Educational psychology Books

Book SynopsisAre you looking to master the art of negotiation in both your personal and professional life? The Art of Negotiation by Adam Winschberg is your ultimate guide to achieving win-win outcomes. Packed with timeless strategies and proven techniques, this comprehensive book shares powerful stratagem methods used by some of history's most successful individuals. Adam Winschberg draws on decades of hands-on experience and valuable insights to present a clear, practical approach to negotiation. This book will help you improve your mental resilience while equipping you with the skills to effectively navigate challenging discussions and achieve your desired results. Whether you're negotiating in business, dealing with personal matters, or even negotiating with yourself, The Art of Negotiation offers tools to enhance your strategies and boost your confidence. Inside, you'll learn to:Recognize and apply key negotiation techniques for different situationsDevelop strategies tailored to your stren

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Book SynopsisThe classic account of a lost boy''s emotional breakthrough, from a renowed child psychotherapist''I welcome this book with all my heart'' D. W. WinnicottWhen renowned psychotherapist Virginia Axline first encountered Dibs at his New York School, he was a little boy lost to the world. He would not talk. He would not play. He sat alone, defying every attempt at interaction. Axline was the last resort. This is her seminal account of how, through weekly play therapy sessions over the course of one year, Dibs''s extraordinary character, and the reason for his silent withdrawal, were gradually revealed. Dibs in Search of Self is a classic of child therapy, and a moving story of transformation.''A very empowering and kind book'' Tanya Byron''It should be the law that you have to read this book'' Adjoa Andoh, BBC Radio 4Trade ReviewIt should be the law that you have to read this book * BBC Radio 4 *I welcome this book with all my heart -- D.W. WinnicottWhat this book does is to beautifully and sensitively describe how we can unlock this little person and enable him to be understood and be the best little person he can be. I think it is a very empowering and kind book -- Tanya Byron

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Book SynopsisAre you looking to master the art of negotiation in both your personal and professional life? The Art of Negotiation by Adam Winschberg is your ultimate guide to achieving win-win outcomes. Packed with timeless strategies and proven techniques, this comprehensive book shares powerful stratagem methods used by some of history's most successful individuals. Adam Winschberg draws on decades of hands-on experience and valuable insights to present a clear, practical approach to negotiation. This book will help you improve your mental resilience while equipping you with the skills to effectively navigate challenging discussions and achieve your desired results. Whether you're negotiating in business, dealing with personal matters, or even negotiating with yourself, The Art of Negotiation offers tools to enhance your strategies and boost your confidence. Inside, you'll learn to:Recognize and apply key negotiation techniques for different situationsDevelop strategies tailored to your stren

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Book SynopsisOffers research about the mind and the brain that provides answers to a number of compelling questions. This book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. The knowledge calls into question concepts and practices firmly entrenched in our education system.Table of Contents1 Front Matter; 2 I INTRODUCTION; 3 1 Learning: From Speculation to Science; 4 II LEARNERS AND LEARNING; 5 2 How Experts Differ from Novices; 6 3 Learning and Transfer; 7 4 How Children Learn; 8 5 Mind and Brain; 9 III TEACHERS AND TEACHING; 10 6 The Design of Learning Environments; 11 7 Effective Teaching: Examples in History, Mathematics, and Science; 12 8 Teacher Learning; 13 9 Technology to Support Learning; 14 IV FUTURE DIRECTIONS FOR THE SCIENCE OF LEARNING; 15 10 Conclusions; 16 11 Next Steps for Research; 17 References; 18 Biographical Sketches of Committees' Members and Staff; 19 Acknowledgments; 20 Index

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Book SynopsisAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of The Element ''As we face an increasingly febrile future, the answer is not to do better what we''ve done before. We have to do something else . . . We must urgently re-imagine education and schools'' Imagination and creativity are at the root of every uniquely human achievement and those achievements have brought us to this present moment. As we reckon with the extractive practices that have depleted our natural resources and threaten our survival as a species, Sir Ken Robinson argues that we must also find a better way of cultivating human potential in order to navigate our uncertain future. This incisive book distills the thought and expertise that underpinned Sir Ken''s influential work as educator, speaker and adviser; grounded in his unwavering belief in the indispensable value of human potential. Imagine If . . .Trade ReviewA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *He makes us rethink what real schooling, learning and creativity means -- Malala YousafzaiThe world's most well-known education luminary * Forbes *

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Book SynopsisThis practical skills guide helps young people with who learn differently including those with dyslexia, DCD/dyspraxia and ADHD, study for their exams.Students who learn differently can often find exams challenging and can experience a good deal of anxiety around exam time, leading to exam results that may not accurately reflect their capabilities. Much exam stress arises from a lack of confidence with the ability to learn and retain information in a meaningful way. This engaging workbook is designed to help students to overcome these issues. It not only shows students how to develop a positive success attitude towards study and exams, but also aims to equip them with powerful strategies and techniques for learning and remembering. The book offers strategies for learners whose methods of learning are multisensory. When learning is active rather than passive, it happens faster, and is easier, more enjoyable and more effective. As you progress through the fun, engaging activities, so your confidence and belief in your ability to learn will increase. Struggling students will become confident, successful learners, with a positive attitude and access to a wide range of effective strategies, and in this way, you will achieve the results in exams that you have worked for and deserve.Trade ReviewWritten with sensitivity, the author draws alongside students guiding them to understand their personal learning needs. The beauty of this book is that it not only offers practical tips for developing good study habits but also shows learners how these can be applied in a meaningful way. The book is full of helpful hints, activities and useful templates for creating resources; it is an invaluable guide for both students and tutors. -- Anne Robinson, Specialist TutorAnn-Marie's Study Skills Guide is a one-stop shop for all things revision based - from starting a course through to preparations for the day of the exam. The interactive nature of the book, with its quizzes and tasks, helps the reader to really engage with its message. It provides the tools to create positive, effective revision strategies tailored to an individual's own way of learning. Providing such a wide range of tips and resources really does make the process feel less onerous and shows learners that revision can be easier and enjoyable! The strategies in this book will be of huge benefit to so many students - I will certainly be employing them the with the students I support at college and with my own children! -- Gwennan Anderson, Study Support, Runshaw CollegeThis is an excellent book for dyslexic learners. It is easy to read and contains lots of useful activities and helpful tips. I especially love the promotion of multisensory methods. Don't wait till just before your exams to get this, start planning for success in advance. -- Alais Winton, Author of Fun Games and Activities for Children with Dyslexia

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Book SynopsisHow do we best help a child who is struggling? By learning to look carefully.Children's challenging behaviour -- such as bullying, attention problems, anxiety, memory problems or sensory-seeking behaviour -- can often be related to a developmental issue, and the best way to understand the behaviour, argues Adam Blanning, is through close observation of the child. Watching how a child moves, listens, eats or sleeps can offer valuable insights into a child's experience of the world, and help tell the child's story.This detailed book explores in depth the 'constitutional polarities' of children discussed by Rudolf Steiner, which in turn can lead to effective, individualised therapeutic approaches to challenging behaviour. Teachers, counsellors and medical doctors will find tools in this book to enrich their work with children. The constitutional pictures are accompanied by diverse therapeutic indications that will help children into new growth and maturation, from the inside out.

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Book SynopsisWhen it first appeared in the 1970s, The Little Red Schoolbook was banned by the UK authorities, which confiscated copies and prosecuted the publisher under the Obscene Publications Act. Why? Because this little book aimed to educate teenagers about democracy, sex and drugs - in frank, simple language - and encouraged them to view adults as "paper tigers". The Little Red Schoolbook has been unavailable for more than 40 years, but it remains surprisingly relevant for young people today. Reissued here in its original and uncensored format, with informative footnotes and a new foreword by the surviving author Soren Hansen, it encourages teenagers to have the confidence to seek information for themselves, challenge authority and question the status quo.

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Book SynopsisTable of ContentsAcknowledgments to the First Edition xi Acknowledgments to the Second Edition xiii The Author xv Introduction xvii Chapter 1 Why Don’t Students Like School? 1 Chapter 2 How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts? 25 Chapter 3 Why Do Students Remember Everything That’s on Television and Forget Everything I Say? 57 Chapter 4 Why Is It So Hard for Students to Understand Abstract Ideas? 95 Chapter 5 Is Drilling Worth It? 119 Chapter 6 What’s the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians? 143 Chapter 7 How Should I Adjust My Teaching for Different Types of Learners? 167 Chapter 8 How Can I Help Slow Learners? 191 Chapter 9 How Can I Know Whether New Technology Will Improve Student Learning? 217 Chapter 10 What About My Mind? 251 Conclusion 273 Glossary 281 Notes 285 Index 291

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Book SynopsisFrom executive skills experts Peg Dawson and Richard Guare, the 8 â x 11â academic planner that has helped thousands of students in grades 6â12 is now revised and updated. It provides an all-in-one resource for keeping track of assignments and due dates while developing the crucial executive skills needed to succeed in school and beyond. Students are given the tools to get organized, manage their time, learn study strategies, create daily/weekly study plans, and stay on track. They are also guided to evaluate their own executive skills in order to target their weaknesses and capitalize on strengths. In addition to simplified planner pages, the revised edition has an improved Studying for Tests form. User-friendly features: *Convenient spiral binding. *Three-hole punched to fit in a binder (with a new slimmer profile). *Reproducible planning forms that can be downloaded and printed for repeated use. *Undated daily and monthly calendars for one academicTrade Review"This is a wonderful tool. Importantly, it provides a menu of options for coaches and students and the language is transparent and logical. Dawson and Guare draw on their knowledge of how executive skills develop and are refined to explicitly teach strategies for academic and personal self-management and self-advocacy. Both the student and the executive skills coach will gain from using this planner."--Jackie Gilson, NCSP, school psychologist, Chicago Public Schools "In my 17 years as a teacher, I've worked with countless frustrated, struggling students who are clearly capable of doing better. The executive functioning and coaching components in The Work-Smart Academic Planner are vital to improve the academic performance of these learners. The planner helps students develop a growth mindset and increase their sense of self-efficacy. It builds the cognitive skills necessary for success in school and beyond."--Timothy McElroy, MA, special education teacher, Mountain View High School, Fairfax County (Virginia) Public Schools "Dawson and Guare provide a true compass for navigating the path to academic growth. The planner provides invaluable practical strategies that encourage students' independence and foster learning. It will be a welcome resource for students, coaches, educators, and parents."--Barbara Saint-Amour, board-certified coach, Yarmouth, Maine "While it is valuable to develop theoretical models of executive functioning, it is incredibly more so to develop practical strategies and clinical tools for overcoming problems in this area. Congratulations to Dawson and Guare for doing just that. This planner provides a set of tools that will help teens with executive skills deficits--including those with ADHD--to function more effectively. The planner pages in the revised edition are easier to use, as each week now fits on a single page. Parents and teachers will find the book highly useful, and clinicians will want to add it to the list of resources they recommend for dealing with executive skills deficits on a daily basis."--Russell A. Barkley, PhD, ABPP, ABCN, Department of Psychiatry, Virginia Commonwealth University School of Medicine "This planner will be extremely useful for a wide variety of students, from those struggling with school performance to high achievers seeking further growth. It incorporates research-based strategies that will help students manage and plan their time, organize school assignments and responsibilities, and remain focused on short- and long-term goals. I know of no other resource that not only provides an individual guide for executive skill development but also includes many helpful checklists, tip sheets, and templates to support the successful completion of essential school tasks."--George J. DuPaul, PhD, School Psychology Program, Lehigh University -Table of ContentsAbout This Planner Using the Planner with a Coach Planner OverviewI. Understanding Your Executive Skills Profile Part I Task Completion Checklist Executive Skills Questionnaire Executive Skills Problem Checklist Executive Skills Tip SheetsII. Goal Setting Part II Task Completion Checklist Goal-Setting WorksheetIII. Strategies for Success Studying for Tests Five-Paragraph Essay Template Long-Term-Project Planning Form Other StrategiesIV. Daily/Weekly/Monthly Planners

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Book SynopsisEmotion Coaching (EC) is a universal communication strategy which supports children and young people to self-regulate and manage their stress responses. Originally noticed as an effective way parents communicated with their children around challenging behaviours, Emotion Coaching has been shown to be highly successful in educational settings too. This is why the authors pioneered the research and application of Emotion Coaching into UK (primary and secondary) schools and community settings. The book includes straightforward descriptions and practical tips, with signposting to resources, case studies and vignettes to illustrate its practical application in educational settings. It supports adults to promote empathetic responses to challenging behaviours and situations, helping children and young people to understand their emotions and learn to manage them and their behavior in the longer-term.Trade ReviewResearch suggests that classroom learning, memory recall and social functioning are all affected by the process of emotion. If a child is not emotionally ready to learn then no amount of work differentiation or punitive threats will ameliorate this issue. In 'Emotion Coaching with Children and Young People in Schools', educational and community practitioners are offered a clear and structured guide to supporting learners with emergent social, emotional and mental health needs. Professionals are encouraged to regain control of their own emotional responses in the first instance, before engaging with distressed children 'in the moment' using the evidence based Emotion Coaching approach. Informed by Bowlby's Attachment Theory and located within a paradigm that includes nurturing schools, Theraplay, restorative practices and zones of regulation, Emotion Coaching offers a direct and powerful intervention that explicitly teaches children how to label emotions, to process emotions and to find solutions. If emotions are 'the glue and gunpowder' of human connectedness, then coaching children how to regulate their emotions should be prioritised in every school curriculum. This accessible and practical book is the ideal place to start. -- Dr David Colley, Oxford Brookes UniversityThe authors effortlessly bring the concept of neuroscience into daily practice and all areas of life, through Emotion Coaching. This practical guide is second to none in its scientifically proven approach to nurturing children's behavioural development. -- Dr Mine Conkbayir, Early Years Author, Researcher and TrainerBased on neuroscientific evidence and own research finding, the authors have placed emotions and relationships at the centre of Emotion Coaching. Written in an accessible and engaging manner, with plenty of examples from practice, this volume provides sound foundations of the science behind brain development and its application to practice for emotional regulation. The publication is highly recommended for professionals, who work with children of all ages and across different settings (e.g., schools, family, and community) and seek meaningful frameworks to anchor their intervention strategies. -- Dr Theodora Papatheodorou, Research Fellow - Norland CollegeEmotion Coaching: An inclusive, evidence-informed, empathic and relational approach. This book provides practical guidance and a model for practitioners and parent/carers on 'how to' work with children and young people's development of recognising emotions and regulating feelings, helping them regulate their behaviours. -- Mohammed Bham, Principal Educational Psychologist, Leicester UKIn Staffordshire we set out on our emotion coaching journey to support the educational experiences of our children in care. The huge win for us was that we found whole school communities were transformed with more attuned relationships between children and adults leading to demonstrably improved education outcomes. Please read this book, we need Emotion Coaching now more than ever! -- Sarah Rivers, Head Teacher of Staffordshire Virtual School for Looked After and Previously Looked After ChildrenA vital resource for schools who want to address behaviours that challenge in a way that truly enhances the child's social and emotional development at the same time. The book not only explores the 'why' of emotion coaching but vitally the 'how to do it', illustrated throughout by deeply moving examples. A fabulous read that just flows off the page, supporting best practice for all school staff. -- Dr Margot Sunderland, Director of Education Centre for Child Mental Health and Co-Director Trauma Informed Schools UK.Using emotion coaching in schools is emerging as highly successful. This clear and accessible book, drawing on research and enriched with practical examples, provides direction for school staff and others. Emphasising the importance of a relational approach to children's development of self-regulation, it makes a potentially outstanding contribution to their learning. -- Judy Sebba, OBE, Emeritus Professor of Education, University of OxfordEmotion Coaching is a catalyst for change so needed in education. It empowers schools to move from purely managing to understanding behaviour. It inspires schools to empathise, counsel and guide with kindness, to be relational with everyone. This book offers a way forward to change a mindset. -- Daniel Thrower CEO and Anne Oakley Strategic and Systemic Lead for Attachment and Trauma, The Wensum Educational Trust, NorwichAs a parent and as a professional, as a friend and a spouse - in every aspect of my life - Emotion Coaching has had a hugely positive impact. This book is really accessible, clear and as valuable to adults in understanding and managing their own emotional and stress responses as it is in enabling them to support all children and young people to do the same. -- Anne Cameron, Schools Partnership Programme Lead, Education Development TrustA very thorough, accessible book that gets the right balance between being informative and highly relatable. Teachers have an important role to play in raising emotionally competent children - this book provides an easy-to-understand rationale for why it is critical to focus on children's emotions and guide them to learn about feelings - in a similar way that teachers might guide children to learn their A B C's! -- Professor Sophie Havighurst, PhD Principal Researcher Tuning in to Kids programTable of ContentsAcknowledgements; Foreword by John Gottman; Introduction; 1. Why do Emotion Coaching?; 2. What is Emotion Coaching?; 3. How to do Emotion Coaching; 4. Using Emotion Coaching Effectively; 5. Applying Emotion Coaching to your Everyday Practice; 6. Supporting Strategies; Glossary; References

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Book SynopsisThis book contains dyslexia-friendly practical activities and ideas that can be readily accessed by parents of dyslexic children and teens, to support their learning in ways that work for them. It includes 70 activities to boost dyslexic learners' reading, writing, spelling and executive functioning, as well as aspects which are often overlooked, such as emotional wellbeing, memory and social communication, which are fundamental to self-esteem and positive education experiences.The authors, experienced practitioners in this field, equip parents to support and monitor their child's progress and work through the activities together. Accessible, motivating and engaging, this is an essential tool for supporting dyslexic students of all ages.Trade ReviewPractical Ideas and Activities for Parents of Dyslexic Kids and Teens is immediately useful for any parents with dyslexic kids and teens and actually would also be useful for most schools to have too. You can see it has been written by authors with extensive first-hand knowledge and experience.Packed with an easy-to-read style with imaginative ideas to engage each young person. Many require few resources or any expensive kit. It is a sure-fire winner. -- Professor Amanda Kirby, parent of dyslexic children and chair of The ADHD FoundationThis book clearly outlines specific strategies that can be used in the classroom and at home to successfully support children who experience the challenges of dyslexia. As a parent and educator, I found the book to be extremely helpful in answering my questions while also providing fun and exciting ways to help my child feel more successful when reading and writing. -- Alysha Philip, Vice Principal, Teacher and ParentWritten by experienced practitioners, this book offers 70 parent friendly and highly engaging activities to support primary and secondary age students with dyslexia in an era of increased emphasis on home tutoring and remote learning. Structured but also accessible, there are clear explanations of why the activity is important and how to carry it out. It helpfully covers not just literacy skills but also provides activities that promote neglected but important domains such as motivation, resilience and executive skills. -- Dr Valerie Muter, Consultant Paediatric NeuropsychologistA book for children at all levels. If they're really struggling, look for the nuggets in here to help them progress. If they don't want to work, here are ways to turn work into fun. If they're enthusiastic learners, read about how you can help them flourish. And if they can never remember their PE kit - there are plenty of ideas for that too. -- Margaret Rooke, Author, Dyslexia is my Superpower (Most of the Time)Table of Contents1. About Dyslexia2. Reading3. Writing4. Spelling5. Social/Emotional6. Executive Functioning7. Learning Skills

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Book SynopsisWhen the original Visible Learning was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing teachingâs Holy Grail. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood â and at times misunderstood â and what future directions research should take.Visible Learning: The Sequel reiterates the authorâs desire to move beyond claiming what works to what works best by asking crucial questions such as: WhTrade Review'Reveals teaching's Holy Grail'The Times Educational Supplement"Reveals teaching's Holy Grail"- The Times Educational Supplement"I have no doubt that this final offering will be seen as prophetic, and will be discussed and debated for years to come... its commitment to scientific integrity, particularly with regard to pedagogical models and implementation, make it a touchstone text for teaching and leadership practice."- Robbie Burns, Schools WeekTable of ContentsDedicationAcknowledgementsChapter 1: The ChallengeChapter 2: Meta-analysis and criticisms of Visible LearningChapter 3: The ModelChapter 4: Implementing the Intentional Alignment VL ModelChapter 5: StudentsChapter 6: The Home and FamilyChapter 7: School and SocietyChapter 8: Classroom effectsChapter 9: The TeacherChapter 10: The CurriculumChapter 11: Teaching with IntentChapter 12: Learning StrategiesChapter 13: Teaching StrategiesChapter 14: Implementations using TechnologiesChapter 15: Whole-school and Out-of-school InfluencesChapter 16: ConclusionsAppendix A Appendix B References

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Book SynopsisAbout our author Anita Woolfolk Hoy was born in Fort Worth, Texas, where her mother taught child development at TCU and her father was an early worker in the computer industry. She is a Texas Longhorn -- all her degrees are from the University of Texas, Austin, the last one a PhD. After graduating, she was a psychologist working with students in elementary and secondary schools in 15 counties of central Texas. She began her career in higher education as a professor of educational psychology at Rutgers University, and then moved to The Ohio State University in 1994. Today she is Professor Emerita at Ohio State. Anita's research focuses on motivation and cognition, specifically, students' and teachers' sense of efficacy and teachers' beliefs about education. For many years she was the editor of Theory Into Practice, a journal that brings the best ideas from research to practicing educators. She is a Fellow of both the American Psychological Association and the American Educational Research Association, and has served as President of Division 15 (Educational Psychology) of APA and Vice-President for Division K (Teaching & Teacher Education) of AERA. Anita also has collaborated with Nancy Perry, University of British Columbia, to write the 2nd edition of Child Development (Pearson, 2015) and with her husband, Wayne Hoy, to complete the 5th edition of Instructional Leadership: A Research-Based Guide to Learning in Schools (Pearson, 2020).

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Book SynopsisA revised and updated edition of the best-selling guide for schools implementing PBIS Tier 1 PBIS (positive behavior interventions and supports) is the most important tool educators have to deal with disruptive student behaviors. This revised and updated handbook provides detailed guidelines for implementing and sustaining PBIS for schools and teams. New in this edition is a chapter addressing inequity and bias in behavior referrals and discipline; a tiered fidelity inventory (TFI) to evaluate adherence to PBIS practices; different methods of data collection; and new research on sustainability. Positive school climates are not achieved through expulsions, suspensions, or detentions, but instead through collective analysis and data-driven decision-making. Downloadable digital content offers a PDF presentation to aid staff buy-in and customizable forms to help manage data and assess progress with ease.

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Book SynopsisInformed by the principles and practices of dialectical behavior therapy (DBT), this book presents skills training guidelines specifically designed for adults with cognitive challenges. Clinicians learn how to teach core emotion regulation and adaptive coping skills in a framework that promotes motivation and mastery for all learners, and that helps clients apply what they have learned in daily life. The book features ideas for scaffolding learning, a sample 12-week group curriculum that can also be used in individual skills training, and numerous practical tools, including 150 reproducible handouts and worksheets. The large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials.Trade Review“Buy this book and you will return to it again and again. Brown’s Skills System offers a concise, ultra-pragmatic skills training approach with comprehensive, step-by-step curriculum materials great for teaching emotion regulation to learners of all abilities. Both experienced and novice skills trainers will love this toolkit of teaching strategies!”--Kelly Koerner, PhD, Evidence-Based Practice Institute, Seattle "This is an exceptionally useful curriculum for all practitioners who work with individuals who have intellectual impairments co-occurring with significant challenging behaviors. Brown's approach to DBT skills training has been demonstrated to be very helpful for treating emotional dysregulation while accommodating this population's complex needs. An important and insightful book."--Robert J. Fletcher, DSW, ACSW, Founder and CEO, NADD (National Association for the Dually Diagnosed) "Brown provides a clear, step-by-step introduction to the emotion regulation skills curriculum that she has developed over two decades of work with individuals with learning challenges and emotional difficulties. Brown succeeds admirably where few others have even dared to set foot. Complex emotion regulation challenges are broken down into manageable problems using a series of steps that people at many different skill levels can apply. At once simple and sophisticated, this guide is a 'must.'"--James J. Gross, PhD, Department of Psychology, Stanford University "Brown has masterfully integrated and adapted key DBT elements into her Skills System. With a growing evidence base, accessible language, easy graphics, and welcome repetition, her manual promises to help countless people with intellectual challenges. I have seen the very positive impact of her work professionally, and so can recommend her book enthusiastically."--Alan E. Fruzzetti, PhD, Professor and Director, Dialectical Behavior Therapy and Research Program, Department of Psychology, University of Nevada, Reno "In this much-needed volume, Brown expertly translates basic concepts from DBT, using simple language, clear handouts, appealing visual icons, and inviting worksheets. Her curriculum helps individuals to regulate emotions, thoughts, and behaviors based on their level of emotional arousal and the situation. Brown's use of simple terms such as Clear Picture, On-Track Thinking, On-Track Action, and New-Me Activities facilitates skills acquisition, and the week-by-week teaching guide provides skills trainers with a user-friendly structure to implement the program. Especially helpful to the reader is Brown's discussion of multiple theoretical models that form the foundation of the Skills System."--Jill H. Rathus, PhD, Department of Psychology, Long Island University–C. W. Post Campus "This book is a clinically sensitive, research-informed presentation of how DBT skills training can be employed with clients with intellectual challenges. Detailed descriptions of training sessions are accompanied by user-friendly handouts and worksheets. All professionals working with this population will benefit from this thoughtful work. Kudos to Julie Brown!"--Donald Meichenbaum, PhD, Distinguished Professor Emeritus, University of Waterloo, Canada; Research Director, The Melissa Institute for Violence Prevention, Miami, Florida “Anyone attempting to teach emotion regulation skills to individuals with intellectual challenges must read this user-friendly book, since many of the standard manuals miss the mark with this population. Brown’s vast clinical wisdom shines through in her developmentally appropriate teaching examples, discussion points, and handouts.”--Alec L. Miller, PsyD, Department of Psychiatry and Behavioral Sciences, Albert Einstein College of Medicine "If you are doing DBT-informed work with an individual with serious cognitive challenges or intellectual disabilities, this is the book for you. Brown has been a DBT trainer since 2005 and has adapted the skills for the special needs of this population."--Marsha M. Linehan, PhD, ABPP, Professor and Director Emeritus, Behavioral Research and Therapy Clinics, University of Washington; developer of DBT "I use Brown's approach with individuals who are not cognitively challenged but struggle with addiction. They find the terms easy to remember and consistent with recovery concepts. The straightforward, concrete structure of the system is helpful for clients who feel lost and vulnerable during their recovery. I recommend this book for any clinician who wants to teach emotion regulation skills."--Michele Waldron, PsyD, LADC-I, private practice, Bedford, Massachusetts -The user-friendly features of this book stand out as a strength among other guides and manuals aimed at adapting DBT materials. Practitioners are provided with a twelve-week curriculum, as well as ideas for alternate formats. Appendixes A, B, and C include more than 150 pages of reproducible handouts, working examples, and coaching worksheets, many of which include helpful illustrations. Readers are also given a link to access a printable copy of all supplemental materials online, making this manual a valuable tool for those seeking a structured approach to skills training with clients who experience learning challenges.--School Social Work Journal, 04/02/2018Table of Contents1. Introducing the Skills System 2. Learning the Skills System 3. Theoretical Underpinning of the Skills System 4. Structuring Skills System Instruction 5. Foundational Teaching Strategies 6. E-Spiral Teaching Strategies 7. Skills System 12-Week-Cycle Curriculum 8. Skills Coaching Techniques Appendix A. Skills System Handouts and Worksheets Appendix B. Skills Plan Map Appendix C. Skills Coaching Worksheets References

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Book SynopsisIn order to be a successful teacher you will need a clear understanding of the different ways in which children learn. Closely examining the learning process, and demonstrating how different theories support different teaching approaches, this book explores major theories of learning, recent research on the nature of the brain, and how they can be applied in the classroom. Seamlessly balancing theory with the practical implications of different schools of thought, the authors accessibly present challenging ideas including: how you can influence learning and the development of understanding through your teaching; how different perspectives contribute to how we understand learning and the challenges raised by new ideas; applying learning theory to assessment in order to evaluate current practices; rich descriptions of learning in a range of contexts across age ranges using case studies, tasks, reflective questions and commen

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Book SynopsisThis accessible volume helps school leadership teams accomplish the crucial yet often overlooked task of improving universal instruction--Tier 1 within a multi-tiered system of support (MTSS). Strong universal instruction reduces the numbers of PreK-12 students who may need additional services and supports. Providing clear action steps and encouraging guidance, the expert authors present a roadmap for evaluating the effectiveness of Tier 1, identifying barriers to successful implementation, and making and sustaining instructional improvements. In a large-size format for easy photocopying, the book includes 27 reproducible checklists, worksheets, and forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Providing a contemporary view of universal instruction, this book should be in the hands of all district, school, grade, and departmental teams. Each chapter engages readers in thoughtful reflection about core instructional features that improve student outcomes. Gibbons, Brown, and Niebling are experienced experts who explain the issues, decisions, and evaluation processes that school teams need to master for effective continuous improvement. The authors' approach is strengths based and systemic, and the book's tools and exemplars make this deep dive into universal instruction both inviting and accessible."--Dawn Miller, PhD, SWIFT Education Center (Schoolwide Integrated Framework for Transformation), University of Kansas "Today's educators are expected to help every single student grow academically, and it all starts with core instruction. Yet many do not understand the importance of this essential element of teaching and learning. Finally, we have a forthright resource that clearly explains a process for improving universal instruction. A 'must read' for professional learning communities across the country--I can only imagine the power of instruction once school leaders and teachers collectively get hold of this book!"--Julia Ann Espe, EdD, Superintendent, Princeton Public Schools, Minnesota "A school cannot begin to support all of its students' needs without first addressing the effectiveness of universal instruction. This book walks school leadership teams through a process for doing just that. The discussion questions at the end of each chapter serve as helpful prompts for meaningful reflection and, more important, action. I can't wait to engage in a book study with my team using this as a guide!”--Jamie Nord, EdS, Executive Director, St. Croix River Education District, Rush City, Minnesota "At a time when schools have found themselves trying to intervene their way to improvement, this book gets to the heart of what principals all too often neglect--implementation fidelity of the core curriculum. Gibbons, Brown, and Niebling not only remind us of the importance of Tier 1 instruction, but also provide practical ways that school leadership teams can assess their school's current state of effectiveness, remove barriers to improving instruction, and, most important, evaluate their own efforts. This is a book that principals and other school leaders need to have and use."--Katie Pekel, EdD, Principal in Residence, College of Education and Human Development, University of Minnesota -Table of Contents1. Introduction 2. Learning Targets 3. Universal Tier Assessments 4. Determining the Effectiveness of Universal Instruction 5. Identifying Barriers to Effective Universal Tier Implementation 6. Action Planning to Address Barriers to Universal Tier Instruction 7. Implementing Universal Tier Improvements 8. Evaluating Core Improvement Efforts 9. Continuing the Journey

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Book SynopsisFully updated to reflect DSM-5 and current assessment tools, procedures and research, this award-winning book provides a practical and scientifically-based approach to identifying, assessing, and treating children and adolescents with an Autism Spectrum Disorder (ASD) in school settings. Integrating current research evidence with theory and best-practice, the book will support school-based professionals in a number of key areas including:· screening and assessing children and youth with high-functioning autism spectrum conditions· identifying evidence-based interventions and practices· developing and implementing comprehensive educational programs· providing family support and accessing community resources· promoting special needs advocacy.Illustrative case examples, a glossary of terms and helpful checklists and forms make this the definitive resource for identifying and implementing interventions for pupils with ASD.Trade ReviewIt is rare that one book can pack so many resources and easy to digest information into a single volume! Families, school personnel, and professionals all need the extensive, and up-to-date tips, guides, and 'must-knows' provided here. It's obvious the author is both a seasoned researcher and practitioner - a winning combination. -- Dr. Debra Moore, psychologist and co-author with Dr. Temple Grandin, of The Loving Push: How Parents & Professionals Can Help Spectrum Kids Become Successful AdultsThis book is an essential resource for every educator that works with students with ASD! The easy-to-read format is complete with up to date research on evidence-based practices for this population, sample observation and assessment worksheets and case studies that allow the reader to apply the information presented. -- Gena P. Barnhill, PhD., NCSP, BCBA-D, LBA, Director of Special Education Programs at Lynchburg College, Lynchburg, VADr Wilkinson has done it again. This updated and scholarly Second Edition reflects important recent changes regarding diagnosis and services for students with Autism Spectrum Disorder. With its numerous best-practice suggestions, it is a must-read for school psychologists, school social workers, and those who teach in general and special education. -- Dr Steven Landau, Professor of School Psychology in the Department of Psychology, Illinois State UniversityTable of ContentsPreface. 1. Introduction and Overview. 2. Best Practice in Screening. 3. Best Practice in Assessment. 4. Case Examples. 5. Best Practice in Treatment and Intervention. 6. Best Practice in Special Education. 7. Future Directions in Research and Practice. Appendix A. DSM-5 Diagnostic Criteria. Appendix B. IDEA Disability Categories. Appendix C. ASD Assessment Worksheet. Appendix D. ASD Observation Checklist. Appendix E. Evidence-Based Interventions. Appendix F. Sample IEP Goals and Objectives. Index to Best Practice Guidelines. Glossary of Terms. About the Author. References.

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Book SynopsisThis book provides a comprehensive overview of the clinical phenomenon of pica. It focuses specifically on the disorder as it presents in children, adolescents, and adults with autism spectrum disorder (ASD) and intellectual disabilities (ID). Initial chapters introduce current theories and definitions, followed by a more detailed examination of how developmental disabilities complicate diagnosis and intervention. The volume describes evidence-based and clinically sound approaches to the treatment and prevention of pica in school and adult clinical settings, ranging from behavioral treatment to function-based interventions. In addition, it discusses common diagnostic, client, and provider issues that result in pica remaining undetected among individuals with ASD and ID.Featured topics include: Definition of pica in accessible terms, differentiating between various forms of the disorder. Issues and practical methods of prevention and treatment of pica in developmentally disabled persons. Functional and behavioral assessment methods for pica in individuals with ASD and ID. A range of effective behavioral and nonbehavioral treatments for pica. Illustrative cases and service delivery challenges. Areas for future research and practice. Pica in Individuals with Developmental Disabilities is an invaluable resource for researchers, clinicians and other professionals, and graduate students in clinical child and school psychology, behavior analysis/therapy, and social work as well as child and adolescent psychiatry, pediatrics, family studies, and special education.Table of ContentsPart I: Foundational Issues.- Chapter 1. Definition and Diagnosis.- Chapter 2. Epidemiology.- Chapter 3. Theories.- Part II: Treatment.- Chapter 4. Behavioral Assessment and Treatment: An Overview.- Chapter 5. Functional Assessment and Analysis and Function-Based Interventions.- Chapter 6. Behavioral Interventions: Non-Function Based Interventions.- Chapter 7. Behavioral Interventions: Treatment Programs and Outcome Data.- Chapter 8. Prevention Treatment and Clinical Management of Pica.- Chapter 9. Biomedical and Other Interventions.- Part III: Emerging Issues.- Chapter 10. Future Directions for Research and Services.

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Book SynopsisNow in its second edition, this comprehensive textbook presents a rich overview of approaches to educational psychology, through an in-depth exploration of both existing and emerging practice frameworks.Covering established techniques such as the Monsen et al. Problem-Solving Framework and the Constructionist Model of Informed and Reasoned Action, the book sets out new material on innovative methods and approaches such as Implementation Science and a Problem-Solving - Solution Focussed integrated model for service delivery. Accessible summaries are accompanied by perceptive assessments of how these frameworks meet modern needs for accountable, transparent and effective practice.Providing a definitive, up-to-date view of educational psychology, the book explains the complex, integrated methodology necessary to succeed in the field today. Thoughtful and clear, this textbook will be an invaluable resource for all practicing educational psychologists, students, trainers and educators.Trade ReviewBarbara Kelly and her colleagues have done a magnificent job. This 2nd edition provides a lucid and critical overview of the history and development of Educational Psychology Practice in the UK. This is a valuable contribution to training and professional development that accurately sets 'Frameworks' in context. Frameworks for Practice in Educational Psychology will appeal to both trainees and qualified psychologists. It provides a touchstone and way-marker for the future and should thus also inform policy makers and commissioners of educational psychology services. -- Dr Simon Gibbs, Reader in Educational Psychology, University of NewcastleFrameworks for Practice in Educational Psychology is an essential resource for both graduate students and practicing professionals. The contributors provide valuable information to inform conceptual, research, ethical, and legislative foundations important for educational psychologists. The second edition includes chapters addressing important topics such as solution oriented practice, proactive problem solving models, positive psychology, consultation, implementation science, and promoting children's mental health in schools. Drawing upon the expertise of scholars and practitioners, Frameworks for Practice in Educational Psychology highlights contemporary conceptual and empirical knowledge to inform current and future educational psychology practice. -- Shane R. Jimerson, PhD, Professor, University of California, Santa Barbara and President, International School Psychology AssociationTable of ContentsPart I. Perspectives on Applying Educational Psychology. 1. Frameworks for Practice in Educational Psychology: Coherent Perspectives for a Developing Profession. Dr Barbara Kelly, Deputy Director, Educational Psychology, University of Strathclyde. 2. The Role of Evidence. Professor James Boyle, Director, MSc Educational Psychology, University of Strathclyde and Dr Barbara Kelly, Deputy Director, Educational Psychology, University of Strathclyde. Part II. History, Ethics and the Law in Educational Psychology. 3. The Legislative Context and Shared Practice Models. Professor James Boyle, Director, MSc, Educational Psychology, University of Strathclyde, Professor Tommy MacKay, Director, Psychology Consultancy Services and Founding Director, National Centre for Autism Studies, University of Strathclyde and Dr Fraser Lauchlan, Fraser Lauchlan Associates. 4. Ethics and Value Systems. Geoff Lindsay, Professor of Education, University of Warwick. Part III: Executive Frameworks for Trainees and Practitioners. 5. Implementation Science: Applying the Evidence of Effectiveness in Real World Contexts. Dr Barbara Kelly, Deputy Director, Educational Psychology, University of Strathclyde. 6. The Monsen Problem Solving Model - problem-analysis as a guide to decision making, problem-solving and action within applied psychological practice. Dr Jeremy J. Monsen, Principal Psychologist, Tri-borough Educational Psychology Service (Hammersmith & Fulham, Kensington & Chelsea, and Westminster) Education Services and Professor Norah Frederickson, Department of Clinical, Educational and Health Psychology, University College London. 7. The Constructionist Model of Informed and Reasoned Action (COMOIRA). John Gameson and Gillian Rhydderch, Associate Tutors, MSc in Educational Psychology, School of Psychology, Cardiff University. 8. The Woolfson et al. Integrated Framework: An Executive Framework for Service-Wide Delivery. Professor Lisa Woolfson, School of Psychology and Health, University of Strathclyde. 9. Solution Oriented Educational Psychology Practice. Michael E. Harker Principal Educational Psychologist, Renfrewshire Psychology Service, Scotland, Susan Dean, Principal Educational Psychologist, Morayshire, Scotland and Dr Jeremy J. Monsen, Principal Psychologist, Tri-borough Educational Psychology Service (Hammersmith & Fulham, Kensington & Chelsea, and Westminster) Education Services. Part IV: Frameworks for Practice with Therapeutic Roots. 10. Consultation as a Framework for Practice. Patsy Wagner, Area Principal, NK Psychological Service, London. 11. A Systemic Solution-Oriented Model. Ioan Rees, Sycol Foundation. Part V: Frameworks for Practice for Psychological Theory and Research. 12. Organisational Psychology as a Framework for Practice in Educational Psychology. Dr Andrew Richards, Programme Director: DEdPsych Educational, Child & Community Psychology, University of Exeter. 13. Activity Theory and the Professional Practice of Educational Psychology. Dr Jane Leadbetter, Academic and Professional Tutor in Educational Psychology, School of Education, University of Birmingham, United Kingdom. 14. Positive Psychology as a Framework for Practice. Professor Stephen Joseph, Centre for Trauma Resilience and Growth, School of Education, University of Nottingham. 15 Illuminative Evaluation. Professor Bob Burden, School of Education, University of Exeter. Appendix: The SPARE Wheel Model. 16. A Framework for Promoting Child Mental Health in Schools. Dr Sandra Dunsmuir, Educational Psychology Group, Division of Psychology and Language Sciences, University College London. Part VI. Developing an Integrated Methodology for Training and Practice. 17. Developing a System of Complementary Frameworks for Training and Practice. Barbara Kelly Deputy Director, Educational Psychology, University of Strathclyde and Professor Lisa Woolfson, School of Psychology and Health, University of Strathclyde.

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Book SynopsisLiteracy. Numeracy. Oracy?A manifesto on transformative power of finding your voice: a key driver of social mobility and an essential skill for our personal and professional lives. For generations our education system has been built on the twin pillars of literacy and numeracy. But what if a third and equally vital pillar has been ignored? Enter oracy: communicating effectively, articulating ideas and engaging with others through spoken language. In this persuasive and powerful manifesto, Neil Mercer, Professor of Education at Cambridge and Director of the Oracy Centre, calls for oracy to have an equal footing alongside literacy and numeracy: students should leave school not only as readers and writers, but as accomplished speakers and listeners. With warmth, clarity and insight, he demonstrates how oracy education has nothing to do with speaking posh, or eliminating style, slang and regional accents, but instead empowers people to find and express their unique voice. This is the first book to bring the most important step change in educational and social thinking to a wider audience. It is also practical; a guide of how to use language more effectively to teach, learn, develop a shared understanding, critically evaluate ideas and find creative solutions to life's burning issues. After all, the impact of oracy doesn't stop at the school gates: we all need oracy skills for our personal relationships, professional networks and social lives.

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Book SynopsisPrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.Table of ContentsPrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.

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Book SynopsisAimed at teachers and leaders looking to create greater impact on teaching and learning through the use of digital technology in schools, From EdTech to PedTech translates research on the effective integration of digital technology in education into relevant, accessible, and practical guidance for teachers and school leaders. This much-needed handbook bridges the gap between knowing what works' and knowing how to make it work for you and your learners.Bringing much-needed precision, fresh insights and clarity to the thinking, planning, and integration of digital technology in teaching and learning, this practical handbook: guides practitioners through must know' research findings and what they mean for everyday practice unpacks different ideas about pedagogy and how these inform digital technology use introduces the Funnels of Influence model to help you understand why you think and do the things that you do provides practical self-auTrade ReviewEndorsements "It is way over time to rethink educational technology. This is a brilliant book about such rethinking of digital technology in education." Professor Yong Zhao, Foundation Distinguished Professor, University of Kansas and Professor in Educational Leadership, Melbourne Graduate School of Education "This book goes to the heart of embracing digital technology as a resource to support pedagogical practice. Interactive elements encourage deep reflection about teaching intent, ensuring that professional self-knowledge about pedagogical style and belief is aligned with the ways in which digital learning is designed. Through understanding and knowing yourself as a teacher the opportunities for digital innovation become crystal clear. A must-have resource for anyone aiming to become a champion of technology that can transform learning." Professor Dame Alison Peacock, Chief Executive, Chartered College of Teaching "As an educator, one of the most powerful things you can do is to align our pedagogical beliefs and practices with the effective use of technology in the classroom. And that's exactly what Fiona and Peter 's book provides - a roadmap for teachers to invest in their own professional capital and improve the life chances of children in their care. A must-read for those committed to driving change and taking their own practice to the next level." Karine George, Chief Education Officer, Educate, and former Headteacher "Like it or not, and still many teachers don’t much like it, the future of teaching is going to be far more technology driven. Read this book, and it will ensure that the technology will be used in the interests of students and genuine imaginative learning" Sir Anthony Seldon, Emeritus Professor and former Vice Chancellor of the University of Buckingham "We have been waiting for something like this that bridges the gap between pedagogy and technology. For too long they have been seen by many as mutually exclusive. This book will greatly support every teacher’s learning - a must for every school" Claire Lowe, CEO, The Inspire Learning Partnership and member of the Department for Education Headteacher Advisory Board "The 50 year EdTech revolution has consistently over-promised and under-delivered. Here, Fiona and Peter explore the missing links, and in PedTech they build the foundation all educators should reference before they invest if they want significant return" Stephen Cox, Founder, World Education Summit, Chief Executive, Osiris Educational "For decades, books have implored teachers to use EdTech with not a lot of success. Covid fixed that problem. Now to capitalise on this usage, and not watch the slip back into the old grammar of schooling, Aubrey-Smith and Twining highlight the "why" - the importance of understanding teacher beliefs. This book introduces the Funnel of Influences and the pivotal role of pedagogical alignment - a powerful notion. It’s well worth reading this book to better and deeper understand these concepts". "Who’s driving the EdTech bus? After reading this book, you will become the driver." Professor John Hattie, Emeritus Professor, Melbourne Graduate School of Education and Chair of the Board of the Australian Institute for Teaching and School Leadership "In the earliest days of EdTech the steady stream of remarkable new technologies suggested a future full of excitingly effective new directions for learners and learning: multimedia, high capacity storage, digital video, natural language programming, portable and pocketable devices, the world wide web code, trouble free communications, rich data, and so much more. Disappointingly the heroic teachers and children who danced with delight at these myriad opportunities were let down by the rather dull policies and pedagogies that resulted. Why? But then along comes this excellent, timely, book which tackles the "why?!" but also nourishes the souls of those heroic pioneers by re-arming them with pragmatism, awareness, clarity and esteem. Hurrah to all that." Professor Stephen Heppell, Felipe Segovia Chair in Learning Innovation at Universidad Camilo José Cela, Madrid "It’s lovely to read a book that states boldly at the outset that human beings are at the heart of education. A book that uses the word pedagogy and explains what it means. This is a great read full of practical advice and useful information for any teacher, parent or learner who wants to get the best from EdTech." Professor Rose Luckin, Founder and Director of Educate and Professor of Learner Centred Design, UCL Knowledge Lab "From EdTech to PedTech has arrived at exactly the right time. The pandemic driven rush to embrace digital technologies has by now given way to more evenly paced considerations. Should schools return to pre-pandemic approaches to technology or reset and accept that technology has irreversibly changed our lives? As Aubrey-Smith and Twining rightly point out, the pandemic may have brought these discussions to life but the dilemma upon which they are premised has been around since the first computer entered the first school. Schools are so caught up with the need to perform according to whatever policy matrix they are being judged by at any given time, they do not always get the time to consider the beliefs, philosophies, ideas or desirable outcomes that sit. They might not even see it as necessary. In leading us away from EdTech towards PedTech, the central premise of the book, Aubrey-Smith and Twining offer more than return or reset. They inspire renew. With a careful and detailed explication of why alignment between pedagogical beliefs, intentions and practice matters, the authors offer a series of activities designed to change pedagogic practice to the benefit of our pupils. It is a great book. Nicely written, accessible without over simplification, and practical. Designed to get teachers thinking." Dr Carol Azumah Dennis, Deputy Associate Dean, The Open University "This book encourages teachers to consider how they use technology and how this aligns with their pedagogical beliefs. This deep-level focus on the ‘why’, rather than just the ‘what’, of edtech, is exactly what we need in education to ensure that where technology is used, it really adds value to pupil’s learning. I congratulate Fiona Aubrey-Smith and Peter Twining on this very important book." Emma Goto, Senior Lecturer in Primary Education, University of Winchester "A thought-provoking perspective on how to better integrate technology in education to achieve meaningful learning outcomes! Delving into the complexities of the current discourse on EdTech, this book argues for a change to the way we think about digital technology in pedagogically-led practice, moving from the ideology of EdTech to PedTech. This is a must-read for educators and educational leaders who want to stay ahead of the curve in the ever-evolving world of technology and education." Dr Neelam Parmar, Director of Digital Learning, Asia International School and Chief Digital Officer for E-ACT "For a long while now, we have been told that technology will change the way we learn. This book points out that, until we adapt pedagogy to embrace the potential of technology, the promise will remain unfulfilled. More than that, the book explains how pedagogy can unleash the potential we have anticipated for so long. Read it and act!" Professor Mick Waters, Wolverhampton University, and former Director of Curriculum for the Qualifications and Curriculum Authority "It is beyond refutation that investments in digital technology for schools have yet to live up to the hyperbole. As Fiona and Peter eloquently assert, focusing on aligning foundational pedagogies with the use of digital tools provides a much-need balance to the spectre of technological determinism which currently dominates the global narrative." Dr Sonny Magana, Chief Educational Optimist, Magana Education "I couldn’t stop reading it! It is so good to see a practical application from cover to cover. Dr. Aubrey-Smith and Prof. Twining present a step-by-step framework for self-reflection on our pedagogical practices, intentions, and beliefs. This framework allows teachers to focus on their expertise while using technology to augment learning possibilities. I loved the personas with different teaching and learning styles, as it connects theory to practice for better clarity to the reader. In a world where artificial intelligence is gaining terrain, this book is timely to guide education systems in their journey to answer the demands of the fourth industrial revolution. I truly enjoyed reading it! Erika Twani, Co-Founder and CEO, Learning One-to-One Foundation "This book manages something that is unusual in the world of education; it appeals to those who are great advocates of technology and all that it offers, as well as those who are a little more sceptical. It does this by offering a laser-sharp focus on the effective pedagogy that must underpin the successful use of any technology. As a long-time advocate for the need to ensure technology use in schools is not simply a case of leaping on the next shiny device, it is a breath of fresh air. Its format, too, makes it something special; it moves seamlessly from a detailed and intelligent consideration of what research says around education technology to reflective activities, examples and case studies that give real opportunity to support and change practice." Cat Scutt MBE, Director of Education and Research, Chartered College of Teaching. "This book is about EdTech in practice and explores the relationship between pedagogical beliefs, intentions, and practices. It sets out six key messages about EdTech and clarifies research terminology and approaches. The book takes the reader on a journey through four different pedagogical belief systems, introduces the Funnel of Influences model, and provides key terminology to support thinking more precisely about pedagogical practice. It explores how digital technology can be used in different ways depending on the teacher's pedagogical beliefs and highlights the importance of precision planning. The book encourages the reader to reflect on their beliefs and practices and to bring greater alignment between their beliefs, intentions, and actions. The provocations in the book are intended to move the reader beyond their comfort zone and to see that they have more control over their future pedagogical practices than they might have realized." And… Chat GPT! "The summaries of different kinds of research, research terminology and pedagogical beliefs are excellent... As a set of tools (including downloadable templates) to help reveal to teachers what their underlying pedagogical beliefs are, the book is first-class." Terry Freedman, Schools Week Back Cover Endorsements: "This is a brilliant book." Professor Yong Zhao "A must-have resource for anyone aiming to become a champion of technology that can transform learning." Professor Dame Alison Peacock "The future of teaching is going to be far more technology driven. Read this book, and it will ensure that the technology will be used in the interests of students and genuine imaginative learning." Sir Anthony Seldon Table of Contents1 Introduction: Why this book and why now? 2 What is the evidence telling us? 3 What do we mean by effective pedagogy? 4 How do I learn about my own Pedagogical Beliefs? 5 What influences Pedagogical Beliefs and practices? 6 Probing your Practice 7 What kinds of tech use for what kind of pedagogy? 8 Closing the Pedagogical Alignment Gap 9 Leading Precision Planning and Identifying Impact

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Book SynopsisEducational Psychology emphasizes the application of theory to real classroom practice, making connections among chapter concepts, relevant scholarship, and rich vignettes of the real-life experiences of teachers across all grade-levels. Santrock's hallmark Learning System organizes the content into manageable chunks under learning goals, supported by mini-chapter maps that lay out each section, and reinforced by chapter-ending case studies that give students the opportunity to reflect on and synthesize what they have learned.Table of ContentsCHAPTER 1 Educational Psychology: A Tool for Effective TeachingCHAPTER 2 Cognitive and Language Development CHAPTER 3 Social Contexts and Socioemotional Development CHAPTER 4 Individual Variations CHAPTER 5 Sociocultural Diversity CHAPTER 6 Learners Who Are Exceptional CHAPTER 7 Behavioral and Social Cognitive Approaches CHAPTER 8 The Information-Processing Approach CHAPTER 9 Complex Cognitive Processes CHAPTER 10 Social Constructivist Approaches CHAPTER 11 Learning and Cognition in the Content AreasCHAPTER 12 Planning, Instruction, and Technology CHAPTER 13 Motivation, Teaching, and Learning CHAPTER 14 Managing the Classroom CHAPTER 15 Standardized Tests and Teaching CHAPTER 16 Classroom Assessment and Grading

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Book SynopsisIn a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal that is to improve teaching so that student learning is improved. Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning inTrade ReviewIn this book scholar-practitioners provide reasons to be hopeful about educational practice in a current, dark era of accountability reform. Their research vividly portrays the professional learning community as a viable and meaningful strategy for studying and improving teaching and learning at all scholastic levels. Their collective voices demonstrate how, as educators work hard together, intelligent and productive insight can emerge in the spaces between people. The final chapter presents a synthesis of the major ideas and implications for both research and practice. The book will appeal to educators involved in public schooling and pre-service training, as well as parents and policy makers, those who recognize the significance of renewal and growth through collective wisdom as demonstrated by the authors themselves. -- Noreen B. Garman, PhD, professor, administrative and policy studies, University of PittsburghIn Real-World Professional Learning Communities, Arredondo Rucinski has provided a fresh and needed look at the phenomenon of professional learning communities. Starting with a healthy skepticism about the nature and effectiveness of PLCs, the author/editor and her colleagues not only implemented the process in a variety of “real world” situations, but also identified the critical components of successful executions of this ever-growing innovation. This book should help anyone wishing to understand what works and what does not work when designing and implementing an effective PLC. -- Robert J. Marzano, cofounder and CEO, Marzano Research LaboratoryArredondo Rucinski has invited key stakeholders to crucial conversation around Professional Learning Communities. In her approach we benefit from the perspectives of leading researchers, district leaders, classroom teachers, and school leaders. It is typical to consider the perspective of one or two of these constituencies but it is refreshing and exciting to benefit from a broad range of educators all of whom share in a commitment to thoughtful, practical, and impactful learning communities. -- Zach Kelehear, Dean of the College of Education and Vice President for Instruction and Innovation, Augusta UniversityTable of ContentsForeword—Terri Croft Boman Part I —Overview of book Chapter 1: Introduction Chapter 2: The Conceptual framework for Professional Learning Communities as Reform Initiatives Daisy Arredondo Rucinski (Example of use by Kyra L. Rhyne) Part II – Use of PLCs in Elementary Schools Chapter 3: Teacher reflection and teacher development in elementary schools using Alabama’s Instructional Partners Program (IPN) Bradley A. Scott, Principal, Chaffee Elementary School, Huntsville, AL Chapter 4: Elementary teacher reflection in professional learning communities and teacher learning Rachel Real Poovey – Supervisor of Elementary Education, Decatur, AL City Schools Chapter 5: Using PLC collaboration as a foundation for trust and teacher efficacy in elementary schools Datie I. Priest – Principal, West Decatur Elementary School, Decatur, AL Part III – Use of PLCs in middle and high schools Chapter 6: Relationships among professional learning communities, trust, and student achievement in elementary and middle school mathematics. Herbert A. Betts III – Madras Middle School, Assistant Principal, Coweta School System, Newnan, GA Chapter 7: School Culture, Professional Learning Community and Student Achievement in Middle and High Schools Amanda Hitson Cassity – District curriculum director, Northern Region, Tuscaloosa County Schools, Tuscaloosa, AL Chapter 8: Common Planning in High School Departments: A Structure for Implementing Professional Learning Communities Kyra L. Rhyne – District coordinator for virtual learning, Catoosa County Schools, Ringold, GA Part IV – School, District, and State contexts in using PLCs as a school reform and accountability strategy: Chapter 9: Using a professional learning community framework to support response to intervention (RTI) in middle and high schools Nicole Spiller – District Director of Student and Intervention Services, Atlanta School System, Atlanta, GA Chapter 10: Developing schools as professional learning communities: Does district level leadership matter? Terri Croft Boman – University – K-12 Professional Development Director Chapter 11: Professional development in the states: How statutes and regulations target teacher quality to improve student learning Helen M. Hazi, Professor, West Virginia University and Daisy Arredondo Rucinski – Professor, The University of Alabama Part V – What the research says about the effects of using PLCs in schools and student or teacher learning: Chapter 12: Meta analyses of the research Part 1: A meta-analytic review of dissertation research on Use of PLCs and student achievement Part 2: A Meta-analytic Review of the Published Research on Use of PLCs and Student and Teacher Learning. Susan McClendon Patrick, Secondary Curriculum Supervisor, Cullman County Schools, Cullman, AL; Daisy Arredondo Rucinski, Professor; and Sara Elizabeth Tomek, Associate Professor, UA. Chapter 13: Conclusions, limitations, and implications for future research Daisy Arredondo Rucinski Index

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Book Synopsis[A] creative and original book on resilience through crises' DAVID MILIBAND [A] fascinating book is full of insights I highly recommend it' KATE RAWORTH, AUTHOR OF DOUGHNUT ECONOMICSFrom a leading international crisis management expert, a breakthrough book about performance under pressure that will change the way you think about stressWhen we experience too much stress, we often feel like shutting down and escaping the source: we downshift'. With too little stress, we become apathetic and disengaged. But what happens in the middle zone when we experience what psychologists call positive stress' and how can we use it to overcome extraordinary barriers and perform at our peak?From his role as a globally recognised change-maker at the likes of the United Nations, the International Red Cross and the World Bank, Ben Ramalingam has a unique vantage point from which to identify the key principles that can enable anyone to use stress as an opportunity for change. We learn how a switch in mentality helps musicians dazzle huge crowds against all odds; how astronauts focus on originality to overcome life-threatening incidents; and how discovering a sense of purpose allows emergency health workers and aid experts to deal with unprecedented crises.Through a sweep of fascinating interviews, in-depth research and inspiring human stories, Upshift provides us with an everyday toolkit that can help to improve our work, relationships and mindset, and places us on the road to success. Taking readers on an epic journey from early humans' survival of the Ice Age to how modern social movements emerge and propagate in the digital world, Upshift is a reminder that creative solutions to complex problems will always exist as long as we're ready to innovate.Trade Review‘Ben Ramalingam has brought all of his considerable passion and experience to write this creative and original book on resilience through crises. I will be looking for Upshifters from now on!’David Miliband ‘How can we experience stressful situations not as a threat to avoid, but as a challenge to rise to? This fascinating book is full of insights from Ben Ramalingam's rich personal and professional experience of responding to crisis. I highly recommend it’Kate Raworth, author of Doughnut Economics ‘A fascinating and inspiring read for everyone who aspires to harness creativity in the face of extreme constraints – which in today’s runaway world is every single one of us’Jaideep Prabhu, author of Frugal Innovation ‘Upshift is an inspired book about those moments when operating on the edge of your comfort zones, when you discover not only who you really are but who you have the potential to be. It's essential for you – and for those around you’Mike Adamson, Chief Executive Officer, British Red Cross ‘A reassuring guide to empowerment’Kirkus Praise for Aid on the Edge of Chaos ‘Groundbreaking … Important and relevant’Financial Times ‘Ramalingam sets out a challenge … to rethink our basic assumptions and to think and act in ways that are more attuned to the real world in all its complexities’Sir Richard Jolly, former Assistant Secretary Generalof the United Nations ‘Marrying science, policy and practice with a deep moral conscience, [Ramalingam] points to a future that we should all be working toward’Peter Doherty, Nobel Laureate in Medicine ‘Impressive … Sets a new milestone’Guardian ‘A leading champion of the adaptive, scientific,trial-and-error thinking that the aid industry badly needs’Tim Harford, author of The Undercover Economist

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Book SynopsisAlmost every day you read that a fundamental change is needed in schools in education. This book is a plea for radically aligning upbringing and education with what is needed for healthy development and well-being of children and adolescents. It gives experiences and perspectives from the global Steiner Waldorf School movement the 21st century.

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Book Synopsis''The lessons and practices here will shift a sense of chaos to one of clarity and a mindset of fear to one of hope'' Margaret Heffernan, bestselling author of Wilful Blindness ___________________________________________________________________________________How often do you interrupt? How often do people interrupt you? Can you remember the last time someone listened to you all the way through your thinking?In a time when communication is more challenging than ever and relationships need to be nurtured, listening to one another could not be more important. In her new book, Nancy Kline, bestselling author of Time To Think, suggests that for us to radically improve our communication we should make the propmise ''I won''t interrupt you''. This promise matters because when we interrupt each other, we interrupt our thinking, and that interrupts the quality of everything we do. By making this promise to our colleagues and

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Book SynopsisClearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersand learnersevery waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses:Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. Table of ContentsFront MatterExecutive Summary1 Introduction2 What Does the Science of Learning Contribute to Early Childhood Pedagogy?3 The Importance of Individual and Cultural Variations4 Preschool Program Quality5 Curriculum and Pedagogy: The What and the How of Early Childhood Education6 Assessment in Early Childhood Education7 The Preparation of Early Childhood Professionals8 Program and Practice Standards9 Findings, Conclusions, and RecommendationsAppendix: Scientific EvidenceReferencesBiographical SketchesIndex

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Book SynopsisThis book offers resources for reflecting on and developing professional and research practices, and the conditions in which they occur. It is based in cultural-historical approaches and focuses on learning and change; the three ideas at the core of the arguments presented are relational expertise, common knowledge, and relational agency.

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Book SynopsisChallenging Learning offers advice and techniques for helping children of all ages develop into confident, thoughtful and independent learners. Based around the acronym ASK (Attitudes, Skills and Knowledge), this essential guide explores attitudes, skills and knowledge to learning. It considers the strategies that can help teachers to challenge their pupils to think more skilfully and logically and how to develop these techniques more effectively.Drawing on the latest research from some of the most respected experts in the field, Challenging Learning encourages independent thinking and a spirit of inquiry in pupils of all ages. Through the use of rich examples of classroom interactions, this book offers strategies that will help pupils to produce their own thoughtful conclusions, develop their own concepts, examine logic and remain open to alternatives.Highlights include: effective teaching strategies including FACTS, the Teaching Target MTrade Review"Through the use of rich examples of classroom interactions, this book offers strategies that will help pupils to produce their own thoughtful conclusions, develop their own concepts, examine logic and remain open to alternatives. Highlights include: effective teaching strategies including FACTS, the Teaching Target Model and the Learning Pit Models; up-to-date research and theory from leading experts; practical suggestions and principles to help you design and develop your own lessons. Not simply for teachers, this book has relevance for all those who work with children. Jargon-free and accessible, it will be relevant and valuable for all."-Sarah Brew, Parents in Touch Table of Contents1. What is Challenging Learning? 2. Feedback 3. Application 4. Challenge 5. Thinking 6. Self-esteem 7. The Learning Pit 8. Lesson Ideas

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Book SynopsisThe leading text that covers both the theory and practice of evaluation in one engaging volume has now been revised and updated with additional evaluation approaches (such as mixed methods and principles-focused evaluation) and new methods (such as technologically based strategies). The book features examples of small- and large-scale evaluations from a range of fields, many with reflective commentary from the evaluators; helpful checklists; and carefully crafted learning activities. Major theoretical paradigms in evaluation--and the ways they inform methodological choices--are explained. Readers learn effective strategies for clarifying their own theoretical assumptions; working with stakeholders; developing questions; using quantitative, qualitative, and mixed methods designs; selecting data collection and sampling strategies; analyzing data; and communicating and utilizing findings. The new companion website provides extensive recommended online resources and tools, organiTrade Review"This textbook combines theory with concrete practical applications. The diverse case examples threaded throughout the chapters provide for a truly interdisciplinary text. The reflective commentaries from evaluators and the extended learning activities give students a deeper understanding. Features that set this text apart from others include the logical flow, which aligns with the process of evaluation; pedagogical activities in each chapter; explanations of the theoretical foundations of different evaluation approaches; and checklists and tables that students will continue to use as resources as they move through their programs and into practice.”--Kristin L. K. Koskey, PhD, Department of Educational Foundations and Leadership, University of Akron "If I were permitted only one text to introduce students to the breadth of evaluation theory, methods, and practice, this would sit at the top of the list. The updated second edition offers the beginner an accessible, lively treatment of the distinctive approaches and techniques that make evaluation a uniquely exciting enterprise. Each chapter richly illustrates how an evaluator’s most basic assumptions inform choices in the field and distinguish evaluation from other applied forms of inquiry. Contemporary examples are drawn from diverse problem areas and settings, providing a window into the dilemmas, issues, and challenges confronting evaluators. Readers will discover a wide array of ideas and resources to support their successful design and execution of evaluation projects."--Robin Lin Miller, PhD, Department of Psychology, Michigan State University "One of the reasons I selected this text for my course is its strong coverage of evaluation with marginalized and vulnerable populations, a topic that has been getting increasing attention in the field. Issues of social justice, power and privilege, and cultural competence are woven throughout.”--Colleen Fisher, PhD, Department of Social Work, University of Alabama at Birmingham "The primary strength of this book is its grounding in principles of cultural responsiveness, social justice, and the transformative power of evaluation. It occupies a unique space in a sea of 'value-neutral' evaluation textbooks. I also appreciate the real-life evaluation examples. It is rare to find such well-chosen, carefully summarized, and annotated examples to use in a course. I have yet to see a better example of a text that combines the theory and practice of evaluation in one volume.”--Lauren P. Saenz, PhD, Department of Education, Bowdoin College “The authors’ discussion of paradigms opens up interesting discussions of the ethical elements in program evaluation and the role of the evaluator. This is an excellent introduction to social science theory, models of program evaluation, and the process of research design, for instructors looking for a text that minimizes purely statistical topics.”--Gerasimos "Jerry" A. Gianakis, PhD, Institute for Public Service (retired), Suffolk University -Table of ContentsI. The Landscape of Evaluation 1. Introduction to Evaluation: Defining Terms and Ethical Considerations 2. Framing Evaluation: Paradigms, Branches, and Theories II. Historical and Contemporary Evaluation Paradigms, Branches, Theories, and Approaches 3. The Postpositivist Paradigm and the Methods Branch 4. The Pragmatic Paradigm and the Use Branch 5. The Constructivist Paradigm and the Values Branch 6. The Transformative Paradigm and the Social Justice Branch III. Planning Evaluations 7. Working with Stakeholders: Establishing the Context and the Evaluand 8. Evaluation Purposes, Types, and Questions 9. Evaluation Designs 10. Data Collection Strategies and Indicators 11. Stakeholders, Participants, and Sampling 12. Data Analysis and Interpretation IV. Implementation in Evaluation: Communication and Utilization of Findings, Management, Meta-Evaluation, and Challenges 13. Communication and Utilization of Findings 14. Meta-Evaluation and Project Management 15. Perennial and Emerging Issues in Evaluation Abbreviation Dictionary Glossary References

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisWritten by a world authority on maths difficulties in children, this accessible guide provides tried and tested visual strategies and tailored techniques to help teachers and parents support children with SpLDs who need help with maths.Drawing on the latest research, into areas such as cognition and meta-cognition, along with the authors' decades of teaching experience, the book offers insight into how maths learning difficulties, including dyslexia, dyscalculia and maths anxiety, make maths difficult. Each chapter looks at foundational areas of maths learning that children may struggle with, from early number experiences to basic addition and subtraction, times tables, measurement and more. Essential reading for any teacher, learning assistant or parent supporting children with maths.Trade ReviewIn this marvellous book Steve Chinn presents concisely and clearly knowledge and wisdom gained over many years of experience. Whilst the book is firmly based on current scientific findings the focus is on practical and effective teaching strategies. I urge all teachers of mathematics to read it. -- Robin Moseley MA MSc OBEAnother superb book from Steve Chinn - using his many years of experience Steve delivers a book that will be essential reading for all teachers. Maths can be a troublesome subject for many and seemingly insurmountable for those with dyslexia and dyscalculia. Steve Chinn provides insightful strategies and contextualised approaches based on the latest evidence based research in a straightforward and 'easy to read' manner. The educational sector owes much to Steve Chinn and this book is testimony to that. -- Dr. Gavin Reid, Practitioner, Psychologist and AuthorThis book answers the question, 'If they can't learn Maths the way you teach, can you teach the way they learn?' Providing clear, practical activities, based on huge experience and expertise, this is teaching genius. Essential reading for all teachers. -- Dr. Kate Saunders, Dyslexia/SpLD Specialist Teacher, previously CEO British Dyslexia AssociationTable of ContentsForeword; Introduction; 1. Dyslexia, dyscalculia and maths learning difficulties; 2. Why children may not learn maths; 3. Maths Anxiety; 4. Cognition and meta-cognition in maths; 5. Key numbers; 6. Early number experiences; 7. Two digit numbers; 8. Moving from 1 digit to 2 digit numbers, from 2 digit numbers to 3 digit number..and back; 9. Basic facts for addition and subtraction; 10. Addition and subtraction; 11. Basic facts for multiplication and division; 12. Mutliplying and dividing by 10, 100 and 1000 (part 1); 13. Multiplication and division; 14. The development of multiplication - the area model; 15. Fractions; 16. Decimals; 17. Multiplying and dividing by 10, 100 and 1000 (part 2); 18. Percentages; 19. Measurement; 20. Word problems; 21. Time; 22. Estimation: An essential maths skill? Appendices

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Book SynopsisCorbett widens the discussion on well-being in the education workforce, drawing not only on education but also human resource management and leadership research and providing a critical analysis that highlights not only the challenges but research-informed recommendations for managers, leaders and policy makers working in education.

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Book SynopsisDr Anita Woolfolk is a professor of Educational Psychology in the School of Educational Policy and Leadership, The Ohio State University, Columbus, OH, USA   Malcolm Hughes is a Senior Research Fellow in Developmental Psychology at the University of the West of England in Bristol, UK   Dr. Vivienne Walkup is a Senior Lecturer in Education at the University of Derby, UK  Table of ContentsChapter 1 Teachers, Teaching and Educational PsychologyPart 1 LearnersChapter 2 Cognitive Development and LanguageChapter 3 Personal, Social and Emotional DevelopmentChapter 4 Learner Differences and Learning NeedsChapter 5 Culture and Diversity Part 2 Learning and MotivationChapter 6 Behavioural Views of LearningChapter 7 Cognitive Views of LearningChapter 8 Complex Cognitive ProcessesChapter 9 Social Cognitive and Constructivist Views of LearningChapter 10 Motivation in Learning and TeachingChapter 11 Engaged Learning: Cooperation and CommunityPart 3 Teaching and AssessingChapter 12 Creating Learning EnvironmentsChapter 13 Teaching for LearningChapter 14 Standardised TestingChapter 15 Classroom Assessment

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Book SynopsisTable of Contents Learning, Teaching, and Educational Psychology Cognitive Development The Self, Social, and Moral Development Learner Differences and Learning Needs Language Development, Language Diversity, and Immigrant Education Culture and Diversity Behavioral Views of Learning Cognitive Views of Learning Complex Cognitive Processes Constructivism and Designing Learning Environments Social Cognitive Views of Learning and Motivation Motivation in Learning and Teaching Managing Learning Environments Teaching Every Student Classroom Assessment, Grading, and Standardized Testing Download the detailed table of contents

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Book SynopsisThis accessible handbook offers an in-depth exploration of the distinctive features of the play, development and learning of children from birth to three years old. Key theoretical ideas relating to social, emotional, cognitive and physical development are discussed in relation to everyday practice, offering a wealth of information and guidance on working with this unique age group. The book emphasises the connections between all aspects of a childâs experience and development; addressing key questions of what babies and young children need, enjoy and have a right to experience. It demonstrates how early years educators can develop their practice and organise their provision in a way that is positive for babies and young children and their families. Focusing on the holistic nature of early development, chapters explore the following: The importance of interactions and relationships between educators and children How to develop a holistic pedagogy that gives equal consideration to childrenâs care, play and learning The value of the connections that children make with the world around them, and how educators can create an environment conducive to nurturing these connections Observation and self-evaluation of practice and provision Each chapter features case studies, links to key aspects of practice and practical tasks to help readers apply the ideas to their own context. The book is accompanied by an extensive companion website (www.routledge.com/cw/Manning-Morton) containing video explainers, reflection points, practice tasks, downloadable resources, quizzes and more. Opening a window on what it is like to be a baby or young child in an early years setting, this is an essential tool for all early years educators and students on a wide range of early years courses. It will also be of interest to parents.

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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

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