Framing an Approach – Well-Being and Well-Becoming in Schools

Framing an Approach to Well-Being in Schools/ School Systems Change for Well-Being in Schools

References

Eblie Trudel, L. G. (forthcoming). Well-being in the context of school organizations. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.

Falkenberg, T. (forthcoming). Introduction: Framing the work on well-being and well-becoming needed in school education. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.

Falkenberg, T. Conclusion: Where to go from here (forthcoming). In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.

Falkenberg, T., Krepski, H., Hauseman, C., & Watt, J. (forthcoming). A complex adaptive systems approach to well-becoming in schools. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.

Hauseman, C., Falkenberg, T., Watt, J., Krepski, H. (forthcoming). Developmental evaluation as a tool for promoting well-being in schools: A case study. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.

Kerr, J. (forthcoming). Well-being and well-becoming in inner-city schools: supporting students’ wholistic flourishing in inner-city communities. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.

Krepski, H. (forthcoming). Three foundational questions for policymakers and practitioners concerned with student well-being. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.