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008			200515s2020 gw a o |||| 0|eng d
020			_a9783030434465
024	7		_a10.1007/978-3-030-43446-5 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1033 _b2020 EB
100	1		_aGarcía-Moya, Irene _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9674498
245	1	4	_aThe Importance of Connectedness in Student-Teacher Relationships : _bInsights from the Teacher Connectedness Project _cIrene García-Moya
250			_aFirst edition
264		1	_aCham _bSpringer International Publishing _bImprint: Palgrave Pivot _c2020
300			_a1 recurso en línea (XIII, 114 páginas) _b2 ilustraciones
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aArchivo de texto _bPDF
490	0		_aBehavioral Science and Psychology (Springer-41168)
505	0		_aChapter 1. The importance of student-teacher relationships for wellbeing in schools -- Chapter 2. The concept of connectedness and its relevance for the study of student-teacher relationships -- Chapter 3. The central attributes of connectedness with teachers from the students' perspectives -- Chapter 4. Barriers and facilitators for the development of student-teacher relationships that foster connectedness -- Chapter 5. Where do we go from here? An analysis of practical implications and future research directions.
520	3		_aThis book argues for the importance of connectedness in student-teacher relationships during adolescence and advocates a more holistic and proactive approach to wellbeing in education. Combining education, psychology and health promotion perspectives, the book begins by providing an overview of theoretical frameworks in the study of student-teacher relationships and makes the case that good relationships with teachers are essential to students' well-being in school. The book then goes on to present the concept of connectedness and discusses the main challenges regarding its conceptualisation in school research. García-Moya draws on qualitative findings from the Teacher Connectedness Project to offer an in-depth examination of the central attributes of student-teacher connectedness, as well as of the links between connectedness and authority from both students' and teachers' perspectives. This innovative project uses a synergistic approach to investigate the role of teachers as potential significant adults in students' lives. The final chapter offers a summary of the key practical implications for teachers and educators and makes recommendations for future research directions in this area. This book will be a valuable resource for researchers and educators alike, as well as for anyone interested in the ongoing concerns about student wellbeing in schools. Irene García-Moya is a Ramón y Cajal Senior Research Fellow at the University of Seville, Spain and a Visiting Researcher at the University of Hertfordshire, UK, where she worked as a Marie Curie Fellow and started the Teacher Connectedness Project line of research. She is currently one of the coordinators of the expert group about school in the WHO-collaborative survey Health Behaviour in School-aged Children international network. .
988			_aSpringer_Psychology_2020
650		7	_aRelaciones profesor alumno _2embne _9141480
710	2		_aSpringerLink (Online service) _0http://id.loc.gov/authorities/names/no2005046756 _1http://viaf.org/viaf/148105729
776	0	8	_iPrinted edition: _z9783030434458
776	0	8	_iPrinted edition: _z9783030434472
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-43446-5 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b06/2020 _dz _eo _zSI