Educational psychology Books

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 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 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 SynopsisTrade Review"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids." — The New York Times "If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring." — Book Riot

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

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Book SynopsisAssessment is not only a measure of student learning, but a means to student learning. Teacher-Made Assessments, Third Edition, guides you in constructing and using your own classroom assessments, including tests, quizzes, essays, and performance-based assessments to improve teaching and learning in the classroom. You will learn how to weave together curriculum, instruction, and student learning to make assessment a more natural, useful part of teaching.Find out how to: ensure your assessments are valid, reliable, and fair; construct assessments that meet the level of cognitive demand expected of students; create selected-response items and understand technology-enhanced items now common in assessment; use constructed-response items and develop scoring criteria such as rubrics; develop performance assessments that align with more complex learning expectations; and, analyze student results on assessments and use feedback more effectively with your students. This substantively revised new edition addresses the benefits of instructionally sensitive assessment, the continuing evolution of technology-enhanced items, the integral contributions of teachersâ practices to district-level assessment systems, strategies and examples of using generative AI to create assessments, and the important role of authentic performance-based assessments in teaching and learning in the twenty-first century.Written with busy teachers and instructional leaders in mind, Teacher-Made Assessments is filled with clear ideas and loads of examples. No matter what grade level or subject area you teach, this practical, bestselling book will become your go-to resource for designing effective assessments.

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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 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 SynopsisChildren are born full of curiosity, eager to participate in the world. They learn as they live, with enthusiasm and joy. Then we send them to school. We stop them from playing and actively exploring their interests, telling them it''s more important to sit still and listen. The result is that for many children, their motivation to learn drops dramatically. The joy of the early years is replaced with apathy and anxiety.This is not inevitable. We are socialised to believe that schooling is synonymous with education, but it''s only one approach. Self-directed education puts the child back in control of their learning. This enables children, including those diagnosed with special educational needs, to flourish in their own time and on their own terms. It enables us to put wellbeing at the centre of education.Changing Our Minds brings together research, theory and practice on learning. It includes interviews with influential thinkers in the field of self-directed Trade ReviewIf your child doesn't mesh well with school, this is the book you've been waiting for. Naomi expertly guides you through the wide world of learning, motivation, child behaviour, parenting culture, alternative schools and home education. Written in punchy, short and easily digestible sections, Changing Our Minds combines practical guidance, research-backed insights and reassuring stories that address parents' most frequent concerns about self-directed learning. Naomi writes with the precision of a scientist, the breadth of a journalist, the empathy of a mother, and the curiosity of a life-long learner. You will not be disappointed * Blake Boles, author of Why Are You Still Sending Your Kids to School? and founder of Unschool Adventures *Naomi Fisher seamlessly brings together scientific research, life experience and her own extensive personal and professional observations. She walks us gently through both the psychology and adventure of self-directed education. An essential book for anyone with children who reject the confines of the school system, which will leave you exhilarated about the possibilities before you * Heidi Steel, former teacher turned unschooling parent, mentor and coach for unschooling families, www.liveplaylearn.org *Dr Fisher has produced a readable, accessible and powerful call-to-arms for all those who know there must be another way when it comes to educating our children. Whether you are an educator or a parent, this book highlights not only the damage we are doing to children in the name of educating them, but also how things can be done differently. If the events of 2020 have taught us anything, it is that the process of education can change quickly and massively when it has to. This book will serve as further ammunition to those who want that revolution to keep going * Ian Gilbert, founder of Independent Thinking *This book ought finally to put paid to the defence of the existing paradigm of modern schooling. Naomi Fisher draws on her extensive psychological knowledge, as well as her experience as a mother of two children, to show that there is an alternative to the damaging effects of current educational practice. Children can - and do - take charge of their own learning and, with the right adult support, experience real education as opposed to narrow, test-driven schooling. Change is necessary and urgent - schooling is not fit for purpose and there are working exemplars of another way. And as Naomi shows, there is no use in patching up the current approaches - only radical, root-and-branch change will do. All parents need to pay attention to this message. * Dr Ian Cunningham, Founder of Self Managed Learning College, Sussex *If you're feeling uncertain about SDE [self-directed education], this book will dispel any fears. This book is helping to pave the way for a self-directed education for more children. I can't wait to share it with our network of families and educators who are thinking differently about education. It is one of the first books out there to describe self-directed education step-by-step. Naomi is helping to lay the groundwork for an education revolution. * Sally Hall, Freedom to Learn Network Lead, Phoenix Education *Naomi Fisher's book is gold dust. It is written for the growing number of parents who feel that 'school' is doing their children more harm than good. It reassures that in most cases the problem lies not with their child but with the controlling, coercive, competitive, test-driven, anxiety inducing experience of school. Fisher sets out, accessibly but with academic authenticity, the science that explains the inhibiting effect of many school regimes on the natural desire of children to learn. She gives courage to parents who conclude that enough is enough and who decide to withdraw their child - either to create a more self-directing environment at home or in a different kind of school. The book concludes with convincing case studies that show that 'education' and 'schooling' are not synonymous. * Derry Hannam, Retired Deputy Head, Inspector and Consultant in Education for Democracy and Human Rights *Changing Our Minds, by Dr Naomi Fisher, is an invitation to all of us to deschool ourselves and think anew about what is best for children. Touching on a range of topics from schooling to parenting to diversity, this clearly argued and compellingly written book is a must read for anyone who wants to conceptualise how schools can better meet children's needs. * Dr Rebecca English (PhD), Senior Lecturer in Education, Queensland University of Technology *As the parent of a child that didn't fit a one-size-fits-all system, and the founder of an organisation set up to effect change, I am well aware of the level of anxiety which can be triggered by traditional schooling. However, this book has clearly demonstrated the extent to which the system conflicts with basic human behaviour and the way we learn. It's also shone a light on the fear and conditioning which keeps alternative education (with a small 'a') niche, and I sincerely hope that it fuels the current groundswell for change. It's a wonderfully accessible and persuasive read, with personal experience of Dr Fisher's own family interwoven with academic research and anecdotal evidence. It does many things: builds a compelling argument for alternative education and explores the coercive nature of the current mainstream system and the way in which it's integrally and historically linked to social norms, developed over decades; reminds us that we should be questioning, not simply accepting, the education status quo; and prepares parents for 'deschooling' in order to provide the right environment for self-directed learning. It opens our eyes to the way in which the education system fights basic human nature and the psychology of learning, all too often manifesting in a level of anxiety which actively prevents attendance. That in itself should be signal enough that change is desperately needed. * Fran Morgan, founder of Square Peg *Changing Our Minds is densely packed with studies and information from across cognitive psychology, biology and sociology yet woven together in a warm and conversational way. Much like self-directed learning, it is somehow effortless yet deeply enriching and full of 'aha' moments. As well as a grounding in theory, the book provides a roadmap to help self-directed learning become a reality for families. Changing Our Minds blows apart the myths and assumptions underpinning not just compulsory schooling but also wider societal attitudes to topics such as mental health, children's rights and ideas about what constitutes a fulfilling life. * Rose Arnold, founder of Suitable Education *Dr Naomi Fisher's book Changing Our Minds eloquently and persuasively makes the case for the importance of choice, autonomy and self-direction in education. Her conclusions are thoroughly grounded in research, and synthesize the latest advances in the fields of education, evolutionary psychology and human motivation. In the process, Dr Fisher asks us to reconsider our fundamental assumptions and views about how learning takes place, advocating for a more student-centred and strengths-based approach to education. The time to reimagine education is now, and this book makes an important and valuable contribution to this conversation. * Gina Riley, educational psychologist and clinical professor in adolescent special education, City University of New York *Why settle for diminishing the human spirit and minimal competencies when our wonderful, unique children and young people can take control of their own lives and learning. Naomi's book shows us how SDE can cultivate the kinds of human beings we'd all like to be and perhaps a brighter vision for society at large. * Peter Humphreys. Former: Headteacher, educational adviser, consultant, researcher, Visiting Lecturer in Teacher Education, Co-founder and Chair Centre for Personalised Education *We tend to parent and teach the way we were raised and taught, which is why changing our minds about how children learn and grow is so hard to do. Naomi Fisher's book, Changing Our Minds, shows us why and how we can use other ways of living, learning and sharing knowledge with children besides the usual method: Sit down. Shut up. Do as I say. Using her personal experiences as a clinical psychologist and a mother, Fisher presents us with educational and parenting pathways that empower learning for everyone. * Patrick Farenga, co-author of Teach Your Own: The John Holt Book of Homeschooling, www.johnholtgws.com *In this eminently readable book, Dr Fisher takes a wide-ranging approach to exploring and explaining self-directed education, from the philosophical to the practical, the pedagogical to the psychological. With its easy-going approach, everyday language and homely examples it will surprise many a reader how deeply we are asked to question the current orthodoxies of education and confront the accepted canons of modern childhood. Dr Fisher argues cogently yet quietly that education is not a standalone issue based on some esoteric science of learning and teaching but rather an expression of our relationships, identity, place in the world and, ultimately, humanity. From this platform Dr Fisher advances the meaning of self-directed education as a fulfilment not just of the individual but also of society and an answer to the question of who we want to be. * Dr Harriet Parrison, Senior Lecturer in Early Childhood Studies at Liverpool Hope University *'Being a writer, I'm supposed to believe in the power of books to change your life. But I've never had a good answer to the question of which book has changed mine. Now I do: Changing Our Minds by Naomi Fisher' - Nick Asbury

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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 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 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 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 SynopsisMany histories of science have been written, but A New History of the Humanities offers the first overarching history of the humanities from Antiquity to the present. There are already historical studies of musicology, logic, art history, linguistics, and historiography, but this volume gathers these, and many other humanities disciplines, into a single coherent account. Its central theme is the way in which scholars throughout the ages and in virtually all civilizations have sought to identify patterns in texts, art, music, languages, literature, and the past. What rules can we apply if we wish to determine whether a tale about the past is trustworthy? By what criteria are we to distinguish consonant from dissonant musical intervals? What rules jointly describe all possible grammatical sentences in a language? How can modern digital methods enhance pattern-seeking in the humanities? Rens Bod contends that the hallowed opposition between the sciences (mathematical, experimental, dominated by universal laws) and the humanities (allegedly concerned with unique events and hermeneutic methods) is a mistake born of a myopic failure to appreciate the pattern-seeking that lies at the heart of this inquiry. A New History of the Humanities amounts to a persuasive plea to give Panini, Valla, Bopp, and countless other often overlooked intellectual giants their rightful place next to the likes of Galileo, Newton, and Einstein.Trade ReviewA New History of the Humanities amounts to a persuasive plea to give Panini, Valla, Bopp, and countless other often overlooked intellectual giants their rightful place next to the likes of Galileo, Newton, and Einstein. * Morteza Hajizadeh, New Books Network *an extraordinarily ambitious undertaking... What Bod has written is not just a "new" history. It is the first ever history of its kind. * Noel Malcolm, The Times Literary Supplement *The telos of his book is not just to write a story, but to make a case for the humanities as a discipline of progress * Seth Lehrer, Postmedieval: a journal of medieval cultural studies *Bod's work did create a big sensation not only in the academic scene but also in the public and major newspapers in the Netherlands, England, and more generally Western Europe. Not only did he accomplish something that has not been done before, namely, a written history of the humanities, but he also takes a perspective to this enterprise that redefines the role of the humanities especially in relation to the natural sciences. * Oliver Glanz, Seminary Studies *Bod's book is designed as an opening salvo in a grand project to develop the history of the humanities as a subfield on par with (and potentially in close alliance with) the history of science, with a view to building a history of knowledge-making more generally ... Bod's energetic initiatives are a fine example of the shifting categories of research * Ann Blair, American Historical Review *Too often humanities scholars believe that they are moving toward science when they use empirical methods, Bod reflected. They are wrong: humanities scholars using empirical methods are returning to their own historical roots in the studia humanitatis of the 15th century, when the empirical approach was first invented. * Michael Shermer, Scientific American *Bod convincingly shows that since antiquity there have existed lines of humanistic investigation that have pursued the search for general laws governing the functioning of language, of texts or of history, very similar to the natural sciences. * Andrea Bonaccorsi, Il Sole 24 Ore *Bod takes the humanities back to their rightful place in the family tree of sciences. * Frederik Stjernfelt, Weekendavisen, Copenhagen [translated] *Bod's effort has become a reason for debate and interdisciplinary encounters among different scholars who agree that the 'disunity' of the sciences, which is commonplace in the post-positivist epistemological era, does not necessarily mean disunity of culture. * Alesssandro Pagnini, Domenica24 [translated] *The current handwringing and doomsaying in academia concerning the study of humanities and its support, especially in the United States, makes Rens Bod's book not only an interesting read, but also timely and ambitious. * Dustin Mengelkoch, Renaissance Quarterly *In case anyone reading this review is not yet impressed, the author takes care, under each heading, to discuss developments not just in Europe but also (when appropriate) in India, China, and the civilization of Islam. The result is undeniably impressive -- and hugely informative. * John Henry, Isis *Table of ContentsPreface ; 1. Introduction: The Quest for Principles and Patterns ; 2. Antiquity: The Dawn of the 'Humanities' ; 3. Middle Ages: The Universal and the Particular ; 4. Early Modern Era: The Unity of the Humanities ; 5. Modern Era: The Humanities Renewed ; 6. Conclusions: Insights from the Humanities that Changed the World ; Appendix A. A Note about Method ; Appendix B. Most Important Chinese Dynasties

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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 SynopsisExams are important. The results can change lives and stressing about them can damage performance and undermine young peoples' confidence. This exam stress management programme requires very little time or effort to use and provides a straightforward, practical guide to exam stress management. Written by an experienced educational psychologist, this short, explanatory book is accompanied by simple, easy to follow audio files which lead the listener through a sequence of five relaxation sessions to reduce stress, increase focus and plan for success. Using the book as a guide you simply listen to the audio tracks and follow what they say. All tracks have been designed so that they are easy to digest and applicable in the middle of a busy day. To sum up, this book:â Provides practical and easy to follow steps to help anyone cope with exam stressâ Teaches relaxation techniques that can be used to reduce stress wherever you find it â Offers a real stress knowledge base to teachers and family members supporting students with exam stressThis important guide is suitable for secondary school students as well as college and university students. The easy to follow relaxation sessions will be of interest to anyone studying for examinations who wishes to lower their exam stress levels.Table of ContentsIntroduction 1. A Brief Overview of the Stress Management Programme 2. The Contents of a Stress Management Session 3. Life Can be Stressful 4. Getting to Grips with Stress 5. The Big Picture on Stress 6. What the Experts Say about Stress 7. Students Relaxing Together 8. I Am Too Busy for Stress Management 9. Choosing What to Think 10. Unpacking the Philosophy Scripts for Relaxation Recordings References Disclaimer

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Book SynopsisRadical in its implications, this original and important work may change forever the views we hold about the nature of learning. In The Power of Mindful Learning, Ellen Langer uses her innovative theory of mindulness, introduced in her influential earlier book, to dramatically enhance the way we learn. In business, sports, laboratories, or at home, our learning is hobbled by certain antiquated and pervasive misconceptions. In this pithy, liberating, and delightful book she gives us a fresh, new view of learning in the broadest sense. Such familiar notions as delayed gratification, ”the basics”, or even ”right answers”, are all incapacitating myths which Langer explodes one by one. She replaces them with her concept of mindful or conditional learning which she demonstrates, with fascinating examples from her research, to be extraordinarily effective. Mindful learning takes place with an awareness of context and of the ever-changing nature of information. Learning without this awareness, as Langer shows convincingly, has severely limited uses and often sets on up for failure.With stunning applications to skills as diverse as paying attention, CPR, investment analysis, psychotherapy, or playing a musical instrument, The Power of Mindful Learning is for all who are curious and intellectually adventurous.

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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 SynopsisA multitude of resources and insights to help parents and teachers of six and seven-year-old children.

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Book SynopsisTechnology is not only affecting students' brainsit is TRANSFORMING them! In a world where technology is increasingly dominant, it is critical to understand how it affects students' brains and behaviorfor better and for worse. This new edition from bestselling educational neuroscience author David Sousa offers research-based, practical solutions and serves as a framework for educators who want to effectively leverage technology to enhance student learning in an environment that demands constant engagement and stimulation. Inside you'll discover The impact of technology on students' brains, including how technology affects cognition, memory, attention, and behavior Strategies for using technology to improve students' social and emotional skills New information on artificial intelligence, the after-effects of the pandemic, gaming, and productive strug

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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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Book SynopsisThis is an essential textbook for teachers and those training to teach on applying research from psychology to education.It offers practical advice on what works' in the classroom. Not only will you understand how to teach effectively but also why, with explanations deeply rooted in theory and practice.Brimming with references to popular culture and packed with a range of tips, tasks, case studies and critical points, this book will keep you informed and intrigued in equal measure.This fourth edition includes: Significant updates to content on cognitive psychology and educational neuroscience; neurodivergence and special educational needs; and supporting mental wellbeing. Condensed and reworked chapters with a stronger focus on practical application in the classroom. Classroom examples described in universal terms to support teachers anywhere in the world.

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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 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 SynopsisWhat Every Teacher Needs to Know is a must-have guide for both primary and secondary teachers that summarises key research papers, offers evidence-informed teaching and learning strategies, and explains how to disseminate this information across departments and schools. There is a growing thirst for evidence-informed teaching in the UK and beyond, in order to help ensure that schools have the biggest impact on student learning. In a concise, accessible manner, this book distils key educational research into clear, precise guidance that can be used immediately. It is ideal for any busy teacher or school leader looking to transform student outcomes through a research-informed approach. What Every Teacher Needs to Know is essential reading for research leads, heads of department, and teaching and learning leads. It offers: - summaries of 20 prominent research papers on effective teaching and learning - key takeaways for classroom practice - evidence-informed teaching and learning strategies - examples across a variety of phases and subjects - insightful case studies from practising teachers.Trade ReviewThis is a must-have book in every school's staff library collection and is a dream for anyone in charge of teaching and learning or whole-school CPD... Exceptional value for money. -- Bridget Hamlet * The School Librarian *

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Book SynopsisEducational Psychology Casework is a practical, accessible guide to working with children, outlining the basic skills needed and practical strategies to promote positive change and obtain the best results for children.The book covers how to develop skills such as establishing rapport, gaining a child's trust and respect, interviewing skills and techniques, and interpreting children's responses. The author outlines the theoretical background and how this translates into practical work and includes case examples which demonstrate the theory in practice. This fully updated second edition includes new chapters on problem-solving versus solution-focused work and also on measures of impact.This book is essential reading for all trainee and practising educational psychologists.Trade ReviewThere is a rich compendium of techniques and ideas, which are clearly presented and illustrated by detailed case studies. I am particularly pleased to be able to review this book as I have a distinct memory of how formative it was as part of my own professional development as a newly qualified EP. This second edition retains this practical and formative quality and should continue to be valuable resource both for newly qualified and practising EPs. -- The PsychologistThe first edition of this book been a seminal text, very widely used to inform academic assignments and supervised professional practice in early years, school, family and other community settings. This second edition retains the strong, clearly presented and illustrated theoretical perspectives, outlining approaches which are now widely used in EP practice and which have proved useful in bringing about sustained change. This new edition is a valuable addition to the key reference texts which can be commended with confidence, from both academic and professional perspectives, to educational psychologists and other professionals who work with vulnerable children and young people. -- Sue Morris, Director of the Educational Psychology Programme, University of Birmingham, UKThe second edition of Educational Psychology Casework: A Practice Guide, by Rick Beaver (Jessica Kingsley Publishers) has proven itself to be a standard text. It is a practical and straightforward guide to working with children, from which those other than psychologists can learn much. -- Terry Philpot, Young MindsTable of ContentsPreface.1. Introduction: A Role for Educational Psychologists. 2. Measuring the Impact of Educational Psychology Service Practice. 3. Rapport Skills. 4. Problems and Solutions. 5. Hypothesising and Information Gathering. 6. Hypothesising and Information Gathering Based on a Systemic Perspective. 7. Hypothesising and Information Gathering Based on an Individual Perspective: Some Basic Principles. 8. Beliefs, Values and Identity: Personal Construct Psychology (PCP). 9. Methods for Gathering Information. 10. Further Exploration of the Model of the World. 11. Integrating the Two Approaches to Exploring the Models of the World. 12. Techniques for Eliciting the Model of the World with Children. 13. Case Example: Steven. 14. Case Example: Gordon. 15. Ability and Strategies. 16. Representation Systems. 17. Strategies. 18. Developing Interventions. 19. Elements of Interventions. Appendices. References. Index.

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Book SynopsisCutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorder (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids—including those with ASD—have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experiences that target crucial developmental skills. Vivid examples illustrate proven techniques for promoting play, language, and engagement. Get an early start—and give your child the tools to explore and enjoy the world.Winner--American Journal of Nursing Book of the Year Award Mental health professionals, see also the authors' related intervention manual, Early Start Denver Model for Young Children with Autism, as well as the Early Start Denver Model Curriculum Checklist for Young Children with Autism (sold in sets of 15). Trade ReviewEasy to read, highly informative, and packed with useful strategies, this is a wonderful resource for parents.--Fred R. Volkmar, MD, coauthor of A Practical Guide to AutismA remarkable achievement. Drs. Rogers, Dawson, and Vismarahave succeeded in translating the latest and best scientific evidence into practical suggestions for improving your child's social and communication skills. They write with clarity, insight, and even humor. This is a book you will prize highly.--Peter Szatmari, MD, author of A Mind Apart: Understanding Children with Autism and Asperger SyndromeI was so overwhelmed when my child was diagnosed. This book is the road map I needed, written by experts I trust.--Laura Shumaker, author, San Francisco Chronicle autism blogParents are going to love this book! It translates the important work of the Early Start Denver Model into strategies that can be implemented at home. The book shows how parents everywhere can give their children with autism spectrum disorders the support they need to learn to communicate and play.--Ilene Schwartz, PhD, Director, Haring Center for Applied Research and Training in Education, University of Washington, and coauthor of Building Blocks for Teaching Preschoolers with Special Needs-Skills are taught in the context of everyday activities such as dressing, bathing, and mealtimes, which does not add any extra burden to a family's daily routine….The book is extremely well-organized, well-written, and easy to read which allows for a broad audience of parents and professionals alike….This book does an excellent job providing tangible strategies to add hopefulness in the reader. Throughout the book, emphasis is provided using italicized, bolded, and bulleted points. The book is organized with clear headings, step-by-step activities, activity checklists, examples/anecdotes about children and their families, and handouts (e.g., Refrigerator Lists, Activity Logs)….The ease of use is remarkable and makes this book a resource that caregivers can easily refer back to throughout a child's early development….An Early Start for Your Child with Autism is an ideal resource for parents of children first receiving a diagnosis of ASD, but also an excellent resource for parents of children already receiving services. The layout of the book is well thought out and each chapter clearly builds on the next. The book is extremely well-organized and can be used in an 'à la carte' manner for caregivers who may have already learned certain skills covered in earlier chapters. The book is priced extremely competitively….The authors do an excellent job integrating research and theory with practical skills-based strategies….Overall, this is a well-written and extremely relevant resource, which every caregiver of a young child with autism would benefit from regardless of the child's level of functioning or current skill set.--Child and Family Behavior Therapy, 8/4/2014ƒƒ[The authors] present a program that can help parents of children with autism begin therapy at home, even without a professional therapist. Techniques are presented clearly, along with examples of activities that can be incorporated into everyday home life with the aim of achieving goals like improving communication skills or promoting play with other children....This is a valuable tool for parents of children with ASD who want to maximize learning in the home.--Library Journal, 5/21/2012Table of ContentsIntroduction I. Getting Started 1. Setting Up Your Child's Early Intervention Program 2. Taking Care of Yourself and Your Family 3. How Your Early Efforts Can Help Your Child Engage with Others and Boost Your Child's Learning II. Everyday Strategies to Help Your Child Engage, Communicate, and Learn 4. Step into the Spotlight: Capturing Your Child's Attention 5. Find the Smile!: Having Fun with Sensory Social Routines 6. It Takes Two to Tango: Building Back-and-Forth Interactions 7. Talking Bodies: The Importance of Nonverbal Communication 8. “Do What I Do!”: Helping Your Child Learn by Imitating 9. Let's Get Technical: How Children Learn 10. The Joint Attention Triangle: Sharing Interests with Others 11. It's Playtime! 12. Let's Pretend! 13. Moving into Speech 14. Putting It All Together Appendix. Toys and Books for Your Young Child with Autism Resources

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Book SynopsisNavigating the "neurotypical" world with Asperger syndrome or high-functioning autism (AS/HFA) can be extremely stressful. But by understanding the specific ways your brain works differently--and how to tap into your personal strengths--you can greatly enhance your well-being. In this wise and practical book, experienced therapist Valerie L. Gaus helps you identify goals that will make your life better and take concrete steps to achieve them. Grounded in psychological science, the techniques in this book help you: *Learn the unspoken rules of social situations. *Improve your communication skills. *Get organized at home and at work. *Manage anxiety and depression. *Strengthen your relationships with family and friends. *Live more successfully on your own or with others. A wealth of stories, questionnaires, worksheets, and concrete examples help you find personalized solutions to problems you are likely to encounter. You can download and print additional copies of the worksheets for repeated use. Of special note, the Introduction was updated in 2017 with the latest information on how autism spectrum disorder is defined in DSM-5. Finally, a compassionate, knowledgeable, positive guide to living well on the spectrum. Mental health professionals, see also the author's Cognitive-Behavioral Therapy for Adults with Autism Spectrum Disorder, Second Edition.Trade ReviewAs an Aspie, I found this an excellent and readable guide. The book gives readers a better understanding of their social, intellectual, and physical strengths and weaknesses, and provides strategies for improving communication and social skills. It includes helpful techniques for choosing goals and setting course toward them. Kudos to Dr. Gaus for creating this manual--I hope it will be much read.--Eric Schissel, Ithaca, New York Dr. Gaus presents her ideas clearly and effectively and makes terrific use of practical examples. She offers great ideas to help those on the spectrum decrease stress and maximize their progress toward life goals by understanding, fully utilizing, and celebrating their special qualities.--Gary B. Mesibov, PhD, coauthor of Understanding Asperger Syndrome and High-Functioning AutismA marvelous book with extremely helpful and practical advice. This book will be of tremendous help to individuals with AS/HFA.--Fred R. Volkmar, MD, coauthor of A Practical Guide to Autism; Child Study Center, Yale UniversityValerie Gaus offers readers on the autism spectrum a positive, powerful plan for living life to the fullest. Presenting autism as a different rather than a disordered way of being, Dr. Gaus personally guides readers toward self-discovery and then shows practical ways to address challenges. As a person on the spectrum, I find Dr. Gaus’s examples, ideas, and approaches ring true with my own life experiences....More than just a 'must read'; this book is a 'must experience' for everyone on the autism spectrum, as well as those who support them.—from the Foreword by Stephen Shore, author of Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome- On a daily basis, adults on the spectrum face stressful, frustrating, and sometimes debilitating roadblocks that most neurotypical individuals don't appreciate or understand. Author Valerie Gaus, a psychologist who has been immersed in working with spectrum adults for more than 15 years, 'gets it.' Her newest book...is a straight-talking roadmap that will provide both wind and rudder to help adults navigate daily life and meet long-term goals. Filled with practical strategies to minimize stress and maximize progress toward individual goals, this book exudes an unwavering strength-based, can-do attitude. Dr. Gaus reinterprets what could be considered deficits and weaknesses of AS/HFA into distinctive strengths that can be used to one's advantage throughout life. She infuses this attitude with candor and sensitivity...She combines an uncanny understanding of the challenges ASD presents with an array of practical, problem-solving tactics. What's different about this book is the methodical, concrete way she helps the spectrum adult assess his or her current way of thinking and functioning, recognize the patterns that are interfering with personal and professional success, and then create a customized step-by-step personal solution plan. Living Well is a powerful guide for achieving well-being in all areas of life. --Autism Asperger's Digest, 03/17/2011ƒƒ Dr. Gaus presents her ideas clearly and effectively and makes terrific use of practical examples. She offers great ideas to help those on the spectrum decrease stress and maximize their progress toward life goals by understanding, fully utilizing, and celebrating their special qualities. -Gary B. Mesibov, PhD, coauthor of Understanding Asperger Syndrome and High --Functioning Autism, 03/17/2011ƒƒ Gaus directly targets what adults and young adults with AS/HFA struggle with daily. Worksheets written in plain language will assist readers in discovering problem areas, strengths, goals, and more; recommended for ASD patients and their families. --Library Journal, 03/03/2011ƒƒDr. Valerie L. Gaus delivers on her intent to make a user-friendly guidebook to assist with the challenges common to individuals on the autism spectrum. She directs the reader to turn such challenges into accompanying strengths in order to cope with activities of daily living....This book can be described as practical. While it is best used with high-functioning older adolescent and young adult populations, it is very easy to read and can be assigned as homework for the client to work through on his or her own. Accompanying graphics, parallel language structure, and organization reinforce concepts throughout the book....A valuable resource. If used as a reference, especially the first section can be extremely helpful in better understanding, operationalizing, and reframing the deficit areas often associated with individuals on the spectrum.--School Social Work Journal, 10/16/2013ƒƒ“If I was asked to define Living Well on the Spectrum in one word, the first one that comes to mind is: Pragmatic….Unlike some other books and material available, this book specifically address and opens up a dialogue on the issue of quality of life and the difference between being alive and living….The pragmatic approach within this book is commendable and most certainly one that is off the beaten path.”--Journal of Autism and Developmental Disorders, 01/16/2014Table of ContentsForeword, Stephen Shore Introduction. How to Get the Most Out of This Book I. Life on the Spectrum 1. A Typical Day in Your Life: Problems and Solutions 2. A Unique Brain: How Thinking Differences Can Affect Your Daily Life 3. How Social Differences Can Be Vulnerabilities and Strengths 4. The Role of Your Emotional Differences 5. How Sensory and Movement Differences Can Affect Your Interactions with Your Environment II. Positive Solutions for a Quality Life 6. Positive Solutions: Your Bag of Tricks 7. At Home 8. At Work 9. At School 10. In the Community 11. Building Friendships 12. Dating, Sex, and Marriage 13. Health 14. Putting Yourself in Charge of Your Life and Finding Help When You Need It Appendix: Problem-Solving Worksheet Resources

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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 Next Big Idea Club, Must Read 2023 Non-Obvious Books Top 100 Business Books 2023 ‘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 thoughtful and insightful journey through the reality of crises and the power and value of our mindsets.’ Dr Sabrina Cohen-Hatton, Chief Fire Officer ‘A reassuring guide to empowerment’ Kirkus

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Book SynopsisPerforming Music Research is a comprehensive guide to planning, conducting, analyzing, and communicating research in music performance. The book examines the approaches and strategies that underpin research in music education, psychology, and performance science.Trade ReviewThe book is particularly interesting from an educational perspective because of its applied focus and its structural features ... The book's structural features help to provide clarity of information and encourage independent learning, reflecting a model for good textbook writing practice. * Yanyi Lu, Educational Review *Performing Music Research provides a comprehensive, accessible, and brilliantly written explanation of research technique, and an unparalleled teaching and learning resource that researchers in music education, music psychology, and performance science internationally and well into the future will all want to include in their library. * Gary E. McPherson, Ormond Chair of Music, Melbourne Conservatorium of Music, The University of Melbourne, Australia *Performing Music Research takes students on a journey toward becoming a knowledgeable and productive scholar. Beginning with formulation of the research question, the text lays out a path through data collection processes and analysis techniques that embraces a diversity of methodological approaches. Guidance on scholarly presentations and publications completes the picture of the student as an emerging researcher. Drawing perspectives from across the music discipline, the authors provide relevant examples and address timely topics to effectively connect the doing of music with its systematic examination as a distinctive human phenomenon. This is an excellent guide for any student interested in the study of musical behaviors, attitudes, and practices. * Steven Morrison, Professor of Music, Music Education, Henry and Leigh Bienen School of Music, Northwestern University *The authors have provided a start-to-finish manual of how to conceive, execute, analyse, and report empirical research on musical behaviour. Drawing on their extensive experience as researchers and teachers in music higher education, they have provided a resource which will be a useful refresher to experienced researchers as well as a systematic guide for novices. The authors illustrate fundamental principles of empirical research by well-chosen examples of contemporary music research, engagingly illustrating how, by following the general requirements of best research practice, musicians can gain better answers to the questions that concern them in their practice and pedagogy. It should be widely welcomed in conservatoires and university music departments as a valuable resource for researchers and teachers alike. * John Sloboda, Research Professor, Guildhall School of Music & Drama *Performing Music Research is an essential read for anyone interested in interdisciplinary enquiry at the crossroads of music performance and music education, psychology, and performance science. In addition to providing a solid foundation for sound research, it provides a wealth of practical guidance, presented both with breadth and in depth, to guide the reader through the essential steps and common pitfalls of conducting research in music, informed by perspectives from multiple fields and supported by helpful learning resources. This book will no doubt become a central tool for training the next generation of music researchers, allowing them to navigate from one field to another and contribute to the advancement of musical knowledge and understanding. * Isabelle Cossette, Associate Professor Schulich School of Music, McGill University / Centre for Interdisciplinary Research in Music Media and Technology *Table of ContentsPreface Introduction Planning Research 1: Research questions 2: Methodological approaches 3: Research ethics Conducting Research 4: Observations 5: Documentation 6: Interviews 7: Surveys 8: Experiments Analyzing Research 9: Qualitative Analysis 10: Descriptive Statistics 11: Inferential Statistics: Foundations 12: Inferential statistics: Differences 13: Inferential statistics: Relationships Communicating Research 14: Communication and dissemination Resources Glossary Abbreviations and Symbols

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Book SynopsisTrade ReviewThese pocket-sized guides are ideal gifts for anyone whose thirst for knowledge knows no bounds * How it Works *

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Book SynopsisA dynamic new look at the legendary college that was a major incubator of the arts in midcentury AmericaTrade Review"The richly illustrated catalog . . . offers a visual record of the early efforts of such eminences as choreographer Merce Cunningham, composer John Cage, and the painters Cy Twombly and Robert Rauschenbeg."—Wall Street Journal, 2015 'Best Books for Art Lovers'Finalist for the 2015 George Wittenborn Book Award, given by the Art Libraries Society of North AmericaWon an honorable mention for the 2016 Dedalus Foundation Exhibition Catalogue Award"I cannot praise the show’s beautiful and accessible catalog highly enough. It will have a long life, and will ensure that Leap Before You Look will be looked back on for years to come as the landmark event that it is."—Sebastian Smee, Boston Globe"Strikingly desiged and weighty . . . [the authors] have delved deeply into the history of the unconventional North Carolina art school."—Introspective: The 1stdibs Magazine, 2015 Holiday Book Roundup

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Book SynopsisClosing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch ân Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a âcan doâ approach whilst never shying away from the very real issues within education.Table of ContentsForewordAlison PeacockChapter 1 Forging Ahead in The East MidlandsChapter 2Caledonia Rising: The Scottish Attainment Challenge Chapter 3East Midlands and BeyondChapter 4Pilgrim’s Progress Through Evidence-Based PracticesChapter 5Audaces Fortuna Juvat: Fortune Favours the BoldChapter 6Op Weg Naar Emmaus: On the Way to Emmaus Chapter 7Deep Diving: Research SchoolingChapter 8A Journey of PraxisChapter 9Strategic Conversations: Backward and ForwardChapter 10Conversation in UnionChapter 11Collaboration for Collective Impact

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Book SynopsisIt's time for the educational slugfest to stop. Traditional' and progressive' education are both caricatures, and bashing cartoon images of each other is unprofitable and unedifying. The search for a new model of education one that is genuinely empowering for all young people is serious and necessary. Some good progress has already been made, but teachers and school leaders are being held back by specious beliefs, false oppositions and the limited thinking of orthodoxy. Drawing on recent experience in England, North America and Australasia, but applicable round the world, The Future of Teaching clears away this logjam of bad science and slack thinking and frees up the stream of much-needed innovation. This timely book aims to banish arguments based on false claims about the brain and poor understanding of cognitive science, reclaim the nuanced middle ground of teaching that develops both rigorous knowledge and character', and lay the foundations for a 21st-century edTrade Review‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton in perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, former Chief Executive of the Education Endowment Foundation‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist‘So much simplistic nonsense is being touted about "direct instruction" and the "knowledge rich curriculum", it is great to see someone finally talking sense. As a practising cognitive scientist, Guy Claxton is perfectly equipped to take us beyond the familiar slanging-match between traditionalists and progressives. He illuminates, with his trademark wit and style, complex issues such as the function of knowledge, the psychology of creative and critical thinking, the true nature of memory, the culture of the classroom, and the many purposes of education. A timely tour de force.’John Hattie, Laureate Professor, Melbourne Graduate School of Education‘I love this book. Guy cuts through the ongoing tangle of arguments about traditional vs. progressive teaching as smoothly as a knife through butter. With a potent mixture of hard science and compelling stories, he exposes the flaws in both extremes and points the way to a compelling synthesis. This book is a must read for educators everywhere.’Jo Boaler, Stanford University Professor of Education, and author of Limitless Mind‘The experience of the Covid pandemic not only can, but must, lead to a new conversation about how to develop schooling to equip children for the challenges and opportunities of the 21st century. Guy Claxton’s passionate and cogent book is the best possible starting point for that conversation.’Matthew Taylor, Chief Executive, The Royal Society of Arts, Manufactures and Commerce (the RSA)‘Guy Claxton’s terrific new book makes a much-needed contribution to educational debate at a time when ideology and "the complacency of certainty" are threatening to sound the death knell of a vibrant teaching community. Curiosity, disciplined enquiry and an appreciation of evidence fuel our professional learning and inform our ambition to tackle education disadvantage – and this book champions them all. I might not agree with every word Guy writes but I encourage everyone who is curious about the possibilities of teaching, and restless for change, to read it.’Sir Kevan Collins, UK government Education Recovery Commissioner‘This is a refreshingly thoughtful overview of education's recent debates and of where teaching is headed, focusing in particular on the place of knowledge and its relation to skills. Its measured and balanced approach stands in contrast to the extraordinarily ideological positions taken by so many commentators in this field. As the book shows, far too many start with instincts (whether conservative or progressive) and then search around for supportive evidence, ignoring any which doesn't fit. As a result our educational debates - and policy - too often embody a spirit opposite to what we should want young people to learn: the ability to think critically, to grasp complexity and cultivate wisdom. Good teaching always combines the transfer of knowledge and cultivation of skills, and the best teachers have a feel for the many subtle ways in which knowledge connects to thought and action. Hopefully this book can help us break free from the crude, and overly binary, thinking that dominates so much commentary on teaching.’Sir Geoff Mulgan, ex-CEO of NESTA and Professor of Collective Intelligence at UCL‘This is the book that was crying out to be written. Systematically, and with refreshing clarity, Guy challenges many of the assumptions that have held sway in education for the last decade. I defy anyone not to be challenged, stimulated, and inspired by the breadth of Guy’s expertise. His is no cheap or superficial assault on current orthodoxy but a fair-minded, forensic pulling apart of partial, lazy or simply wrong-headed thinking that too many have fallen for in the desire for simple truths. Whether it’s his analysis of the different types of knowledge, a more nuanced application of neuroscience, or a wider concept of learning than the filling up of long-term memory, Guy points the way to a more expansive vision of education - one that is more balanced, that learns from the progressives’ mistakes of the past, and moves powerfully beyond the overly narrow traditionalist vision of the present. The phrase that a book is a ‘must read’ is often overused. In this case it is no exaggeration. For me it has provided the intellectual underpinning and deep evidence base for a lot of what we have tried to do at School 21. I know it will resonate with all educationalists looking for a bigger and bolder purpose for education.’Peter Hyman, co-founder of School 21 and Big Education‘In The Future of Teaching, Guy Claxton dissects the harmful misconception that education is binary—either traditional or progressive—and that one must champion either content knowledge or thinking skills. He provides instead a powerful vision of content-rich learning that is challenging and purposeful, and which fosters critical thinking and craftsmanship at the same time as building a foundation of knowledge and understanding.’Ron Berger, Senior Advisor for Teaching and Learning, EL Education and author of An Ethic of Excellence‘What Guy Claxton calls the divisive "Punch and Judy" battle between progressive vs traditional camps in education should have been consigned to the last century – but unfortunately it is still rumbling on. The Future of Teaching provides abundant evidence to challenge simplistic thinking on both sides of the argument, and raise the quality of debate. Highly recommended.’ Fiona Millar, Journalist, Campaigner and Author of The Best for My Child‘This is the book I’ve been longing to read for at least six years. The surgical dismantling of myths and misinformation, the clarity of explanation of complex ideas, the clear examples from real schools, and the humour peppered throughout had me punching the air, laughing, and then thinking hard to process those ah-ha moments. I’ll read it again and again.’Dr Debra Kidd, Author of A Curriculum of Hope‘The urgent need for schools that truly equip young people to flourish in the 21st century is too often hamstrung by a vocal and disproportionately influential lobby in education. This incisive book interrogates relevant evidence and confronts claims that 'direct instruction' has a mandate from cognitive science. It should help to release the suppressed innovation that is bursting to happen in our system.’Douglas Archibald, Executive Director, Whole Education‘What a sensational book - hugely entertaining, informative and readable. A blistering critique of the neo-traditionalist view of teaching and learning: it should come with a box of popcorn, or fireworks or something. Timely, urgent and compelling, The Future of Teaching is a truly epic achievement.’Dr James Mannion, Co-author of Fear is the Mind Killer.‘Guy Claxton is the current go-to guy for deep, positive thinking about education. I urge you to buy this book, drink deeply from it, and be emboldened with your own innovations.’Charlotte Church, Singer, Educator, Activist'This is a timely, pertinent, and much needed work, which looks at re-examining the nature and future of education and how to equip pupils of today with the skills and character to face the world of the future. Anyone interested and willing to engage in this debate around the possibilities of teaching and education would find this a highly fruitful and thought-provoking read. It draws on up-to-date research and debunks much of the outdated thinking which supports exclusive knowledge-rich curriculums, effectively demonstrating the importance of one size doesn’t and will never fit all.'Meg Barclay, The School LibrarianTable of ContentsForewordDylan WiliamPrologueChapter 1. Punch and JudyChapter 2. ValuesChapter 3. KnowledgeChapter 4. Thinking Chapter 5. Learning (and learning to learn)Chapter 6. Memory: the architecture of the mindChapter 7. TeachingChapter 8. Reality: getting out moreChapter 9. Research – but what kind?Chapter 10. The future of teachingReading and references

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