school climate. After three years of implementation in a small private school, authors conducted a study that involved 32 students, faculty, and parents in a community-based, concept mapping procedure to articulate perceived impact. Social Harmony teaches K–8 school communities the skills necessary to promote social–emotional learning and address conflict through restorative methods, a model that is gaining traction. With increased recognition that punitive models of school discipline have a negative impact on school culture and on students’ individual growth, schools are tasked with designing positive alternatives to improving school engagement and culture. More often, teachers are called on to establish environments in which students learn social and emotional skills alongside academics. Four units will cover the following: Growth Mindset & Goal-Setting, Emotion Management, Empathy & Kindness and Problem-Solving.Schools today are faced with the challenge of equipping students with the skills they need to succeed in life outside the classroom while also teaching the academic material required. Second Step skills and concepts are designed to help children both in and out of school. Second Step®: A research-based social-emotional learning program designed to improve children’s social-emotional skills. Teachers incorporate weekly or as needed Restorative Practice circles to build relationships with students, a healthy classroom community, get a sense of their mindset, and set the tone and focus for the instructional day. Restorative Practice: T eachers have been trained in Restorative Practice. This practice helps students to regroup and be better prepared for instruction. They are taught to settle their minds and breath. ![]() Mindfulness practices teach students to take the time to be present in the moment. Mindfulness: All teachers have been trained in Mindfulness practices and have access to the Mind Up curriculum. Students can buy small prizes or fun events by saving their HOWLERS. HOWLERS can be cashed in at our HOWLER Store twice per month. Students earn HOWLERS for demonstrating behaviors that uphold these characteristics. HOWLers: HOWLers are positive behavior tickets that are given to students for exemplifying our PBIS standards of Honesty, Ownership, Willingness, and Leadership. Students know specific behavioral expectations for individual classrooms. Our common areas include: hallways, playground, cafeteria, library, and computer labs. Reminders and reteaching are provided as needed. Standard expectations for behavior are specifically taught at the beginning of the school year. PBIS Common Areas: All students are taught behavioral expectations in our common areas. POSITIVE BEHAVIOR INTERVENTION AND SUPPORTS (PBIS) ![]()
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