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Flourishing SD—A Positive School Development Approach

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New Research and Possibilities in Wellbeing Education

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Abstract

Since the PISA shock of 2000 school development in Germany and Austria has been geared towards improvement of academic outcomes with meanwhile unsatisfactory results in math and reading as well as decreasing student and teacher wellbeing. Based on the findings of traditional school development research as well as of positive psychology, positive education and positive organizational scholarship positive school development aims to help turn schools into thriving environments for teachers and students, to places of wellbeing and academic excellence. Therefore the multilevel model of positive school development as well as a positive school development process was designed. This PERMAchange intervention package offers seven concrete, empirically based, practical steps supporting a positive, prospective innovation process.

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Authors and Affiliations

  1. University Eichstätt-Ingolstadt, Eichstätt, Germany

    Ulrike Lichtinger

  2. International University (IU), Erfurt, Germany

    Ulrike Lichtinger

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  1. Ulrike Lichtinger
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Correspondence to Ulrike Lichtinger .

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Editors and Affiliations

  1. School of Education, The University of Adelaide, Adelaide, SA, Australia

    Mathew A. White

  2. School of Education, The University of Adelaide, Adelaide, SA, Australia

    Faye McCallum

  3. School of Education, The University of Adelaide, Adelaide, SA, Australia

    Christopher Boyle

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Lichtinger, U. (2023). Flourishing SD—A Positive School Development Approach. In: White, M.A., McCallum, F., Boyle, C. (eds) New Research and Possibilities in Wellbeing Education. Springer, Singapore. https://doi.org/10.1007/978-981-99-5609-8_9

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