Review of Start with joy: Designing literacy learning for student happiness

Autores

  • Jennifer Lemke University of Nebraska Omaha

DOI:

https://doi.org/10.14507/er.v28.3253

Biografia do Autor

Jennifer Lemke, University of Nebraska Omaha

Jennifer Lemke has been an educator for 16 years serving as a classroom teacher, literacy interventionist, new teacher mentor and literacy instructor. Her literacy passions and research focus on student engagement, multicultural literature and literacy integration. She is current an assistant professor in the teacher education department at the University of Nebraska Omaha.

Referências

Deci, E. L. (1975). Intrinsic motivation. Plenum.

Elkind, D. (2007). The power of play: How spontaneous, imaginative activities lead to happier, healthier children. De Capo Lifelong Books.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218– 226.

Hone, L., Jarden, A., Schofield, G. M., & Duncan, S. (2014). Measuring flourishing: The impact of operational definitions on the prevalence of high levels of wellbeing. International Journal of Wellbeing, 4(1), 62–90.

Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.

Stiglbauer, B., Gnambs, T., Gamsjäger, M., & Batinic, B. (2013). The upward spiral of adolescents’ positive school experiences and happiness: Investigating reciprocal effects over time. Journal of School Psychology, 51(2), 231– 242.

Suldo, S. (2016). Promoting student happiness: Positive psychology interventions in schools. Guilford Publications.

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Publicado

2021-09-01

Como Citar

Lemke, J. (2021). Review of Start with joy: Designing literacy learning for student happiness. Resenhas Educativas/ANPEd, 28. https://doi.org/10.14507/er.v28.3253

Edição

v. 28 (2021)

Seção

Resenhas de livros

Licença

 

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