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Healthy Schools: The Hidden Component of Teaching and Learning

reviewed by Dongyao Tan & Mike Yough - November 13, 2015

coverTitle: Healthy Schools: The Hidden Component of Teaching and Learning
Author(s): Phyllis A. Gimbel (author), Lenesa Leana (author), and Amanda Bird (contributor)
Publisher: R&L Education,
ISBN: 147580427X, Pages: 180, Year: 2013
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Cite This Article as: Teachers College Record, Date Published: November 13, 2015
https://www.tcrecord.org ID Number: 18260, Date Accessed: 5/8/2021 1:05:40 AM

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About the Author
  • Dongyao Tan
    Purdue University
    E-mail Author
    DONGYAO TAN is a second year doctoral student in educational psychology at Purdue University. She has a Master’s in TESL (Teaching English to Second Language Learners) from University of Illinois. Her area of specialization is achievement motivation, and her research interests include students’ competence beliefs (esp. implicit beliefs about intelligence and ability) and assessment beliefs, classroom/learning environment/climate, and the psychological/affective aspects of second language acquisition and second language learners. She is now working on a project investigating Chinese students’ willingness to communicate in the U.S. English classrooms using a model combining willingness to communicate, perceptions of classroom environment, learner beliefs, motivation, and confidence. She also assists with Dr. Yough’s various projects including the beliefs, motivation, and outcomes in the learning of assessment in teacher education. At University of Illinois she also worked with Dr. Plath on his anthropological project regarding the Lahu people and their history and culture in Southeastern Asia.
  • Mike Yough
    Purdue University
    E-mail Author
    MIKE YOUGH is a Clinical Assistant Professor of Educational Psychology in the Department of Educational Studies at Purdue University. His research interests include teacher beliefs, their development during teacher preparation, the associated behaviors, and their impact on student motivation—specifically, how these beliefs and behaviors impact students who differ from themselves culturally and linguistically. He has co-edited (along with Luciana de Oliveira, 2015) Preparing teachers to work with English language learners in mainstream classrooms and his work has appeared in the Journal of Humanistic Counseling, College Student Journal, and Educational Psychologist. He is currently working on projects that examine preservice teachers’ epistemic beliefs and their role in the learning of foundational concepts of assessment as well as teachers’ sense of responsibility to teach English language learners.
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