Choose Your Own Adventure 6- Book Boxed Set #1 (the Abominable Snowman, Journey Under the Sea, Space and Beyond, the Lost Jewels of Nabooti, Mystery of the Maya, House of Danger)

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Choose Your Own Adventure 6- Book Boxed Set #1 (the Abominable Snowman, Journey Under the Sea, Space and Beyond, the Lost Jewels of Nabooti, Mystery of the Maya, House of Danger)

Choose Your Own Adventure 6- Book Boxed Set #1 (the Abominable Snowman, Journey Under the Sea, Space and Beyond, the Lost Jewels of Nabooti, Mystery of the Maya, House of Danger)

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Collaborative for Academic, Social and Emotional Learning [CASEL] (2017). Sample teaching strategies to support core competencies of social and emotional learning. https://casel.org/wp-content/uploads/2017/08/Sample-Teaching-Activities-to-Support-Core-Competencies-8-20-17.pdf

INTERVIEW: Nicholas Bourbaki, author of If". ElectricLiterature.com. 2014-11-08 . Retrieved 2014-11-12. Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting out of the classroom and into nature: A systematic review of nature-specific outdoor learning on school children’s learning and development. Frontiers in Public Health, 10(877058), 1–12. https://doi.org/10.3389/fpubh.2022.877058

Gamebooks range widely in terms of the complexity of the game aspect. At one end are the branching-plot novels, which require the reader to make choices but are otherwise like regular novels (this style is exemplified by the originator of the gamebook format, Choose Your Own Adventure, and is sometimes referred to as "American style").

The findings from this study add to the literature suggesting OL can be beneficial for young children’s healthy development and well-being. Unique to this study is the finding that primary school educators perceive OL as especially supporting students’ social and emotional development, and that these perceived benefits map onto a prominent framework for SEL. However, these contributions to the literature come with several limitations. First, the data capture educators’ perspectives of students’ experiences based on recollections of their observations. Therefore, the data reflect neither children’s perspectives and experiences, nor first-hand observations of students’ behaviours. Our understanding of how OL supports the process of SEL can be enhanced by involving students in the research. Further, educator data can also be triangulated via observational data collection methods.Ferlazzo, Larry (3 May 2009). "The best places to read and write "choose your own adventure" stories" . Retrieved 5 December 2012. Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Society for Research in Child Development Social Policy Report, 26(4), 1–33.

Educators spoke at length about how OL afforded students opportunities to practice and apply social and emotional skills. The development of social and emotional skills as a benefit of OL was evident in five of the eight major themes we found. As one educator summed it up: “[S]o much social, emotional development happens in that time [spent in nature],” (PID 35, FT, KG, large district). The results related to social and emotional development as a benefit of OL and sub-themes in each area are also described below. Learning About One’s Self: “It gives students the chance to be more authentic.” Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864Although educators’ discussion largely centered on the benefit of OL for students’ social and emotional development, additional themes were reflected in the data that captured other aspects of children’s development and well-being. Specifically, three major themes indicated that educators perceived OL as a context in which students’ cognitive, physical, and emotional health and well-being are fostered. Inquiring into Interests: “Outside they were much more focused.”

Mygind, L., Kjeldsted, E., Hartmeyer, R., Mygind, E., Bølling, M., & Bentsen, P. (2019). Mental, physical and social health benefits of immersive nature-experience for children and adolescents: A systematic review and quality assessment of the evidence. Health & Place, 58, 102136. https://doi.org/10.1016/j.healthplace.2019.05.014 Similar to other areas of social and emotional skill development, the autonomy and agency afforded by the OL context surfaced as a catalyst for practicing skills that help students build their overall relational competence. Evaluating One’s Impact: “Kids manage their own risk and take responsibility.” This section needs additional citations for verification. Please help improve this article by adding citations to reliable sourcesin this section. Unsourced material may be challenged and removed. ( June 2019) ( Learn how and when to remove this template message) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1. https://doi.org/10.1080/10888691.2018.1537791

For books historically used to record hunted game, see Hunting and shooting in the United Kingdom §Equipment. Choose Your Own Adventure". Gamebooks.org. 2004-06-09. Archived from the original on 2013-01-29 . Retrieved 2012-10-22. Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883



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