Review of Cultivating a culture of learning: Contemplative practices, pedagogy, and research in education

Authors

  • Laura Erhard Fiorenza West Chester University of Pennsylvania

DOI:

https://doi.org/10.14507/er.v26.2613

Author Biography

Laura Erhard Fiorenza, West Chester University of Pennsylvania

Laura Erhard Fiorenza is an assistant professor in the Early and Middle Grades Education Department at West Chester University of Pennsylvania. She teaches child development courses and supervises preservice teachers in the field. Her research interests include bullying, classroom climate, social and emotional learning, and differentiation of instruction and classroom environments.

References

Barbezat, D. P., & Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: John Wiley & Sons.

Goleman, D. (1995) Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.

Owen-Smith. P. (2004). What is cognitive-affective learning? Journal of Cognitive Affective Learning, 1(11). Retrieved from https://cndls.georgetown.edu/teachtoconnect/resources/What_is_CAL.pdf

Sutcher, L., Darling-Hammond, L. & Carver-Thomas, D. A. (2016). Coming crisis in teaching? Teacher supply, demand, and shortages in the US. Retrieved from https://learningpolicyinstitute.org/product/coming-crisis-teaching

Waxler, R. P., & Hall, M. P. (2011). Transforming literacy: Changing lives through reading and writing. Bingley, UK: Emerald Group.

Downloads

Published

2019-08-21

How to Cite

Fiorenza, L. E. (2019). Review of Cultivating a culture of learning: Contemplative practices, pedagogy, and research in education. Education Review, 26. https://doi.org/10.14507/er.v26.2613

Issue

Vol. 26 (2019)

Section

Book reviews

License

Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. 

All journal content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0