Education / Educational sciences / Pedagogy Books
LID Publishing The Moving of Mountains
Book Synopsis
£12.74
John Wiley & Sons Inc ISC2 SSCP Systems Security Certified Practitioner
Book Synopsis
£48.75
Princeton University Press The Pocket Instructor Literature
Book SynopsisThis is the first comprehensive collection of hands-on, active learning exercises for the college literature classroom, offering ideas and inspiration for new and veteran teachers alike. These 101 surefire lesson plans present creative and interactive activities to get all your students talking and learning, from the first class to final review. WhTrade Review"Steal from this book: Diana Fuss and William Gleason want you to. Bringing together an astonishing range of tips on an astounding range of literatures, this is a pedagogical care package for days when you're `off,' or students are tired, or the ice needs to be broken again, or you just want to shake things up. These tricks of the trade are more than surefire: they redefine the art of teaching literature."—Scott Herring, Indiana University"This thoroughly compelling book—the first collection of student-centered teaching tools for English instructors—will be useful to a wide range of teachers."—Maurice S. Lee, Boston University"Refreshingly hands-on without being reductive, this book makes an important contribution to undergraduate teaching and learning. By coming out in favor of active learning and student engagement, it positions itself at the head of a pack of bestsellers on the craft of teaching. But it outdistances them by calling on a wide range of expert teachers to share lessons gleaned from their experiences."—Jennifer Summit, San Francisco State University"From the insightful introduction to the systematic collection of diverse approaches to deep learning, this is a treasure chest that will help transform the literature classroom from a passive space to an active, engaged environment in which students encounter literature in new and exciting ways. Every literature teacher will find plenty of ideas and clever tactics to stimulate his or her teaching. New faculty should find it indispensable."—John Zubizarreta, Columbia College (South Carolina)Table of Contents*Frontmatter, pg. i*Contents, pg. v*Introduction, pg. xi*Discussions-collaborative classroom activities for promoting discussion, pg. 1*Essentials-classic literary exercises everyone should try, pg. 27*Stories-narrative, plot, setting, structure, character, point of view, beginnings, endings, ethics, pg. 45*Poems-content, form, language, sound, meter, pg. 95*Plays-interpretation, genre, character, staging, performance, context, pg. 147*Genres-identifying, rethinking, and switching genres, pg. 197*Canons-using, debating, and building canons, pg. 219*Words-understanding, defining, and relating words, pg. 241*Styles-naming, describing, and imitating styles, pg. 263*Pictures-drawing, printing, and viewing pictures, pg. 285*Objects-touching, making, and interpreting objects, pg. 309*About the Editors, pg. 333*Contributors, pg. 335*Four Cross- Indexes to Help You Plan Ahead, pg. 339*General Index, pg. 341
£20.90
Open University Press Deconstructing Special Education and Constructing
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
£31.34
Math and Science for Young Children
Book Synopsis
£75.99
John Wiley & Sons Inc Mindset Mathematics Visualizing and
Book SynopsisTable 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 9 Note on Materials 17 Manipulatives and Materials Used in This Book 18 Activities for Building Norms 21 Encouraging Good Group Work 21 Paper Folding: Learning to Reason, Convince, and Be a Skeptic 22 Big Idea 1: Connecting 2D and 3D Worlds 27 Visualize: Seeing Slices 29 Play: Playing with Clay 34 Investigate: The Area of Slices 40 Big Idea 2: Constructing Figures to Scale 47 Visualize: What is Scale? 50 Play: A Fishy Image 55 Investigate: Magnifying Solids 61 Big Idea 3: Seeing Proportional Relationships 69 Visualize: Growing Dough 72 Play: is It Proportional? 80 Investigate: Sizing Up Proportions 86 Big Idea 4: Understanding Percents in the World 93 Visualize: Painting Percents 95 Play: Building Benchmarks 103 Investigate: What’s It Going to Cost? 109 Big Idea 5: Building Intuition about Probability 119 Visualize: is It Fair? 121 Play: Fair Sums? 131 Investigate: What’s in the Bag? 136 Big Idea 6: Modeling Probabilities 145 Visualize: What’s the Chance of That? 147 Play: Probability Carnival 155 Investigate: Go, Go Galton Board! 163 Big Idea 7: Sampling to Understand Populations 171 Visualize: Sampling Dots and Beads 173 Play: Catch and Release 180 Investigate: Wildlife Populations 186 Big Idea 8: Operating with Opposites 197 Visualize: Line Dancing 199 Play: Integer Tic-Tac-Toe 207 Investigate: Coordinating Multiplication 216 Big Idea 9: Using Algebra as a Problem-Solving Tool 225 Visualize: Case by Case 228 Play: (Non) Linear Pattern Puzzles 237 Investigate: Linear Letters 245 Big Idea 10: Exploring Circles 251 Visualize: Building Hunches about Circumference 253 Play: Dissecting Circle Area 260 Investigate: Unraveling Circles 267 Appendix 273 Centimeter Grid Paper 274 1" Grid Paper 275 Snap Cube Grid Paper 276 Isometric Dot Paper 277 Dot Paper 278 About the Authors 279 Acknowledgments 281 Index 283
£17.85
Open University Press Practising Critical Reflection A Resource
Book Synopsis How can professionals learn more easily from their own experience? How can critical reflection be performed in a structured way? How can professionals maintain a critically reflective stance when contexts may be restrictive? Critical reflection in professional practice is popular across many different professions as a way of ensuring ongoing scrutiny and improved practice skills. This accessible handbook focuses on a description and analysis of the theoretical input as well as the approach involved in critical reflection. It also demonstrates some skills, strategies and tools which might be used to practise it. The cross-disciplinary approach taken by the authors will appeal to a wide range of students and professionals and combines neatly with useful discussion of the complex educational and professional issues which arise from the practice of critical reflection.An innovative website containing a variety of useful resources accompanies the book
£30.39
John Wiley & Sons Australia Ltd Years 6 8 Maths For Students
Book Synopsis
£11.66
Potter/Ten Speed/Harmony/Rodale What Color Is Your Parachute JobHunters Workbook
Book Synopsis
£14.39
John Wiley & Sons Inc Never Say Sell
Book SynopsisTable of ContentsForeword ix Why We Never Say Sell Section 1: Who We are and the Problems We Want to Solve 3 1 From Foothold to Footprint 5 Section 2: The Imperative and the Opportunity 15 2 Learning to Farm 17 3 The Diamond of Opportunity 26 Section 3: The Challenges 41 4 The Challenge of Knowing Too Much about the Wrong Thing 43 5 The Challenge of Complex Organizations 52 6 The Challenge of Serving Complex Networks 57 7 The Challenge of Introducing Your Colleagues 66 8 The Challenge of Scale 71 How We Can Help Section 4: Farming for Knowledge 85 9 Know Thyself 87 10 Know Thy Client 101 11 The Secrets of Diamond Account Planning 111 Section 5: The Seven Disciplines of Successful Farming 119 12 Discipline 1: Do Good Work 121 13 Discipline 2: Be a Good Friend 138 14 Discipline 3: Leverage Your Team 150 15 Discipline 4: Incent Good Work 157 16 Discipline 5: Listen 165 17 Discipline 6: Tell Great Stories 169 18 Discipline 7: Master the Art of the Ask 176 Section 6: Seeds of Change 185 19 The Power of Peers 187 20 The Power of Routers 197 21 The Power of Technology 207 22 The Power of Experience and Insight 217 Further Reading 223 Acknowledgments 225 About the Authors 227 Index 229
£20.40
Berrett-Koehler Publishers Goals Third Edition
Book Synopsis
£19.55
HarperCollins Publishers Ten Survival Skills for a World in Flux A
Book SynopsisOriginal and thought provoking' Gordon BrownChallenging and hopeful: a groundbreaking guide to the future' Valerie AmosTo thrive in the twenty-first century, we all need to understand the challenges coming our way. And start adapting, now.We all know there are major, overlapping, global crises ahead of humanity: climate change, mass migration, new warfare, big tech, further pandemics, authoritarian capitalism. Rather than be daunted, this book charts a way that we can respond. With expertise from his work at the highest levels of international politics, education, activism and business, Tom Fletcher offers a practical manifesto that can help us transform the way we learn, live, and work together.Amongst its key survival skills, this book offers ideas on how we renew education, restore society and reimagine the future. It helps us chart a course to take back control, to find purpose, and to become better ancestors. It helps us to learn the language of technology without thinking like cTrade Review‘Original and thought provoking: a manifesto for a better way of educating humanity’Gordon Brown ‘Challenging and hopeful: a groundbreaking guide to the future’Valerie Amos ‘This manual for humanity is a call to action for all of us. Read it, learn from it, act aggressively and uncompromisingly upon it, let it guide the rest of your life’s work’General Sir Graeme Lamb, former SAS Commander ‘A scintillating humanifesto for creativity in how we learn. Inspiration not just for parents and teachers, but all of us’Andria Zafirakou, Global Teacher of the Year 2018 and author of Those Who Can, Teach ‘Global education has found a champion. Future generations have found a spokesperson’Andreas Schleicher, OECD ‘A magnificent book! As we (anxiously) anticipate the rest of this century, Tom Fletcher presents us with a brilliantly-timed, incredibly important, gem of a book — overflowing with wisdom and much hope too’Zeid Ra’ad, UN Commissioner for Human Rights ‘An excellent handbook on how to coexist not just with each other, but with technology too’Mustafa Suleyman, Founder of Google DeepMind ‘The international community needed a call to action. This is a must read for the inventors, dreamers and pioneers of our future’Dubai Abulhoul, Founder of the Fiker Institute ‘Brilliant, an absolute must-read. A riveting, superbly written account of the world today, and tomorrow’Matthew D’Ancona, author of Post-Truth‘A fascinating and inspiring analysis of how the world is changing and education needs to keep up’Rachel Sylvester, The Times ‘His hints, tips, advice, comments and things-you-and-I-can-do-today to bring about change are so frequent that I lost count. Not 10 ideas, not even 57, but countless … A provocative and hugely thoughtful compendium of positive and realistic thinking to navigate an increasingly difficult world’Gavin Esler, The National
£9.49
OXFORD UNIV PR Against Equality
Book Synopsis
£40.50
The University of Chicago Press American Mediterraneans A Study in Geography
Book SynopsisTrade Review"In this stunningly original book, Susan Gillman takes the reader on a journey through multiply imagined American Mediterraneans and their contrasting encodings of race, climate and geographical destiny. Opening and ending with vigorous interrogations of the legacies of Humboldt and Braudel, she focuses on the two New World regions where the Mediterranean allusion has had the most fraught political history. In Southern California, Anglo-American entrepreneurs, otherwise ignorant of the authentic Mediterranean character of the environment, invented a romantic Spanish culture to sell real-estate while expunging indigenous and Mexican histories. In the circum-Caribbean, meanwhile, Mediterraneity with a more Roman and imperial inflection helped justify the expansionist project of slaveowners. In each case, Gillman warns us that geohistorical metaphors have often served as quasi-scientific projections of a Western right to conquest." * Mike Davis, author of 'Ecology of Fear: Los Angeles and the Imagination of Disaster' *Deftly navigating an astonishing range of sources, Gillman unearths a surprisingly rich tradition of comparing various features of American geography and culture to the Mediterranean. Rather than simply the application of a ‘classical’ European model, however, she shows that this comparative impulse was unruly and volatile, a grammar of speculation deployed above all in moments of racial crisis and political upheaval. Her meticulous reconstruction of the disparate networks of American Mediterranean thought are ultimately a template for an innovative approach to comparative analysis, focusing on the productive effects of dissonance and disjunction inherent in any practice of translation.” * Brent Hayes Edwards, author of 'The Practice of Diaspora: Literature, Translation, and the Rise of Black Internationalism' *“With Humboldt and Braudel as her main compass points, Gillman charts the ‘strange career’ of her title phrase across the Caribbean and California, disrupting settled ideas about geography, race, and climate. Methodologically innovative and teeming with insights, highly speculative and yet grounded in textual detail, American Mediterraneans offers a compelling new model for comparative studies. Cultural history doesn’t get any better than this.” * Peter Hulme, author of 'Colonial Encounters: Europe and the Native Caribbean, 1492–1797' *“In a virtuoso performance, Gillman brilliantly applies the idea of a ‘Mediterranean’ to America’s coasts and waters and offers fascinating evidence for the way the concept has been deployed in depictions of the Gulf of Mexico, the Caribbean, and California, by geographers, writers, artists, and filmmakers.” * David Abulafia, author of 'The Great Sea: A Human History of the Mediterranean' *"American Mediterraneans is a prescient work of comparative literary geography sparked in part by the transnational turn in American studies. . . . Gillman is an agile cultural historian. Having previously investigated racist pseudoscience in her 2003 book Blood Talk: American Race Melodrama and the Culture of the Occult, she now explores how racial hierarchies shape geography and architecture." -- Cherene Sherrard-Johnson * Los Angeles Review of Books *"In this highly original study, Gillman traces the discursive invention of so-called American Mediterraneans: various writers compared North American lands and bodies of water to the classical Mediterranean. . . Recommended." * Choice *Table of ContentsList of Figures Preface: The Strange Career of the American Mediterraneans Introduction: Beginning with Humboldt 1 American Mediterraneans: A Space-Timeline 2 Nineteenth-Century Geographers and Their Mediterraneans 3 1890s California-Pacific Mediterraneans 4 1940s Gulf-Caribbean Mediterraneans Epilogue: Ending with Braudel Acknowledgments List of Abbreviations Notes Index A gallery of figures follows page 000
£16.50
The University of Chicago Press The Family Idiot
Book SynopsisTrade Review“The nihilism of the imaginary, as it is elaborately anatomized in The Family Idiot, is [not] a mere nineteenth-century curiosity or a local feature of some specifically French middle-class culture; nor is it a private obsession of Jean-Paul Sartre himself. Turning things into images, abolishing the real world, grasping the world as little more than a text or sign-system—this is notoriously the very logic of our own consumer society, the society of the image or the media event . . . [The Family Idiot] may well speak with terrifying immediacy [today].” -- Fredric Jameson, on the unabridged edition * New York Times *“A virtuoso performance. . . . For all that this book does to make one reconsider his life, The Family Idiot is less a case study of Flaubert than it is a final installment of Sartre’s mythology.” * New York Review of Books, on the unabridged edition *“The Family Idiot, Sartre’s last magnum opus, a penetrating and challenging analysis of Gustave Flaubert, has remained less well known than his earlier works, in large measure because of the inordinate length of the original version. Catalano’s superb, masterful abridgment, together with his introduction and occasional explanatory notes, is destined to stimulate important new scholarly explorations by philosophers, psychologists, students of literature, and so many others.” -- William McBride, Purdue University"A well-paced and quite comfortably readable work." * Complete Review *Table of ContentsEditor’s Introduction Chapter One: Problem: A Family Idiot Who Became a Genius Chapter Two: Quidquid volueris Chapter Three: Gustave at Fifteen Chapter Four: A Rediscovered Childhood Chapter Five: To Act or To Write Chapter Six: Being Seen Chapter Seven: Ambivalent Chapter Eight: Birth of the Garçon Chapter Nine: A Review Chapter Ten: The Last Spiral: The Event Chapter Eleven: Hysterical Commitment: Neurosis as Response Chapter Twelve: Approaching Conversion Chapter Thirteen: Conversion Chapter Fourteen: The (Second) Problem Chapter Fifteen: (The Problem Concluded): The Objective Spirit Chapter Sixteen: Neurosis: Personal and Objective Chapter Seventeen: Objective Neurosis and Madame Bovary Editor’s Conclusion Acknowledgments Notes Index
£19.95
The University of Chicago Press Cancel Wars
Book SynopsisAn even-handed exploration of the polarized state of campus politics that suggests ways for schools and universities to encourage discourse across difference. College campuses have become flashpoints of the current culture war and, consequently, much ink has been spilled over the relationship between universities and the cultivation or coddling of young American minds. Philosopher Sigal R. Ben-Porath takes head-on arguments that infantilize students who speak out against violent and racist discourse on campus or rehash interpretations of the First Amendment. Ben-Porath sets out to demonstrate the role of the university in American society and, specifically, how it can model free speech in ways that promote democratic ideals. In Cancel Wars, she argues that the escalating struggles over cancel culture, safe spaces, and free speech on campus are a manifestation of broader democratic erosion in the United States. At the same time, she takes a nuanced approach to the legitimate claims oTrade Review“Timely and important, Cancel Wars is a first-rate book with practical recommendations for educators and relevance for our current era of democratic backsliding and political polarization. Sigal R. Ben-Porath rejects the dominant framing of the controversies over free speech, which divides the two sides in the culture wars over education, and provides a menu of creative alternatives that schools, colleges, and universities can use to fulfill their joint mission of supporting free speech while mitigating the harms of harmful speech.” -- Elizabeth Anderson, University of Michigan“In Cancel Wars, Sigal R. Ben-Porath offers an insightful, original, and powerful analysis of how colleges, universities, and lower schools must play an ever-more central role in fostering a free and open educational process in order to redress the increasing polarization that has seriously damaged our democracy. This is a must-read for anyone concerned with these profoundly important issues.” -- Geoffrey R. Stone, University of Chicago"A guide to the issues surrounding free speech and censorship on college campuses as well as strategies for faculty and students to deal with them constructively. . . . The book ends with solid advice for students, staff, and university boards to help deal with a host of issues, including contentious public speakers and hate speech. . . .Useful reading for college administrators and others involved in navigating thorny challenges facing colleges today." * Kirkus *"The premise of this book is that colleges and universities can serve as laboratories for democracy; campuses are common crossroads for many different people. . . . She argues that it’s possible if all campus members understand that the First Amendment makes no general exception for offensive, repugnant, or hateful expression. In the United States, hate speech is not a legal term. These ideas are illustrated with real-life examples throughout, followed by a list of practical suggestions for implementing change." * Library Journal *"This extended essay provides a way for quieting, or at least calming, the polarization that characterizes so much free speech and inquiry today . . . Recommended." * Choice *"In her compromise between both sides of the cancel wars, Ben-Porath offers solutions to overcome the tendency to cancel." * Campus Reform *Table of ContentsIntroduction 1 A Polarized Democracy 2 Scientific Truth, Partisan Facts, and Knowledge We Can Share 3 Do I Belong Here? Inclusion and Harm 4 Freedom of Speech and Habits of Democracy in K–12 Schools 5 Campus Speech and Democratic Renewal A Final Word Acknowledgments Notes Index
£15.20
The University of Chicago Press The Enduring Classroom
Book SynopsisA groundbreaking analysis of how teachers actually teach and have taught in the past. The quality and effectiveness of teaching are a constant subject of discussion within the profession and among the broader public. Most of that conversation focuses on the question of how teachers should teach. In The Enduring Classroom, veteran teacher and scholar of education Larry Cuban explores different questions, ones that just might be more important: How have teachers actually taught? How do they teach now? And what can we learn from both? Examining both past and present is crucial, Cuban explains. If reformers want teachers to adopt new techniques, they need to understand what teachers are currently doing if they want to have any hope of having their innovations implemented. Cuban takes us into classrooms then and now, using observations from contemporary research as well as a rich historical archive of classroom accounts, along the way asking larger questions about teacher training and Table of ContentsPreface 1 How Have US Public School Teachers Taught? 2 Have Public Schools and Teaching Practices Changed over Time? 3 Why Have Schooling and Classroom Practice Been Stable over Time? 4 How Should Teachers Teach? 5 How Do Teachers Teach Now? 6 Why Have Changing and Conserving Been Hallmarks of US Public Schooling and Teaching Practice? Acknowledgments Notes Index
£20.00
Open University Press Multiprofessional Communication Making Systems
Book Synopsis "... a positive addition to the practice literature for managers and professionals. Senior managers should definitely read this before they start a further round of re-organization!"Journal of Interprofessional Care What are the features of successful multiprofessional work? How can schools, local authorities and individual fieldworkers work effectively to achieve the best possible outcomes for the children and families with whom they are working? How can the Every Child Matters policy agenda be implemented successfully? This book examines a series of case studies of multiprofessional work, in order to understand what works and why. In the successful case studies, the fieldworkers were able to reflect on the organisational contexts in which they were operating. This was achieved through a carefully managed series of feedback loops, which ensured that good quality informatioTable of ContentsChapter 1: Introduction - The Challenge of Multiprofessional WorkingChapter 2: The research base - exploring multiprofessional communication systems in action Chapter 3: Evolving a communication systemChapter 4: Customizing provision to meet local needs Chapter 5: Achieving a positive problem solving cultureChapter 6: The importance of relationships in the fieldChapter 7: Conclusions - the dynamics of complexity
£21.84
Open University Press Moving on to Key Stage 1 Improving Transition
Book SynopsisMoving On to Key Stage 1 has been highly influential in developing innovative, developmentally appropriate KS1 practice in schools across the country. This new edition offers teachers further powerful and persuasive arguments for continuing play-based learning into Year 1 and 2. This new edition contains:âBrand new research identifying the current concerns of teachers in KS1 and setting these in the context of the current âschool readinessâ agendaâAn updated chapter on how children learn most naturally age 5-7 years and how to capitalise on this âA revised chapter on play, which draws on teacher views about its benefits for KS1 children and the barriers they face in incorporating it into their practiceâA new chapter offering messages from headteachers advocating a play-based approach, and providing examples of how it has raised standardsâA fresh consideration Table of ContentsChapter 1: Transition: why there is (still) an issueChapter 2: How children learn age 5, 6 and 7Chapter 3: Preparing children, and adults, for the move to Key Stage 1Chapter 4: The place of play in Key Stage 1Chapter 5: Balancing adult-led and child-led learningChapter 6: Enabling environments that support different ways of learningChapter 7: The role of adults in Key Stage 1 classroomsChapter 8: Observation as evidence of learningChapter 9: Planning for a developmentally appropriate pedagogyChapter 10:Messages from Headteachers to Headteachers
£29.44
Open University Press Behaving Together in the Classroom A Teachers
Book SynopsisBehaving Together provides teachers with frameworks and processes to help them identify, understand and support the issues children bring to the classroom. Using a clear five step formula, the book explores the perspectives of children, to guide teachers as they support them within the school environment.The book explores the nature of emotional health and well-being and the real implications of this on the way children are seen to act within the school. Rather than punishing unwanted behaviour, the book begins with the assumption that behaviour is our innate form of communication, that should be supported rather than controlled. It recognises the network of relationships within a schoolâs community and provides helpful resources to support a childâs inclusion in school life, including: âCase studies highlighting the potential complexities of childrenâs livesâPerspectives on a range of educational contexts, including PupilTable of ContentsPart I. IntroductionChapter 1: IntroductionChapter 2: The Classroom CommunityPart II. IdentifyingChapter 3: What is Behaviour?Chapter 4: Looking Beyond a LabelChapter 5: Correlation with Known ConditionsPart III. UnderstandingChapter 6: An Introduction to UnderstandingChapter 7: 3-stage FormulaChapter 8: Cognitive ContributorsChapter 9: Psychological Factors – Mental IllnessChapter 10: Psychological Factors – Mental DistressChapter 11: Psychological Factors – Mental DiversityChapter 12: Recognising RelationshipsChapter 13: Reinforced PathwaysPart IV. RespondingChapter 14: Individually – Preparation Chapter 15: Individually – ExecutionChapter 16: Individually – SafeguardingChapter 17: Structurally – PreparationChapter 18: Structurally – ExecutionChapter 19: Structurally – SafeguardingPart V. CommunicatingChapter 20: Communicating ClearlyChapter 21: Managing Unwanted OutcomesChapter 22: Communicating About Your Own NeedsPart VI. PreventingChapter 23: A Case for PreventionChapter 24: RedesignChapter 25: Regeneration
£22.79
Open University Press Multiculturalism and Education 3e
Book SynopsisExisting and ongoing conceptual debates continue to shape how we perceive multiculturalism and other concepts that can be applied to education. Political and social consequences allow an examination of integration in contemporary policy contexts. Issues of faith schooling and citizenship remain as or more important than they have been in the past. The material in this new edition also extends these debates and provides a perfect resource for undergraduate and postgraduate students. The continuing interest from both students and within the wider academy of this material highlights that this text is not only relevant for educationalists, but also for the wider social and professional sciences.
£28.49
Open University Press The Excellence of Play
Book SynopsisPlay as a powerful learning and teaching experience remainskey to effective early childhood education. Retaining its popular approach and style, this new edition reflects the contemporary context of early childhood education and care as well emerging research on young children's development.The emphasis remains firmly on demonstrating the excellenceof play and its contribution to children's overall learning and development in the early years, and the role of adults in promoting inspirational playful pedagogies.It offers new coverage on topics such as brain development, gender, babiesâ play, cultural diversity and inclusion, children as researchers, new technologies, outdoor play and international dimensions.Key features include: A chapter overview giving a brief outline of aims and purpose Lively and meaningful cameos to help bring the themes andissues to life Content drawing on the cameos to help link research, theory and practicTable of ContentsPART ONE: Play is fundamental1. Play and the legislated curriculum by Angela Anning 2. Starting with play: taking play seriously by Janet Moyles 3. Brain development and play by Celia O'Donovan and Val Melnyczuk 4. Play with children from diverse cultures by Karen Barr and Penny Borkett 5. Reconfiguring play: material feminist possibilities to reimagine gender in early childhood by Jayne Osgood PART 2: Play is learning6. Babies as musicians, artists and scientists by Peter Elfer 7. Hunting and gathering: two distinct forms of learning from play by Rod Parker-Rees 8. Play beyond the Foundation Stage: play, self-regulation and narrative skills by David Whitebread, Helen Jameson and Marisol Basilio 9. Friendship, culture and playful learning in early childhood education by Pat Broadhead and Liz Chesworth 10. Young Children as Researchers in Play by Jane Murray Part 3: Playful pedagogies 11. Re-establishing early years practitioners as play professionals by Justine Howard and Pete King 12. Permission to Play by Kathy Goouch 13. Developing play pedagogy through critically reflective practice Sue Rogers and Chris Brown 14. Work or play: How children learn to read the signals about activity type in today's early years provision by Jan Georgeson and Jane Payler 15. Personalising Transitions: How play can help 'newly-arrived children' settle into school by Hilary Fabian and Aline-Wendy Dunlop Part 4: Playful curricula 16. Creative representation: Young children developing flexibility of thinking as they engage playfully with media and materials by Kathy Ring 17. In tune with play by Linda Pound 18. Adventurous Play Outdoors by Helen Tovey 19. Playful explorations and new technologies by Nicola Yelland 20. Mathematics and the ecology of pretend play by Maulfry Worthington 21. Play, Literacy and Language Learning by Helen Bradford 22. Children's fantasy role play – why adults should join in by Neil Kitson Part 5: Play is universal 23. Play and the achievement of potential by Karen Barr and Lynne Truelove 24. International dimensions of play and transitions by Sally Peters Endpiece: by Tina Bruce
£30.39
Cengage Learning, Inc Beginnings and Beyond Foundations in Early
Book SynopsisWith its clear, easy-to-understand style, Gordon/Browne's BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY CHILDHOOD EDUCATION, 11th Edition, uses the latest research and practical examples to thoroughly explain the key concepts you need to know. Coverage of the current Developmentally Appropriate Practices is woven throughout, as is material on diversity and inclusion. In every chapter, brain-based research highlights the connection between neuroscience and development, DAP in action features illustrate the importance of intentional teaching and equity in ECE features help you recognize issues of gender, race/ethnicity, ability, language and family patterns in every aspect of teaching. Through its tone, visuals and learning, BEGINNINGS AND BEYOND is accessible to -- and respectful of -- readers with a range of abilities and learning styles.Table of ContentsSection I: WHAT IS THE FIELD OF EARLY CHILDHOOD EDUCATION? 1. History and Current Issues of Early Childhood Education. 2. Types of Programs. 3. Teaching: A Professional Commitment. Section 2: WHO IS THE YOUNG CHILD? 4. Defining the Young Child. 5. Developmental and Learning Theories. Section 3: WHAT ARE THE TEACHERS ROLES? 6. Observation and Assessment of Children. 7. Guiding Children's Behavior. 8. Families and Teachers: Partners in Education. 9. Creating Environments. Section 4: WHAT IS BEING TAUGHT? 10: Curriculum: Creating a Context for Learning. 11: Planning for the Body: Physical/Motor Development in Action. 12: Planning for the Mind: Cognitive Development in Action. 13: Planning for the Mind: Language and Literacy Development in Action. 14: Planning for the Heart and Soul: Psychosocial Development in Action.
£999.99
WW Norton & Co Student Voice
Book SynopsisFinally, mentor texts written by teenagers, to help your students craft convincing arguments.Trade Review"It is no secret that The New York Times Learning Network, and Katherine Schulten in particular, have long been a friend of the classroom teacher. This newest offering is no exception—providing everything a teacher needs for robust, authentic instruction in argumentative writing. The powerful essays provide vision and inspiration for student writers, while the instructional guide gives teachers step-by-step guidance for amplifying student voice and taking student writing to new heights. Simply put, this work is a gift. " -- Rebekah O’Dell, author of Beyond Literary Analysis and Writing with Mentors, and co-founder of MovingWriters.org"However hard I try to devise engaging writing topics, my ideas routinely fall flat. Why? Because they are mine. Katherine Schulten suggests a more effective approach—asking students to write about issues they care about—for example, why we should all eat more bugs. If you are suffering from the five-paragraph essay blues, these student essays offer fledgling writers models of what's possible in persuasive writing. They demonstrate how risk-taking pays off." -- Carol Jago, high school English teacher, past president of the National Council of Teachers of English, & author of The Book in Question: Why and How Reading is in Crisis"I think it's safe to say that many—if not most—of us teachers are always trying to figure out better ways to assist our students in becoming better writers. Katherine Schulten's two books are the best resources that have come along in years to help us do just that! They're filled with exceptional instructional strategies and marvelous examples and mentor texts. What's not to love?" -- Larry Ferlazzo, high school teacher, author, and Ed Week teacher advice columnist"The essays in Student Voice loudly proclaim what young writers are capable of: insightful opinions, thoughtful argument, compelling evidence, and—most importantly—lively writing. They will inspire young writers everywhere. And for teachers who hope for writing like this in their own classrooms, Raising Student Voice provides them with a teaching companion to help them along." -- Elyse Eidman-Aadahl, Executive Director, National Writing Project"Mentor texts from students are essential, and yet it is really hard to find good ones. The essays in Student Voice are marvelous, especially in regard to their voices, accessibility, range, and diversity. And the 35 points made in the teacher’s companion, Raising Student Voice, are wonderful; I love the voices of teachers, students, and argumentation experts." -- Matthew Johnson, author of Flash Feedback: Responding to Student Writing Better and Faster—Without Burning Out"I love this book. It practices what it preaches by being crisp, well written, and to-the-point. I want a copy now to hand out to my whole department." -- Alexis Wiggins, author of The Best Class You Never Taught and English Department Chair at The John Cooper School in The Woodlands, TX
£18.99
Taylor & Francis Second Language Learning and Language Teaching
Book SynopsisSecond Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.Table of ContentsPreface: Teacher’s Foreword. Chapter 1: Background to second language acquisition research and language teaching. Chapter 2: Learning and teaching different types of grammar. Chapter 3: Learning and teaching vocabulary. Chapter 4: Acquiring and teaching pronunciation. Chapter 5: Acquiring and teaching a new writing system. Chapter 6: Strategies for communicating and learning. Chapter 7: Individual differences in L2 users and L2 learners. Chapter 8: The L2 user and the native speaker. Chapter 9: The goals of language teaching. Chapter 10: General models of L2 learning. Chapter 11: Second language learning and language teaching styles. Coursebooks mentioned. References.
£43.99
John Wiley & Sons Inc The Book Whisperer
Book SynopsisDonalyn Miller says she has yet to meet a child she couldn't turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore.Trade Review[Starred review] Miller, a sixth-grade language arts and social studies teacher and blogger, has enabled students of many different backgrounds to enjoy reading and to be good at it; her students regularly score high on the Texas standardized tests. Her approach is simple yet provocative: affirm the reader in every student, allow students to choose their own books, carve out extra reading time, model authentic reading behaviors, discard timeworn reading assignments such as book reports and comprehension worksheets, and develop a classroom library filled with high-interest books. Her students regularly read more than 40 books in a school year and leave her classroom with an appreciation and love of books and reading. Miller provides many tips for teachers and parents and includes a useful list of ultimate reading suggestions picked by her students. This outstanding contribution to the literature is highly recommended for teachers, parents, and others serving young students.—Mark Bay, Univ. of the Cumberlands Lib., Williamsburg, KY (Library Journal, March 15, 2009) "Mrs. Miller's message was powerful, yet simple. She reminded educators of the simplest way to foster a love for reading: let students read for fun without asking for a book report when they are done." (The Examiner, November 4, 2009)Table of ContentsForeword, by Jeff Anderson, author and literacy staff developer ix Introduction 1 Chapter 1 There and Back Again 7 Chapter 2 Everybody Is a Reader 19 Whisper STUDENT SURVEYS 39 Chapter 3 There’s a Time and a Place 47 Chapter 4 Reading Freedom 69 Whisper READER’S NOTEBOOKS 99 Chapter 5 Walking the Walk 103 Chapter 6 Cutting the Teacher Strings 119 Whisper END-OF-YEAR EVALUATIONS 153 Chapter 7 Letting Go 159 Afterword, by Ron D. Myers, principal 179 Appendix A: The Care and Feeding of a Classroom Library 183 Appendix B: Ultimate Library List 193 Appendix C: Student Forms 201 References 213 Index 217 Acknowledgments 225 About the Author 228 About the Sponsor 228
£17.85
Tuttle Publishing The Boy with a Snake in His Schoolbag
£7.20
Tarcher/Putnam,US Marva Collins Way by Marva Collins 19900901
Book Synopsis
£15.19
Nezert Books Onetoone A Practical Guide to Learning at Home
Book Synopsis
£11.88
Taylor & Francis Ltd Its Not Fair
Book SynopsisMarta doesn't want Noah in her story. She wants her friend Shamika. Ms Fable says they have to take it in turns, but Marta doesn't think that's fair. When Noah becomes upset because of how Marta is behaving, she begins to realise that playing with other children can open up a whole load of fun she had never imagined possible... This beautifully illustrated story book explores a common situation that arises for children and teachers taking part in Helicopter Stories and allows the children to explore their feelings in a sensitive and supportive environment. The story is accompanied by teacher's notes on how to use the book with young children along with questions and discussion prompts that can be incorporated into the curriculum. In a class where Helicopter Stories take place regularly, It's Not Fair explores friendship and fairness and the value of taking turns. It is part of the Helicopter Stories Tale series, a valuable and visually captivating resourcTrade Review"These picture books bring to life the magic of Storytelling and Story Acting. The authentic examples and quandaries are compelling. Trisha gives advice based on her vast experience but also includes the voice of Vivian Gussin Paley herself. This book will be an invaluable resource for anyone who is developing the art of Helicopter Stories in their setting." Anna Ephgrave has written five books around the topic of "Planning in the Moment". "Childhood deserves to spend its days in an immersive world of story and make-believe, and yet again, Trisha shows us how. The rich possibilities she has created here enable an exploration, not only of Helicopter Stories, but of who we are in the kingdom of play. A true adventure awaits you within its pages.Holding hands with Trisha’s words are the wonderful illustrations of Amie Taylor, that turn up the dial of imagination and invite us in to story dream even more" Greg Bottrill, author of Can I Go and Play Now – Rethinking the Early Years and School and the Magic of Children "Trisha Lee has written a lovely, accessible set of stories that can be dramatized through the Vivian Gussin Paley method. It is set in Fiona Fable's classroom who knows that every child has a story inside them, and her job is to find a way to let those stories out. These stories bring to light the importance of children being able to tell their stories right here and right now. It’s a beautiful and natural way of allowing children to address their worries, share their ideas and catch a glimpse of their imaginations. We have used this approach for many years at LEYF and it has made us so much more alert to the power of storytelling. Everyone has a story, and this book gives you the tools to make this part of your daily life of any classroom. It tells the teacher to watch very carefully, and you will see the children’s stories dancing through the air. It is joyful."June O’Sullivan, CEO of London Early Years Foundation and author of numerous publications about the Early Years.Table of Contents1) Introduction2) Story Spread3) Teachers Notes
£17.28
Taylor & Francis Ltd Leadership and Management for Education Studies
Book SynopsisThis book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-tTable of Contents Introducing educational leadership and management The intersection of system and distributed leadership Equality and diversity and inclusive practice: significance for organisations and individuals Resilience and vitality as necessary leadership traits Effective school management: Leadership capacity of the school principal Observations of classroom management and school leadership in the COVID-19 era Pedagogical leadership in early childhood education and care: What is it, why do we need it and how do you do it? The role of primary headteachers within school trusts: English landscape divergence in a post-pandemic world Crisis leadership in secondary schools: Its effects on school leaders’ long-term visions of education Leading a large and disparate school in higher education Leadership of international schools Leadership for flourishing schools: From research to practice A practical exploration of non-teaching leadership roles within the further education and skills sector (FES) Charitable education organisations in England: The case of teacher educators
£28.99
Austin Macauley Publishers Foundations of Writing for University Study
Book Synopsis
£23.79
Austin Macauley Publishers Revolution
Book Synopsis
£9.79
Austin Macauley Publishers I Am Choosing My Options
Book Synopsis
£6.99
Austin Macauley Publishers Photons The Real Time Lords
a huge range and FREE tracked UK delivery on ALL orders.
£6.99
Austin Macauley Publishers Human Behaviour
a huge range and FREE tracked UK delivery on ALL orders.
£6.99
Austin Macauley Publishers More Horrible Biology
Book Synopsis
£11.69
Austin Macauley Publishers Electrification Today Increases the CO2 Emissions
Book Synopsis
£12.59
SAGE Publications Inc Great Teaching by Design
Book SynopsisIn Great Teaching by Design, the authors explore what future and new teachers need to know and should know about teaching in today’s classrooms.Trade Review"In order to maximize their learning, which will help them move beyond their own expectations, students need impactful teaching. No one has done more research in this area than John Hattie. In Great Teaching by Design Hattie and his co-authors show us that there is so much more we can learn about great teaching, and they provide us with step-by-step instructions on how to do that." -- Peter DeWitt, Ed.D., Author/Consultant"Teaching techniques are not universal—their outcomes are too contextual. The impact of even the most credible strategy will, in large part, be determined by why it is selected, when it is applied, and how it is received. An understanding of evidence will, of course, help—and there is no one in the world who has helped educators identify what works best more than John Hattie has—but even the best evidence leaves us with the challenge of implementation. That is why this book is so important. The authors show readers how to turn a good idea into great learning for all students. It is a book so practical, profound, and timely that I recommend it as seminal reading for all educators." -- James Nottingham, Creator of the Learning Pit and author of 9 books about teaching and learning"Great Teaching by Design puts the teacher at the heart of the decision-making process, demonstrating that the deliberate actions teachers take can and do propel students forward in their learning. It demystifies the idea that excellent teachers are born knowing what to do to ensure excellence in their classrooms. The authors encourage concrete and specific action, supported by an easily understood model and underscored by quality research, that will enable a teacher to experience confidence and success in designing quality learning experiences for all learners." -- Nicole Lafreniere, Director of Curriculum and Assessment"Impactful teaching and learning must not be left to chance! The practical applications inherent in Great Teaching by Design, particularly through the DIIE model, cast clarity on how to implement what makes the biggest impact on student learning." -- Timothy P. Cusack Ed.D., Deputy Superintendent"Great Teaching by Design uses an asset-based lens that allows educators to gain insight and further extend their understanding of using evidence and intention to design learning. There are multiple examples that show educators how to find a relatable connection from their own learning journey. This book provides strategies and tools to ensure educators are intentionally designing programs that meet the needs of a diverse student population." -- Brandon Pachan, Elementary School TeacherTable of ContentsTables, Figures, and QR Codes Acknowledgments About the Authors Introduction Chapter 1: Implementing What Works Best The DIIE Model as Shared Language for Implementation Ways of Thinking and Motivations Teacher Decision Making Ways of Thinking and Decision Making Motivation and Decision Making Teacher Motivation Motivation and Implementation A Shared Language for Great Teaching Chapter 2: Diagnosis and Discovery The Who Behind the Learning Standards of and for Learning as the Starting Point Initial Assessments Development of Initial Assessments Teacher Noticing Chapter 3: Intervention This Is Not Deficit Thinking Identifying the Skill, Will, and Thrill: Where Are Our Learners Now? Applying the Goldilocks Principle High-Probability Interventions Aligning High-Probability Interventions With Skill, Will, and Thrill High-Probability Interventions for Enhancing Skill High-Probability Interventions for Enhancing Will High-Probability Interventions for Enhancing Thrill Chapter 4: Implementation Fidelity to Clear and Visible Learning+® Goals Student Awareness of Success Criteria Success Criteria and Aligning the Intervention Necessary Dosage of an Engaging, Challenging, and Authentic Learning Experience Adaptations Through Adaptive and Compensatory Approaches Quality Delivery in an Environment for Implementation Fostering an Environment of Mistakes Chapter 5: Evaluation A Broader View of Evaluation Planning for Evaluation Evaluating the Evidence The Role of the Post-Assessments in Evaluation Collecting Evidence From Post-Assessments Evaluating the Evidence From Post-Assessments Conclusion References Index
£25.99
SAGE Publications Inc DigitalAge Teaching for English Learners
Book SynopsisTrade ReviewThis book is timely and relevant for all educators of English learners who have persevered through the COVID-19 pandemic and are committed to moving forward differently to support students from diverse cultural and linguistic backgrounds in this new digital age of teaching and learning. -- Shawnna Sweet * Professional Development Specialist, RBERN *This updated version adds current information including new research references, application to impacts of the recent COVID-19 pandemic, and a much needed focus on culturally responsive and sustaining educational practices... it seamlessly integrates research around teaching ELs and best practices for instructional technology in an easily understandable way for educators from a wide range of content areas and levels of experience. -- Shaeley Santiago * English Learner Coordinator, Ames Community School District *Table of ContentsAcknowledgments Publisher′s Acknowledgments About the Authors Preface 1. Digital-Age Teaching for English Learners 2. The Six Language Domains (Listening, Speaking, Reading, Writing, Viewing, and Visually Representing) 3. Critical Thinking and Assessment 4. Responding and Creating 5. Flipped Learning for ELs 6. Collaboration and Communication 7. Virtual Communities and Digital Citizenship 8. Fostering a Digital-Age Learning Ecosystem 9. Parting Thoughts Appendix A. Technology Tools/Resources Appendix B. ELD/ESL Methodology Resources References Index
£26.59
SAGE Publications Inc The Distance Learning Playbook Grades K12
Book Synopsis Effective teaching is effective teaching, no matter where it occursThe pandemic teaching of mid-2020 was not really distance learning, but rathercrisisteaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intentusing what worksbestto accelerate students' learningall the while maintaining an indelible focus on equity.Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie,The Distance Learning Playbookapplies the wisdom and evidence of VISIBLE LEARNING research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensiveplaybook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning inTrade ReviewI love this book! It provides practical information to support all our teachers as they shift all or some of their instruction to distance learning. It is the best of what Doug Fisher and Nancy Frey have to teach us about great instruction, all packaged up in a hands-on tool to guide teachers as they plan for the upcoming year. From teacher self-care to feedback, assessment and grading, it’s all addressed here. It’s right on time and it will be a foundational tool to help shape our instructional focus at my school this year. -- Jennifer CarrAs we charter the unfamiliar territory of a blended learning platform, we turn to the experts who have gone before us. Douglas Fisher, Nancy Frey, and John Hattie remind us that the focus is not technology, learning management systems, or devices, but the focus remains student learning. This book serves as a safe haven, as it reminds us what effective teaching and learning entail, and it rewraps it around a digital learning framework. Whether districts are familiar with distance learning, or if they are starting from ground zero, The Distance Learning Playbook is the place to start. -- Melanie SpenceEchoing through the pages of this timely book is the message: Effective teaching is effective teaching, no matter where it occurs. Teacher voices and classroom examples animate core principles of research-based teaching and learning, enabling the reader to visualize practices in both face-to-face and online learning environments. Multiple self-assessments and templates for reflection support reader interaction with the content. The authors connect Visible Learning and informed teacher decision-making to all facets of effective lesson design and delivery, and address the important issues of equity and inclusiveness; learner self-regulation and driving of their own learning; and use of formative evaluation and feedback to move learning forward. A must-read book! -- Jackie Acree WalshWe are in a place in history where we desperately need answers to questions that will determine the future of our nation′s most precious possession -- our children. The Distance Learning Playbook is an incredible resource with a wealth of practical support for teachers and administrators, and it will fill a huge information gap that many schools are experiencing in educating students in a virtual setting. Very practical, easy-to-use samples about how to start and end a class, the social-emotional support needed, and setting up norms to develop a safe culture for students to learn at high levels. This is a must-have for educators at all levels -- district leaders, principals, coaches and teachers in the 21st century and beyond. This resource is ideal for schools that are looking for answers to a whole-child approach to virtual education. -- Dr. Charles NewmanThe year 2020 will be forever etched as the Era of Distance Learning. The COVID-19 pandemic has caused cascading changes that have shifted our educational institutions. This concerted seismic move has elevated the need for robust internet connections and meaningful virtual interactions. The Distance Learning Playbook is an invaluable resource to prepare our teachers to provide a powerful learning environment through technology, while promoting the most powerful tool available to educators -- a caring and challenging relationship with students. -- Dr. Francisco EscobedoNever has there been another time in history where the majority of educators around the world jumped into action to reinvent how schools and classrooms function. Using current research of what constitutes ‘best practice,’ The Distance Learning Playbook helps guide us all through ‘pandemic teaching.’ This book is filled with ideas and insight from real educators as they reflect on what they themselves need and what students will need to learn within a new teaching and learning environment. Douglas Fisher, Nancy Frey, and John Hattie continue to develop relational pedagogies that support cultural responsiveness and social emotional development in order to have a positive effect on student achievement, but this time, in a new setting. They help us understand new research-based approaches to engage every student, and in doing so, help us select the appropriate digital tools. I can’t wait to use this book in our professional learning. -- Lisa RiggsTable of ContentsList of Videos Acknowledgments Introduction A Visible Learning Primer Visible Learning and Distance Learning A Question of Equity Module 1: Take Care of Yourself Learning Intentions A View From the Early Years Conclusion Success Criteria Module 2: The First Days of School Learning Intentions Develop a Classroom Management Plan for Distance Learning Establish Norms Link Norms to Class Agreements Identify Expectations for Synchronous Distance Learning Develop and Teach Organizational and Procedural Routines A View From the Early Years Design a Considerate Website Your First Distance Classes Learn Students’ Interests Conclusion Success Criteria Module 3: Teacher—Student Relationships From a Distance Learning Intentions Characteristics of Teacher–Student Relationships Judgment and Will, Not Just Knowledge and Ability Peer-to-Peer Relationships Are Influenced, Too A “Chilly” Classroom A View From the Early Years Reaching the Hard to Teach Increase Your Touchpoints With All Students Conclusion Success Criteria Module 4: Teacher Credibility at a Distance Learning Intentions Teacher Credibility Defined A View From the Early Years Conclusion Success Criteria Module 5: Teacher Clarity at a Distance Learning Intentions Start With the Standards Create a Flow of Lessons: Unit Planning Create Learning Intentions Identify Success Criteria A View From the Early Years Find the Relevance Conclusion Success Criteria Module 6: Engaging Tasks Learning Intentions Think Functions of Engagement, Not Just Tools Set the Conditions for Engagement and Learning Select the Tools That Meet These Functions and Conditions Design Tasks With Engagement in Mind A View From the Early Years Design a Considerate Schedule to Promote Engagement Conclusion Success Criteria Module 7: Planning Instructional Units for Distance Learning Learning Intentions Demonstrating Collaborating A View From the Early Years Coaching and Facilitating Practicing Conclusion Success Criteria Module 8: Feedback, Assessment, and Grading Learning Intentions Feedback to Students The Socioemotional Links to Feedback A View From the Early Years Feedback at a Distance Formative Evaluation Summative Evaluations Competency-Based Grading Conclusion Success Criteria Module 9: Learning, Distance or Otherwise Learning Intentions Learning From Other Crises Use Crisis Learning to Make Schools Better Make Learning Better for Students Make Learning Better for Teachers Conclusion Success Criteria Appendix References Index
£23.74
SAGE Publications Inc Everyday Executive Function Strategies
Book SynopsisEveryday executive function strategies to engage and motivate YOUR students Without a good foundation in executive function skills, many interventions will not be helpful for students experiencing academic and social-emotional challenges. However, explicitly taught metacognitive strategies provide students with the tools to engage and benefit from classroom instruction through the use of an executive function skillset. With an impressive collection of 75 grade-appropriate executive function strategies, this practical guide addresses student needs in areas such as planning, working memory, time management, inhibitory behavior, cognitive flexibility, and self-regulation. Inside, you'll find the metacognitive strategies shown most effective in facilitating students' readiness and success in learning, plus Suggestions for incorporating executive function skills into your daily lesson planning and teaching routine without detracting from instructional time A step-by-step manual for explicitly teaching metacognitive skills Grade-level appropriate strategies grouped according to elementary, middle, and high school levels Guidance for adapting strategies to meet a wide range of individual student needs Designed to be applicable to and usable by many educators, from teachers and school psychologists to administrators and school counselors, this toolbox of strategies will help you improve student engagement, self-regulation, behavior, and learning.Trade Review"Everyday Executive Function Strategies’s strength lies in its accessibility to all teachers of all levels of experience. It is simply structured while thoroughly covering all of its topics. It can be readily and quickly referenced and the forms that can be accessed online make it extremely useful. The content was extremely practical and easy to use. The components were plainly presented and immediately actionable by an educator, which is definitely a plus for anyone looking for resources. The relevancy of this book is very clear and the importance would resonate with any current educator." -- Laure HillmanTable of ContentsIntroduction Chapter 1: The What, Why and How of Improving Executive Function Growth Chapter 2: Executive Function Skill Training In The Elementary School Grades Chapter 3: Executive Function Skill Training In The Middle School Grades Chapter 4: Executive Function Skill Training In The High School Grades Chapter 5: Implementing A Model For Executive Function Metacognitive Learning References
£999.99
John Wiley & Sons Inc Creating Courses for Adults
Book SynopsisBecome an effective adult educator by approaching teaching systematically As the author describes at the beginning of Creating Courses for Adults, The big idea of this book is that education for adults has to be designed. Whether in basic skills training, English language classes, professional development workshops, personal interest courses, or formal degree programs, good teaching tends to conceal all the planning and decisions which had to be made in order to present participants with a seamless and coherent process for learning. The author posits that nobody is a completely intuitive teacher and that everybody has to make a series of choices as they put courses together. The decisions they make are important and far-reaching, and deserve to be considered carefully. Starting with the three core factors which must be taken into account when creating courses, Creating Courses for Adults walks readers through a manageable process for addressing the key dTable of ContentsPreface xi Why Design? xv Perspective on Learning xix Further Information xx Acknowledgments xxi About the Author xxiii Part One Core Factors in Teaching One All About You 3 Why Who You Are and What You’ve Done Matters 4 Reflecting on Your Approach 7 What Are We Doing It For? 11 Why Identity Matters 16 Going Further 18 Conclusion: Pulling It Together 21 Two Engaged and Involved Learners 23 How Do People Learn? 24 Engagement in Learning 30 Learner Diversity 36 Responding to Diversity 47 Conclusion: Making Difference Matter 52 Three Context Drives Design 53 Why Context Matters 54 Ball Gown or Boots: Formality 56 Wired Learning 59 Organizational Context 62 The Aims of the Course 65 Time, or the Lack Thereof 67 Somewhere to Sit: Physical Resources 69 Conclusion 72 Part Two The Key Decisions Four Knowing Where You Are Going 77 Objectives—And Some Objections 80 The Educator 86 The Learners 88 The Context 90 Conclusion 92 Five Content and Resources for Learning 95 Information and Objects 98 Resources and Materials 101 The Educator 103 The Learners 105 The Context 107 Conclusion 109 Six Ways of Working Together 111 The Range of Methods 114 The Educator 121 The Learners 123 The Context 125 Conclusion 127 Seven What Do the Learners Say? 131 Designing Evaluation 134 The Educator 138 The Learners 140 The Context 142 Conclusion 145 Eight Making Learning Visible 147 Counting What Counts 150 The Educator 157 The Learners 159 The Context 162 Conclusion 164 Nine You Can Take It with You! 167 Moving Learning beyond the Course 170 The Educator 174 The Learners 176 The Context 178 Conclusion 180 Ten Design Frames Practice 183 The Book in a Box 183 An Example of a Program Design 186 For New Educators of Adults 187 Conclusion 191 References 193 Appendix A: A Blank Design Framework 199 Appendix B: Where to Find Further Resources 201 Index 203
£28.50
John Wiley & Sons Inc CBAP CCBA Certified Business Analysis Study
Book SynopsisThe bestselling CBAP/CCBA study guide, updated for exam v3.Table of ContentsIntroduction xiii Assessment Test xxviii Chapter 1 Foundation Concepts 1 What Is Business Analysis? 2 The Business Analyst’s Role 3 Essential Skills of Effective Business Analysts 4 The Business Analyst and the Project Manager 6 Dealing with Key Stakeholders 7 Reviewing the Business Analysis Core Concept Model (BACCM™) 8 Exploring the Business Analysis Knowledge Areas 9 Knowledge Area: Business Analysis Planning and Monitoring 10 Knowledge Area: Strategy Analysis 11 Knowledge Area: Requirements Life Cycle Management 11 Knowledge Area: Elicitation and Collaboration 11 Knowledge Area: Requirements Analysis and Design Definition 12 Knowledge Area: Solution Evaluation 12 How Are the Knowledge Areas Organized? 13 Exploring Requirements 14 Distinguishing Between Requirements and Design 15 Defining the Requirements Management Process 16 Classifying Requirements 16 Understanding How This Applies to Your Projects 22 Perspectives on Business Analysis 24 Summary 25 Exam Essentials 26 Key Terms 27 Review Questions 29 Chapter 2 Controlled Start: Business Analysis Planning and Monitoring 33 Business Analysis Planning and Monitoring 34 The Business Analyst’s Task List 35 When Does Business Analysis Planning and Monitoring Take Place? 36 Plan the Business Analysis Approach 38 Plan Stakeholder Engagement 49 Plan Business Analysis Governance 59 Plan Business Analysis Information Management 66 Identify Business Analysis Performance Improvements 74 How This Applies to Your Projects 82 Summary 83 Exam Essentials 84 Key Terms 85 Review Questions 87 Chapter 3 Controlled Start: Strategy Analysis 91 Strategy Analysis 92 The Business Analyst’s Task List 94 When Does Strategy Analysis Take Place? 95 Analyze Current State 95 Define Future State 107 Assess Risks 119 Define Change Strategy 126 How This Applies to Your Projects 136 Summary 138 Exam Essentials 139 Key Terms 139 Review Questions 141 Chapter 4 Overarching Tasks: Requirements Life Cycle Management 145 Requirements Life Cycle Management 146 The Business Analyst’s Task List 148 When Does Requirements Life Cycle Management Take Place? 149 Trace Requirements 150 Maintain Requirements 156 Prioritize Requirements 160 Assess Requirements Changes 167 Approve Requirements 174 How This Applies to Your Projects 179 Summary 180 Exam Essentials 181 Key Terms 182 Review Questions 184 Chapter 5 Controlled Middle: Elicitation and Collaboration 189 Requirements Elicitation 190 The Business Analyst’s Task List 192 When Does Elicitation Take Place? 193 Prepare for Elicitation 193 Conduct Elicitation 201 Confirm Elicitation Results 210 Communicate Business Analysis Information 213 Manage Stakeholder Collaboration 217 How This Applies to Your Projects 222 Summary 225 Exam Essentials 225 Key Terms 227 Review Questions 228 Chapter 6 Controlled Middle: Requirements Analysis and Design Definition 233 Requirements Analysis and Design Definition 234 The Business Analyst’s Task List 236 When Does Requirements Analysis and Design Definition Take Place? 236 Specify and Model Requirements 237 Verify Requirements 256 Validate Requirements 261 Define Requirements Architecture 265 Define Design Options 272 Analyze Potential Value and Recommend Solution 278 How This Applies to Your Projects 283 Summary 284 Exam Essentials 285 Key Terms 287 Review Questions 289 Chapter 7 Controlled End: Solution Evaluation 293 Solution Evaluation 294 The Business Analyst’s Task List 296 When Does Solution Evaluation Take Place? 296 Measure Solution Performance 297 Analyze Performance Measures 302 Assess Solution Limitations 308 Assess Enterprise Limitations 312 Recommend Actions to Increase Solution Value 319 How This Applies to Your Projects 324 Summary 328 Exam Essentials 328 Key Terms 329 Review Questions 331 Chapter 8 Underlying Competencies 335 Essential Skills of Effective Business Analysts 336 When Are the Underlying Competencies Used? 337 Analytical Thinking and Problem-Solving Skills 338 Behavioral Characteristics 342 Business Knowledge 345 Tools and Technology 348 Communication Skills 349 Interaction Skills 352 How This Applies to Your Projects 358 Summary 360 Exam Essentials 360 Key Terms 362 Review Questions 364 Chapter 9 Five Perspectives on Business Analysis 369 The Agile Perspective 371 Change Scope 371 Business Analysis Scope 372 Approaches and Techniques 373 Underlying Competencies 376 Knowledge Area Impacts 376 The Business Intelligence Perspective 379 Change Scope 380 Business Analysis Scope 381 Approaches and Techniques 382 Underlying Competencies 384 Knowledge Area Impacts 384 The Information Technology Perspective 388 Change Scope 389 Business Analysis Scope 391 Approaches and Techniques 392 Underlying Competencies 392 Knowledge Area Impacts 393 The Business Architecture Perspective 397 Change Scope 398 Business Analysis Scope 399 Reference Models and Techniques 400 Underlying Competencies 402 Knowledge Area Impacts 402 The Business Process Management Perspective 407 Change Scope 407 Business Analysis Scope 409 Frameworks, Methodologies, and Techniques 411 Underlying Competencies 413 Knowledge Area Impacts 415 Understanding How This Applies to Your Projects 418 Summary 418 Exam Essentials 419 Key Terms 419 Review Questions 421 Appendix A Advice on Completing Your Exam Application 425 The Competency-Based Certification Model 426 CBAP® Experience Requirements 427 CCBA™ Experience Requirements 429 Calculate Your Experience Hours 430 Additional Exam Eligibility Requirements 431 The Exam Application Process 433 Appendix B Knowledge Areas, Tasks, and Elements 435 Review the Six Knowledge Areas 436 Knowledge Areas, Tasks, and Elements 437 Appendix C Mapping Techniques, Stakeholders, and Deliverables to Knowledge Areas and Tasks 443 Techniques 444 Stakeholders 455 Deliverables 459 Appendix D Summary of Business Analysis Techniques 467 Business Analysis Techniques 468 Quick Review of Techniques 468 Appendix E Summary of Business Analysis Outputs 473 Business Analysis Outputs 474 Appendix F Answers to Review Questions 479 Chapter 1: Foundation Concepts 480 Chapter 2: Controlled Start: Business Analysis Planning and Monitoring 481 Chapter 3: Controlled Start: Strategy Analysis 483 Chapter 4: Overarching Tasks: Requirements Life Cycle Management 484 Chapter 5: Controlled Middle: Elicitation and Collaboration 486 Chapter 6: Controlled Middle: Requirements Analysis and Design Definition 487 Chapter 7: Controlled End: Solution Evaluation 488 Chapter 8: Underlying Competencies 490 Chapter 9: Five Perspectives on Business Analysis 491 Index 495
£38.00
John Wiley and Sons Ltd An Introduction to Social Psychology
Book SynopsisTable of ContentsNotes on Contributors xvii Preface to Seventh Edition xx Guided Tour xxiii Accompanying Online Resources for Instructors and Students xxix Chapter 1 Introducing Social Psychology 1Wolfgang Stroebe and Miles Hewstone Introduction 2 Some classic studies 2 A Definition of Social Psychology 5 The core characteristics of social psychology 5 The Unique Perspective of Social Psychology 7 The study of the individual and the social 7 A Brief History of Social Psychology 11 The beginning 11 The early years 15 The years of expansion 17 Social Psychology In Europe 20 The Two Crises of Social Psychology 22 The first crisis of social psychology 22 The second crisis of social psychology 25 Why crises can be good for a field 28 Recent Developments In Social Psychology 29 Chapter Summary 32 Key Terms 33 Note 33 Suggestions For Further Reading 33 Chapter 2 Research Methods in Social Psychology 35Andrew G. Livingstone and Antony S. R. Manstead Introduction 36 Summary 38 Research Strategies 38 Experiments and quasi‐experiments 40 Survey research 42 Qualitative approaches 44 Summary 47 A Closer Look At Experimentation In Social Psychology 48 Features of the social psychological experiment 48 Experimental designs 51 Threats to validity in experimental research 56 Problems with experimentation 62 Summary 64 Data Collection Methods 64 Observational methods 65 Self‐report methods 67 Implicit and physiological methods 68 ‘Big data’: Social media and online behaviour as a source of data 70 Choosing a method 70 Social neuroscience 71 Summary 71 Chapter Summary 72 Key Terms 73 Suggestions For Further Reading 74 Chapter 3 Social Perception and Attribution 75Brian Parkinson Introduction 76 Social Perception 77 Summary 81 Attribution Theory 81 Correspondent inference theory 82 Covariation theory 85 Access To Covariation Information 87 Knowledge, expectation and covariation 89 Learning about causation using covariation and causal power 90 Attributions and achievement 91 Attribution and depression 92 Misattribution of arousal 95 Attributional biases 99 Explaining intentional behaviour 111 The naive scientist metaphor 112 Attributions as discourse 114 Summary 114 Social Perception and Social Reality 115 Automatic and Controlled Social Perception 116 Chapter Summary 117 Key Terms 118 Suggestions For Further Reading 119 Chapter 4 Social Cognition 120Roland Deutsch and Jenny Roth Introduction 121 Five Principles of Social Cognition 121 First principle: social phenomena can be explained by general cognitive processes 121 Second principle: social cognition is situated 132 Third principle: motivation shapes social cognition 140 Fourth principle: social cognition can be a special adaptation 145 Fifth principle: social phenomena are often caused by a mixture of general and more specifically social processes 155 Chapter Summary 158 Key Terms 160 Suggestions For Further Reading 160 Chapter 5 The Self 161Carolyn C. Morf Introduction 162 Where Self‐Knowledge Comes From 163 Through our own observation: personal sources 164 Through the help of others: social sources 166 Experiencing a coherent self: autobiographical memories and the self as narrative 170 Summary 171 The Organizational Function of The Self: The Self As Mental Representation 172 The nature of the self‐concept 172 Actual, ideal and possible selves 175 Implicit and explicit self‐knowledge 176 The nature of self‐esteem 176 The neural underpinnings of self‐knowledge 185 Summary 186 The Motivational Functions of The Self 186 Know thyself: the self‐assessment motive 187 Bigger, better, faster, stronger: the self‐enhancement motive 187 The puzzle of low self‐regard: self‐verification 193 Why do we self‐enhance? 197 The pros and cons of pursuing self‐esteem 198 Summary 201 The Regulatory Functions of The Self: The Self In Control 201 Self‐awareness theory 202 Self‐regulation theory 202 The consequences of self-regulation 205 Autonomous self‐regulation as a resource 206 Summary 207 Self Stability and Change 208 Chapter Summary 210 Key Terms 211 Suggestions For Further Reading 212 Chapter 6 Attitudes 213Geoffrey Haddock and Gregory R. Maio Introduction 214 What is An Attitude? 214 Summary 215 The Content of Attitudes 215 The cognitive component of attitudes 216 The affective component of attitudes 217 The behavioural component of attitudes 218 How related are the components of attitudes? 220 Summary 222 The Structure of Attitudes 222 Summary 224 Why Do We Hold Attitudes? 224 Object appraisal 226 Utilitarian versus value‐expressive attitudes 227 Summary 229 Linking Attitude Content, Structure and Function 230 Content, structure, function and attitude strength 230 Summary 231 The Measurement of Attitudes 231 Explicit measures of attitudes 232 Issues relevant to the explicit measurement of attitudes 233 Implicit measures of attitudes 234 Are attitude measures reliable and valid? 238 Summary 238 Do Attitudes Predict Behaviour? 239 When do attitudes predict behaviour? 241 Do explicit and implicit measures of attitude predict different types of behaviour? 244 Models of attitude–behaviour relations 246 Summary 251 Chapter Summary 251 Key Terms 252 Suggestions For Further Reading 253 Chapter 7 Strategies of Attitude and Behaviour Change 254Wolfgang Stroebe Introduction 255 Persuasion 255 Theories of systematic processing 256 A dual‐process theory of persuasion 260 The impact of persuasion on implicit measures of attitude 270 Incentive‐Induced Attitude Change 272 Counter‐attitudinal behaviour and attitude change 273 Some paradoxical effects of incentives and sanctions 277 Further limitations of the effectiveness of incentive‐induced change 278 Summary 279 Advertising As Applied Persuasion 279 Is subliminal advertising possible? 280 Summary 289 Chapter Summary 290 Key Terms 291 Suggestions For Further Reading 291 Chapter 8 Social Influence 293Miles Hewstone and Robin Martin Introduction 294 Classic Evidence of Social Influence and The Power of Social Norms 295 The impact of social norms 295 Summary 302 Why Does Social Influence Occur? 302 Social comparison 304 Summary 305 Types of Social Influence 306 Inducing compliance 306 The influence of numerical majorities and minorities 308 Group decision‐making 325 Obedience to authority 334 Summary 343 Chapter Summary 344 Key Terms 345 Suggestions For Further Reading 345 Chapter 9 Aggression 347Barbara Krahé Introduction 348 Definition and Measurement of Aggressive Behaviour 349 Observation of aggressive behaviour 351 Obtaining reports of aggressive behaviour 351 Summary 354 Theories of Aggression 354 Biological approaches 354 Psychological approaches 357 Summary 364 Personal and Situational Variables Affecting Aggressive Behaviour 365 Individual differences in aggressive behaviour 365 Situational influences on aggressive behaviour 367 Summary 376 Aggression As A Social Problem 376 Intimate partner violence 377 Sexual aggression 380 Bullying in school and the workplace 381 Intergroup violence 384 Summary 388 Psychological Prevention and Intervention 388 Catharsis 389 Punishment 390 De‐escalation through eliciting incompatible responses 390 Summary 392 Chapter Summary 392 Key Terms 393 Suggestions For Further Reading 394 Chapter 10 Prosocial Behaviour 395Mark Levine, Rachel Manning, and Richard Philpot Introduction 396 Prosocial Behaviour, Helping and Altruism 398 Definitions 398 The altruism–egoism debate 399 Prosocial behaviours 403 Summary 404 Why People Don’t Help 404 A decision‐making model of bystander behaviour 406 Summary 412 Why People Do Help 412 The costs and rewards of helping 412 Groups, identity and prosocial behaviour 415 Helping outgroups 418 Social identity and the bystander effect 419 Social identity, emotion and bystander intervention 420 Summary 421 Issues In Researching Prosocial Behaviour 421 Violence and helping 422 Gender and helping 425 Long‐term, sustained helping behaviours 426 Summary 430 Evolution, Genes and Helping 431 When helping is not self‐interested 433 Summary 435 The Social Neuroscience of Helping 435 Summary 437 Helping In The Real World 437 Selfish vs. altruistic behaviour in life‐threatening emergencies 438 Summary 442 Chapter Summary 442 Key Terms 443 Suggestions For Further Reading 444 Chapter 11 Attraction and Close Relationships 445Johan C. Karremans and Catrin Finkenauer Introduction 446 The Importance of Relationships 446 Relationships and psychological well‐being 446 Relationships and physical well‐being 447 The role of social support 448 The immediate effects of social exclusion 448 The need to belong 451 Attachment 451 Summary 456 Interpersonal Attraction 456 The benefits of physical attractiveness 456 What is beautiful is good 456 The features that determine physical attractiveness 457 Contextual influences on physical attractiveness 460 Psychological attraction 461 Proximity 462 Familiarity 463 Similarity 463 Underestimating the power of the situation 465 Summary 465 Romantic Relationships 465 Love 466 Relationship satisfaction and stability 466 Thoughts and behaviours that enhance relationship functioning 469 Summary 473 General Relationship Processes 474 Types of relationships 474 Disclosure 476 Perceived partner responsiveness 479 Relationship ending 481 Summary 482 Chapter Summary 482 Key Terms 484 Suggestions For Further Reading 484 Chapter 12 Group Dynamics 485Bernard A. Nijstad Introduction 486 The Phenomenology of Groups 486 Defining groups 486 Why groups? 487 Types of groups, entitativity and group functions 488 Consequences of entitativity 490 Summary 491 Individuals In Groups: Social Facilitation 493 Zajonc’s drive theory 493 The role of evaluation 494 Distraction‐conflict theory 495 Individuals In Groups: Group Socialization 497 Joining a group and group socialization: becoming a full member 498 Being in a group: maintenance and role negotiation 501 Leaving a group: divergence and exit 502 Summary 506 Group Development and Structure: The Group Level of Analysis 506 Group development 506 On being similar: norms, shared cognition and cohesion 509 On being different: status and roles 515 Summary 519 Groups In Their Environment: The Intergroup Level of Analysis 520 The intergroup context and the salience of group membership 520 The intergroup context, group perceptions and social influence 523 Summary 524 Chapter Summary 524 Key Terms 525 Suggestions For Further Reading 525 Chapter 13 Group Performance and Leadership 526Stefan Schulz‐Hardt and Felix C. Brodbeck Introduction 527 Some Core Concepts: Actual Group Performance, Group Potential and Task Type 528 Actual and potential group performance 528 Basic types of group tasks and their implications for group potential 529 Summary 530 Process Losses Versus Process Gains In Group Performance 531 Types of process losses and process gains 531 Summary 540 Group Performance Management 540 Three basic principles of group performance management 540 Summary 549 Leadership 550 Approaches to the study of leadership 551 Leadership in groups: How can leadership help to improve group performance? 559 Summary 561 Chapter Summary 561 Key Terms 562 Notes 563 Suggestions For Further Reading 563 Chapter 14 Prejudice and Intergroup Relations 565Russell Spears and Nicole Tausch Introduction 566 Personality Approaches To Prejudice 569 The authoritarian personality 570 Prejudice and a desire for social dominance 571 Authoritarianism and social dominance orientation as ideologies 572 Summary 577 The Cognitive Approach To Prejudice 577 Outgroup homogeneity, stereotyping and prejudice 578 Developments and integration 579 Summary 581 Group Approaches To Prejudice 581 Intragroup processes, ingroup bias and prejudice 581 Intergroup explanations of prejudice and discrimination 582 The social identity explanation of ingroup bias 585 More extreme threats to the group 590 Integrative intergroup theories 592 Can emotions help to explain the variety and intensity of prejudice? 595 Summary 599 Psychological Interventions To Reduce Prejudice and Improve Intergroup Relations 600 The ‘contact hypothesis’ 600 Varying levels of categorization 606 Other prejudice‐reduction techniques 610 The wider implications of prejudice reduction 613 Summary 615 Chapter Summary 616 Key Terms 617 Note 617 Suggestions For Further Reading 618 Chapter 15 Cultural Social Psychology 619Peter B. Smith Introduction 620 Culture and Cultural Differences 621 Defining culture 622 Nations as cultures 623 Measuring culture 623 Overcoming methodological challenges 627 Summary 630 Culture and Cognition 630 Summary 636 Culture and Self-Construal 636 Cross‐cultural variation in self‐enhancement 637 Self‐construal as an explanation of cultural differences 640 Self‐construal over time 640 Summary 642 Interpersonal Relations 643 Prosocial behaviour with strangers 643 Intimate relationships 644 Summary 645 Group Processes 646 Summary 649 Intergroup Relations and Prejudice 651 Contact and prejudice 654 Summary 655 Intercultural Relations 655 Migration and acculturation 657 Summary 663 Chapter Summary 663 Key Terms 664 Suggestions For Further Reading 664 Glossary 666 References 685 Name Index 792 Index 823
£51.25
John Wiley & Sons Inc Engaging Ideas
Book SynopsisTable of ContentsPreface About the Authors 1 Using Writing to Promote Thinking: A Busy Professor’s Guide to the Whole Book PART 1 UNDERSTANDING CONNECTIONS BETWEEN THINKING AND WRITING 2 How Writing Is Related to Critical Thinking 3 Helping Students Think Rhetorically PART 2 DESIGNING PROBLEM-BASED WRITING ASSIGNMENTS 4 Formal Writing Assignments Situated in Rhetorical Contexts 5 Informal, Exploratory Writing Activities PART 3 COACHING STUDENTS AS LEARNERS, THINKERS, AND WRITERS 6 Designing Tasks to Promote Active Thinking and Learning 7 Helping Students Read Mindfully across the Disciplines 8 Using Small Groups to Coach Thinking and Teach Disciplinary Argument 9 Bringing More Critical Thinking into Lectures and Discussions 10 Designing and Sequencing Assignments to Teach Undergraduate Research PART 4 RESPONDING TO AND GRADING STUDENT WRITING 11 Helping Students Use Self-Assessment and Peer Review to Promote Revision and Reflection 12 Using Rubrics to Develop and Apply Assessment Criteria 13 Coaching the Writing Process and Handling the Paper Load 14 Providing Effective and Efficient Feedback 15 Responding to Grammar and Other Sentence-Level Concerns 16 Alternatives to Traditional Grading: Portfolio Assessment and Contract Grading References Index
£28.79
John Wiley & Sons Inc Counseling the Culturally Diverse
Book SynopsisTable of ContentsPreface xix Section 1 The Multiple Dimensions of Multicultural Counseling and Therapy Part 1 The Affective Conceptual and Practice Dimensions of Multicultural Counseling and Therapy 1 Understanding Resistance to Multicultural Training: Obstacles to Developing Cultural Competence 5 Expections for the Course 6 Reflection and Discussion Questions 6 Reactions to the Course 7 By The Numbers 8 Emotional Self-Revelations and Fears: Majority Group Members 8 Emotional Invalidation Versus Affirmation: Marginalized Group Members 10 A Word of Caution 12 Reflection and Discussion Questions 13 Recognizing and Understanding Resistance to Multicultural Training 13 Cognitive Resistance—Denial 14 Emotional Resistance 14 Did You Know? 15 Behavioral Resistance 17 Cultural Competence and Emotions 18 Implications for Clinical Practice 19 Summary 20 Glossary Terms 20 References 20 2 Multicultural Counseling and Therapy (MCT) 23 Race and Culture Matter 23 Reflection and Discussion Questions 25 Culture-Universal (ETIC) Versus Culture-Specific (EMIC) Formulations 25 Cultural Concepts of Distress 25 Acknowledging Group Differences 26 Being Aware of Collectivistic Cultures 26 Attuning to Cultural and Clinical Clues 26 Balancing the Culture-Specific and Culture-Universal Orientations 27 The Nature of Multicultural Counseling Competence 27 The Harm of Cultural Insensitivity 27 Good Counseling is Culturally Responsive Counseling 28 By The Numbers 28 Understanding The Three Dimensions of Identity 28 Individual Level: “All Individuals Are in Some Respects Like No Other Individuals” 29 Group Level: “All Individuals Are in Some Respects Like Some Other Individuals” 30 Universal Level: “All Individuals Are in Some Respects Like All Other Individuals” 30 Reflection and Discussion Questions 31 Individual and Universal Biases in Psychology and Mental Health 31 The Impact of Group Identities on Counseling and Psychotherapy 32 What is Multicultural Counseling and Therapy? 32 What is Cultural Competence? 33 Box 2.1: Multicultural Counseling Competencies 34 Did You Know? 35 Social Justice and Cultural Competence 36 Reflection and Discussion Questions 36 Implications for Clinical Practice 37 Summary 37 Glossary Terms 38 References 38 3 Cultural Perspectives and Barriers: The Individual Interplay of Cultural Experiences 41 Reflection and Discussion Questions 42 Characteristics of Conventional Counseling 42 Culture-Bound Values 44 Focus on the Individual 44 Verbal/Emotional/Behavioral Expressiveness 45 Insight 45 Self-Disclosure Openness and Intimacy 46 Styles of Communication 47 Did You Know? 48 Scientific Empiricism 49 Distinctions Between Mental and Physical Functioning 50 Patterns of Cultural Assumptions and Multicultural Family Counseling/Therapy 50 People–Nature Dimension 51 Time Dimension 52 Relational Dimension 53 Activity Dimension 53 Nature of People Dimension 54 Language Barriers 55 Class-Bound Values and Perspectives 56 By The Numbers 56 The Damaging Impact of Poverty 56 Therapeutic Class Bias 57 Overgeneralizing and Stereotyping 58 Implications for Clinical Practice 58 Summary 59 Glossary Terms 60 References 60 Part 2 Sociopolitical and Social Justice Dimensions of Multicultural Counseling and Therapy 4 Microaggressions: Implications for Counseling and Psychotherapy 67 Reflection and Discussion Questions 67 Reflection and Discussion Questions 68 Contemporary Forms of Oppression: Racism Sexism & Heterosexism 70 The Evolution of the “ISMS”: Microaggressions 71 Microassault 71 Microinsult 71 Microinvalidation 72 By The Numbers 72 Reflection and Discussion Questions 72 The Dynamics and Dilemmas of Microaggressions 75 Dilemma 1: The Clash of Sociodemographic Realities 75 Dilemma 2: The Invisibility of Unintentional Expressions of Bias 76 Dilemma 3: The Perceived Minimal Harm of Microaggressions 76 Dilemma 4: The Catch-22 of Responding to Microaggressions 77 Did You Know? 77 Therapeutic Implications 77 Microinterventions: The New Therapeutic Frontier 80 Implications for Clinical Practice 82 Summary 82 Glossary Terms 83 References 83 5 Sociohistorical Privilege and Oppression: Implications for Counseling and Psychotherapy 86 An Open Letter to Brothers and Sisters of Color 86 Reflection and Discussion Questions 87 Mental Health Practice and the Reproduction of Oppression 87 Connecting the Dots Between Mental Health Practice and Social Justice: An Overview 89 The Danger of a Single Story: Ethnocentric Monoculturalism 91 Did You Know? 91 Understanding Ethnocentric Monoculturalism 92 Historical Manifestations of Ethnocentric Monoculturalism 94 Ethnocentric Monoculturalism Sociohistorical Oppression and Mental Health 95 Ethnocentric Monoculturalism and Foundational Psychotherapeutic Theory 96 Definitions of Mental Health 96 Connections to the Counseling and Mental Health Literature 98 Pathology and Persons of Color 98 By The Numbers 100 Ethnocentric Monoculturalism and Mental Health Practice: Psychotherapy as a Racial-Cultural Microcosm 100 Reflection and Discussion Questions 101 MCT as a Social Justice Approach to Mental Health Practice 102 Social Justice Advocacy and Cultural Humility 104 Implications for Clinical Practice 105 Summary 106 Glossary Terms 106 References 107 PART 3 Racial Ethnic Cultural (REC) Attitudes in Multicultural Counseling and Therapy 6 Racial Ethnic Cultural (REC) Identity Attitudes in People of Color: Counseling Implications 113 Case Study: Alejandro: Afro-Puerto 113 Racial Awakening 114 Just American to Puerto Rican/Afro-Latino 114 Denial Breakdown 114 The Internal Struggle for Identity 114 Locus of the Problem 115 REC Identity Attitude Models 115 Did You Know? 115 William E. Cross’ Nigrescence Model: Foundational Theory 115 A General Model of Rec Identity 117 Conformity Status 118 Dissonance Status 119 Resistance and Immersion Status 120 Introspection Status 121 Integrative Awareness Status 123 Counseling Implications of the R/CID Model 123 Conformity Status 124 Dissonance Status 125 By The Numbers 125 Resistance and Immersion Status 125 Introspection Status 126 Integrative Awareness Status 126 Value of a General Rec Identity Framework 126 Reflection and Discussion Questions 127 Implications for Clinical Practice 127 Summary 128 Glossary Terms 128 References 128 7 White Racial Consciousness: Implications for Counseling and Psychotherapy 130 Whiteness and Multicultural Counseling 130 Reflection and Discussion Questions 131 Steps Toward an Understanding of Whiteness and White Identity 132 Did You Know 133 Models of White Racial Identity Development 135 The Hardiman White Racial Identity Development Model 135 The Helms White Racial Identity Development Model 136 A Descriptive Model of White Identity: Seven Positions 137 By The Numbers 139 An Antiracist White Identity 141 White Antiracist Identifications 142 Principles of Prejudice Reduction 143 Principle 1: Learn About People of Color From Sources Within the Group 143 Principle 2: Learn From the Examples of Healthy and Strong People of the Culture 144 Principle 3: Learn From Experiential Reality 144 Principle 4: Learn From Constant Vigilance of Your Biases and Fears 144 Principle 5: Learn From Being Committed to Personal Action Against Racism 144 Reflection and Discussion Questions 145 Implications for Clinical Practice 145 Summary 146 Glossary Terms 146 References 146 8 Multicultural Counseling Competence and Cultural Humility for People of Color Counselors and Therapists 149 Interracial And Interethnic Biases 150 Impact On Interracial Counseling Relationships 150 Racial Stereotypes Held by People of Color 150 The Who-Is-More-Oppressed Game 151 Interracial and Interethnic Counseling 151 By The Numbers 152 Reflection and Discussion Questions 152 The Politics of Interracial and Interethnic Bias and Discrimination 153 The Political Relationships Between Groups of Color 154 African Americans and Asian Americans 154 Asian Americans and Latinx Americans 155 Latinx Americans and African Americans 155 American Indians and Black Latinx and Asian Americans 156 Reflection and Discussion Questions 156 Within Group Differences Among Racial/Ethnic Groups 157 Cultural Values 157 Communication Styles 157 Issues Regarding Stage of Ethnic Identity 158 Did You Know? 158 Counselors of Color and Dyadic Combinations 158 Challenges Associated with Counselor of Color and White Client Dyads 159 Situation 1: Challenging the Competency of Counselors of Color 159 Situation 2: Needing to Prove Competence 159 Situation 3: Transferring Racial Animosity toward White Clients 160 Situation 4: Viewing the Counselor of Color as a Super Minority Counselor 160 Situation 5: Dealing with Client Expressions of Racism 161 Challenges Associated with Counselor of Color and Client of Color Dyads 162 Situation 1: Overidentifying with the Client 162 Situation 2: Encountering Clashes in Cultural Values 162 Situation 3: Experiencing Clashes in Communication and Counseling Styles 163 Situation 4: Receiving and Expressing Racial Animosity 164 Situation 5: Dealing with the Racial Identity Status of Counselors and Clients 164 Reflection and Discussion Questions 165 Implications for Clinical Practice 165 Summary 166 Glossary Terms 166 References 166 PART 4 Western and Non-Western Perspectives in Counseling and Therapy 9 Multicultural Evidence-Based Practice 171 Reflection and Discussion Questions 172 Empirically-Supported Therapies (ESTs) 172 Reflection and Discussion Questions 175 Empirically Supported Relationships (ESRs) 175 Did You Know? 175 The Therapeutic Alliance 176 Emotional or Interpersonal Bond 178 Empathy 178 Positive Regard Respect Warmth and Genuineness 179 Therapist Self-Disclosure 180 Management of Countertransference 180 Goal Consensus 180 Reflection and Discussion Questions 181 Evidence-Based Practice and Diversity Issues in Counseling 181 By The Numbers 182 Reflection and Discussion Questions 183 Implications for Clinical Practice 184 Summary 184 Glossary Terms 185 References 185 10 Indigenous and Cultural Methods of Healing Among People of Color: Implications for Multicultural Counseling and Therapy (MCT) 188 Worldviews and Cultural Concepts of Distress 189 The Shaman and Traditional Healer as Therapist: Commonalities 190 Case Study: The Nguyen Family 191 A Case of Child Abuse? 191 Did You Know? 193 The Principles of Indigenous Healing 193 Holistic Outlook Interconnectedness and Harmony 194 Belief in Metaphysical Levels of Existence 194 Acceptance of Spirituality in Life and the Cosmos 195 By The Numbers 197 Reflection and Discussion Questions 198 Radical Healing Among People of Color 198 Examples of Healing Practices Among People of Color 199 Implications for Clinical Practice 200 Summary 200 Glossary Terms 201 References 201 PART 5 Assessment Diagnosis and Treatment Issues in Multicultural Counseling and Therapy 11 Culturally Competent Assessment 207 Therapist Variables Affecting Diagnosis 208 Did You Know? 209 Cultural Competence and Preventing Diagnostic Errors 210 Cultural Self-Awareness 210 Cultural Knowledge 211 Culturally Responsive or Multicultural Skills 211 Contextual and Collaborative Assessment 212 Case Study: Erica 213 Principles of Collaborative Conceptualization 213 Infusing Cultural Relevance into Standard Clinical Assessments 214 Cultural Formulation Interview 214 Culturally Sensitive Intake Interview 215 By The Numbers 216 Implications for Clinical Practice 218 Summary 218 Glossary Terms 219 References 219 Section 2 Multicultural Counseling and Specific Populations PART 6 Counseling and Therapy with Racial/Ethnic Group Populations 12 Multicultural Counseling Contexts: African Americans 225 Sociohistorical Context 226 Strengths and Resiliences 227 Family and Community 227 Religion and Spirituality 227 Resourcefulness and Resilience 228 Positive Racial-Ethnic Identity or Racial Pride 228 Potential Challenges 228 Racism and Discrimination 228 Racial Socialization: When What and How to Discuss Racism 229 Internalized Racism 229 Challenges for Black Women 230 Counseling and Applied Considerations 230 Case Studies: Johnny: When Extra Familial Help Causes Disruption 231 A Clinical Checklist 233 Summary 234 Glossary Terms 235 References 235 13 Multicultural Counseling Contexts: American Indians/Native Americans and Alaskan Natives 239 Sociohistorical Context 240 Strengths and Resliencies 241 Tribal Community Structure and Relationships 242 Family Structure and Relationships 242 Cultural and Spiritual Values 242 Specific Challenges 243 Case Study: Mary 244 Educational Concerns 244 Acculturation Conflicts 245 Alcohol and Substance Abuse 246 Domestic Violence 246 Suicide 247 Implications for Clinical Practice 248 Summary 248 Glossary Terms 249 References 249 14 Multicultural Counseling Contexts: Asian Americans and Pacific Islanders 252 Characteristics and Strengths 253 Asian Americans: A Success Story? 253 Case Study: Katherine 255 Collectivistic Orientation 255 Hierarchical Relationships 256 Parenting Styles 256 Emotionality 257 Holistic View on Mind and Body 257 Academic and Occupational Goal Orientation 258 Cultural Strengths 258 Specific Challenges 259 Racial-Ethnic-Cultural Identity and Conflict 259 Acculturation Conflicts 259 Expectations Regarding Counseling 260 Racism and Discrimination 261 Implications for Clinical Practice 262 Summary 263 Glossary Terms 263 References 263 15 Multicultural Counseling Contexts: Latinx Communities 266 Cultural Strengths 267 Family and Interpersonal Relationships 267 Religion and Spirituality 269 Additional Cultural Strengths 270 Specific Challenges 270 Xenophobia Discrimination and Ethno-Racial Trauma 270 Racism in the Schools 271 Stigma Associated with Mental Illness 272 Acculturation and Acculturative Stress 272 Gender Role Conflicts 274 Implications for Clinical Practice 275 Summary 276 Glossary Terms 277 References 277 16 Multicultural Counseling Contexts: Multiracial Americans 280 Characteristics and Strengths 281 Multiracial Population in the United States 281 The “One Drop of Blood” Rule 282 Strengths 283 Specific Challenges 284 Racial/Ethnic Ambiguity and Multiracial Identity Socialization: “What Are You?” 284 Intermarriage Stereotypes and Myths 285 Discrimination Racism and Microaggressions 285 Racial Identity Invalidation 286 A Multiracial Bill of Rights 288 Implications for Clinical Practice 288 Summary 290 Glossary Terms 290 References 290 17 Multicultural Counseling Contexts: Arab Americans 293 Demographic Characteristics 294 Sociohistorical Context 294 Potential Challenges 295 Strengths and Resiliencies 296 Counseling and Applied Considerations 296 A Clinical Checklist 297 Summary 298 Glossary Terms 298 References 298 PART 7 Counseling and Therapy with Other Multicultural Populations 18 Multicultural Counseling Contexts: Marginalized Religious Communities 303 Counseling Contexts: Jewish Americans 303 Characteristics and Strengths 304 Spiritual and Religious Values. 304 Ethnic Identity 305 Gender-Related Considerations 305 Cultural Strengths 305 Potential Challenges 306 Prejudice and Discrimination 306 Counseling and Applied Considerations 307 Counseling Contexts: Muslim Americans 308 Characteristics and Strengths 308 Spiritual and Religious Values 309 Gender-Related Considerations 309 Cultural Strengths 309 Potential Challenges 310 Counseling and Applied Considerations 311 Marginalized Religious Communities: A Clinical Checklist 311 Summary 312 Glossary Terms 312 References 313 19 Counseling Contexts: Immigrants and Refugees 316 Demographic Characteristics 317 Sociohistorical Context 317 Cultural Dimensions 318 Potential Challenges 318 Gender Issues and Domestic Violence 319 Refugee Issues and Coping with Loss 319 Strengths and Resiliencies 320 Counseling and Applied Considerations 320 Barriers to Seeking Treatment 321 Linguistic and Communication Issues 322 Counseling Refugees 323 Effects of Past Persecution Torture or Trauma 323 A Clinical Checklist 324 Summary 326 Glossary Terms 326 References 326 20 Multicultural Counseling Contexts: LGBTQ Communities 328 Characteristics and Strengths 329 SOGI Awareness 329 LGBTQ Youth 331 LGBTQ Couples and Families 332 Strengths 333 Specific Challenges 333 Coming Out 333 Prejudice Discrimination and Misconceptions 334 Aging 336 Implications for Clinical Practice 337 Summary 339 Glossary Terms 339 References 339 21 Multicultural Counseling Contexts: Older Adults 343 Demographic Characteristics 343 Sociohistorical Context 344 Potential Challenges 345 Mental Deterioration 345 Elder Abuse 345 Strengths and Resiliencies 346 Sexuality 346 Leadership 346 Counseling and Applied Considerations 347 Physical Limitations 347 Cognitive Limitations 347 Elder Abuse 348 Substance Abuse 348 Social Isolation Depression and Suicide 349 The Benefits of Counseling and Therapy for Older Adults 350 A Clinical Checklist 350 Summary 351 Glossary Terms 352 References 352 22 Multicultural Counseling Contexts: Women 355 Demographic Characteristics 356 Sociohistorical Context 356 Potential Challenges 357 Bias and Schooling 358 Organizational and Workplace Bias 358 Harassment and Violence 359 Sexual Objectification and Its Sequellae 359 Social Pressure Toward Unrealistic Body Ideals 360 Caretaker Overload 360 Incidence of Depression 360 Strengths and Resiliencies 360 Counseling and Applied Considerations 361 Gender Bias and Conventional Practices 361 Body Image 362 Addressing Harassment and Violence 362 Educational and Vocational Issues 362 Depression 363 A Clinical Checklist 364 Summary 365 Glossary Terms 365 References 365 23 Multicultural Counseling Contexts: Individuals Living in Poverty 369 Demographic Characteristics 369 Sociohistorical Context 370 Potential Challenges 371 Social Exclusion 371 Educational Inequities 372 Disparities in the Judicial System 372 Classism and the Minimum Wage 373 Health Care Inequities 373 Strengths and Resiliencies 373 Counseling and Applied Considerations 374 A Clinical Checklist 375 Summary 377 Glossary Terms 377 References 377 24 Multicultural Counseling Contexts: Individuals with Disabilities 380 Demographic Characteristics 380 Sociohistorical Context 381 Models of Disability 381 Potential Challenges 382 Prejudice and Discrimination 382 Strengths and Resiliencies 383 Counseling and Applied Considerations 384 Sexuality and Reproduction 385 Spirituality and Religiosity 385 Family Counseling 385 Environmental and Social Justice Issues 386 Counselors’ Attitudes When Clients have Disabilities 387 A Clinical Checklist 388 Summary 390 Glossary Terms 390 References 390 Index I-1
£90.86
John Wiley & Sons Inc Comptia A Complete Practice Tests
Book SynopsisTable of ContentsIntroduction xi Part I COMPTIA A+ CORE 1 EXAM 220- 1101 1 Chapter 1 Mobile Devices 3 Chapter 2 Networking 29 Chapter 3 Hardware 61 Chapter 4 Virtualization and Cloud Computing 115 Chapter 5 Hardware and Network Troubleshooting 125 Part II COMPTIA A+ CORE 2 EXAM 220- 1102 173 Chapter 6 Operating Systems 175 Chapter 7 Security 237 Chapter 8 Software Troubleshooting 281 Chapter 9 Operational Procedures 309 Chapter 10 Practice Exam 1 (220- 1101) 339 Chapter 11 Practice Exam 2 (220- 1102) 361 Appendix Answers to the Review Questions 383 Chapter 1: Mobile Devices 384 Chapter 2: Networking 397 Chapter 3: Hardware 417 Chapter 4: Virtualization and Cloud Computing 437 Chapter 5: Hardware and Network Troubleshooting 442 Chapter 6: Operating Systems 466 Chapter 7: Security 510 Chapter 8: Software Troubleshooting 540 Chapter 9: Operational Procedures 558 Chapter 10: Practice Exam 1 (220- 1101) 574 Chapter 11: Practice Exam 2 (220- 1102) 588 Index 603
£26.40
