Education / Educational sciences / Pedagogy Books

Book SynopsisEngage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you''ll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the fifth-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same messagethat they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual mathematics tasks have been shown to improve student test scores, anTable of ContentsIntroduction 1 Low-Floor, High-Ceiling Tasks 2 Youcubed Summer Camp 3 Memorization versus Conceptual Engagement 4 Mathematical Thinking, Reasoning, and Convincing 5 Big Ideas 9 Structure of the Book 10 Activities for Building Norms 17 Encouraging Good Group Work 17 Paper Folding: Learning to Reason, Convince, and Be a Skeptic 21 Big Idea 1: Thinking in Cubes 23 Visualize: Solids, Inside and Out 25 Play: City of Cubes 33 Investigate: A Box of Boxes 44 Big Idea 2: Estimating with Fractions 53 Visualize: Making Snowflakes 55 Play: Fraction Blizzard 61 Investigate: Wondering with Fractions 67 Big Idea 3: Using Fraction Equivalence 81 Visualize: Picking Paintings Apart 83 Play: Make a Fake 94 Investigate: Squares with a Difference 101 Big Idea 4: Exploring the Coordinate Plane 115 Visualize: Getting around the Plane 118 Play: Ship Shape 124 Investigate: Table Patterns 133 Big Idea 5: Seeing and Connecting Patterns across Representations 143 Visualize: Two-Pattern Tango 145 Play: Pattern Carnival 153 Investigate: Seeing Growth on a Graph 159 Big Idea 6: Understanding Fraction Multiplication Visually 169 Visualize: Fractions in a Pan 172 Play: Pieces and Parts 180 Investigate: The Sum of the Parts 187 Big Idea 7: What Does It Mean to Divide Fractions? 199 Visualize: Creating Cards 201 Play: Cuisenaire Trains 209 Investigate: Fraction Division Conundrum 217 Big Idea 8: Thinking in Powers of 10 223 Visualize: The Unit You 225 Play: Filling Small and Large 233 Investigate: Museum of the Very Large and Small 239 Big Idea 9: Using Numbers and Symbols Flexibly 247 Visualize: Seeing Expressions 250 Play: Inside Pascal’s Triangle 261 Investigate: The 1492 Problem 268 Appendix 279 Centimeter Dot Paper 280 Isometric Dot Paper 281 About the Authors 283 Acknowledgments 285 Index 287

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Book SynopsisTable of ContentsIntroduction ix Part I OCA 1 Chapter 1 Java Basics 3 Chapter 2 Working with Java Data Types 17 Chapter 3 Using Operators and Decision Constructs 33 Chapter 4 Creating and Using Arrays 49 Chapter 5 Using Loop Constructs 63 Chapter 6 Working with Methods and Encapsulation 79 Chapter 7 Working with Inheritance 97 Chapter 8 Handling Exceptions 115 Chapter 9 Working with Selected Classes from the Java API 135 Chapter 10 OCA Practice Exam 151 Part II OCP 185 Chapter 11 Java Class Design 187 Chapter 12 Advanced Java Class Design 205 Chapter 13 Generics and Collections 223 Chapter 14 Lambda Built-in Functional Interfaces 239 Chapter 15 Java Stream API 255 Chapter 16 Exceptions and Assertions 271 Chapter 17 Use Java SE 8 Date/Time API 289 Chapter 18 Java I/O Fundamentals 301 Chapter 19 Java File I/O (NIO.2) 319 Chapter 20 Java Concurrency 337 Chapter 21 Building Database Applications with JDBC 357 Chapter 22 Localization 371 Chapter 23 OCP Practice Exam 385 Appendix Answers to Review Questions 427 Index 565

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Book SynopsisTable of ContentsAbout the Authors xxv About the Editors of the Toolbox Series xxvii Acknowledgments xxix Letter from the Editors xxxi Introduction xxxiii I Science Labs 1 1. Strategies for Teaching Lab Safety 3 What is It? 3 Why We Like It 3 Supporting Research 3 Skills for Intentional Scholars/NGSS Standards 4 Application 4 Student Handouts and Examples 7 What Could Go Wrong? 7 Technology Connections 8 Attribution 8 Figures 8 Figure 1.1 Science Safety Contract English (Student Handout) 8 Figure 1.2 Science Safety Contract Spanish (Student Handout) 11 Figure 1.3 Identifying Broken Lab Safety Rules (Student Handout) 13 Figure 1.4 Identifying Broken Lab Safety Rules—Answer Key 14 Figure 1.5 Science Lab Safety Quiz (Student Handout) 15 2. Strategies for Teaching Lab Procedures 17 What is It? 17 Why We Like It 17 Supporting Research 18 Skills for Intentional Scholars/NGSS Standards 18 Application 18 Student Handouts and Examples 29 What Could Go Wrong? 29 Technology Connections 30 Attributions 30 Figures 31 Figure 2.1 Folder Activity—Outside and Inside—Thermal Power Plant 31 3. Strategies for Teaching the Scientific Method and Its Components 33 What is It? 33 Why We Like It 34 Supporting Research 34 Skills for Intentional Scholars/NGSS Connections 35 Application 35 Student Handouts and Examples 50 What Could Go Wrong? 50 Technology Connections 52 Figures 54 Figure 3.1 Student Research Organizer (Student Handout) 54 Figure 3.2 Identifying Independent and Dependent Variables (Student Handout) 55 Figure 3.3 Identifying Independent and Dependent Variables—Answer Key 58 Figure 3.4 How to Write a Hypothesis (Student Handout) 61 Figure 3.5 How to Write a Hypothesis—Answer Key 64 Figure 3.6 Student Materials List (Student Handout) 67 Figure 3.7 Finding Controls and Making Data Tables (Student Handout) 68 Figure 3.8 Finding Controls and Making Data Tables—Answer Key 70 Figure 3.9 Example and Checklist—Making Graphs (Student Handout) 73 Figure 3.10 Discussion of Results (Student Handout) 74 Figure 3.11 Conclusion (Student Handout) 76 Figure 3.12 Discussion of Results and Conclusion Modified Version (Student Handout) 78 Figure 3.13 Scientific Method Pretest Stations 80 Figure 3.14 Scientific Method Pretest—Student Answer Sheet (Student Handout) 82 Figure 3.15 Scientific Method Pretest—Answer Key 84 4. Strategies for Teaching the Inquiry Process 87 What is It? 87 Why We Like It 88 Supporting Research 89 Skills for Intentional Scholars/NGSS Connections 89 Application 89 Student Handouts and Examples 99 What Could Go Wrong? 99 Technology Connections 100 Attributions 100 Figures 102 Figure 4.1 Quantitative vs. Qualitative Examples (Student Handout) 102 Figure 4.2 Quantitative vs. Qualitative Examples—Answer Key 103 Figure 4.3 Observing with Quantitative and Qualitative Data (Student Handout) 104 Figure 4.4 Observing with Quantitative and Qualitative Data—Answer Key 105 Figure 4.5 Owl Pellet Step-by-Step Procedures and Questions (Student Handout) 106 Figure 4.6 Question Stems for Observers (Student Handout) 108 Figure 4.7 Discussion of Results and Conclusion (Student Handout) 109 Figure 4.8 Using the Inquiry Process (Student Handout) 111 Figure 4.9 Checklist for Verifying Online Resources (Student Handout) 113 5. Strategies for Using Project-Based Learning 115 What is It? 115 Why We Like It 115 Supporting Research 116 Skills for Intentional Scholars/NGSS Connections 116 Application 117 Student Handouts and Examples 126 What Could Go Wrong? 127 Technology Connections 127 Attributions 128 Figures 128 Figure 5.1 Example of Project-Based Learning Task Manager—Carbon Footprint of a Restaurant (Student Handout) 128 Figure 5.2 Blank Project-Based Learning Task Manager (Student Handout) 129 Figure 5.3 Example of PBL Scoring Guide—Restaurant Project (Student Handout) 130 Figure 5.4 Example of PBL Rubric—Location of the Next Wind Farm in the United States (Student Handout) 131 Figure 5.5 Peer Presentation Evaluation (Student Handout) 132 6. Strategies for Teaching the Engineering Process 133 What is It? 133 Why We Like It 135 Supporting Research 135 Skills for Intentional Scholars/NGSS Connections 136 Application 136 Student Handouts and Examples 149 What Could Go Wrong? 149 Technology Connections 150 Attributions 152 Figures 153 Figure 6.1 Student Examples of Mousetrap Catapult Designs 153 Figure 6.2 Mousetrap Catapult Lab Worksheet (Student Handout) 154 Figure 6.3 Mousetrap Catapult Picture 155 Figure 6.4 Mousetrap Catapult Rubric (Student Handout) 156 Figure 6.5 Mousetrap Catapult Sentence Frames (Student Handout) 157 II Integration of ELA, Mathematics, and the Arts 159 7. Strategies for Teaching Vocabulary 161 What is It? 161 Why We Like It 161 Supporting Research 162 Skills for Intentional Scholars/NGSS Standards 162 Application 162 Student Handouts and Examples 170 What Could Go Wrong? 171 Technology Connections 171 Attributions 171 Figures 172 Figure 7.1 The Language of Introductory Ecology (Student Handout) 172 Figure 7.2 Vocabulary Definition Worksheet (Student Handout) 174 Figure 7.3 Word Wall Challenge Rubric (Student Handout) 175 Figure 7.4 Word Wall Examples (Student Examples) 176 Figure 7.5 Limiting Factors: Interactive Fast Facts (Student Handout) 177 Figure 7.6 Limiting Factors: Interactive Fast Facts—Answer Key 179 8. Strategies for Teaching Reading Comprehension 181 What is It? 181 Why We Like It 181 Supporting Research 181 Skills for Intentional Scholars/NGSS Standards 182 Application 182 Student Handouts and Examples 192 What Could Go Wrong? 193 Technology Connections 193 Attributions 193 Figures 194 Figure 8.1 Annotations 194 Figure 8.2 Annotations Model Think Aloud Example (Teacher Model) 194 Figure 8.3 Example of a Text-Dependent Question and Answer (Student Example) 195 Figure 8.4 Photochemical and Industrial Smog Venn Diagram (Student Example) 195 Figure 8.5 Cultural Eutrophication Cause and Effect (Teacher Model) 196 Figure 8.6 Water Cycle Concept Map (Student Example) 197 Figure 8.7 Carbon Cycle Story (student handout) 198 Figure 8.8 Example of the Carbon Cycle (Student Example) 199 Figure 8.9 Hints for Drawing the Atmospheric Layers—High School (Student Handout) 200 Figure 8.10 Drawing the Atmospheric Layers—Elementary and Junior High School 201 Figure 8.11 Drawing the Atmospheric Layers—Answer Key 202 Figure 8.12 4 × 4 (Student Example) 203 Figure 8.13 Jigsaw Directions 203 9. Strategies for Teaching Writing 205 What is It? 205 Why We Like It 205 Supporting Research 206 Skills for Intentional Scholars/NGSS Connections 206 Application 206 Student Handouts and Examples 220 What Could Go Wrong? 220 Technology Connections 221 Attributions 222 Figures 223 Figure 9.1 Severe Weather Book Project Research (Student Handout) 223 Figure 9.2 Severe Weather Book Project Scoring Guide (Student Handout) 224 Figure 9.3 Severe Weather Book Project Research Example 225 Figure 9.4 Plot Map Outline (Student Handout) 226 Figure 9.5 Severe Weather Book Plot Map Example 227 Figure 9.6 Comic Strip PSA Checklist (Student Handout) 228 Figure 9.7 Chicken Pox PSA Comic Strip (Student Example) 230 Figure 9.8 Asthma PSA Comic Strip (Student Example) 231 Figure 9.9 Ecology Essential Questions Argument Essay (Student Handout) 233 Figure 9.10 Argument Essay Organizer (Student Handout) 235 Figure 9.11 Ecology Example Argument Essay Organizer 236 Figure 9.12 Argument Essay Peer Editing Checklist (Student Handout) 237 10. Strategies for Discussions 239 What is It? 239 Why We Like It 239 Supporting Research 239 Skills for Intentional Scholars/NGSS Connections 240 Application 240 Student Handouts and Examples 251 What Could Go Wrong? 251 Technology Connections 253 Figures 254 Figure 10.1 Discussion Ground Rules (Teacher Poster) 254 Figure 10.2 Group Discussion Ratings Scale 255 Figure 10.3 Socratic Seminar Participation Checklist (Student Handout) 256 11. Strategies for Teaching Math 257 What is It? 257 Why We Like It 258 Supporting Research 258 Skills for Intentional Scholars/NGSS Connections 259 Application 259 Student Handouts and Examples 282 What Could Go Wrong? 283 Technology Connections 284 Figures 285 Figure 11.1 Bar Graph Example for Teaching Graphing to Fourth Grade Students (Student Handout) 285 Figure 11.2 Line Graph Example for Teaching Graphing to Fifth Grade and Beyond (Student Handout) 287 Figure 11.3 Example of Graphing Pretest (Student Handout) 289 Figure 11.4 Example of Graphing Pretest—Answer Key 290 Figure 11.5 Which Type of Graph Should I Use? (Student Handout) 291 Figure 11.6 Which Type of Graph Should I Use?—Answer Key 292 Figure 11.7 Temperature vs. Number of Escherichia coli Colonies 294 Figure 11.8 Year vs. Number of Deer and Wolves 295 Figure 11.9 Wildlife Strike Data Analysis and Interpretation (Student Handout) 295 Figure 11.10 Wildlife Strike Data Analysis and Interpretation—Answer Key 297 Figure 11.11 Dimensional Analysis Practice (Student Handout) 299 Figure 11.12 Dimensional Analysis Practice—Answer Key 301 Figure 11.13 Practice Measuring Your Friends and Their Things (Student Handout) 303 Figure 11.14 Practice Measuring Your Friends and Their Things—Answer Key 305 Figure 11.15 Metric System Ladder 307 Figure 11.16 Converting Within the Metric System (Student Handout) 308 Figure 11.17 Metric System Ladder and Abbreviations 309 Figure 11.18 Converting Within the Metric System—Answer Key 310 Figure 11.19 Metric System Measuring Challenge (Student Handout) 313 Figure 11.20 Example of 10 Items to be Measured 314 Figure 11.21 Metric System Measuring Challenge—Answer Key 315 Figure 11.22 Metric and Imperial System Internet Search Lab (Student Handout) 317 Figure 11.23 Metric and Imperial System Internet Search Lab—Answer Key 320 Figure 11.24 Excel—Selecting All Cells in a Spreadsheet 323 Figure 11.25 Excel—Pop-up Box 323 Figure 11.26 Excel—Rows vs. Columns 323 Figure 11.27 Celebrating Pi Day in the Sky (Student Handout) 324 Figure 11.28 Excel—Calculating Radius 325 Figure 11.29 Excel—Screenshots of Before and After Cell Fix 325 Figure 11.30 Excel—Screenshot of the Formula Bar 325 Figure 11.31 Excel—The Sun’s Surface Area 325 Figure 11.32 Celebrating Pi Day in the Sky—Answer Key 326 Figure 11.33 Making Graphs in Excel (Student Handout) 327 Figure 11.34 Excel—Graph for Celebrating Pi Day in the Sky 329 12. Strategies for Incorporating the Arts and Kinesthetic Movement 331 What is It? 331 Why We Like It 331 Supporting Research 331 Skills for Intentional Scholars/NGSS Connections 332 Application 332 Student Handouts and Examples 353 What Could Go Wrong? 353 Technology Connections 354 Attributions 355 Figures 356 Figure 12.1 Engineering Process: A Case Study in Inventions (Student Handout) 356 Figure 12.2 Rewriting a Song (Student Handout) 357 Figure 12.3 Example of the First Rewritten Stanza for Twinkle Twinkle Little Star 359 Figure 12.4 Rubric for Cell and Germ Theories Skit (Student Handout) 360 Figure 12.5 Timeline Graphic Organizer for the Cell and Germ Theories (Student Handout) 361 Figure 12.6 Timeline Graphic Organizer for the Cell and Germ Theories—Answer Key 362 Figure 12.7 Directions and Scoring Guide for Rube Goldberg Cartoon (Student Handout) 363 Figure 12.8 Picture of a Student’s Constructed Rube Goldberg Machine 365 Figure 12.9 Dams! are They Constructive or Destructive? (Student Handout) 366 Figure 12.10 Meiosis vs. Mitosis Review (Student Handout) 368 III Additional Resources 371 13. Strategies for Activating Prior Knowledge 373 What is It? 373 Why We Like It 373 Supporting Research 373 Skills for Intentional Scholars/NGSS Connections 374 Application 374 Student Handouts and Examples 386 What Could Go Wrong? 386 Technology Connections 387 Attributions 387 Figures 388 Figure 13.1 KWL Chart Example—States of Matter 388 Figure 13.2 Astronomy Anticipation Guide (Student Handout) 389 Figure 13.3 Blind Kahoot! Nervous System Notes (Student Handout) 390 Figure 13.4 Blind Kahoot! Teacher Notes—Nervous System 391 Figure 13.5 Altitude Pretest for Misconceptions (Student Handout) 392 Figure 13.6 Climate Change Pretest for Misconceptions (Student Handout) 393 14. Strategies for Cultural Responsiveness 395 What is It? 395 Why We Like It 396 Supporting Research 396 Skills for Intentional Scholars/NGSS Connections 397 Application 397 Student Handouts and Examples 415 What Could Go Wrong? 415 Technology Connections 415 Attributions 417 Figures 418 Figure 14.1 All About Me! Form (Student Handout) 418 Figure 14.2 First Day of School Student Survey (Student Handout) 419 Figure 14.3 High School Student Survey (Student Handout) 420 Figure 14.4 Contributors to Science (Student Handout) 421 Figure 14.5 13 Culturally Responsive Teaching Ideas 422 15. Strategies for the Beginning and Ending of Class 423 What is it?.423 Why We Like It 423 Supporting Research 424 Skills for Intentional Scholars/NGSS Connections 424 Application 424 Student Handouts and Examples 433 What Could Go Wrong? 433 Technology Connections 433 Figures 434 Figure 15.1 is Water Wet? 434 Figure 15.2 Reviewing Previous Material 434 16. Strategies for Reviewing Content 435 What is It? 435 Why We Like It 435 Supporting Research 436 Skills for Intentional Scholars/NGSS Connections 436 Application 436 Student Handouts and Examples 448 What Could Go Wrong? 448 Technology Connections 449 Figures 450 Figure 16.1 Blank BINGO Card (Student Handout) 450 Figure 16.2 are the Winners Losers? Game Cards 451 17. Strategies for Assessing Student Learning 453 What is It?.453 Why We Like It 454 Supporting Research 455 Skills for Intentional Scholars/NGSS Connections 455 Application 456 Student Handouts and Examples 479 What Could Go Wrong? 479 Technology Connections 480 Attributions 481 Figures 482 Figure 17.1 Final Day Cool Down Activity 482 Figure 17.2 Example Scale 482 Figure 17.3 Example of a Unit’s First Practice Test 483 Figure 17.4 Reflecting on My Learning—Blank (Student Handout) 484 Figure 17.5 Reflecting on My Learning—Completed Example 486 Figure 17.6 Toxicology Unit Thinking Test (Student Handout) 487 Figure 17.7 Toxicology Unit Thinking Test—Answer Key 490 Figure 17.8 Student-Choice Performance-Based Assessment (Student Handout) 493 Figure 17.9 Cell City Models—Student Examples 494 Figure 17.10 Checklist for Cell City Models (Student Handout) 497 Figure 17.11 Toxicology Unit Thinking Test Modified (Student Handout) 498 18. Strategies for Co-Teaching 501 What is It? 501 Why We Like It 501 Supporting Research 502 Skills for Intentional Scholars/NGSS Connections 502 Application 502 What Could Go Wrong? 508 Technology Connections 508 References 509 Index 531

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Book SynopsisTable of ContentsPreface xi Acknowledgments xiv About the Authors xv Chapter One Introduction to the Instructional Design Process 2 Chapter Two Identifying the Need for Instruction 28 Chapter Three Learner and Contextual Analysis 52 Chapter Four Task Analysis 74 Chapter Five Instructional Objectives 104 Chapter Six Designing the Instruction: Sequencing 128 Chapter Seven Designing the Instruction: Strategies 142 Chapter Eight Designing the Instructional Message 170 Chapter Nine Developing Instructional Materials 200 Chapter Ten Design Considerations for Technology-Based Instruction 238 Chapter Eleven The Many Faces of Evaluation 268 Chapter Twelve Developing Evaluation Instruments 296 Chapter Thirteen Using Evaluation to Enhance Programs: Conducting Formative and Summative Evaluations 334 Chapter Fourteen Learning Theory and Instructional Theory 366 Chapter Fifteen Planning for Instructional Implementation 390 Chapter Sixteen Instructional Design Project Management 412 References 436 Appendix A Sample Instructional Design Documentation 439 Appendix B A Sample Instructional Unit 449 Glossary 459 Index 463

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Book SynopsisTable of ContentsIntroduction xxxi Assessment Test xliv Answers to Assessment Test lv Part I Gathering Your Tools 1 Chapter 1 Preparing Your Environment 3 Chapter 2 Introduction to Services 17 Chapter 3 Managing Files, Directories, and Text 43 Chapter 4 Searching and Analyzing Text 89 Part II Starting Up and Configuring Your System 131 Chapter 5 Explaining the Boot Process 133 Chapter 6 Maintaining System Startup and Services 157 Chapter 7 Configuring Network Connections 199 Chapter 8 Comparing GUIs 235 Chapter 9 Adjusting Localization Options 269 Part III Managing Your System 289 Chapter 10 Administering Users and Groups 291 Chapter 11 Handling Storage 329 Chapter 12 Protecting Files 363 Chapter 13 Governing Software 393 Chapter 14 Tending Kernel Modules 423 Part IV Securing Your System 437 Chapter 15 Applying Ownership and Permissions 439 Chapter 16 Looking at File and Directory Permissions 440 Chapter 17 Implementing Logging Services 503 Chapter 18 Overseeing Linux Firewalls 517 Chapter 19 Embracing Best Security Practices 547 Part V Troubleshooting Your System 571 Chapter 20 Analyzing System Properties and Remediation 573 Chapter 21 Optimizing Performance 607 Chapter 22 Investigating User Issues 623 Chapter 23 Dealing with Linux Devices 643 Chapter 24 Troubleshooting Application and Hardware Issues 667 Part VI Automating Your System 697 Chapter 25 Deploying Bash Scripts 699 Chapter 26 Automating Jobs 727 Chapter 27 Controlling Versions with Git 749 Part VII Realizing Virtual and Cloud Environments 771 Chapter 28 Understanding Cloud and Virtualization Concepts 773 Chapter 29 Inspecting Cloud and Virtualization Services 791 Chapter 30 Orchestrating the Environment 813 Index 897

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Book SynopsisUnlock your brain's potential using mind mapping Mind mapping is a popular technique that can be applied in a variety of situations and settings.Table of ContentsForeword xvii Introduction 1 About This Book 1 Conventions Used in This Book 2 Foolish Assumptions 2 How This Book is Organised 2 Part I: Mind Mapping: The Swiss Army Knife for the Brain 3 Part II: Traditional Mind Mapping in Practice 3 Part III: Mind Mapping Software 3 Part IV: Advanced Strategies for Mind Mapping 3 Part V: The Part of Tens 4 Icons Used in This Book 4 Where to Go from Here 4 Part I: Mind Mapping: The Swiss Army Knife for the Brain 7 Chapter 1: Introducing Mind Mapping 9 Presenting Information Visually 9 Give it a try! 10 Taking the Mind Map a stage further 12 A little reflection please 13 A Simple Technique with Many Applications 14 ‘Cribs’ for lectures and presentations 15 Taking notes from texts and books 15 Taking notes from presentations and discussions 15 Project management 16 Knowledge management 16 Pen and Paper or Computer? 17 Revising Mind Maps 18 Advanced Strategies Using Mind Mapping 19 Chapter 2: Visualising Information 21 How and Why Visualisation Can Help You 21 Text as a form of visual information 22 Reducing complexity and presenting information in a different way 22 Two examples 22 Visualising Information as a Core Skill 24 What science has to say 25 The visualisation method used for Mind Mapping 27 Chapter 3: Generating Mind Maps 29 The Basic Rules: Helping You to Use Mind Mapping Effectively 30 Branches – it’s all connected 30 Keywords instead of phrases 32 The exception proves the rule 34 A Picture Says More Than a Thousand Words 35 Colours – not just pretty to look at 35 Your personal set of symbols 36 Boxes and clouds – highlighting what’s important 38 Making arrow connections quite clear 39 Chapter 4: Why Mind Mapping Works 41 Different Routes to Information 42 Pictures: Unique and unforgettable 43 A picture says more than a thousand words 44 How we think 45 Mind Mapping as a Brain-Friendly Technique 46 More Than Just the Sum of its Parts 48 The big picture and details 48 More information dimensions and greater information density 48 Part II: Traditional Mind Mapping in Practice 51 Chapter 5: Preparing Talks and Lectures Using Mind Maps 53 Freedom and Flexibility with Mind Maps at All Times 53 Preparing Lectures: Step by Step 55 Step 1: Marshalling your initial thoughts 55 Step 2: Determining the main themes 57 Step 3: Adding detail 58 Step 4: Testing the Mind Map 59 And Now for an Example 59 Chapter 6: Handling Text with Mind Mapping 61 Converting Text and Sentences into a Mind Map 61 Example: Motivation 62 Example: Email guideline 65 Interlude: Scientific Definitions as a Mind Map 67 Processing Whole Books with Mind Mapping 68 The best way of dealing with the text 70 Chapter 7: Note-Taking in Talks, Lectures and Meetings 73 Block Text or Mind Map 73 Characteristics of talks, lectures and meetings 75 Give it a try! 77 Colour and symbol codes 79 Informative Conversations 80 Just Write It Out – Using Your Wandering Thoughts 80 Mind Mapping = in – out to the power of ten 81 Part III: Mind Mapping Software 83 Chapter 8: Software versus Traditional Mind Mapping 85 Software versus Pen and Paper – The Main Differences 86 The advantages of Mind-Mapping software over pen and paper 88 Mind-Mapping Software = Mind Mapping Reloaded 91 Chapter 9: Taking a Tour of Mind-Mapping Software 93 Suggested Programs – Genuine Mind Mapping 93 Overview of Desktop Programs 94 Aviz Thoughtmapper 95 Concept Draw MindMap 96 EMINEC MYmap 97 freemind – really free 98 iMindMap – from the inventor of Mind Mapping 99 Inspiration – recommended for schools 100 MindGenius 101 Mindjet MindManager – the market leader 102 MindVisualizer – particularly simple 103 MindMapper 104 Novamind 105 Matchware MindView 3 106 XMind – the basic version is free 107 Web-Based Mind-Mapping Programs 108 Mapmyself 108 Mind42 – simple and free of charge 109 MindMeister 109 Mindomo 110 Comparing Software Packages 111 Chapter 10: Introducing Mindjet MindManager 113 The Basics: Finding Your Way Around 114 Important control keys 115 Keeping it neat and tidy: Formatting options 115 Quick notes within branches 116 Hyperlinks – Integrating More Information into a Mind Map 118 Inserting hyperlinks – how it works 119 Less is More: Filter Functions 120 Simple but useful: Fading branches in and out 121 Power filter: Filtering by specific criteria 122 Project Management with GANTT Diagrams 124 Adding task information to branches 124 Exporting and Processing 126 Sharing your Mind Map 127 Mindjet Player – interactive pdf document 128 pdf – easy and practical 128 Image fi les for integration into other documents 128 Pack&Go – and all the links work 128 Word – presenting a Mind Map as a linear document 129 PowerPoint – from branches to bullet points 129 Presentation Mode: From Mind Map to Presentation in a Single Click 131 Chapter 11: Exploring ThinkBuzan’s iMindMap 133 Basic Use – Finding Your Way Around 134 Branches 135 Three kinds of branch 137 Two Input Methods: Mind Mapping and Speed Mind Mapping 138 Speed Mind Mapping – how it works 138 Formatting with iMindMap 138 SmartLayout: From linear to radial Mind Maps 140 Project-management mode: GANTT view 142 Project Management with iMindMap, Step by Step 143 Step 1: Select the branches concerned 143 Step 2: Inputting task details 144 Step 3: Adjusting views 145 Presenting the Mind Map 145 Really quite presentable: Presentation mode 145 An alternative: Exporting as a PowerPoint presentation 147 Part IV: Advanced Strategies for Mind Mapping 149 Chapter 12: Mind Mapping Reading Techniques 151 Appreciating the Fine Art of Preparation 152 Step 1: Skimming the text 152 Step 2: Recalling background knowledge 153 Step 3: Setting questions and aims 153 Honing the Reading Process 154 Step 1: Skim reading 155 Step 2: Preview 155 Step 3: Immersion 156 Step 4: Difficult passages 156 For Advanced Students: Generating a Mind Map from Different Sources 159 Chapter 13: Learning and Preparing for Exams with Mind Mapping 161 Preparing for Exams 161 Step 1: Taking Mind-Mapping notes 162 Generating special Study Mind Maps 163 Step 2: Entering your own thoughts 163 Step 3: Revising regularly 164 Step 4: Explaining it to others 165 Especially for Students: Generating Study Mind Maps from Different Sources 165 Chapter 14: Project Management with Mind Mapping 169 ‘One Page Management’: Everything on a Single Page 169 Software is Sensible 170 Projects You Can Plan and Control with Mind Maps 172 Structuring projects with Mind Mapping 172 Further Examples of Mind Mapping in Project Management 177 Planning a business trip 177 Managing distance learning 179 Chapter 15: Knowledge Management with Mind Mapping 181 Keeping Your Eye on the Ball 181 Assembling Digital Information in a Mind Map 182 Example: Personal start centre 183 Multi-Level Mind Maps 185 Managing scientific work with Mind Maps 186 More Ways of Using and Applying Mind Maps 188 Chapter 16: Mind Mapping for Creativity 189 The 4P Creativity Model 190 Creativity yields results 190 It’s a personal thing 191 Modelling the creative process 191 Principles of creativity – two-stage thinking 193 Example: Publishing an eye-catching book 193 Mind Mapping as a Support in the Creative Process 194 Me on my own (no groups) 194 Using Mind Mapping in the second stage 196 Developing and Ordering Ideas with MindManager: A Step-by-Step Approach 196 Step 1: Formulating an issue 197 Step 2: Inputting ideas 198 Step 3: Evaluating ideas 198 Step 4: Structuring ideas 201 Part V: The Part of Tens 203 Chapter 17: Ten Tips for Working Efficiently with Mind Mapping 205 Using the Right Paper 205 Having the Right Equipment Ready 206 Using the One-Word Rule 207 Working with Symbols 207 Perfection Not Required! 208 Writing in Block Capitals 209 On Paper: Organic Mind Maps 209 Writing in Reading Order 210 Developing Mind Maps Outwards and Not Writing Vertically 211 Storing Your Mind Maps 212 Filing away hand-drawn Mind Maps 212 Generating master copies 213 Using tablet PCs 213 Chapter 18: (Almost) Ten Tips on How to Make Mind Mapping Your Everyday Working Tool 215 Practise, Practise and Practise Again! 215 Start Small and Take It From There 216 Trying It in Non-Critical Situations 218 Don’t Make Mixed Notes 218 Having Materials Always to Hand 219 Making Mind Maps Visually Appealing 220 Have Fun! 220 Drawing Maps by Hand and with Software 221 Choosing Your Software 221 Index 223

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Book SynopsisThe new Must Know series is like a lightning bolt to the brainEvery school subject has must know ideas, or essential concepts, that lie behind it. This book will use that fact to help you learn in a unique way. Most study guides start a chapter with a set of goals, often leaving the starting point unclear. In Must Know High School Basic French, however, each chapter will immediately introduce you to the must know idea, or ideas, that lie behind the new French topic. As you learn these must know ideas, the book will show you how to apply that knowledge to speaking, reading, and writing French.Focused on the essential concepts of French, this accessible guide will help you develop a solid understanding of the subject quickly and painlessly. Clear explanations are accompanied by numerous examples and followed with more challenging aspects of French. Practical exercises close each chapter and will instill you with confidence in your growing

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Book SynopsisMaster organic chemistry with the help of this proven best-seller! John McMurry's ORGANIC CHEMISTRY is consistently praised as the most clearly written book available for the course. In John McMurry's words: "I wrote this book because I love writing. I get great pleasure and satisfaction from taking a complicated subject, turning it around until I see it clearly from a new angle, and then explaining it in simple words." Through his lucid writing and ability to show the beauty and logic of organic chemistry, McMurry makes learning enjoyable. The highest compliment that can be given to a chemistry book applies to McMurry: It works!Table of Contents1. Structure and Bonding. 2. Polar Covalent Bonds; Acids and Bases. 3. Organic Compounds: Alkanes and Their Stereochemistry. 4. Organic Compounds: Cycloalkanes and Their Stereochemistry 5. Stereochemistry at Tetrahedral Centers. 6. An Overview of Organic Reactions. 7. Alkenes: Structure and Reactivity. Practice Your Scientific Analysis and Reasoning I: The Chiral Drug Thalidomide 8. Alkenes: Reactions and Synthesis. 9. Alkynes: An Introduction to Organic Synthesis. 10. Organohalides. 11. Reactions of Alkyl Halides: Nucleophilic Substitutions and Eliminations. Practice Your Scientific Analysis and Reasoning II: From Mustard Gas to Alkylating Anticancer Drugs 12. Structure Determination: Mass Spectrometry and Infrared Spectroscopy. 13. Structure Determination: Nuclear Magnetic Resonance Spectroscopy. 14. Conjugated Compounds and Ultraviolet Spectroscopy. 15. Benzene and Aromaticity. Practice Your Scientific Analysis and Reasoning III: Photodynamic Therapy (PDT) 16. Chemistry of Benzene: Electrophilic Aromatic Substitution. 17. Alcohols and Phenols. 18. Ethers and Epoxides; Thiols and Sulfides. Preview of Carbonyl Chemistry. 19. Aldehydes and Ketones: Nucleophilic Addition Reactions. Practice Your Scientific Analysis and Reasoning IV: SSRIs 20. Carboxylic Acids and Nitriles. 21. Carboxylic Acid Derivatives: Nucleophilic Acyl Substitution Reactions. 22. Carbonyl Alpha-Substitution Reactions. 23. Carbonyl Condensation Reactions. Practice Your Scientific Analysis and Reasoning V: Thymine in DNA 24. Amines and Heterocycles. 25. Biomolecules: Carbohydrates. 26. Biomolecules: Amino Acids, Peptides, and Proteins. Practice Your Scientific Analysis and Reasoning VI: Melatonin and Serotonin 27. Biomolecules: Lipids. 28. Biomolecules: Nucleic Acids. 29. The Organic Chemistry of Metabolic Pathways. 30. Orbitals and Organic Chemistry: Pericyclic Reactions. 31. Synthetic Polymers. Practice Your Scientific Analysis and Reasoning VII: The Potent Antibiotic of Endiandric Acid C.

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Book SynopsisThis practical, comprehensive book is an indispensable guide for home-school-community collaborations. HOME, SCHOOL, & COMMUNITY RELATIONS, 9th Edition, meets the needs of teachers and administrators who desire to create effective, culturally-competent partnerships with families, and helps to prepare future teachers for their careers. It provides an overview of modern families and their complex roles and beliefs to sensitize teachers to the diversity and needs of families they will encounter, including multilingual, multiethnic, multigenerational, and gender-diverse families from different socioeconomic backgrounds. The book fully discusses both the benefits of creating productive partnerships and the barriers that teachers must overcome. Abundant examples clarify the book's practical and effective communication strategies. Current developments in the field of early childhood education are emphasized, including brain research and development, legislative mandates in education, professiTable of ContentsPreface. Section I: INTRODUCTION TO FAMILIES. 1. A Day with Two Families: Diversity of Experience. 2. Families Today. 3. Parenting. Section II: TEACHER-FAMILY PARTNERSHIPS IN EARLY EDUCATION. 4. What Is Family Involvement? 5. Benefits and Barriers in Teacher-Family Partnerships. 6. Foundations of a Successful Partnership. Section III: METHODS FOR DEVELOPING PARTNERSHIPS. 7. Good Beginnings with Parents and Children. 8. Informal Communication with Families. 9. Parent-Teacher Conferences. 10. Families in the Classroom. 11. Parent Education. 12. It Takes a Village: Teachers, Families, and Communities. Section IV: MAKING A PARTNERSHIP WORK. 13. Working with Families from Diverse Backgrounds. 14. Working with Families in Particular Circumstances. 15. Working to Resolve Challenging Attitudes and Behaviors. Appendix: Home Visits to Families and Children. Glossary. References. Index.

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Book SynopsisTable of Contents1. Adopting a Family Relationship Framework. 2. Family Development: Continuity and Change. 3. Diversity in Family Functioning. 4. Systems Theory and Systemic Thinking. 5. Origins and Growth of Family Therapy. 6. Professional Issues and Ethical Practices. 7. Psychodynamic Models. 8. Transgenerational Models. 9. Experiential Models. 10. The Structural Model. 11. Strategic Models. 12. Behavioral and Cognitive-Behavioral Models. 13. Social Construction Models I: Solution-Focused Therapy And Collaborative Therapy. 14. Social Construction Models II: Narrative Therapy. 15. Population-Based Family Treatments. 16. Evidence-Based Family Therapy. 17. Comparative View of Family Theories and Therapies.

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Book SynopsisTable of ContentsPart I: INTRODUCTION AND OVERVIEW. 1. The Interpersonal Process Approach. Part II: RESPONDING TO CLIENTS. 2. Establishing a Working Alliance. 3. Honoring the Client's Resistance. 4. An Internal Focus for Change. 5. Helping Clients with Their Feelings. Part III: CONCEPTUALIZING CLIENT PROBLEMS AND DEVELOPING A TREATMENT FOCUS. 6. Familial and Developmental Factors. 7. Inflexible Interpersonal Coping Strategies. 8. Relational Themes and Reparative Experiences. Part IV: RESOLUTION AND CHANGE. 9. An Interpersonal Solution. 10. Working-Through and Termination. Glossary. APPENDICES: A. Process Notes. B. Case Formulation Guidelines.

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Book SynopsisThis manual contains structured self-awareness exercises that help you gain a deeper self-understanding and grasp the concepts of the various approaches.

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Book SynopsisNow in its eleventh edition and used in top Counseling, Psychology and Social Work programs, CURRENT PSYCHOTHERAPIES helps you learn, compare and apply the major systems of psychotherapy in a way that will be meaningful in your future practice. Every chapter is written by either an originator or a leading proponent of a system. Each of these distinguished figures describes the basic principles of the system and highlights how it differs from other systems. A case example in every theory chapter guides you through the problem, evaluation, treatment and follow-up process. A companion volume, CASE STUDIES IN PSYCHOTHERAPY, is available in this title's MindTap; it offers detailed cases that illustrate the basic techniques and methods of each theory.Table of Contents1. Introduction to 21st Century Psychotherapies--Frank Dumont. 2. Psychoanalytic Psychotherapies--Jeremy D. Safran, Alexander Kriss and Victoria Foley. 3. Adlerian Psychotherapy--Michael P. Maniacci, and Laurie Sackett-Maniacci. 4. Client-Centered Therapy--Nathaniel J. Raskin, Carl R. Rogers and Marjorie C. Witty. 5. Rational Emotive Behavior Therapy--Albert Ellis and Debbie Joffe Ellis. 6. Behavior Therapy--Martin M. Antony. 7. Cognitive Therapy--Aaron T. Beck and Marjorie E. Weishaar. 8. Existential Psychotherapy--Irvin D. Yalom and Ruthellen Josselson. 9. Gestalt Therapy--Gary Yontef and Lynne Jacobs. 10. Interpersonal Psychotherapy--Helen Verdeli and Myrna M. Weissman. 11. Family Therapy--Irene Goldenberg and Mark Stanton. 12. Meditation and Psychotherapy--Roger Walsh. 13. Positive Psychotherapy--Tayyab Rashid and Martin Seligman. 14. Integrative Psychotherapies--John C. Norcross and Larry E. Beutler. 15. Multicultural Theories of Psychotherapy--Lillian Comas-Diaz. 16. Contemporary Challenges and Controversies--Kenneth S. Pope and Danny Wedding. Glossary. Name Index. Subject Index.

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Book SynopsisLearn to blend theory with practice in group work with Marianne, Gerald, and Cindy Corey's GROUPS: PROCESS AND PRACTICE. Focusing on the "what is" and the "how to" of group counseling, the authors use up-to-date examples, guidelines, insights, and an enhanced diversity perspective to show you how group leaders can apply the key concepts of the group process to a variety of groups. You'll receive practical guidance on working with groups of children, adolescents, and adults in both school settings and community settings. Many new activities encourage active learning, enabling you to see clinical applications come to life in the content that is covered. Also available: the MindTap online learning experience, which includes videos of group counseling sessions that further help to prepare you for professional practice.Table of Contents1. Introduction to Group Work. 2. The Group Counselor. 3. Ethical and Legal Issues in Group Counseling. 4. Theories and Techniques of Group Counseling. 5. Forming a Group. 6. Initial Stage of a Group. 7. Transition Stage of a Group. 8. Working Stage of a Group. 9. Final Stage of a Group. 10. Groups in School Settings. 11. Groups in Community Settings.

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Book SynopsisMaster interviewing skills with INTENTIONAL INTERVIEWING AND COUNSELING: FACILITATING CLIENT DEVELOPMENT IN A MULTICULTURAL SOCIETY, 9th Edition. This textbook gives you the tools to adapt your skills to address both individual and multicultural uniqueness, conduct interviews using five different theoretical approaches, and begin developing a personalized style and theory of interviewing and counseling that matches your own aptitudes and affinities. Moreover, this is the only text in the field that will show you how to understand and use neuroscience in counseling practice. Case studies, sample interviews, and a "Portfolio of Competencies" are just a few of the many tools that will help you master the material and become a better listener.Table of ContentsPreface and Introduction. Demystifying the Helping Process. Section I: THE FOUNDATIONS OF COUNSELING AND PSYCHOTHERAPY. 1. Intentional Interviewing, Counseling, and Psychotherapy. 2. Ethics, Multicultural Competence, Positive Psychology, and Therapeutic Lifestyle Changes. 3. Attending Behavior and Empathy Skills. 4. Observation Skills. Section II: THE BASIC LISTENING SEQUENCE: HOW TO ORGANIZE A SESSION. 5. Questions: Opening Communication. 6. Encouraging, Paraphrasing, and Summarizing: Active Listening and Cognition. 7. Observing and Reflecting Feelings: The Heart of Empathic Understanding. 8. How to Conduct a Five-Stage Counseling Session Using Only Listening Skills. Section III: FOCUSING AND EMPATHIC CONFRONTATION: NEUROSCIENCE, MEMORY, AND THE INFLUENCING SKILLS. 9. Focusing the Counseling Session: Contextualizing and Broadening the Story. 10. Empathic Confrontation and the Creative New: Identifying and Challenging Client Conflict. Section IV: INTERPERSONAL INFLUENCING SKILLS FOR CREATIVE CHANGE. 11. Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives. 12. Action Skills for Building Resilience and Managing Stress: Self-Disclosure, Feedback, Logical Consequences, Directives/Instruction, and Psychoeducation. Section V: SKILL INTEGRATION, THEORY INTO PRACTICE, AND DETERMINING PERSONAL STYLE. 13. Counseling Theory and Practice: How to Integrate the Microskills Approach with Multiple Approaches. 14. Skill Integration and Determining Personal Style. Appendix I: The Ivey Taxonomy: Definitions of the Microskills and Strategies with Anticipated Client Response. Appendix II: Ethics. Appendix III: The Family Genogram. Appendix IV: Counseling, Neuroscience/Neurobiology, and Microskills.

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Book SynopsisThe 50 Fantastic Ideas series is packed full of fun, original, skills-based activities for Early Years practitioners to use with children aged 0-5. Each activity features step-by-step guidance, a list of resources, and a detailed explanation of the skills children will learn. Creative, simple, and highly effective, this series is a must-have for every Early Years setting.Important dates and occasions are often marked with a variety of celebrations and festivals. These occasions are also important markers for children in the passing of time and repeated experience. In Early Years education the best time to talk about a celebration or festival is often after it has occurred rather than before it happens.This is because many young children don't have a strong memory or understanding of something that occurred a year ago. So the closer they are to the experience, the richer their learning can be.In this colourful new book by Alistair Bryce-Clegg there are

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Book SynopsisTable of ContentsChapter 1 Overview of Multivariate Methods Section 1: Preparing for Multivariate Analysis Chapter 2: Examining Your Data Section 2: Interdependence Techniques Chapter 3: Exploratory Factor Analysis Chapter 4: Cluster Analysis Section 3: Dependence Techniques Chapter 5: Multiple Regression Chapter 6: MANOVA: Extending ANOVA Chapter 7: Discriminant Analysis Chapter 8: Logistic Regression: Regression with a Binary Dependent Variable Section 4: Moving Beyond the Basic Techniques Chapter 9: Structural Equation Modeling: An Introduction Chapter 10: Confirmatory Factor Analysis Chapter 11: Testing Structural Equation Models Chapter 12: Advanced Topics in SEM Chapter 13: Partial Least Squares Modeling (PLS-SEM) In addition to the chapters in the print book, e-copies of all other chapters in the previous editions are available to download on the companion website, including canonical correlation, conjoint analysis, multidimensional scaling, and correspondence analysis.

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Book SynopsisThis powerful book introduces core critical thinking concepts and principles as an empowering problem-solving framework for every profession, course of study, and indeed every area of life. The Miniature Guide to Critical Thinking Concepts and Tools distills the groundbreaking work of Richard Paul and Linda Elder, targeting how to deconstruct thinking through the elements of reasoning and how to assess the quality of our thinking. The eighth edition of this guide further details the foundations of critical thinking and how they can be applied in instruction to improve teaching and learning at all levels; it also reveals how we can learn to identify and avoid egocentric and sociocentric thought, which lead to close-mindedness, self-deception, arrogance, hypocrisy, greed, selfishness, herd mentality, prejudice, and the like. With more than half a million copies sold, Richard Paul and Linda Elder’s bestselling book in the Thinker’s Guide Library is used in secondary and higher education courses and professional development seminars across the globe. In a world of conflicting information and clashing ideologies, this guide clears a path for advancing fairminded critical societies.Trade ReviewThe work of Linda Elder and Richard Paul is vital to the progress of our democratic society. Read this book, change your life, and in the process make the world a safe and saner place to live. -- Michael Shermer, publisher of Skeptic MagazineThe absolute and essential guide for learning a system and process for thinking critically in all areas of your life. -- Bryan Deptula, CEO, BKD LeadersPacked with more relevant information than any large textbook. Don't ever lose it, and refer to it often. -- Neal Fleisher, clinical professor, Boston UniversityA brief, but excellent introductory guide to the foundational concepts of critical thinking. -- Linda Tym, associate professor, Southern Adventist University

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Book SynopsisA fascinating exploration of the relationship between anarchy and education, featuring examples of anarchist alternatives to state-run education systems.

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Book Synopsis

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Book SynopsisThe Math Curriculum for Gifted Students series provides gifted and advanced learners with challenging activities to extend their mathematical thinking. Developed by the Center for Gifted Education at William & Mary, the lessons, activities, and extensions in each book are aligned to national standards and are designed to provide high-ability learners advancement beyond the general curriculum.Table of ContentsSection I: Ratios and Proportional Relationships Lesson 1.1: Ratios and Proportions Lesson 1.1: Activity Lesson 1.1: Practice Lesson 1.1: Assessment Practice Lesson 1.2: Rate and Unit Rate Lesson 1.2: Activity Lesson 1.2: Practice Lesson 1.2: Assessment Practice Lesson 1.3: Percent as a Rate Lesson 1.3: Activity Lesson 1.3: Practice Lesson 1.3: Assessment Practice Lesson 1.4: Converting Units Lesson 1.4: Activity Lesson 1.4: Practice Lesson 1.4: Assessment Practice Section II: The Number System Lesson 2.1: Fractions Lesson 2.1: Activity Lesson 2.1: Practice Lesson 2.1: Assessment Practice Lesson 2.2: Greatest Common Factor and Least Common Multiple Lesson 2.2: Activity Lesson 2.2: Practice Lesson 2.2: Assessment Practice Lesson 2.3: Positive and Negative Numbers Lesson 2.3: Activity Lesson 2.3: Practice Lesson 2.3: Assessment Practice Lesson 2.4: The Coordinate Plane Lesson 2.4: Activity Lesson 2.4: Practice Lesson 2.4: Assessment Practice Lesson 2.5: Absolute Value Lesson 2.5: Activity Lesson 2.5: Practice Lesson 2.5: Assessment Practice

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Book Synopsis‘The latest in the series of powerful books on the divisions in modern Britain, and will take its place on many bookshelves beside Reni Eddo-Lodge’s Why I’m No Longer Talking to White People About Race and Owen Jones’s Chavs.’ –Andrew Marr, Sunday Times ‘In his fascinating, enraging polemic, Verkaik touches on one of the strangest aspects of the elite schools and their product’s domination of public life for two and a half centuries: the acquiescence of everyone else.’ –Observer In Britain today, the government, judiciary and military are all led by an elite who attended private school. Under their watch, our society has become increasingly divided and the gap between rich and poor is now greater than ever before. Is this the country we want to live in? If we care about inequality, we have to talk about public schools. Robert Verkaik issues a searing indictment of the system originally intended to educate the most underprivileged Britons, and outlines how, through meaningful reform, we can finally make society fairer for all.Trade Review'Verkaik comprehensively demolishes [public school] claims.' * Peter Wilby, New Statesman *‘The latest in the series of powerful books on the divisions in modern Britain, and will take its place on many bookshelves beside Reni Eddo-Lodge’s Why I’m No Longer Talking to White People About Race and Owen Jones's Chavs.’ * Andrew Marr, Sunday Times *‘Does a fine job of reminding us how powerful a hold the elite schools have over public life.’ * The Times *'An illuminating and hugely enjoyable read, packed full of eye-opening facts... At a time when the gap between rich and poor is widening, we need to talk seriously about the role of public schools in our society. Posh Boys is a welcome catalyst for that debate.' * Sunday Herald *'In his fascinating, enraging polemic, Verkaik touches on one of the strangest aspects of the elite schools and their product’s domination of public life for two and a half centuries: the acquiescence of everyone else.' * Observer *'A trenchant j’accuse against the old-boy chumocracy... Posh Boys is, for a book about public schools, decidedly comprehensive.' * Guardian *‘You cannot understand Britain without understanding this – the story of how we became a nation obsessed with elite education that continues to stack the odds against fairness and progress, and the cultural forces it has unleashed upon us all. Robert Verkaik tells it with clarity, and makes a powerful call for change.’ -- Afua Hirsch, author of Brit(ish)‘Inspired, committed, careful and kind.’ -- Danny Dorling, author of Inequality and the 1%

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Book SynopsisRon Jarman believes there is a maths genius in every child and adult. Educators can use this comprehensive resource to teach math with imagination, laying the foundations for life. This resource helps educators develop confidence. It has been time tested for over 100 years by Waldorf teachers. Drawing number work from everyday life stimulates children's interest. Ron shows how children can easily grasp math principles, so that educators are relieved of endless worksheets. Uniquely, Ron draws on Pythagoras, the ancient Greeks and Rudolf Steiner for re-imagining the vital importance of mathematical learning for human growth.Chapters include an overview of the Waldorf Math Curriculum, math and personal development, math and education and what engages children at different stages of development. Chapters then cover the math learning journey from Grades 1-8, with tips, worked examples, exercises, questions and diagrams.

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Book SynopsisOur innovative write and wipe flash cards are specially designed for early learners. They are extra-thick to stand up to repeated and frequent use and include a dry erase marker so children can practice each skill again and again.

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Book SynopsisAfter completing Kumon's Grade 6 Reading Workbook, your child will successfully interpret texts, identify story elements, and describe characters. He or she will master reading fundamentals and feel excited to read more challenging stories.Topics Covered in this Book:Vocabulary BuildingThemeMain IdeaMajor & Minor DetailsInterpreting TextFact & OpinionStory ElementsCharactersReading Stories

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Book SynopsisBy checking their answers and correcting errors on their own, children can master important academic skills and foster a sense of independence that will help them develop into self-motivated learners.Kumon Writing workbooks offer a complete lesson plan for developing writing skills and vocabulary. The purpose of these workbooks it to teach children how to write sentences with proper punctuation and grammar, and to complete a five-paragraph essay.Topics Include:-Punctuation-Clause review-Writing a five-paragraph essay-Introduction, body, conclusion, and transition sentences-Supporting details-Outlining, editing, and revising an essay

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Book SynopsisEducational Psychology for Learning and Teaching explores the development of the learner over time, the learning process, individual differences in the classroom, as well as educational psychology in contemporary classrooms. The text caters for those who are planning to work with any age range from early childhood to adolescence and beyond.This seventh edition expands on Dynamic Systems Theory, the Information Processing Model and critical thinking around standardised testing. You will be presented with multiple views of learning, rather than just one, prompting you to think critically and develop your own philosophy of learning and teaching, while also drawing on the various theories.Table of Contents1. Educational psychology for learning and teaching MODULE 1: The learner developing over time 2. Emerging skills 3. Cognitive development 4. Social, emotional and moral development MODULE 2: The learning process 5. Behavioural views of learning 6. Cognitive explanations of learning 7. Humanist approaches to learning MODULE 3: Individual difference in the inclusive classroom 8. Motivation and engagement 9. Intelligence and creativity 10. Learning support needs and inclusive education 11. Sociocultural factors in the learning process MODULE 4: Educational psychology in contemporary classrooms 12. Information and communication technology (ICT) in learning and teaching 13. Assessment and reporting 14. Creating a positive classroom

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Book SynopsisA diverse group of scholars redefine constructionism—introduced by Seymour Papert in 1980—in light of new technologies and theories.Constructionism, first introduced by Seymour Papert in 1980, is a framework for learning to understand something by making an artifact for and with other people. A core goal of constructionists is to respect learners as creators, to enable them to engage in making meaning for themselves through construction, and to do this by democratizing access to the world's most creative and powerful tools. In this volume, an international and diverse group of scholars examine, reconstruct, and evolve the constructionist paradigm in light of new technologies and theories. Taken together, their contributions show that constructionism has advanced in educational research and practice—and also that, in turn, researchers and practitioners can learn from constructionism how to foster learning in ways that respect learners' creativity and communit

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Book SynopsisA critical analysis of issues and approaches in a variety of areas, ranging from the political economy of popular music through its history and ethnography to its semiology, aesthetics and ideology. The book focuses on Anglo-American popular music of the last 200 years.Table of ContentsPart 1 Charting the popular - towards a historical framework: roll over Beethoven? - sites and soundings on the music; historical map; it's all over now; popular music and mass culture - Adorno's theory; over the rainbow? - technology, politics and popular music in an era beyond mass culture. Part 2 Taking a part - towards an analytical framework: change gonna come? - popular music and musicology; I heard it through the grapevine? - popular music in culture; from me to you; popular music as message; lost in music? - pleasure, value and ideology in popular music

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Book SynopsisMuch of the time, experienced professionals in both education and other fields cannot explain what they are doing, or tell you what they know; and students cannot articulate their learning. Yet professional development and practice are often discussed as if conscious understanding and deliberation are of the essence. The Intuitive Practitioner tackles this apparent paradox head on, and explores the dynamic relationship between reason and intuition in the context of professional practice. Focusing mainly on the professional world of the teacher, but with illustrative discussions of medical and business practice, the contributors delicately unpick the vexed and neglected nature of intuition, and demonstrate the vital role it plays in the development of professional judgement and expertise.Table of ContentsIntroductionPart one: Perspectives on intuition in professional learning and practiceIntuition and the crisis in teacher professionalismThe anatomy of intuitionTrusting your own judgementPart two: Intuition and initial teacher educationLearning to teachintuitive skills and reasoned objectivityAwareness and intuitionhow student teachers read their own lessonsThe role of intuition in mentoring and supporting beginning teachersElaborated intuition and task-based English language teacher educationPart three: Intuition and continuing professional developmentThe development of professional intuitionThe formal and the intuitive in science and medicineComplex decision-making in the classroomthe teacher as an intuitive practitionerDeveloping intuition through management educationPart four: Intuition and assessmentAssessment and intuitionMeasurement, judgement, criteria and expertiseintuition in assessment from three different subject perspectivesIntuition and the development of academic literacyPart five: The intuitive practitioner: A critical overviewThe intuitive practitionera critical overviewConclusionIndex.

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Book SynopsisIt is now widely accepted that improving schools invest in teacher leadership and build the capacity for improvement by distributing leadership responsibilities to teachers. In primary, secondary and special schools, teachers are uniquely placed to influence the quality of teaching and learning and they are important gatekeepers to development and change. This book explores how teacher leadership is an intrinsic and important part of school and classroom improvement. It investigates teacher leadership in action and considers the roles, responsibilities and influence of teachers who lead. It considers the implications of teacher leadership for teachersâ professional development and focuses on ways in which this important form of leadership can be fostered and enhanced. The central message in this book is that teachers play a critical role in leading improvement in the classroom and school level and that this form of leadership contributes directly to raising achievement among learnerTable of ContentsCONTENTS Series Editors' PrefaceAcknowledgements Introduction Part One: Teacher Leadership: Theoretical Background Chapter 1Teacher Leadership Chapter 2 Distributed Leadership Part Two: Enhancing Teacher LeadershipChapter 4 Building Professional Learning CommunitiesChapter 5 Meaningful Professional Development Chapter 6 Generating and supporting Teacher Leadership Part Three: Recent Studies and EvidenceChapter 7 Teacher Leadership and Teacher EffectivenessChapter 8 Teacher Leadership and Differential EffectivenessChapter 9 Teacher-led School Improvement: A Research StudyChapter 10 Successful Teacher Leadership Chapter 11 Emergent Teacher leadershipChapter 12Restricted Teacher LeadershipPart Four: Future Directions for Teacher Leadership Chapter 13 Nurturing Teacher LeadershipChapter 14 Improving Schools through Teacher LeadershipReferencesIndex

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Book SynopsisâœThis informative book helped me to understand research in general and to bring focus and clarity to my current research project. The text answers questions and provides guidance and support in a manner that is user-friendly and easy to comprehendâ. After reading this book, I feel empowered as a teacher-researcher and would unhesitatingly recommend it to other teacher-researchers, graduate students and educators.âFrancesca Crowther â teacher and doctoral student, Nova Scotia, Canada.This book provides a comprehensive and detailed approach to teacher research as systematic, methodical and informed practice. It identifies five requirements for all kinds of research, and provides clear and accessible guidelines for teachers to use in conducting their own classroom-based studies.Features: A clear definition of teacher research which insists on more than âstoriesâ and anecdotal âretrospectivesâ Innovative organisational structure based on the collection and analTable of ContentsPart 1: A general background to teacher research as practice 1.An introduction to teacher research 2.Teacher research as systematic inquiry3.Formulating our research purposes: Problems, questions, aims and objectives4.General approaches to teacher research5.Informing the study: some key aspects of reviewing literature6.Ethics and teacher research Part 2: Introduction to teacher research as document-based and quantitative investigation 7.An introduction to teacher research as document-based investigation8.An introduction to teacher research as quantitative investigation Part 3: Teacher research as qualitative investigation 9.A background to data collection in qualitative teacher research10.Collecting spoken data in qualitative teacher research11.Collecting observed data in qualitative teacher research12.Collecting written data in qualitative teacher research13.Analyzing spoken data in qualitative teacher research14.Analyzing observed data in qualitative teacher research15.Analyzing written data in qualitative teacher research Part 4: Research quality and reporting16.Quality and reporting in teacher research Bibliography

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Book SynopsisâœStephen Brookfield disturbs and enriches the entire field of adult learning with this brilliant piece of teaching.âRobert Kegan, Harvard University, USA. âœSimplifying without eroding the complexity of critical theory, Brookfield traverses the grand themes of ideology, power, alienation, liberation, reason and democracy; showing how they inform the adult education practice of fostering critical thinking and critical reflection.âMark Tennant, University of Technology, Sydney, Australia.âœI learned more from this book than from dozens of other adult education publicationsâ This book is sure to become a major reference text in the field.âElizabeth Hayes, University of Wisconsin-Madison, USA. âœâA lucid, accessible overview of how critical theory (with its daunting vocabularies and internal debates) illuminates the contexts of adult learning and orients teaching practices.âMichael Welton, Mount St. Vincent University, Canada.âœThis is a sophiTable of ContentsPreface The Author Chapter (1) Exploring the Meaning of Critical Theory for Adult Learning Chapter (2) The Learning Tasks of Critical Theory Chapter (3) Challenging Ideology Chapter (4) Contesting Hegemony Chapter (5) Unmasking Power Chapter (6) Overcoming Alienation Chapter (7) Learning Liberation Chapter (8) Reclaiming Reason Chapter (9) Learning Democracy Chapter (10) Racializing Criticality Chapter (11) Gendering Criticality Chapter (12) Teaching Criticality ReferencesName IndexSubject Index

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Book SynopsisA must read for all research students!âœThe core material in Professor Cryerâs previous editions is classic. I welcome this new edition setting it into current contexts.â â PhD supervisorâœWhen I was doing my own PhD, Pat Cryerâs book was my constant reference companion. Now I am recommending her latest edition to my own students.â â PhD supervisorInsightful, wide-ranging and accessible, this is an invaluable tool for postgraduate research students and for students at all levels working on research projects, irrespective of their field of study.This edition has been thoroughly revised to accommodate the changes in postgraduate education over recent years. Additional material and new emphases take into account: the QAA Code of Practice for Postgraduate Research Programmes recommendations of the Roberts Review the needs of the growing number of âoverseasâ research students employment issues (including undergraduate teaching) the InterneTable of ContentsList of figuresPreface to the third editionWhy and how to use this book Exploring routes, opportunities and funding Making an application Producing the research proposal Settling in and taking stock Interacting with supervisors Reading round the subject: working procedures Reading round the subject: evaluating quality Handling ethical issues Managing influences of personal circumstancesSucceeding as an 'overseas' research student Managing your skills development Planning out the work Getting into a productive routine Co-operating with others for mutual support Producing progress reports Giving presentations on your work Transferring registration from MPhil to PhD Coming to terms with originality in research Developing ideas through creative thinking Keeping going when you feel like giving up Job seeking Producing the thesis Handling the oral/viva/thesis defenceAfterwards! Appendix - Skills training requirements for research students: Joint Statement by the UK Research CouncilsIndex

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Book SynopsisThere is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn.This book examines the structure of what it is to have a will to learn. Here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration and care is drawn on. As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood largely in terms of skill or even of knowledge, and pedagogy understood as bringing off pre-specified âoutcomesâ. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's Table of ContentsAcknowledgementsIntroductionPart 1:Being and Becoming 1Where there’s a will2Being3Authenticity4BecomingPart 2:Being a Student5Travel broadens the mind6A will to offer7Voice8Dispositions and qualitiesPart 3:Being aTeacher 9The inspiring teacher10A pedagogy for uncertain times11Space and risk12A critical spiritCoda:Puzzles and PossibilitiesNotesBibliographySubject IndexName Index

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Book Synopsis"This is a very useful and practical resource that will help the reader create the structured approach essential to any successful action research project." Early Years Update Are you worried about doing your early years action research project? Does the thought of choosing the right research question feel daunting? Are you concerned about the challenges you might face? If you answer 'yes' to any of these questions, then this is the book for you!Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice.Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when condTable of ContentsPhase One: Choosing to ChangeIntroduction to Phase OneStep 1Choose a social practice to change or improveStep 2Ask a question about your chosen social practicePhase Two: Planning for a ChangeIntroduction to Phase TwoStep 3Learn more about the action research family Step 4Learn more about your topic from the literatureStep 5Learn more about your ethical responsibilities Step 6Learn about reflection, critical reflection and practiceStep 7Map the practicalities of researching in your contextStep 8 Plan to make your research rigorous and validPhase Three:Creating ChangeIntroduction to Phase ThreeStep 9Form an action research groupStep 10 Gather ‘base line dataStep 11 Create a change and collect data about its effectsStep 12 Analyse your dataStep 13 Deepen and broaden your data and understandingsStep 14 Choose a social practice to change or improve, perhaps guidedby a new research question.Phase Four: Sharing the LessonsIntroduction to Phase FourStep 15 Draw conclusions from your analysisStep 16 Share the lessons of your projectReferencesIndex

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Book SynopsisThis book presents early childhood students and staff with a broad and diverse range of teaching techniques to support children's learning. It examines 26 techniques ranging from simple ones, such as describing and listening, to more complex methods, such as deconstruction and scaffolding.The strategies selected are derived from the best current research knowledge about how young children learn. A detailed evaluation of each strategy enables childcare staff, early childhood teachers and students to expand their repertoire of teaching strategies and to critically evaluate their own teaching in early childhood settings.Vignettes and examples show how early childhood staff use the techniques to support children's learning and help to bring the discussion of each technique to life. Revised and updated in light of the latest research, new features include:* Coverage of the phonics debate* Addition of ICT content* Questions for further discussionTable of ContentsPrefaceIntroductionPart One: Teaching and the Environment Positioning equipment and materialsCollectingSchedulingPart Two: General Teaching TechniquesDemonstratingDescribingEncouraging, praising and helpingFacilitatingFeedbackGroupingListeningModellingPositioning peopleQuestioningReadingRecallingSingingSuggestingTelling and instructingPart Three: Specialist Teaching TechniquesCo-constructingCommunity buildingDecolonisingDeconstructingDemocratisingDocumentingEmpoweringPhilosophisingProblem-solvingReinforcingScaffoldingTask analysisPart Four: Educational Philosophies, Goals and Teaching TechniquesBuilding a strategic approach to teaching techniques

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Book Synopsis"The book has wide appeal in that the issues investigated - for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment - are relevant and pertinent to science teachers' work in all school systems."Professor David F Treagust, Curtin University of Technology, AustraliaThis new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.Thoroughly revised throughout, the new edition includes: Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learning Updates to every chapter, reflecting the changes and developments in science education Further reTable of ContentsIntroduction: Research matters?Science teachers, science teaching: Issues and challenges How science works: What is the nature of scientific reasoning and what do we know about students' understanding? Science for citizenship Thinking about learning: Learning in science Science teaching and cognitive acceleration Practical work The role of language in the learning and teaching of science Technology mediated learning Formative assessment in science Summative assessment: Gold or glitter? Students' attitudes to science Supporting science learning in out-of-school contexts Supporting the development of effective science teachers Index

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Book SynopsisChildren like to play. They get all sorts of benefits from playing. They get the most benefit from play when they are in control of what they are doing. Yet there are lots of circumstances today that mean children are not able to control their own play and that's where playwork comes in, where the role of the playworker is to create environments that enable children to take control of their playing. This book aims to explore the similarities, differences and tensions that exist between play and playwork including appropriate definitions and the conflict around the role of the adult. Fraser Brown proposes a play to playwork continuum, where playing can be considered a 'developmental and evolutionary' activity and playwork a 'compensatory' activity. Helpfully structured around the aspects considered by the author as most important for playwork, this book uses 101 fascinating stories of children playing to illuminate a range of play and playwork theories. The rich array of powerfuTable of ContentsAcknowledgements1 Introduction: play and playwork2 Fun, freedom and flexibility: anything goes3 The social world of children's play4 Playful physical activity: challenge, risk and danger5 Environmental cognitive stimulation6 Creativity and problem solving7 Emotional equilibrium: the therapeutic value of play8 Self realisation, power and control9 The child's agenda: intervention and adulteration10 The Colliery Adventure Playground: some personal reflections11 Therapeutic Playwork Project: extracts from a reflective diary12 Conclusions: revisiting the concept of compound flexibilityAppendix: The Playwork PrinciplesUseful web referencesBibliographyIndex

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Book SynopsisPowerful Techniques for Teaching in Lifelong Learning is a practical handbook that offers a range of helpful ideas and approaches for working with older learners. Written in an accessible and conversational style, it draws on the authorâs vast experience of working with older learners and tackles some of the major challenges and problems you are likely to face in teaching older learners, such as addressing inequality and diversity and dealing with resistance.Over fifty techniques, exercises and methods explained in the book promote: Teaching for critical thinking Using discussion Self directed learning Creating democratic classrooms Teaching about power Teaching through the creative arts The book is informed by a particular understanding of what constitutes a powerful technique, taking into account the power relationships that exist in the adult classroom and empowering students to develop a sense of their own agency and confidence in their abilitiTable of ContentsPrefaceAcknowledgmentsThe authorThe essence of powerful teaching Teaching for critical thinking Using discussion methods Fostering self-directed learning Democratizing the classroom Teaching about power Teaching using the creative arts Negotiating the emotions of powerful teaching ReferencesIndex

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Book SynopsisMaking Sense of Play straightforwardly describes how self-chosen, engaging and satisfying play is best for children. It explores how adults can best support children's free play with an approach that is holistic, inclusive and practical and offers clear tools to highlight better ways of relating to and providing for playing children.The book extends two key concepts developed by the author, the Integral Play Framework and the Play Cycle, showing how practitioners can implement these ideas on a day-to-day basis. The author makes clear how the Integral Play Framework works, how it helps makes sense of other models and how it can be used to help plan provision for playing children physically, socially, cognitively and culturally. Everyday practice with playing children is explored in line with introductory and extended understandings of the Play Cycle or 'play process'. Accessibly written with a rich range of examples showing the concepts in practice, these models are further uTable of ContentsAcknowledgementsWhat is play?Making sense of play – The Integral Play FrameworkMaking sense of other viewsSupporting provision for children's playingInteracting with playing childrenWhat kids get up to – everydayness and the darker side of playDeveloping reflective practice and creative approachesAn integrated approach to researchAppendix 1: Comparison of definitions of playAppendix 2: An expanded taxonomy of play typesAppendix 3: Psycholudic terminologyReferencesIndex

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Book SynopsisThis revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. The book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. âœEssential reading for anyone studying or working in either special or inclusive educationâ Few could build the case as well as Thomas and Loxley.âMelanie Nind, ProfessTable of ContentsIntroduction 1 The ‘theory’ behind special education 2 The knowledge-roots of special education 3 Intersections 4 Children’s behaviour at school: it’s strange. But why do we expect anything else? 5 Thinking and research about learning failure, especially in reading 6 Modelling difference and diversity 7 Policy, politics and paradox 8 Against inclusion? 9 Inclusive education in the twenty-first century 10 Conclusion

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