{"title":"Educational psychology Books","description":"","products":[{"product_id":"the-inequality-machine-how-universities-are-creating-a-more-unequal-world-and-what-to-do-about-it-9781784756376","title":"The Inequality Machine: How universities are","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e'Indelible and extraordinary, a powerful reckoning with just how far we've allowed reality to drift from our ideals.' Tara Westover, \u003ci\u003eNew York Times Book Review\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWe're told that universities are our greatest driver of social mobility. But it's a lie.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eThe Inequality Machine\u003c\/i\u003e is a damning exposé of how the university system ingrains injustice at every level of American society.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003ePaul Tough, bestselling author of \u003ci\u003eHow Children Succeed\u003c\/i\u003e, exposes a world where small-town colleges go bust, while the most prestigious raise billions every year; where overstretched admissions officers are forced to pick rich candidates over smart ones; where black and working-class students are left to sink or swim on uncaring campuses. Along the way, he uncovers cutting-edge research from the academics leading the way to a new kind of university - one where students succeed not because of their background, but because of the quality of their minds.\u003cbr\u003e\u003cbr\u003eThe result is a call-to-arms for universities that work for everyone, and a manual for how we can make it happen.\u003cbr\u003e\u003cbr\u003e\u003cb\u003e'Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education' \u003ci\u003eNew Yorker\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA \u003cb\u003ereadable \u003c\/b\u003ekiss-and-tell study . . . Tough finds that higher education, which has the potential to increase upward mobility, has become an obstacle that perpetuates social rigidity. The poor remain poor and the rich get richer . . . this study is \u003cb\u003elaced with deep anger\u003c\/b\u003e.\u003c\/p\u003e * Times Higher Education *\u003cbr\u003eHumanizes the process of higher education . . . \u003cb\u003eFascinating stories\u003c\/b\u003e about efforts to remediate class disparities in higher education * New Yorker *\u003cbr\u003e[Tough] \u003cb\u003ewrites movingly \u003c\/b\u003eabout students who are trying to navigate the confounding, expensive, and intimidating process of getting into and staying in college. * WIRED *\u003cbr\u003e\u003cb\u003eImportant \u003c\/b\u003e. . . Among his book's many vital contributions are its portraits of schools and programs that model a better way. * New York Times *\u003cbr\u003ePaul Tough is a beautiful reporter and writer and a deeply moral guide to understanding the situation of children in our heartless meritocracy . . .\u003cb\u003e A great book that should start a necessary conversation.\u003c\/b\u003e -- George Packer, author of THE UNWINDING","brand":"Cornerstone","offers":[{"title":"Default Title","offer_id":48066947023191,"sku":"9781784756376","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781784756376.jpg?v=1713212868"},{"product_id":"imagine-if-9780141990972","title":"Imagine If...","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of \u003c\/b\u003e\u003cb\u003e\u003ci\u003eThe Element\u003c\/i\u003e\u003c\/b\u003e \u003cbr\u003e\u003cbr\u003e\u003ci\u003e''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'' \u003c\/i\u003e \u003cbr\u003e\u003cbr\u003eImagination 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.  \u003cbr\u003e\u003cbr\u003eThis 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. \u003ci\u003eImagine If . . .\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *\u003cbr\u003eHe makes us rethink what real schooling, learning and creativity means -- Malala Yousafzai\u003cbr\u003eThe world's most well-known education luminary * Forbes *\u003c\/p\u003e","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48732512780631,"sku":"9780141990972","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780141990972.jpg?v=1719997210"},{"product_id":"executive-function-in-childhood-9780192863515","title":"Executive Function in Childhood","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExecutive Function in Childhood: Development, Individual Differences, and Real-Life Importance examines executive function during infancy and early childhood through the lenses of developmental psychology, neuropsychology, and educational psychology. Co-authored by three experts in the field, this concise book is aimed at early undergraduate students and, as well as providing an up-to-date overview of executive function, illustrates a range of core concepts around psychological assessment of infants and children, including neuroimaging. The text is accessible for students with limited prior knowledge, and will enable them to acquire more in-depth understanding from literature in the field.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eExecutive functions are critical for all aspects of development, success in school and in life, and good mental and physical health. Given how important executive functions skills are, this book which explains what executive functions are, how they develop, social and emotional influences on, and consequences of, executive functions, and how executive functions look in atypical populations could not be more timely. * Professor Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, Canada Research Chair Professor of Developmental Cognitive Neuroscience, University of British Columbia *\u003cbr\u003eExecutive Function in Childhood is a phenomenal, succinct, approachable overview of executive function and its development. Including up-to-date research and practical considerations, this book is a great resource for teaching and learning the basics of executive function and why we should care about it. * Andrew Ribner, University of Pittsburgh *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1: What is Executive Function? 2: The emergence of Executive Function from infancy to preschool 3: Advances in Executive Function from primary school to adolescence 4: Understanding the origins of individual differences in Executive Function 5: Understanding social and academic consequences of individual differences in Executive Function 6: Executive Function and developmental disorders","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732603482455,"sku":"9780192863515","price":32.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780192863515.jpg?v=1719997611"},{"product_id":"performing-music-research-methods-in-music-education-psychology-and-performance-science-9780198714545","title":"Performing Music Research Methods in Music","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePerforming 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe 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 *\u003cbr\u003ePerforming 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 *\u003cbr\u003ePerforming 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 *\u003cbr\u003eThe 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 \u0026amp; Drama *\u003cbr\u003ePerforming 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 *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface 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","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732768305495,"sku":"9780198714545","price":42.27,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780198714545.jpg?v=1719998314"},{"product_id":"a-new-history-of-the-humanities-9780198758396","title":"A New History of the Humanities","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eMany 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.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA 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 *\u003cbr\u003ean 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 *\u003cbr\u003eThe 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 *\u003cbr\u003eBod'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 *\u003cbr\u003eBod'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 *\u003cbr\u003eToo 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 *\u003cbr\u003eBod 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 *\u003cbr\u003eBod takes the humanities back to their rightful place in the family tree of sciences. * Frederik Stjernfelt, Weekendavisen, Copenhagen [translated] *\u003cbr\u003eBod'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] *\u003cbr\u003eThe 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 *\u003cbr\u003eIn 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. 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Most Important Chinese Dynasties","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732779315543,"sku":"9780198758396","price":36.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780198758396.jpg?v=1719998365"},{"product_id":"the-little-book-of-psychology-9780241341285","title":"The Little Book of Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThese pocket-sized guides are ideal gifts for anyone whose thirst for knowledge knows no bounds * How it Works *","brand":"Dorling Kindersley Ltd","offers":[{"title":"Default Title","offer_id":48733029794135,"sku":"9780241341285","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780241341285.jpg?v=1719999253"},{"product_id":"dibs-in-search-of-self-personality-development-in-play-therapy-penguin-modern-classics-9780241547977","title":"Dibs in Search of Self Personality Development in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eThe classic account of a lost boy''s emotional breakthrough, from a renowed child psychotherapist\u003cbr\u003e\u003cbr\u003e''I welcome this book with all my heart'' D. 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BACP Snr Accredited Counsellor, Essex, UK\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePart One: For The Helper, Part Two: For the Child or Young Person\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48733711597911,"sku":"9780367639471","price":21.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"instructional-design-the-addie-approach-9780387095059","title":"Instructional Design The ADDIE Approach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePrologue.- Analyze.- Design.- Develop.- Implement.- Evaluate.- Epilogue.","brand":"Springer-Verlag New York Inc.","offers":[{"title":"Default Title","offer_id":48733725589847,"sku":"9780387095059","price":74.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780387095059.jpg?v=1720001395"},{"product_id":"developing-the-emotionally-literate-school-9780761940869","title":"Developing the Emotionally Literate School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - \u003cb\u003e\u003ci\u003eDebate \u003c\/i\u003e\u003c\/b\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school' - \u003cb\u003e\u003ci\u003eSpecial Children\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being'-  \u003cb\u003e\u003ci\u003eEmotional and Behavioural Difficulties\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed' - \u003cb\u003e\u003ci\u003eTimes Educational Supplement, Teacher\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`This book is written in a refreshingly well-balanced style and it deserves a similarly  even-handed review.  Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat' - \u003cb\u003e\u003ci\u003eNurturing Potential\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to  use off-the-shelf programmes, tailoring programmes to the school's own needs, and working with the wider community'  - \u003cb\u003e\u003ci\u003eThe Psychology of Education Review\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e'Visionary and easy to read. This vision resides in the authors' convictions about the vital role schools can play in developing and widening the literacy of emotions... worth reading... opens up a picture of what can achieved in schools in the best interests of the children' \u003cb\u003e\u003ci\u003e- Young Minds Magazine\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`Katherine Weare brings a good track record to this useful handbook.  The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond.  They provide a solid platform for future researches' - \u003cb\u003e\u003ci\u003eJournal of In-Service Education\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eEmotional literacy refers to our ability to understand and use information about our own and others' emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003eThe author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eKatherine Weare\u003c\/b\u003e shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations′ - \u003cb\u003e\u003ci\u003eDebate  \u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e\u003ci\u003e′Visionary and easy to read.′ \u003cb\u003e\u003ci\u003e- Young Minds Magazine\u003c\/i\u003e\u003c\/b\u003e\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eWhat is Emotional Literacy and Why is it Important to Schools? What Are We Aiming At? What Competences Are We Trying to Develop? In What Key Ways Can Schools Help Develop These Competences? Some Key Principles for Developing Emotional Literacy in Schools Emotional Literacy and Learning What Kind of Schools Promote Emotional Literacy? Profiling, Assessing and Evaluating Emotional Literacy Wider Support for the Emotionally Literate School    The Role of Local Education Authorities and Healthy School Approaches Overview    Key Steps in Becoming a More Emotionally Literate School Contacts for Developing Emotional Literacy and Emotional Well-Being in Schools","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48737182155095,"sku":"9780761940869","price":40.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780761940869.jpg?v=1723811033"},{"product_id":"are-you-strong-lass-youll-need-to-be-working-here-memoirs-from-a-1970s-yorkshire-classroom-9780993510144","title":"Are You Strong Lass Youll Need to be Working Here","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe trials, tribulations and occasional successes of a newly qualified teacher in the early 1970s at an urban school in West Yorkshire, the characters she comes across in the classroom and staffroom accompanied by a series of letters to and from parents\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction                                                             Chapter One - Yorkshire Roots                                 Chapter Two - Yorkshire Terriers                               Chapter Three - Yorkshire Dialect                             Chapter Four - Yorkshire Grit                                    Chapter Five - Yorkshire Regiment                            Chapter Six - Yorkshire Ridings...and Beyond             Chapter Seven - A Yorkshire Rose                             Chapter Eight - Yorkshire Lads and Lasses                                  Chapter Nine - Yorkshire Life                                    Chapter Ten - Yorkshire Relish                                Chapter Eleven - Yorkshire Puddings                       Chapter Twelve - Yorkshire Folk                              Chapter Thirteen - A Right Yorkshire Mixture            Chapter Fourteen - Yorkshire Tykes                                    Chapter Fifteen - Yorkshire Days                            Chapter Sixteen - Yorkshire Post","brand":"Scratching Shed Publishing Ltd","offers":[{"title":"Default Title","offer_id":48737968030039,"sku":"9780993510144","price":13.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780993510144.jpg?v=1720074028"},{"product_id":"the-distance-learning-playbook-grades-k12-9781071828922","title":"The Distance Learning Playbook Grades K12","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp style=\"margin:\"\u003e \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003eEffective teaching is effective teaching, no matter where it occurs\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThe pandemic teaching of mid-2020 was not really distance learning, but rather\u003cem\u003ecrisis\u003c\/em\u003eteaching. But starting now, teachers have the opportunity to prepare for distance learning with purpose and intentusing what works\u003cem\u003ebest\u003c\/em\u003eto accelerate students' learning\u003cspan\u003eall the while maintaining an indelible focus on equity.\u003c\/span\u003e\u003c\/p\u003e\u003cp\u003eHarnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie,\u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003eapplies the wisdom and evidence of VISIBLE LEARNING research to understand what works best with distance learning. Spanning topics from teacher-student relationships, teacher credibility and clarity, instructional design, assessments, and grading, this comprehensiveplaybook details the research- and evidence-based strategies teachers can mobilize to deliver high- impact learning in\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eI love this book! It provides practical information to support \u003cem\u003eall \u003c\/em\u003eour teachers as they shift all or some of their instruction to distance learning. It is the best of what Doug Fisher and Nancy Frey have to teach us about great instruction, all packaged up in a hands-on tool to guide teachers as they plan for the upcoming year. From teacher self-care to feedback, assessment and grading, it’s all addressed here. It’s right on time and it will be a foundational tool to help shape our instructional focus at my school this year. \u003c\/p\u003e -- Jennifer Carr\u003cbr\u003e\u003cp\u003eAs we charter the unfamiliar territory of a blended learning platform, we turn to the experts who have gone before us. Douglas Fisher, Nancy Frey, and John Hattie remind us that the focus is not technology, learning management systems, or devices, but the focus remains student learning. This book serves as a safe haven, as it reminds us what effective teaching and learning entail, and it rewraps it around a digital learning framework. Whether districts are familiar with distance learning, or if they are starting from ground zero, \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e is the place to start.  \u003c\/p\u003e -- Melanie Spence\u003cbr\u003e\u003cp\u003eEchoing through the pages of this timely book is the message: \u003cem\u003eEffective teaching is effective teaching, no matter where it occurs. \u003c\/em\u003eTeacher voices and classroom examples animate core principles of research-based teaching and learning, enabling the reader to visualize practices in both face-to-face and online learning environments. Multiple self-assessments and templates for reflection support reader interaction with the content. The authors connect Visible Learning and informed teacher decision-making to all facets of effective lesson design and delivery, and address the important issues of equity and inclusiveness; learner self-regulation and driving of their own learning; and use of formative evaluation and feedback to move learning forward. A must-read book!\u003c\/p\u003e -- Jackie Acree Walsh\u003cbr\u003e\u003cp\u003eWe are in a place in history where we desperately need answers to questions that will determine the future of our nation′s most precious possession -- our children. \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e is an incredible resource with a wealth of practical support for teachers and administrators, and it will fill a huge information gap that many schools are experiencing in educating students in a virtual setting. Very practical, easy-to-use samples about how to start and end a class, the social-emotional support needed, and setting up norms to develop a safe culture for students to learn at high levels. This is a must-have for educators at all levels -- district leaders, principals, coaches and teachers in the 21st century and beyond. This resource is ideal for schools that are looking for answers to a whole-child approach to virtual education.\u003c\/p\u003e -- Dr. Charles Newman\u003cbr\u003e\u003cp\u003eThe year 2020 will be forever etched as the Era of Distance Learning. The COVID-19 pandemic has caused cascading changes that have shifted our educational institutions. This concerted seismic move has elevated the need for robust internet connections and meaningful virtual interactions.  \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e is an invaluable resource to prepare our teachers to provide a powerful learning environment through technology, while promoting the most powerful tool available to educators -- a caring and challenging relationship with students.\u003c\/p\u003e \u003cbr\u003e -- Dr. Francisco Escobedo\u003cbr\u003e\u003cp\u003eNever has there been another time in history where the majority of educators around the world jumped into action to reinvent how schools and classrooms function. Using current research of what constitutes ‘best practice,’ \u003cem\u003eThe Distance Learning Playbook\u003c\/em\u003e helps guide us all through ‘pandemic teaching.’ This book is filled with ideas and insight from real educators as they reflect on what they themselves need and what students will need to learn within a new teaching and learning environment. Douglas Fisher, Nancy Frey, and John Hattie continue to develop relational pedagogies that support cultural responsiveness and social emotional development in order to have a positive effect on student achievement, but this time, in a new setting. They help us understand new research-based approaches to engage every student, and in doing so, help us select the appropriate digital tools. I can’t wait to use this book in our professional learning.\u003c\/p\u003e \u003cbr\u003e -- Lisa Riggs\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Videos Acknowledgments Introduction    A Visible Learning Primer    Visible Learning and Distance Learning    A Question of Equity Module 1: Take Care of Yourself    Learning Intentions    A View From the Early Years    Conclusion    Success Criteria Module 2: The First Days of School    Learning Intentions    Develop a Classroom Management Plan for Distance Learning    Establish Norms    Link Norms to Class Agreements    Identify Expectations for Synchronous Distance Learning    Develop and Teach Organizational and Procedural Routines    A View From the Early Years    Design a Considerate Website    Your First Distance Classes    Learn Students’ Interests    Conclusion    Success Criteria Module 3: Teacher—Student Relationships From a Distance    Learning Intentions    Characteristics of Teacher–Student Relationships    Judgment and Will, Not Just Knowledge and Ability    Peer-to-Peer Relationships Are Influenced, Too    A “Chilly” Classroom    A View From the Early Years    Reaching the Hard to Teach    Increase Your Touchpoints With All Students    Conclusion    Success Criteria Module 4: Teacher Credibility at a Distance    Learning Intentions    Teacher Credibility Defined    A View From the Early Years    Conclusion    Success Criteria Module 5: Teacher Clarity at a Distance    Learning Intentions    Start With the Standards    Create a Flow of Lessons: Unit Planning    Create Learning Intentions    Identify Success Criteria    A View From the Early Years    Find the Relevance    Conclusion    Success Criteria Module 6: Engaging Tasks    Learning Intentions    Think Functions of Engagement, Not Just Tools    Set the Conditions for Engagement and Learning    Select the Tools That Meet These Functions and Conditions    Design Tasks With Engagement in Mind    A View From the Early Years    Design a Considerate Schedule to Promote Engagement    Conclusion    Success Criteria Module 7: Planning Instructional Units for Distance Learning    Learning Intentions    Demonstrating    Collaborating    A View From the Early Years    Coaching and Facilitating    Practicing    Conclusion    Success Criteria Module 8: Feedback, Assessment, and Grading    Learning Intentions    Feedback to Students    The Socioemotional Links to Feedback    A View From the Early Years    Feedback at a Distance    Formative Evaluation    Summative Evaluations    Competency-Based Grading    Conclusion    Success Criteria Module 9: Learning, Distance or Otherwise    Learning Intentions    Learning From Other Crises    Use Crisis Learning to Make Schools Better    Make Learning Better for Students    Make Learning Better for Teachers    Conclusion    Success Criteria Appendix References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204483927,"sku":"9781071828922","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071828922.jpg?v=1723811816"},{"product_id":"reimagining-student-engagement-9781071880302","title":"Reimagining Student Engagement","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEngage students as true partners in learning\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eInstead of disruptions, avoidance, and withdrawal, your learners could be participating, investing, and \u003cem\u003edriving\u003c\/em\u003e their learning experience. It's time to reimagine student engagement!\u003c\/p\u003e  \u003cp\u003eFocused around three essential goals, \u003cem\u003eReimagining Student Engagement\u003c\/em\u003e develops a new vocabulary for real classrooms, proposes an engagement model positioning students as active partners in the learning process, and embeds the concept of engagement into the teaching and learning process. Inside you'll find:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eReflection prompts that connect ideas to experiences\u003c\/li\u003e      \u003cli\u003eVignettes illustrating common conceptions of engagement as well as challenges\u003c\/li\u003e      \u003cli\u003eCase studies showcasing real teachers using engagement strategies with learners\u003c\/li\u003e      \u003cli\u003ePractical classroom strategies and tips for application\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eWhen you reimagine student engagement, you'll see your students as true agents of their own learning and provide them with the motivational resources that fuel collaboration and school success.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Engagement is not an either\/or situation. In this book, Amy Berry describes a continuum of engagement that can be taught to students so that they can monitor and adjust the choices they make to engage. As students learn to drive their leaning, they become active agents in their education and develop strong self-regulation strategies. In doing so, they learn more and better and are able to reach the high expectations they, their families, and educators have for them.\"\u003c\/em\u003e -- Doug Fisher, PhD\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eReimagining Student Engagement\u003cem\u003e by Amy Berry is a welcome additional to every teacher’s personal library. It provides a research-based and common-sense approach to understanding student engagement (and dis-engagement), and includes practical processes, ideas, and approaches for enhancing student engagement in learning. When I work with teachers in classrooms across the country, I often hear laments about how difficult it is to engage unmotivated students. This book will be a helpful guide for any teacher struggling to engage all students consistently.\u003cbr\u003e \u003cbr\u003e Through her Continuum of Engagement, Berry provides a helpful way for educators to understand and describe the different types of student engagement they experience during teaching and learning, from students who strive to disrupt learning to students who seem to be able to drive the learning all on their own. When teachers have a better understanding of the different ways students engage in learning, it empowers them to develop strategies and approaches to strengthen meaningful and productive engagement during instruction that they design.\u003cbr\u003e \u003cbr\u003e In addition, two aspects of Berry’s book particularly stand out and set it apart from other books on engagement. First is Berry’s willingness to provide thoughtful and effective ways for teachers to understand why students disengage from learning and what they can do to improve this. Second is Berry’s emphasis on the role of the teacher in collaborating and partnering with students in order to optimize engagement. In sum, and particularly because of both of these features, this book is a must read for all new teachers and should become a staple for pre-service teacher programs across the country.\"\u003c\/em\u003e\u003cbr\u003e   -- Kevin Perks\u003cbr\u003e\u003cem\u003e\"Amy Berry’s work on engagement has been nothing short of transformative for me. She has transformed our understanding by moving us forward from its psychological roots to its classroom expressions. The engagement continuum, and most importantly, the teaching that accompanies it, are changing students’ relationships with learning and with their teacher. This book is a gold mine for every caring educator who is looking for ways to redefine what schooling looks like. Let’s stop relying on low-level compliance as a measure. This is a road map for truly partnering with students.\" \u003c\/em\u003e  -- Nancy Frey\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by John Hattie Introduction: Why Engagement? Chapter 1: What Do We Mean By Engagement? The Illusion of Consensus Chapter 2: Engagement as a Partnership Chapter 3: Developing a Process for Engagement Chapter 4: Let’s Get Engaged! Chapter 5: Let’s Tackle Disengagement! Chapter 6: Peers as Partners in Engagement Chapter 7: Cultivating a Culture of Engagement","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738222014807,"sku":"9781071880302","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071880302.jpg?v=1723811832"},{"product_id":"wisdom-9781108841566","title":"Wisdom","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe world is simultaneously facing many crises that humanity is failing to solve. Yet, at the same time, humans are smarter (with IQs on average thirty points higher than a century ago) and more knowledgeable (with the world''s knowledge base at our fingertips), and scientific advances are accelerating. However, intelligence and knowledge are not enough: wisdom harnesses these strengths to serve the common good. Education is focused on acquiring knowledge, but schools would do better also to teach and test for the development of wisdom. To a lot of people, wisdom is an abstraction, but there is a growing body of scientific research into what wisdom is and how it works. This introduction sets out why wisdom is so important. Drawing on insights from psychology, philosophy, science, and common sense, this book provides a complete account of wisdom and how we can develop it throughout our lives.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'Two world leaders in the science of wisdom have teamed up to write the first broad survey of the field, considering what wisdom means in this growing field, why it matters, how it can be measured, how it develops, and how it can be cultivated in ourselves and in society. Written in an easy and engaging style, this book has something to offer everyone, from those newly interested in wisdom to seasoned researchers exploring this topic for themselves.' Michel Ferrari, Associate Professor of Developmental Psychology and Education, University of Toronto, Canada\u003cbr\u003e'Robert J. Sternberg and Judith Glück are pioneers in wisdom research. Their new book is full of deep insights needed in the polarized and uncertain world of today. Instead of viewing wisdom as an unattainable ideal bestowed on selected few, these authors show that most of us can cultivate wise thinking in our daily lives.' Igor Grossmann, Director of the Wisdom and Culture Laboratory and Associate Professor of Psychology, University of Waterloo, Canada\u003cbr\u003e'We urgently need a wiser world. I hope this book helps bring it about.' Nicholas Maxwell, Emeritus Reader in Philosophy of Science, University College London, UK\u003cbr\u003e'You can't get much better than Robert J. Sternberg and Judith Glück to introduce people to the psychological concept of wisdom. They are among the pioneers who have transferred this ancient concept from the realm of philosophy to the science of psychology. Their conversational style will entice many readers to an understanding of the considerable erudition they have to offer.' Bernard McKenna, Emeritus Associate Professor of Business Communication, University of Queensland, Australia\u003cbr\u003e'This book explains how psychological science contributes to our understanding of wisdom. We have come far and it is time to apply what we have learnt to mastering the big challenges of the twenty-first century. Robert J. Sternberg, a pioneer of psychological wisdom research, and Judith Glück, one of the stars of wisdom research today, combine forces to respond to this need.' Ursula M. Staudinger, Rector, Dresden University of Technology, Germany\u003cbr\u003e'Wizards in their own right, when Robert J. Sternberg and Judith Glück join forces, magic happens! In this book, they provide a highly relatable, deeply insightful, and characteristically playful introduction to the psychological science of wisdom that might just make you a little wiser.' Nic M. Weststrate, Assistant Professor of Human Development and Learning, University of Illinois-Chicago, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. What is wisdom?; 2. Why is wisdom important and why doesn't society always see it that way?; 3. How has wisdom been studied in psychology?; 4. How is wisdom measured?; 5. How does wisdom develop?; 6. How do we cultivate wisdom?; 7. How is wisdom related to other psychological characteristics?; 8. Am I wise?; Epilogue; Index.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738343485783,"sku":"9781108841566","price":33.13,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108841566.jpg?v=1723811953"},{"product_id":"teaching-at-its-best-a-researchbased-resource-for-college-instructors-fifth-edition-9781119860228","title":"Teaching at Its Best  A ResearchBased Resource","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Authors xi\u003c\/p\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Teaching Preparation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Understanding Your Students and How They Learn 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Students in Your Course 3\u003c\/p\u003e \u003cp\u003eHow People Learn 5\u003c\/p\u003e \u003cp\u003eHow Structure Increases Learning 7\u003c\/p\u003e \u003cp\u003eThe Cognitive Development of Undergraduates 10\u003c\/p\u003e \u003cp\u003eEncouraging Cognitive Growth 12\u003c\/p\u003e \u003cp\u003eTeaching Today’s Students 13\u003c\/p\u003e \u003cp\u003eMeeting the Challenge 14\u003c\/p\u003e \u003cp\u003eReflection Questions 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Designing Outcomes- Centered Courses 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Outcomes- Centered Course Design? 18\u003c\/p\u003e \u003cp\u003eWriting Outcomes 19\u003c\/p\u003e \u003cp\u003eTypes of Outcomes 20\u003c\/p\u003e \u003cp\u003eTypes of Cognitive Outcomes 22\u003c\/p\u003e \u003cp\u003eSequencing Outcomes Into a Learning Process 25\u003c\/p\u003e \u003cp\u003eFrameworks for Course Design 28\u003c\/p\u003e \u003cp\u003eShowing Students Their Learning Process 30\u003c\/p\u003e \u003cp\u003eOutcomes- Centered Course Development 30\u003c\/p\u003e \u003cp\u003eThe Big Picture 33\u003c\/p\u003e \u003cp\u003eReflection Questions 33\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Including Critical Thinking Into a Course Design 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Many Faces of Critical Thinking 36\u003c\/p\u003e \u003cp\u003eCommon Ground 37\u003c\/p\u003e \u003cp\u003eCritical Thinking Outcomes for Your Students 38\u003c\/p\u003e \u003cp\u003eGiving Students Practice in Critical Thinking 40\u003c\/p\u003e \u003cp\u003eThe Goal: Critical Thinking in Everyday Life 44\u003c\/p\u003e \u003cp\u003eReflection Questions 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Deciding What Technology to Use 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChoosing Technologies Intelligently 47\u003c\/p\u003e \u003cp\u003eModels for Implementing Technology 49\u003c\/p\u003e \u003cp\u003eLecture- Related Software 50\u003c\/p\u003e \u003cp\u003eThe Learning Management System 52\u003c\/p\u003e \u003cp\u003eThe Flipped Classroom 55\u003c\/p\u003e \u003cp\u003eSocial Media 57\u003c\/p\u003e \u003cp\u003eMobile Learning in Class 59\u003c\/p\u003e \u003cp\u003eLaptops in Class 59\u003c\/p\u003e \u003cp\u003eWeb Resources 61\u003c\/p\u003e \u003cp\u003eThe Future of Educational Technology 62\u003c\/p\u003e \u003cp\u003eReflection Questions 63\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Building a More Complete Syllabus 65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Extensive? What Tone? 65\u003c\/p\u003e \u003cp\u003eEssential Syllabus Items 67\u003c\/p\u003e \u003cp\u003eThe Graphic Syllabus 71\u003c\/p\u003e \u003cp\u003eEnsuring Your Students Read Your Syllabus 72\u003c\/p\u003e \u003cp\u003eAdding a Creative Element 74\u003c\/p\u003e \u003cp\u003eReflection Questions 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Following Copyright Guidelines 77\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhere Copyright Does and Does Not Apply 78\u003c\/p\u003e \u003cp\u003eCommon Copyright Misconceptions 78\u003c\/p\u003e \u003cp\u003eFree Use: Fair Use, Facts, and Public Domain 79\u003c\/p\u003e \u003cp\u003ePrinted Text 79\u003c\/p\u003e \u003cp\u003eImages 80\u003c\/p\u003e \u003cp\u003eIn- Class Performances 81\u003c\/p\u003e \u003cp\u003eRecording Broadcast Programming 81\u003c\/p\u003e \u003cp\u003eOnline Materials 82\u003c\/p\u003e \u003cp\u003eObtaining Permission or a License 83\u003c\/p\u003e \u003cp\u003eHow Copyright Violations Are Actually Handled 84\u003c\/p\u003e \u003cp\u003eFor Further and Future Reference 84\u003c\/p\u003e \u003cp\u003eReflection Questions 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 The Human Side Of Teaching 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Establishing a Positive Learning Community 89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePlanning a Welcoming Classroom 90\u003c\/p\u003e \u003cp\u003eA Welcoming First Day of Class 91\u003c\/p\u003e \u003cp\u003eLearning Students’ Names 96\u003c\/p\u003e \u003cp\u003eMaintaining a Welcoming Environment 97\u003c\/p\u003e \u003cp\u003eReflection Questions 98\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Becoming an Increasingly Inclusive Teacher 99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInclusive Climate in the Classroom 100\u003c\/p\u003e \u003cp\u003eDiverse Perspectives 103\u003c\/p\u003e \u003cp\u003eRepresentation in Course Content 104\u003c\/p\u003e \u003cp\u003eMitigate Inequities In and Out of the Classroom 105\u003c\/p\u003e \u003cp\u003eTeaching So Everyone Learns 108\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 110\u003c\/p\u003e \u003cp\u003eBuilding Out Inclusive Teaching Skills 110\u003c\/p\u003e \u003cp\u003eReflection Questions 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Enhancing Student Motivation 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntrinsic and Extrinsic Motivation 113\u003c\/p\u003e \u003cp\u003eStudents’ Perceptions of Motivators in Their Courses 114\u003c\/p\u003e \u003cp\u003ePerceived Value of College and Its Impact on Motivation 115\u003c\/p\u003e \u003cp\u003eTheories of Motivation 115\u003c\/p\u003e \u003cp\u003eFifty Strategies to Motivate Students 119\u003c\/p\u003e \u003cp\u003eNo Magic Bullets 122\u003c\/p\u003e \u003cp\u003eReflection Questions 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Managing Productive Groups 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Group by Any Other Name 125\u003c\/p\u003e \u003cp\u003eThe Case for Group Learning 126\u003c\/p\u003e \u003cp\u003eCautions About Group Learning 127\u003c\/p\u003e \u003cp\u003eManaging and Troubleshooting In- Class Ad Hoc Groups 128\u003c\/p\u003e \u003cp\u003eSetting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129\u003c\/p\u003e \u003cp\u003eTeam- Based Learning 133\u003c\/p\u003e \u003cp\u003ePreparing Students for Life 135\u003c\/p\u003e \u003cp\u003eReflection Questions 135\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Preventing and Responding to Classroom Incivility 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Incivility? 138\u003c\/p\u003e \u003cp\u003eWhy the Incivilities? 138\u003c\/p\u003e \u003cp\u003ePreventing Incivility 140\u003c\/p\u003e \u003cp\u003eResponding Wisely to Incivility 145\u003c\/p\u003e \u003cp\u003eSeeking Assistance 148\u003c\/p\u003e \u003cp\u003eReflection Questions 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Preserving Academic Integrity 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Prevalent Is Cheating? 152\u003c\/p\u003e \u003cp\u003eWhy Do Students Cheat? 153\u003c\/p\u003e \u003cp\u003eDetecting Cheating 153\u003c\/p\u003e \u003cp\u003eForty Ways to Catch a Cheater or Prevent Cheating 154\u003c\/p\u003e \u003cp\u003eHonor Codes 156\u003c\/p\u003e \u003cp\u003eChanging Student Values 157\u003c\/p\u003e \u003cp\u003eReflection Questions 157\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Tried- And- True Teaching Methods 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Matching Teaching Methods with Learning Outcomes 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTypes of Tools 162\u003c\/p\u003e \u003cp\u003eA Tool for Organizing Your Course 171\u003c\/p\u003e \u003cp\u003eHas Our Knowledge Changed Our Teaching? 172\u003c\/p\u003e \u003cp\u003eReflection Questions 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Lecturing for Student Learning 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIt Isn’t Lecture Versus Active Learning 176\u003c\/p\u003e \u003cp\u003eWhen Lectures Work and Other Lecture Considerations 176\u003c\/p\u003e \u003cp\u003ePreparing an Effective Lecture 178\u003c\/p\u003e \u003cp\u003eDelivering an Effective Lecture 180\u003c\/p\u003e \u003cp\u003eCombining Lecture with Engagement: The Interactive Lecture 181\u003c\/p\u003e \u003cp\u003eTeaching Students to Take Good Notes 185\u003c\/p\u003e \u003cp\u003eMaking the Lecture Effective 187\u003c\/p\u003e \u003cp\u003eReflection Questions 187\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Leading Effective Discussions 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhen to Choose Discussion 189\u003c\/p\u003e \u003cp\u003eSetting the Stage for Discussion at the Start of Your Course 190\u003c\/p\u003e \u003cp\u003eEncouraging Participation 191\u003c\/p\u003e \u003cp\u003eSkillful Discussion Management 194\u003c\/p\u003e \u003cp\u003eQuestioning Techniques 197\u003c\/p\u003e \u003cp\u003eOrganizing Discussion Questions 198\u003c\/p\u003e \u003cp\u003eTurning the Tables 201\u003c\/p\u003e \u003cp\u003eReflection Questions 201\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Coordinating Experiential Learning Experiences 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRole- Playing 203\u003c\/p\u003e \u003cp\u003eSerious Games and Simulations 206\u003c\/p\u003e \u003cp\u003eService- Learning: Moving Learning Out of the Classroom 209\u003c\/p\u003e \u003cp\u003eMaximizing the Value of Structured Participatory Learning Experiences 212\u003c\/p\u003e \u003cp\u003eReflection Questions 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Teaching with Inquiry- Guided Methods 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefinitions of Inquiry- Guided Learning 215\u003c\/p\u003e \u003cp\u003eThe Effectiveness of Inquiry- Guided Learning 216\u003c\/p\u003e \u003cp\u003eThe Need for Student Guidance 216\u003c\/p\u003e \u003cp\u003eObjects of Inquiry 217\u003c\/p\u003e \u003cp\u003eModes of Inquiry 218\u003c\/p\u003e \u003cp\u003eTypes of Inquiry- Based Learning 219\u003c\/p\u003e \u003cp\u003eUpcoming Inquiry- Guided Methods 222\u003c\/p\u003e \u003cp\u003eReflection Questions 223\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Creating Engaging Cases 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Effectiveness of the Case Method 225\u003c\/p\u003e \u003cp\u003eThe Subject Matter and Websites for Cases 226\u003c\/p\u003e \u003cp\u003eTypes of Cases 227\u003c\/p\u003e \u003cp\u003eWhat Makes a Good Case, and How to Write Your Own 228\u003c\/p\u003e \u003cp\u003eFacilitating Cases 230\u003c\/p\u003e \u003cp\u003eA Postscript for Pioneers 232\u003c\/p\u003e \u003cp\u003eReflection Questions 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Tools and Techniques To Facilitate Learning 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19 Helping Students Learn How to Learn 235\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning as an “Inside Job” 235\u003c\/p\u003e \u003cp\u003eThe Learner’s Questions 237\u003c\/p\u003e \u003cp\u003eThe Evidence for SRL 237\u003c\/p\u003e \u003cp\u003eActivities and Assignments for Every Occasion 241\u003c\/p\u003e \u003cp\u003eSources for Teaching Your Students How to Learn 245\u003c\/p\u003e \u003cp\u003eReflection Questions 245\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20 Enhancing Student Success in STEM Disciplines 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy We Are Likely Losing STEM Majors 248\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: General Advice 249\u003c\/p\u003e \u003cp\u003eImproving Student Learning in STEM Courses: Specific Strategies 251\u003c\/p\u003e \u003cp\u003eGetting Real in the Lab 254\u003c\/p\u003e \u003cp\u003eOnline Resources for STEM Education 256\u003c\/p\u003e \u003cp\u003eWhy STEM Education Is So Important 256\u003c\/p\u003e \u003cp\u003eReflection Questions 257\u003c\/p\u003e \u003cp\u003e\u003cb\u003e21 Ensuring Students Prepare for Class 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Students Don’t Prepare 260\u003c\/p\u003e \u003cp\u003eHow We Can Equip and Induce Students to Come Prepared 262\u003c\/p\u003e \u003cp\u003eFour Tools for Holding Students Accountable 266\u003c\/p\u003e \u003cp\u003eManaging Your Workload 269\u003c\/p\u003e \u003cp\u003eReflection Questions 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e22 Integrating Styles and Modes of Learning 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Styles 271\u003c\/p\u003e \u003cp\u003eLearning Styles Myth 272\u003c\/p\u003e \u003cp\u003eModes of Learning 273\u003c\/p\u003e \u003cp\u003eExamples of Visuals for Learning 279\u003c\/p\u003e \u003cp\u003eCombining Modes 283\u003c\/p\u003e \u003cp\u003eReflection Questions 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003e23 Improving Student Performance with Feedback 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFeedback Fails and Suggestions for Success 285\u003c\/p\u003e \u003cp\u003eMetacognition as Feedback 288\u003c\/p\u003e \u003cp\u003ePeer Feedback 289\u003c\/p\u003e \u003cp\u003eClassroom Assessment Techniques 289\u003c\/p\u003e \u003cp\u003eDuring- the- Term Student Feedback on Teaching 291\u003c\/p\u003e \u003cp\u003eThe Power of Feedback 292\u003c\/p\u003e \u003cp\u003eReflection Questions 293\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Assessment and Grading 295\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e24 Helping Students to Prepare for Exams 297\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eImportance of Helping Students to Prepare 297\u003c\/p\u003e \u003cp\u003eTest Preparation Measures 298\u003c\/p\u003e \u003cp\u003eMeasures to Ensure Students Understand Our Language 301\u003c\/p\u003e \u003cp\u003eAnxiety- Reduction Measures 301\u003c\/p\u003e \u003cp\u003eWhat the Effort Is Worth 302\u003c\/p\u003e \u003cp\u003eReflection Questions 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003e25 Constructing Student Assessments for Grading 305\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeneral Testing Guidelines 305\u003c\/p\u003e \u003cp\u003eObjective Test Items 307\u003c\/p\u003e \u003cp\u003eConstructed- Response Test Items and Assignments 314\u003c\/p\u003e \u003cp\u003eUsing Assessments to Make Teaching Adjustments 318\u003c\/p\u003e \u003cp\u003eReflection Questions 318\u003c\/p\u003e \u003cp\u003e\u003cb\u003e26 Grading Student Assessments 319\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGrading Systems 319\u003c\/p\u003e \u003cp\u003eGrading Constructed Responses 320\u003c\/p\u003e \u003cp\u003eGrading Lab Reports 327\u003c\/p\u003e \u003cp\u003eMechanics of Writing 327\u003c\/p\u003e \u003cp\u003eSpecifications (Specs) Grading 328\u003c\/p\u003e \u003cp\u003eReturning Students’ Work 329\u003c\/p\u003e \u003cp\u003eUngrading 330\u003c\/p\u003e \u003cp\u003eGrades Should Make Sense 331\u003c\/p\u003e \u003cp\u003eReflection Questions 331\u003c\/p\u003e \u003cp\u003e\u003cb\u003e27 Defining and Documenting Teaching Effectiveness 333\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Teaching Effectiveness? 333\u003c\/p\u003e \u003cp\u003eWhat Student Ratings Do and Do Not Measure 334\u003c\/p\u003e \u003cp\u003eHow to Improve Your Student Ratings 336\u003c\/p\u003e \u003cp\u003eDocumenting Your Effectiveness 338\u003c\/p\u003e \u003cp\u003eA Comprehensive Faculty Evaluation System 344\u003c\/p\u003e \u003cp\u003eComplex and Essential 347\u003c\/p\u003e \u003cp\u003eReflection Questions 347\u003c\/p\u003e \u003cp\u003eAppendix: Support Resources at Your Institution 349\u003c\/p\u003e \u003cp\u003eReferences 355\u003c\/p\u003e \u003cp\u003eName Index 397\u003c\/p\u003e \u003cp\u003eSubject Index 405\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738371699031,"sku":"9781119860228","price":34.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119860228.jpg?v=1723811988"},{"product_id":"rewire-your-brain-2-0-9781119895947","title":"Rewire Your Brain 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221\u003c\/p\u003e \u003cp\u003eReferences 237\u003c\/p\u003e \u003cp\u003eAbout the Author 269\u003c\/p\u003e \u003cp\u003eAcknowledgments 271\u003c\/p\u003e \u003cp\u003eIndex 273\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738378580311,"sku":"9781119895947","price":17.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119895947.jpg?v=1723811996"},{"product_id":"emotions-blob-cards-9781138333390","title":"Emotions Blob Cards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNow with brand new illustrations, the second edition of these bestselling cards continues to provide a tool to consider and discuss a multitude of positive and negative emotions. The cards cover the entire range of emotions identified within Plutchik's Wheel of Emotions, and a Blob Plutchik wheel is provided to show how the emotions relate to each other. \u003c\/p\u003e\u003cp\u003eBlobs are a way to discuss issues in a deep, meaningful way and yet they can be understood by adults and children alike. The groups of Blobs on these cards are acting in many familiar ''human'' ways: celebrating, worrying, feeling left out and supporting each other. Looking at Blobs together enables you to explore a wide range of feelings and emotions to do with personal and social interaction. The accompanying activity cards suggest several different ways of using the cards with individuals or groups to initiate discussion and reflection around emotions. \u003cbr\u003e\u003cbr\u003e\u003cem\u003eIntended for use in educational settings and\/or therapy con\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e48 colour flashcards, with guidance for use\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738409120087,"sku":"9781138333390","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138333390.jpg?v=1723812022"},{"product_id":"family-blob-cards-9781138333406","title":"Family Blob Cards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe second edition of these bestselling cards continues to provide a tool for exploring difficult emotions. Depicting various different family scenarios, the cards provide an opportunity for individuals of any age to discuss all aspects of family life and the situations that arise from it. \u003c\/p\u003e\u003cp\u003eNow with updated illustrations, the cards can be used with individuals or groups of various sizes. Each family scenario is colour coded with 6-9 cards telling a short story, which provides a springboard for individuals to unpick their feelings about family life. Over 50 suggestions for use are detailed in the accompanying activity cards; including ways of using individual cards to facilitate discussion, identifying the positive and negative feelings of the Blobs shown on the cards, as well as combining cards to show more complex situations. \u003cbr\u003e\u003cbr\u003e\u003cem\u003eIntended for use in educational settings and\/or therapy contexts under the supervision of an adult. This is not a toy.\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e48 colour flashcards, with guidance for use. \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738409316695,"sku":"9781138333406","price":31.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138333406.jpg?v=1723812025"},{"product_id":"updated-myers-psychology-for-ap-9781319362546","title":"Updated Myers Psychology for AP","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Macmillan Learning","offers":[{"title":"Default Title","offer_id":48738568765783,"sku":"9781319362546","price":74.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781319362546.jpg?v=1723812139"},{"product_id":"why-do-teachers-need-to-know-about-psychology-9781350084858","title":"Why Do Teachers Need to Know About Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development?  Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational\/child psychology, but also organisational and counselling perspectives.  Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher''s roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current p\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis important new book, written be expert educators and psychologists, will provide new and early careers teachers with a much-needed bridge between psychological theory, recent research and practical reflexive stimulus to deepen understanding. The focus on personal, social  and emotional perspectives goes beyond the cognitive sciences currently dominating teacher education. * Elaine Wilson, Senior Lecturer in Education, University of Cambridge, UK *\u003cbr\u003eA unique text that applies psychological theory and research to teacher development with the dual yet integrated focus on fostering teacher well-being and creating effective teaching-learning contexts to foster student learning and well-being. * Bonnie K. Nastasi, Professor of Psychology, Tulane University, USA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures  List of Tables Series Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context, \u003ci\u003eJeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Lisa Marks Woolfson (University of Strathclyde, UK) and James Boyle (University of Strathclyde, UK)\u003c\/i\u003e  2. The Professional Self and Psychology, \u003ci\u003eJames Boyle (University of Strathclyde, UK), Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK) and Lisa Marks Woolfson (University of Strathclyde, UK)\u003c\/i\u003e  3. Health and Well-Being in Psychology, \u003ci\u003eLisa Marks Woolfson (University of Strathclyde, UK) and Stuart Woodcock (Griffith University, Australia)\u003c\/i\u003e  4. The Social World of the Classroom, \u003ci\u003eMatthew P. Somerville (UCL Institute of Education, University College London, UK) and Ed Baines (UCL Institute of Education, University College London, UK) \u003c\/i\u003e  5. Effective Interpersonal Communication, \u003ci\u003eJeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Linda Crichton (Bi-borough Newly Qualified Teacher Service, UK), and Julie Shaw (Bi-borough Newly Qualified Teacher Service, UK)\u003c\/i\u003e  6.  Resilience, Reflection and Reflexivity, \u003ci\u003eJames Boyle (University of Strathclyde, UK) and Elizabeth King (University of Strathclyde, UK)\u003c\/i\u003e  7. Psychology and the Effective Teacher, \u003ci\u003eLisa Marks Woolfson (University of Strathclyde, UK), James Boyle (University of Strathclyde, UK) and Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK)\u003c\/i\u003e  References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738586493271,"sku":"9781350084858","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350084858.jpg?v=1720049562"},{"product_id":"vision-a-pillar-of-leadership-9781398403420","title":"Vision A Pillar of Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Austin Macauley Publishers","offers":[{"title":"Default Title","offer_id":48738696266071,"sku":"9781398403420","price":7.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781398403420.jpg?v=1720049918"},{"product_id":"vision-a-pillar-of-leadership-9781398416772","title":"Vision A Pillar of Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Austin Macauley Publishers","offers":[{"title":"Default Title","offer_id":48738706719063,"sku":"9781398416772","price":10.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781398416772.jpg?v=1720049956"},{"product_id":"learning-in-a-time-of-abundance-9781421447797","title":"Learning in a Time of Abundance","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Johns Hopkins University Press","offers":[{"title":"Default Title","offer_id":48739136700759,"sku":"9781421447797","price":22.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781421447797.jpg?v=1720051274"},{"product_id":"handbook-of-positive-behavior-support-9781441981356","title":"Handbook of Positive Behavior Support","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in                            the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental                            health and social services nationwide.\u003c\/p\u003e \u003cp\u003eThe \u003cem\u003eHandbook of Positive Behavior Support\u003c\/em\u003e gathers into one concise volume the many elements of this burgeoning field and organizes them into a                            powerful, dynamic knowledge base - theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of                            positive behavior support. (2) Repor\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eFrom the reviews:\u003c\/p\u003e\u003cp\u003e“Provides a fascinating insight into ways in which positive behaviour support has been, and could be, developed and applied. … if you want to see the potential range of application of positive behaviour support, and the various components which may be involved, then you will find this fascinating. And if you are interested in the theoretical trajectory which has been followed by behaviourism, this book will give you plenty of food for thought.” (Jenny Webb, International Journal of Positive Behavioural Support, Vol. 2 (1), Spring, 2012)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eOrigins and History of Positive Behavior Support.- The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development.- Positive Behavior Support and Early Intervention.- Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention with Families of Children with Developmental Disabilities.- Positive Behavior Support and Early Intervention for Young Children with Autism.- Integrating a Positive Behavior Support Approach within Head Start.- Empirically-Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings.- A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings.- Integrating PBS, Mental Health Services, and Family-Driven Care.- Optimistic Parenting.- Families Facing Extraordinary Challenges in Urban Communities.- Delivering Behavior Support in the Foster Care System.- Defining and Describing School-Wide Positive Behavior Support.- Sustainability of Systems-Level Evidence-Based Practices in Schools.- Increasing Family Participation Through School-wide Positive Behavior Supports.- Primary Tier Interventions and Supports.- Secondary Tier Interventions and Supports.- Function-Based Supports for Individual Students in School Settings.- Implementation of School-wide Positive Behavior Support in Urban Settings.- Positive Behavior Support in Alternative Education, Community-Based Mental Health and Juvenile Justice Settings.- Behavior Supports in Non-classroom Settings.- Facilitating Academic Achievement through School-Wide Positive Behavior Support.- Using a Problem-Solving Model for Data-Based Decision Making in Schools.- Finding a Direction for High School Positive Behavior Support.- Systems Change and the Complementary Roles of Inservice and Preservice Training in School-Wide Positive Behavior Support.- Sustaining Positive Behavior Support in a Context of Comprehensive School Reform.- Completing the Continuum of School-Wide Positive Behavior Support.- Implementing Function-Based Support within School-Wide Positive Behavior Support.- Response to Intervention (RtI) and Positive Behavior Support.","brand":"Springer-Verlag New York Inc.","offers":[{"title":"Default Title","offer_id":48739210232151,"sku":"9781441981356","price":170.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"rti-applications-volume-2-9781462509140","title":"RTI Applications Volume 2","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOnce a response-to-intervention (RTI) framework is in place, how can educators determine whether or not interventions are working? This volume focuses on the response component of RTI, providing crucial knowledge and hands-on techniques for assessing the effectiveness of RTI practices in grades K-12. The authors show how to select suitable assessment measures, analyze data about academic and behavioral interventions, and make defensible decisions about groups, individual students, and special education eligibility. Professional development strategies are also addressed. Useful reproducible tools are included; the large-size format facilitates photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.\u003cbr\u003e\u003cbr\u003e This book is in the Guilford Practical Interventions in the Schools Series, edited by Sandra M. Chafouleas.\u003cbr\u003e\u003cbr\u003e See also RTI Applications, Volume 1: Academic and Behavioral Interventions, which covers how to select ap\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"A valuable resource for teachers, school psychologists, interventionists, and school administrators working to implement an evidence-based RTI process in schools. The authors do a commendable job of bridging the gap between research and practice. They cover important topics in assessment and evaluation, using case examples to illustrate evidence-based approaches.\"--Seth Aldrich, PhD, bilingual school psychologist\/RTI consultant, Homer (New York) Central School District\u003cbr\u003e\u003cbr\u003e\"This is an outstanding guide to all aspects of academic and behavioral data-based decision making within an RTI framework, complete with case examples, handouts, and detailed instructions. Filling a critical role, the book addresses the 'how-tos' of assessment, problem solving, and evaluation. It is a 'must have' for practitioners and an essential tool for university training programs.\"--Robin S. Codding, PhD, BCBA, School Psychology Program, Northeastern University\u003cbr\u003e\u003cbr\u003e \"The need for formative data to support high-stakes decisions is critical. This volume provides an excellent, step-by-step description of how to assess responsiveness to interventions in real-world schools. It contains useful reproducible forms, tools, and checklists, as well as model graphs used in progress monitoring\/decision making. This book should be used in every school psychology training program and should be available to everyone who consults with schools in the area of RTI.\"--R. Michael Weger, PhD, Director, Black Hawk Area Special Education District, East Moline, Illinois -\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Advanced Response-to-Intervention Applications: Intervention Selection and Implementation\u003cbr\u003e2. School-Based Assessment\u003cbr\u003e3. Assessment for Problem Solving\u003cbr\u003e4. Evaluating Interventions: Applied Single-Case Design\u003cbr\u003e5. Evaluating Interventions: Analysis of Intervention Data\u003cbr\u003e6. Decisions about Groups\u003cbr\u003e7. Decisions about Individual Students\u003cbr\u003e8. Special Education Eligibility\u003cbr\u003e9. Conclusion\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350282583,"sku":"9781462509140","price":36.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462509140.jpg?v=1720051986"},{"product_id":"learning-disabilities-second-edition-9781462536375","title":"Learning Disabilities Second Edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePresenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website.\u003cbr\u003e\u003cbr\u003e New to This Edition\u003cbr\u003e *Heightened emphasis on intervention, including significant new developments in reading comprehension and math.\u003cbr\u003e *Chapter on principles of effective instruction and MTSS.\u003cbr\u003e *Chapter on autom\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"This important work is elegantly crafted by authors who have made significant contributions to research and practice and who are committed to evidence-based solutions to the many challenges associated with diagnosis, assessment, and treatment of LDs. The updated second edition deals with the new discoveries at the intersection of education, psychology, and neuroscience that have been made at a staggering pace, as well as lively debates regarding definitions and criteria setting. Not only is this book timely and authoritative, but it also makes a real contribution to helping us understand where the field is now and where we need to go next. I consider this to be a 'must read' volume for researchers, educators, policymakers, and all others concerned with improving outcomes for children who struggle in the classroom and beyond.\"--Kenneth R. Pugh, PhD, President and Director of Research, Haskins Laboratories; Department of Psychology, University of Connecticut; Department of Linguistics, Yale University\u003cbr\u003e\u003cbr\u003e \"There are so many books and so little time--yet this one, I assure you, is worth your precious time. Whether your primary interest is teacher training, research, or classroom practice, this book provides the knowledge you need. Building on the exemplary first edition, the second edition features current research on all domains of LDs (math, word reading, writing, reading comprehension) and expanded practical guidance for implementing research-based practices across the grade span. It explains best practices in instruction and assessment in the context of current special and general education policy.\"--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin\u003cbr\u003e\u003cbr\u003e \"Scientific knowledge of LDs has greatly expanded in the dozen years since the first edition was published. The second edition includes a wealth of current information on the types and manifestations of LDs, neurobiological underpinnings, and effective interventions. The coverage is comprehensive; findings are evaluated in terms of the adequacy of their methods and distilled into meaningful summaries of key facets and instructional principles. The many tables and figures underscore important themes and enhance the book’s utility as a professional resource and core text. Beyond its value in updating scientific progress in the field, this work demonstrates both the promise and challenges of broader-scale applications of evidence-based approaches.”--H. Gerry Taylor, PhD, ABPP-CN, Center for Biobehavioral Health, Nationwide Children’s Hospital Research Institute; Department of Pediatrics, The Ohio State University\u003cbr\u003e\u003cbr\u003e \"I have been recommending the first edition of this book to every graduate student I work with, and I look forward to continuing this tradition with the second edition. I especially appreciate the new chapter on the reality of LDs and the updated coverage of interventions. Amid ongoing debates about definitions of LDs, the research literature has at times seemed out of step with the reality we see daily of individuals whose performance improves substantially when provided suitable intervention and accommodations. This second edition provides an authoritative source for appropriate interventions.\"--Richard K. Wagner, PhD, Robert O. Lawton Distinguished Professor of Psychology, Florida State University; Associate Director, Florida Center for Reading Research\u003cbr\u003e\u003cbr\u003e \"The LD field has never been more conceptually chaotic than it is today--fortunately, the second edition of this seminal book provides much-needed clarity. The authors present models for the identification, prevention, and treatment of LDs that are practical and well grounded in research. In addition to pointing out effective approaches based on solid science, the authors also identify common practices that lack support. This book is well suited for preservice trainees and for practitioners who hope to further develop their skills. The second edition addresses the role of MTSS and provides additional information about dyslexia, both of which are important topics in practice today. It should be widely read and used to improve the lives of children with LDs.\"--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia\u003cbr\u003e\u003cbr\u003e \"This second edition is the definitive source for teachers, administrators, and researchers on evidence-based practices for teaching academic skills to students with LDs. Its acclaimed authors provide a detailed, compelling, and nuanced picture of LDs and how to address their impact on students’ learning.\"--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University -Jack Fletcher and his colleagues have written an impressively comprehensive textbook on [learning disabilities] (LD), consisting of strong opinions and conclusions along with a careful review of research to back them up. The authors are all senior scholars in the LD field, and their ability to synthesize findings from a vast literature is remarkable. (Though this is a second edition of a book initially published in 2007, it is such a major expansion and revision that it is essentially a different book.)…This is a textbook more than a practitioner's manual, but practitioners would nonetheless benefit from this accessible review of research and careful arguments for evidence-based practice in LD.--NASP Communiqué, 5\/1\/2019ƒƒHighly recommended. Upper-division undergraduates through practitioners. (on the first edition)--Choice Reviews, 6\/1\/2007\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Introduction\u003cbr\u003e 2. Are Learning Disabilities Real?\u003cbr\u003e 3. Classification and Definition of Learning Disabilities: The Problem of Identification\u003cbr\u003e 4. Assessment of Learning Disabilities\u003cbr\u003e 5. Effective Instruction for Students with Learning Disabilities: A Multi-Tiered System of Supports\u003cbr\u003e 6. Word-Level Reading Disabilities (Dyslexia)\u003cbr\u003e 7. Text-Level Reading Disabilities (Specific Reading Comprehension Disability)\u003cbr\u003e 8. Mathematics Disabilities: Calculation and Problem Solving\u003cbr\u003e 9. Written Expression Disabilities\u003cbr\u003e 10. The Problem of Automaticity\u003cbr\u003e 11. Translating the Results of Scientific Research into Educational Practice\u003cbr\u003e References\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350315351,"sku":"9781462536375","price":47.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462536375.jpg?v=1720051986"},{"product_id":"selecting-the-right-analyses-for-your-data-9781462516025","title":"Selecting the Right Analyses for Your Data","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWhat are the most effective methods to code and analyze data for a particular study? This thoughtful and engaging book reviews the selection criteria for coding and analyzing any set of data--whether qualitative, quantitative, mixed, or visual. The authors systematically explain when to use verbal, numerical, graphic, or combined codes, and when to use qualitative, quantitative, graphic, or mixed-methods modes of analysis. Chapters on each topic are organized so that researchers can read them sequentially or can easily flip and find answers to specific questions. Nontechnical discussions of cutting-edge approaches--illustrated with real-world examples--emphasize how to choose (rather than how to implement) the various analyses. The book shows how using the right analysis methods leads to more justifiable conclusions and more persuasive presentations of research results.\u003cbr\u003e\u003cbr\u003e User-Friendly Features\u003cbr\u003e *Chapter-opening preview boxes that highlight useful topics addressed.\u003cbr\u003e *End\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThis is the first book I've seen that goes into depth about coding, which is sorely needed. It also does an excellent job of discussing analysis and interpretation at a conceptual level, while providing enough guidance on where to go to get the needed technical assistance. The way the authors compare and contrast quantitative and qualitative methods, approaches, and ways of thinking is particularly strong and well balanced.--Marji Erickson Warfield, PhD, Heller School for Social Policy and Management, Brandeis University\u003cbr\u003e\u003cbr\u003eThis is a comprehensive resource that delivers what the title promises and more. It provides a great introduction to nearly all data-analytic methods currently utilized by social scientists, and very effectively guides the reader to more in-depth treatments of the subject matter.--Ryan Spohn, PhD, School of Criminology and Criminal Justice, University of Nebraska at Omaha\u003cbr\u003e\u003cbr\u003eA field guide for researchers who are looking for detailed discussions of the choices they have to make as they work through the research process, whether they are taking a quantitative, qualitative, or combined approach. This isn't a 'how to' in terms of analyses, but more of a 'here's what to consider' book. The tone is at once casual and professional, incorporating real-world examples and occasional humor. The authors have their fingers on the pulse of the field and clearly explain complex ideas.--Theresa E. DiDonato, PhD, Department of Psychology, Loyola University Maryland\u003cbr\u003e\u003cbr\u003eA useful text. Many students are stymied by data analysis; they think that you just feed data into some software, and voila! I recently told a student that saying a software package will analyze your data is akin to saying Word will write your dissertation. This book gives students data analysis options so they can choose the approach most appropriate for the specific research design.--Janet Salmons, PhD, School of Business and Technology, Capella University\u003cbr\u003e\u003cbr\u003eThe authors are masterful writers who combine depth and accessibility.--Jerrell C. Cassady, PhD, Department of Educational Psychology, Ball State University\u003cbr\u003e\u003cbr\u003eThis book exposes readers to a breadth of coding and analysis considerations for both quantitative and qualitative data. The goal is to teach the reader when it is appropriate to use the various techniques and where to look to learn more. The authors provide a solid foundation of knowledge for navigating a research world where both quantitative and qualitative approaches are valued and necessary. I would definitely use this book in courses. For professional use, I would consult it for areas I am not as familiar with, or to provide resources for students. I particularly enjoyed the nonstatistical examples used to explain concepts; they are helpful and make the book easier and more enjoyable to read.--Tracey LaPierre, PhD, Department of Sociology, University of Kansas\u003cbr\u003e\u003cbr\u003e -This book, along with When to Use What Research Design…is useful for researchers and advanced students in education, sociology, psychology, political science, and criminal justice. Recommended. Graduate students through professionals\/practitioners.--Choice Reviews, 1\/1\/2015\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003cbr\u003e General Introduction\u003cbr\u003e I. Coding Data—by Design\u003cbr\u003e 1. Coding Survey Data\u003cbr\u003e 2. Coding Interview Data\u003cbr\u003e 3. Coding Experimental Data\u003cbr\u003e 4. Coding Data from Naturalistic and Participant Observations\u003cbr\u003e 5. Coding Archival Data\u003cbr\u003e II. Analysis and Interpretation of Quantitative Data\u003cbr\u003e 6. Describing, Exploring, and Visualizing Your Data\u003cbr\u003e 7. What Methods of Statistical Inference to Use When\u003cbr\u003e 8. What Associational Statistics to Use When\u003cbr\u003e 9. Advanced Associational Methods and Analyses\u003cbr\u003e 10. Model Building and Selection : Quantitative Data\u003cbr\u003e III. Analysis and Interpretation of Qualitative and Combined\/Mixed Data\u003cbr\u003e 11. Inductive Analyses of Qualitative Data: Ethnographic Approaches and Grounded Theory\u003cbr\u003e 12. Deductive Analyses of Qualitative Data: Comparative Case Studies and Qualitative Comparative Analysis\u003cbr\u003e 13. Coding and Analyzing Data from Combined and Mixed Designs\u003cbr\u003e 14. Conclusion\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350511959,"sku":"9781462516025","price":77.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462516025.jpg?v=1720051986"},{"product_id":"helping-your-child-overcome-reading-challenges-9781462543809","title":"Helping Your Child Overcome Reading Challenges","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhen your child struggles with learning to read, it can feel overwhelming. What causes reading difficulties? How can you support your child on the road to a rich and rewarding literacy life? Drawing on her dual expertise as a literacy specialist and a psychotherapist, Diane Tracey takes a unique and holistic approach to supporting children's health and emotional well-being along with their reading skills. In this straightforward, knowledgeable guide, she explains exactly how the reading process works and what you can do to foster literacy development every step of the way. Filled with checklists, fun activities to do with kids, and insightful stories, this compassionate resource gives you tools to help a struggling reader of any age become an avid book lover.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Dr. Tracey has written a winner! This is an essential guide for any parent whose child has difficulties with reading. It has a strong research and practical base, plentiful examples, and hands-on activities at the end of each chapter. For me, this book is the best on the market.”--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University\u003cbr\u003e\u003cbr\u003e \"I love this book. I'm not a teacher by trade, and I had no clue about how to help my daughter with reading. Dr. Tracey provides suggested books and engaging activities that make learning fun.\"--Lisa K., parent\u003cbr\u003e\u003cbr\u003e \"I read this book with great interest as both a parent and an educator, and came away inspired with ideas to help my own children and share with colleagues. Dr. Tracey takes us inside the life of the developing reader and provides a positive roadmap for joining children on their literacy journeys. The book offers stories of real kids and families alongside practical tools, resources, and easy-to-implement activities. A 'must read' for all parents who want to support the developing readers in their lives!\"--Heather Kenyon Casey, PhD, Department of Teacher Education, Rider University-\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Help! I'm Overwhelmed!\u003cbr\u003e 2. The Foundations of Reading\u003cbr\u003e 3. The Parts of the Reading Process\u003cbr\u003e 4. How Can I Tell What’s Causing My Child’s Reading Difficulty?\u003cbr\u003e 5. What Should I Do If My Child Is Having Difficulty with Visual Processing?\u003cbr\u003e 6. What Should I Do If My Child Is Having Difficulty with Auditory Processing?\u003cbr\u003e 7. What Should I Do If My Child Is Having Difficulty with Phonics?\u003cbr\u003e 8. What Should I Do If My Child Is Having Difficulty with Vocabulary?\u003cbr\u003e 9. What Should I Do If My Child Is Having Difficulty with Reading Comprehension?\u003cbr\u003e 10. What Should I Do If My Child Is Having Difficulty with Attention and\/or Motivation?\u003cbr\u003e A Few Final Words: Putting It All Together\u003cbr\u003e Appendix: Word Family and Sight Word Lists\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350708567,"sku":"9781462543809","price":12.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462543809.jpg?v=1720051986"},{"product_id":"helping-your-child-overcome-reading-challenges-9781462548224","title":"Helping Your Child Overcome Reading Challenges","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhen your child struggles with learning to read, it can feel overwhelming. What causes reading difficulties? How can you support your child on the road to a rich and rewarding literacy life? Drawing on her dual expertise as a literacy specialist and a psychotherapist, Diane Tracey takes a unique and holistic approach to supporting children's health and emotional well-being along with their reading skills. In this straightforward, knowledgeable guide, she explains exactly how the reading process works and what you can do to foster literacy development every step of the way. Filled with checklists, fun activities to do with kids, and insightful stories, this compassionate resource gives you tools to help a struggling reader of any age become an avid book lover.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Dr. Tracey has written a winner! This is an essential guide for any parent whose child has difficulties with reading. It has a strong research and practical base, plentiful examples, and hands-on activities at the end of each chapter. For me, this book is the best on the market.”--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University\u003cbr\u003e\u003cbr\u003e \"I love this book. I'm not a teacher by trade, and I had no clue about how to help my daughter with reading. Dr. Tracey provides suggested books and engaging activities that make learning fun.\"--Lisa K., parent\u003cbr\u003e\u003cbr\u003e \"I read this book with great interest as both a parent and an educator, and came away inspired with ideas to help my own children and share with colleagues. Dr. Tracey takes us inside the life of the developing reader and provides a positive roadmap for joining children on their literacy journeys. The book offers stories of real kids and families alongside practical tools, resources, and easy-to-implement activities. A 'must read' for all parents who want to support the developing readers in their lives!\"--Heather Kenyon Casey, PhD, Department of Teacher Education, Rider University-\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e1. Help! I'm Overwhelmed!\u003cbr\u003e 2. The Foundations of Reading\u003cbr\u003e 3. The Parts of the Reading Process\u003cbr\u003e 4. How Can I Tell What’s Causing My Child’s Reading Difficulty?\u003cbr\u003e 5. What Should I Do If My Child Is Having Difficulty with Visual Processing?\u003cbr\u003e 6. What Should I Do If My Child Is Having Difficulty with Auditory Processing?\u003cbr\u003e 7. What Should I Do If My Child Is Having Difficulty with Phonics?\u003cbr\u003e 8. What Should I Do If My Child Is Having Difficulty with Vocabulary?\u003cbr\u003e 9. What Should I Do If My Child Is Having Difficulty with Reading Comprehension?\u003cbr\u003e 10. What Should I Do If My Child Is Having Difficulty with Attention and\/or Motivation?\u003cbr\u003e A Few Final Words: Putting It All Together\u003cbr\u003e Appendix: Word Family and Sight Word Lists\u003cbr\u003e Index\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":48739350872407,"sku":"9781462548224","price":43.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462548224.jpg?v=1720051988"},{"product_id":"how-to-personalize-learning-a-practical-guide-for-getting-started-and-going-deeper-9781506338538","title":"How to Personalize Learning: A Practical Guide","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eHOW to Personalize Learning\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  This practical follow-up to Bray and McClaskey’s first book, \u003cem\u003eMake Learning Personal: The What, Who, Wow, Where, and Why\u003c\/em\u003ebrings theory to practice. Teachers will find the tools, skills, and strategies needed to personalize learning and develop self-directed, independent learners with agency.\u003cbr\u003e  \u003cbr\u003e  Discover how to get started and go deeper by building a shared vision that supports personalized learning using the Universal Design for Learning (UDL) framework. Also included are:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eTools and templates such as the Learner Profile, Personal Learning Backpack, Personal Learning Plan, as well as tips for lesson design and PBL\u003c\/li\u003e\n\u003cli\u003eLesson and project examples that show how teachers can change instructional practice by encouraging learner voice and choice\u003c\/li\u003e\n\u003cli\u003eQR codes and links to the authors’ website for electronic versions of tools, templates, activities, and checklists\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eCreate a powerful shift in education by building a culture of learning so every learner is valued. \u003cbr\u003e  \u003cbr\u003e  \"If you are looking for a step-by-step guide on what personalized learning is and how to implement it, while being inspired and gaining ideas to implement immediately, this is definitely the book to read!\"\u003cbr\u003e  \u003cstrong\u003eDiana Petschauer, Assistive Technology Professional, CEO\u003cbr\u003e  AT for Education \u0026amp; Access4Employment, Wolfeboro Falls, NH\u003cbr\u003e  \u003c\/strong\u003e\u003cbr\u003e  \"Barbara and Kathleen present well-tested strategies for personalization within a coherent framework. This highly practical book forms a reliable foundation for empowering a community striving to make schools work for all learners.\"\u003cbr\u003e  \u003cstrong\u003eJohn H. Clarke, Professor Emeritus, University of Vermont\u003c\/strong\u003e\u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Many teachers are familiar with UDL, and they may want to try it in their classrooms, but they just don’t know how to get started. With this book, educators don’t just learn about UDL, they do UDL as they complete a number of activities designed to get them thinking about their most deeply held beliefs about learning and ease them into a new role as the \"lead learner\" in their classrooms.\"\u003c\/em\u003e -- Luis Pérez, Inclusive Learning Consultant\u003cbr\u003e\u003cem\u003e\"If you are looking for a step-by-step guide on what personalized education is and how to implement it, while being inspired and gaining ideas to implement immediately, this is definitely a book to read!\"\u003cbr\u003e \u003c\/em\u003e -- Diana Petschauer, Assistive Technology Professional, CEO\u003cbr\u003e\u003cem\u003e\"As the title suggests, Kathleen and Barbara have prepared some really solid, practical \"how to\" guidelines for educators looking to understand and achieve the promise of personalizing learning.\"\u003c\/em\u003e -- Steve Nordmark, Chief Academic Officer\u003cbr\u003e\u003cem\u003e\"This book will provide you and your team the steps towards personalising learning for your students. It involves your input throughout with activities that are built around personalised learning principles.\"\u003c\/em\u003e -- Kevin McLaughlin, Kindergarten Teacher\u003cbr\u003e\u003cem\u003e\"Your learning journey about creating and sustaining personalized learning environments just became so much easier! Kathleen and Barbara’s field guide provides a clear and well signposted  path forward to transforming any learners journey. As an experienced educator and professional development consultant, I found Barbara and Kathleen book highly readable, incredibly practical and full of useful strategies to move educators from just discussing ideas about personalized learning to actively implementing and growing a personalized learning culture.\"\u003c\/em\u003e -- Greg Alchin, Inclusive Design Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This guide provides actionable steps for all educators, from the busy main office to the crowded classroom, to develop the culture, expertise, and strategies needed for truly personalized learning. Once implementation is rolling out, Bray and McClaskey provide guidance for professional reflection and growth along the way.\u003c\/em\u003e Personalization\u003cem\u003e provides benefits to all stakeholders and this book helps all stakeholders understand their roles and how they will grow through the experience.\"\u003c\/em\u003e\u003c\/p\u003e -- Kerry Gallagher, Digital Learning Specialist and Director of K-12 Education\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Barbara Bray and Kathleen McClaskey are leaders in how to personalize learning for all learners. \u003c\/em\u003eHow to Personalize Learning: A Practical Guide for Getting Started and Going Deeper \u003cem\u003ebreaks down personalizing learning in a way that not only makes good sense, but that makes it easy for educators to do what they know is right for their learners. This easily followed guide helps educators build on their learners aspirations, talents and interests to access, engage, and express learning by building on the learner’s strengths and challenges. This guide helps educators give earners are given agency in their own learning while meeting standards. This guide will help classrooms come alive with engaged, excited learners whose learning will not only meet, but go beyond standards. This is not a ′new′ or ′novel′ fad, but a common sense approach that incorporates proven pedagogues and technology in a logical, effective way that is based on neuroscience and UDL principles. The many examples of successful personalized learning cultures will inspire and shape the future of teaching and learning.\"\u003c\/em\u003e\u003c\/p\u003e -- Linda K. Taber Ullah, Coach and Instructor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"If you are a teacher who has wondered if it is really possible to personalize learning for all students, this book is for you! Grounded in a shared vision and beliefs, Bray and McClaskey provide practical steps to guide teachers through the process of discovering the unique learner in every child. Furthermore, the reader is coached on how to personalize for an entire class, with practical advice, activities, and hands-on tools. This is more than just the typical ′education needs to change′ book. This is practical guide for teachers to actually make changes to positively transform education as learners become owners of their own learning.\"\u003c\/em\u003e\u003c\/p\u003e -- Jon Tanner, Director of Technology and Personalized Learning\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eHow to Personalize Learning\u003cem\u003e is the book every school needs their teachers to read. The authors take teachers on an enlightening journey where they reflect on how they uniquely learn. This book also is a guide with practical ideas and many resources to help teachers make learning accessible and engaging to all students. This book is for the teacher with the big heart who wants to ensure every student leaves wanting to continue their learning journeys.\"\u003c\/em\u003e\u003c\/p\u003e -- Shelly Sanchez Terrell, Teacher, Speaker, and Author of the 30 Goals Challenge for Teachers\u003cbr\u003e\u003cp\u003e\"How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper\u003cem\u003e is a rich resource for any in-service or pre-service teacher, school or district administrator, special educator or parent. This practical guide steps the educator through a comprehensive, yet individualized plan for meeting the needs of any learner. In my 25+ years of working with teachers and with school administrators, what I most appreciate about this guide are the numerous case studies and tangible examples of how the practices work in the real world.\"\u003c\/em\u003e\u003c\/p\u003e -- Dr. Cynthia Sistek-Chandler, Associate Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Educators must change their perspectives of both teaching and learning to be in a position to grow citizens prepared to thrive and excel in our changing world. This field guide lays out the foundation for both leadership and classroom practitioners to begin this journey by understanding the changing landscape and providing practical applications of personalized learning pedagogy.\"\u003c\/em\u003e\u003cbr\u003e \u003c\/p\u003e -- Cynthia Dunlap, M.Ed, Educational Technology Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"In this compact and powerful book, Kathleen McClaskey and Barbara Bray offer teaching teams, school leadership groups and whole faculties a way to engage learners in managing their own learning. Writing for use in workshops or whole-school professional development initiatives, Bray and McClaskey present well-tested strategies for personalization within a coherent framework. The book begin with background ideas for personalization, but moves quickly into specific exercises that any group can use to organize a personalization initiative one step at a time. Each section includes illustrations and ′conversation starters′ that gather individuals toward shared understanding of collaborative school development, allowing teachers to apply and adapt effective practices together. I see \u003c\/em\u003eHow to Personalize Learning\u003cem\u003e creating a comprehensive guide for managing a long and complex process, preparing all learners to assess themselves, build skills, work toward personal and academic goals – and build the skills and knowledge that help them move toward a future they discover for themselves. This is a highly practical book that forms a reliable foundation for empowering any school community striving to make our schools work for all learners.\"\u003c\/em\u003e\u003c\/p\u003e -- John H. Clarke, Professor Emeritus, Author of Personalized Learning\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eHow to Personalize Learning: A Practical Guide for Getting Started and Going Deeper\u003cem\u003e is the comprehensive, step-by-step guide to personalizing learning. But, moreover, this book is a transformative treatise for all levels on catalyzing enhanced efficacy—from community culture to the classroom learner—so that personalized learning becomes a reality in even the most traditional classrooms. Whether you are the community member that dares to think differently or the classroom teacher that knows deep down that something just isn’t working, \u003c\/em\u003eHow to Personalize Learning: A Practical Guide for Getting Started and Going Deeper\u003cem\u003e is the seminal book to get you started on your personalized learning journey.\"\u003c\/em\u003e\u003c\/p\u003e -- Patrick Riley, Cognitive Coach\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Kathleen and Barbara have already inspired us to \u003c\/em\u003eMake Learning Personal: The What, Who, WOW, Where, and Why\u003cem\u003e, but now they have given us some points of entry that we can start with tomorrow in \u003c\/em\u003eHow to Personalize Learning: A Practical Guide for Getting Started and Going Deeper\u003cem\u003e. The What, Who, WOW, Where, and Why now have an important next step for teachers wanting to put learning back into the hands of the learner.\"\u003c\/em\u003e\u003c\/p\u003e -- John Parker, Chief Technology Innovation Officer\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Barbara Bray and Kathleen McClaskey continue to demonstrate how they are two of the leading ladies of personalized learning with their practical and positive portrayal of a learner-centered approach to education. They combine the research base of our profession with evidence based models of educational practitioners around the country to clearly illustrate what it means to personalize learning.  Barbara and Kathleen have captured the essence of next practices over best practices by providing a timely \"how-to\" manual for preparing community, college, and career ready learners who understand they are in charge of their own learning. \u003c\/em\u003eHow to Personalize Learning:  A Practical Guide for Getting Started and Going Deeper\u003cem\u003e provides a highly interactive approach to professional learning, with numerous activities and web-based links to enrich the readers experience.  What I appreciate and admire with Barbara and Kathleen′s new book is their relentless emphasis on the practical steps educators can take to transform their classroom and school for the benefit of the learner.  The book is conducive to professional learning community team studies or for individual educator reading and reflection, but both with the intent and practical steps to transform how teaching and learning take place in your context. I am excited to place this companion book to Barbara and Kathleen′s \u003c\/em\u003eMake Learning Personal\u003cem\u003e, in the hands of everyone of our teachers for the purpose of creating passionate and purpose-driven learners who are in control of their own learning.  How to Personalize Learning is the perfect read for an individual educator or team of educators whose goal is to prepare learners who will take control of their own learning as preparation for taking control of their own life as an adult.\"\u003c\/em\u003e\u003c\/p\u003e -- Bryan Bronn, Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Bray and McClaskey′s first book, \u003c\/em\u003eMake Learning Personal,\u003cem\u003e does an outstanding job of defining personalized learning, developing common language and making a strong case for WHY this is good for our learners. This book is the perfect companion as it serves as a practical guide that moves educators from the abstract to the concrete, delving into the HOW to personalize learning. The examples, resources and activities are designed to guide educators through a transformation from a teacher-centered classroom to a student-centered environment where all learners can thrive.\"\u003c\/em\u003e\u003c\/p\u003e -- Betty Wottreng, Director of Technology Services\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Fundamentally different from other Personalized Learning books, and hands-down the best! \u003c\/em\u003eHow to Personalize Learning\u003cem\u003e is a user’s guide designed by experts who personally \u0026amp; professionally relate; Kathleen and Barbara simply ′get it.′ The expertise and knowledge as well as personal experience shines through in this user friendly and practical guide for implementation of personalized learning. I love what they have done to make significant and much needed change less threatening and more useful for teachers. (They know how to teach learners, including adults reading this book)! In particular, the visuals, charts, matrices, and how-to guides are so user friendly and informative, this is what every educator wants for their learner, and how to make it happen, with support! This book provides teachers with a tool to refocus and keep their best practices while helping them to identify those areas of instruction where shifts need to occur, and the ′how to′ to make it happen!  So inspiring, engaging and motivational, and the companion website for technology and sharing is awesome!\"\u003c\/em\u003e\u003c\/p\u003e -- Diana Petschauer, ATP, CEO\u003cbr\u003e\u003cem\u003e\"Bray and McClaskey are arguably the foremost champions for personalizing learning. \u003c\/em\u003eHow to Personalize Learning: A Practical Guide for Getting Started and Going Deeper\u003cem\u003e will be the compendium to personalize learning and a guiding light for educators as they navigate their journey with their learners to personalize learning. The tools, rich examples and insights included in the book will be instrumental in the transformation of students into learners. The current education climate is moving away from the one-size-fits-all learning environment that we have all endured through generations of schooling. Barbara and Kathleen have penned the antidote to what ails the current traditional educational system.\"\u003c\/em\u003e -- Pam Lowe, Educator \u0026amp; Education Consultant\/Coach, Author of Missouri Then \u0026amp; Now: Activity Book\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Barbara and Kathleen have done it again! This book provides such essential explanations and tools that any person reading it should be able to immediately construct their personalized instruction and learning environment. The multiple options for activities help teachers apply their personal preferences to more deeply connect with this work. This book even further demonstrates how important it is to make learning personal.\"\u003c\/em\u003e\u003c\/p\u003e -- Kecia Ray, Executive Director\u003cbr\u003e\u003cem\u003e\"Your learning journey about creating and sustaining personalized learning environments just became so much easier! Bray and McClaskey’s field guide provides a clear and well signposted path forward to transforming any learner’s journey. As an experienced educator and professional development consultant, I found their book immensely readable, incredibly practical and bursting with useful models, strategies and activities to move educators from just discussing ideas about personalized learning to actively implementing and growing a personalized learning culture. It really is THE Rosetta Stone of personalized learning. No other resource so deftly distills the WHAT and the WHY with the HOW TO of personalized learning.\"\u003c\/em\u003e -- Greg Alchin, Inclusive Learning Design Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"For educators and learning communities that are ready to dive deep into transforming their learning expectations and environments, this book is an essential resource. The combination of field experiences and models, vetted resources to make learning active, rather than passive and the structures provided to support personalizing learning in any learning experience, makes the resource so important. Educators can rely on the information from these rock-stars of personalized learning, knowing that it is as current as it can be, provides contacts and resources to follow-up with and moves the theory of personalizing learning into practice.\"\u003c\/em\u003e\u003c\/p\u003e -- Caroline Patrie, Innovation Coach\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eHow to Personalize Learning \u003cem\u003eis a valuable guide for educators at all levels of knowledge around personalizing learning, PBL, and UDL. A new teacher can use it like a how-to manual to go step-by-step through the book, promoting learner voice and choice while developing engaging lessons and projects. These steps help teachers create activities in their lessons or projects that focus on both empowering learners in their learning, and strategies that focus on the end-goal of what needs to be accomplished. Most teachers can pull key components and activities out and use this book to enrich what they are already doing to meaningfully engage learners. Seasoned, ′master′ teachers will benefit from the usable tables and ′Conversation Starters′ which can act as cues to remind every teacher that they are learners first, that best practice is still practice, and that our practice can always be improved.\"\u003c\/em\u003e -- David Truss, Lead Administrator and Vice Principal\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgments About the Authors Introduction 1. Build a Common Language    Define Personalized Learning    Shared Vision    Shared Beliefs 2. How Learners Learn Best    UDL Principles and Guidelines    Access, Engage, and Express    Develop the Expert Learner 3. Develop Learner Agency    Voice    Choice    Engagement    Motivation    Ownership    Purpose    Self-Efficacy 4. Discover the Learner in Every Child    Who I Am as a Learner    Learner Profile (LP)    Personal Learning Backpack (PLB)    Personal Learning Plan (PLP) 5. Personalize Learning for a Whole Class    Class Learning Snapshot (CLS)    Class Learning Toolkit (CLT) 6. Lesson Design With All Learners in Mind    Four-Step UDL Lesson Review Process    UDL Solutions and Strategies    Lesson Design 7. Delve Into Deeper Learning    Project-Based Learning    Key Understandings and Learning Standards    Driving Questions    Meaningful and Relevant Focus    Assessment AS Learning    Reflection Makes Learning Visible 8. Learner Agency Across the Stages    Stages of Personalized Learning Environments (PLE) and Learner Agency    Crosswalk of Learner Agency Across the Stages of PLE 9. Create a Culture of Learning    Nurture a Positive School Culture    Build a Culture of Learning    Redesign the Learning Environment    Connect the Dots    Create a Rationale to Personalize Learning Glossary References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739817816407,"sku":"9781506338538","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506338538.jpg?v=1720053214"},{"product_id":"black-and-great-the-essential-workplace-toolkit-an-inspiring-read-from-start-to-finish-selina-flavius-9781529377637","title":"Black and Great: The Essential Workplace Toolkit","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\"An inspiring read from start to finish. It is not often you get to read a compilation of experiences and insight from such a diverse variety of Black British talent, who have all excelled in their chosen field.  The wisdom shared in the book will be invaluable for budding scientists, politicians, sportspeople, bankers and entertainers alike.\" - Selina Flavius, author and founder of Black Girl Finance\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eFeaturing interviews and letters from some of the UK's leading Black voices in their respective fields - including \u003cb\u003eBeverley Knight MBE, Trevor Nelson MBE, Gina Yashere, Christine Ohuruogu MBE, Ronke Lawal, Kayode Ewumi, Kwame Kwei-Armah OBE, JB Gill, Tangy Morgan, Alexandra Burke, Professor Patricia Daley (the first Black woman to be appointed a lecturer at the University of Oxford) \u003c\/b\u003eand\u003cb\u003e Ashley Walters\u003c\/b\u003e - \u003ci\u003eBlack and Grea\u003c\/i\u003et is essential reading for Black professionals ready to make their mark in the working world and beyond! \u003cbr\u003e\u003cbr\u003e\u003ci\u003eBlack and Great\u003c\/i\u003e not only highlights the specific challenges Black people face in the working world, but provides readers with honest and practical advice to thrive and carve out the career of their dreams, whilst embracing their Blackness. \u003cbr\u003eThe book will share the career journeys of over 20 successful Black British professionals and entrepreneurs from TV \u0026amp; film, sport, media, law, medicine and finance through open letters and interviews, providing advice, support and encouragement to Black students and professionals starting out in their working lives. From personal branding to salary negotiation and overcoming Imposter Syndrome, this candid and inspirational book reveals their highs and lows, how they bounced back from failure, plus the best and worst advice they have received over the years.\u003c\/p\u003e","brand":"Hodder \u0026 Stoughton","offers":[{"title":"Default Title","offer_id":48740240228695,"sku":"9781529377637","price":16.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781529377637.jpg?v=1720054206"},{"product_id":"research-design-why-thinking-about-design-matters-9781544350899","title":"Research Design: Why Thinking About Design","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDesigning research is about making decisions to transform an idea into a plan that can provide answers to a research problem or question. Thinking about, and then making these decisions results in the research design – the plan that will be followed to conduct the research and answer the question. This text engages in a dialogue with the reader, providing a serious but accessible introduction to research design, for use as a guide when designing your own research or when reading the research of others. \u003cbr\u003e  \u003cbr\u003e  Julianne Cheek and Elise Øby show that designing research is an iterative and reflexive process in which there is constant thinking through, and re-visiting of, decisions about that design as it develops. They use a variety of pedagogical devices throughout the book including \u003cem\u003eTip; Activity; and Putting it into Practice\u003c\/em\u003e boxes to emphasize specific points and encourage readers to think about the practical implications of what they have learned.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis is one of the clearest and most accessible research methods books I have read as a scholar. I highly recommend for both students and teachers alike. It is an excellent survey of both qualitative and quantitative research methods. \u003c\/p\u003e -- Natalie Danielle Baker\u003cbr\u003e\u003cp\u003eStudents writing a thesis or dissertation will benefit from this text′s approach to the development of and design of research. It provides a strong theoretical understanding of the process of moving from an idea to a research proposal to the final research project. A good addition to the library of someone who is doing research.\u003c\/p\u003e -- Hugh Clark\u003cbr\u003e\u003cp\u003eThis book provides a detailed outline of research methods. The authors break the concepts and content into a manner in which it is easily understood by the reader. They also provide activities for the reader to use to apply the content.\u003c\/p\u003e -- Jaimee L. Hartenstein\u003cbr\u003e\u003cp\u003eThe authors describe the complexities of research and clearly describe the many details that go into a well-designed and executed study. They have done an amazing job describing the process of research design. Any student learning about research will benefit from this book.\u003c\/p\u003e -- Lauren Hays\u003cbr\u003e\u003cp\u003eThis is an excellent text for those instructors who recognize the importance of giving research design more comprehensive treatment than is typical of most textbooks.\u003c\/p\u003e -- Scott Liebertz\u003cbr\u003eI will add this book as required reading for my course and personally add this to my collection of research material to aid in my writing and evaluation projects. -- Sherill Morris-Francis\u003cbr\u003e\u003cp\u003eThis text is a very approachable conversation-based introduction to research design for social science students. It provides an inviting approach to the research process that draws the reader in as a participant instead of a spectator. It’s focus on research as an iterative and reflexive process rather than a linear set of steps is refreshing. It engages the reader in the process and introduces questions to assist in understanding the complexity and interconnectivity of each part of the process.\u003c\/p\u003e -- Isla A. Schuchs Carr\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1 – Research Design: What You Need to Think About and Why Chapter 2 – Ethical Issues in Research Design Chapter 3 – Developing Your Research Questions Chapter 4 – Why Methodology Matters When Designing Research Chapter 5 – Qualitative and Quantitative Approaches to Designing Research Chapter 6 – Obtaining Data Using Qualitative Approaches Chapter 7 – Analyzing and Interpreting Qualitative Data Chapter 8 – Foundational Design Issues When Using Quantitative Methods Chapter 9 – Collecting Data Using Quantiative Methods Chapter 10 – Designing Research Using Mixed Methods Chapter 11 – Why Knowing and Declaring Your Research Design Hand Matters","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740476420439,"sku":"9781544350899","price":78.91,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544350899.jpg?v=1723812304"},{"product_id":"the-growth-mindset-playbook-a-teachers-guide-to-promoting-student-success-9781612436876","title":"The Growth Mindset Playbook: A Teacher's Guide to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Ulysses Press","offers":[{"title":"Default Title","offer_id":48740632265047,"sku":"9781612436876","price":14.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781612436876.jpg?v=1720055196"},{"product_id":"motivational-interventions-9781783505555","title":"Motivational Interventions","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAdvances in Motivation and Achievement, as the premier series in its field, explores current issues at the cutting edge of motivational science and reflects the richness and variety that exists across achievement and motivation research today. It brings together researchers in motivation from around the world to address new directions in measures and methods for motivational research.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAttribution-Based Treatment Interventions in Some Achievement Settings. Intervening to Improve Children’s Reading Motivation and Comprehension: Concept-Oriented Reading Instruction.  Harnessing Values to Promote Motivation in Education.  Going Beyond the “Whoa! That’s Cool!” of Inquiry: Achieving Science Interest and Learning with the ICAN Intervention.  Motivating Students by “Personalizing” Learning around Individual Interests: A Consideration of Theory, Design, and Implementation Issues.  Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond.  Identity-Based Motivation: Core Processes and Intervention Examples.  Design-Based Interventions for Promoting Students’ Identity Exploration within the School Curriculum.  An Intervention-Based Program of Research on Teachers’ Motivating Styles.  Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement.  The Emergence of Mindfulness-Based Interventions in Educational Settings.  Copyright page.  Motivational Interventions.  List of Contributors.  Preface.  Advances in Motivation and Achievement.  Motivational Interventions.","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741172281687,"sku":"9781783505555","price":108.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781783505555.jpg?v=1720056798"},{"product_id":"the-mindful-teachers-handbook-how-to-step-out-of-busyness-and-find-peace-9781785836428","title":"The Mindful Teacher's Handbook: How to step out","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA practical guide to mindfulness that will empower teachers and school staff to take better care of their well-being and find calm in the day-to-day hustle and bustle of the school setting.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eDyma gyfle i addysgwyr ddysgu mwy am feddylgarwch boed yn ymarferwyr eisoes neu'n newydd i'r maes. Mae naws groesawgar y llyfr yma yn cynnig cyfoeth o wybodaeth, ac yn esbonio meddylgarwch mewn ffordd glir, syml a ffeithiol. Mae cefndir addysg yr awdures yn sicrhau bod yr adnodd yma nid yn unig yn berthnasol ond yn ddefnyddiol gydag enghreifftiau penodol ar gyfer adegau prysur y flwyddyn academaidd. Ceir sawl astudiaeth achos o bob cwr o fyd addysg sy'n sicrhau bod y darllenwyr yn cael y gorau o'r weithgaredd neu'r syniad o'r cychwyn cyntaf. Adnodd defnyddiol i'w ddefnyddio ym myd addysg am flynyddoedd - diolch Kamalagita. This is an opportunity for educators to learn more about mindfulness, whether they practise regularly or are new to the field. This book's welcoming atmosphere offers a wealth of information and explains mindfulness in a clear, simple and factual way. The author's education background ensures that this resource is not only relevant but useful, with specific examples for the busy periods of the academic year. Many case studies are included from all areas of education which ensures that users are able to make the most of an activity or idea from the outset. A useful resource to use in the world of education for years to come - thank you, Kamalagita.Nia Brodrick\u003cbr\u003eA marvellous handbook to support teachers with mindfulness. Kamalagita has created a wealth of knowledge and research-based activities that are also aided by some great resources to track progress. As an educationalist, if you were in two minds about whether mindfulness is for you, fear not. This book is crammed with some fabulous exercises that will help you find peace, balance and a new sense of energy and focus. It's an easy-to-read, well-planned book which guides you effortlessly through the why, what and how of mindfulness implementation. I thoroughly enjoyed reading and practising many of the techniques. Thank you, Kamalagita, for a lovely magical mindfulness handbook for teachers.Nina Jackson\u003cbr\u003eThis is a superb toolkit for all staff whether you are new to the profession, an experienced teacher or member of the school leadership team. What I love about the book is that regardless of your perceptions or thoughts about mindfulness, there is such a strong focus on well-being and responding (not reacting!) to the busy school lives that we all lead. The layout is very easy to navigate, and each chapter has excellent activities that are so simple to implement without a huge amount of preparation. Highly recommend this as a book of choice for anyone working in a school environment. I will definitely be dipping in and sharing with colleagues - wonderful to have all this rich material at our fingertips!Shirley Drummond\u003cbr\u003eThe work of teaching our young people is one of the most important and impactful jobs to engage in. It is also challenging, stressful and time squeezed. How can teachers look after themselves, remain creative and keep in touch with their love for their vocation in the midst of these pressures? Get this book and allow it to be an ongoing companion to your journey. Keep revisiting the pages. It offers rich resources supporting you to keep your mindfulness practice going and creatively adapt it to you and your life. It also gives you very practical ideas, tailored to the school teaching context, on how to realise the fruits of your mindfulness practice in everyday life - both during routine and high-stress times. If you are a schoolteacher, this book has your back.Rebecca Crane\u003cbr\u003eWhat an uplifting read. The Mindful Teacher's Handbook is exactly what every teacher needs to have within arm's reach at all times. It's easily accessible, taking you through a series of mindfulness exercises which gradually become habit-forming. Since reading the book, I've found myself constantly (sometimes unconsciously) going through some of the exercises and enjoying the positive impact mindfulness can have. For teachers, it is invaluable. There are exercises to suit every scenario, whether it's handling a challenging class, preparing for an inspection or a lesson observation. It also provides the reader with practical exercises to do at home and on the way to and from work. All the exercises are easy to follow and are practical for the situation they refer to. Having read through the book once (which I'd recommend doing initially), it is an ideal book to dip into whenever you need to take that step back, explore how you are feeling and take ownership of the way you handle negative emotions and energy, or make the most of the positive energy within you. If you are a school or department leader, this book can transform your team. It will ensure 'workplace enjoyment', 'clarity of mind' and 'positive relationships' become three terms people will use to describe those you work with.Armando Di-Finizio\u003cbr\u003eAs the well-being imperative in schools and colleges grows ever more urgent, The Mindful Teacher's Handbook has to be a go-to resource for anyone in education who wants to thrive in their role and take meaningful well-being practice in schools to a new and necessary level. Kamalagita acts as our guide as she thoughtfully explores and connects the science, practice and benefits of mindfulness, sharing clear strategies and exercises that are both teacher-friendly and supported by engaging discussions.  Kamalagita knows first-hand the influence those in education can have on young minds and argues that if we want to equip our children so that they develop essential life skills for mental health, they need to be in learning environments with adults who prioritise their own well-being. From checking in on your 'internal weather' to managing the stress of inspections, Kamalagita tackles the challenges faced by teachers in a clear and practical way so that anyone, whether they are new to mindfulness or experienced, will find something to nurture and boost their personal and professional life.If you are a teacher and you're wading through a long list of must-read educational books, documents and initiatives to be the best teacher you can for yourself and your students, put this book on the top of your pile and start here.Natalie Chyba\u003cbr\u003eThe Mindful Teacher's Handbook is a book for every teacher and leader in an ever-changing world. The book is well timed, as we begin our new curriculum journey in Wales, with a real focus on how we all need to focus on our own health and well-being: we can only care for our students with empathy and love if we 'mind our own minds'. There is nothing 'woolly' about this book; it is written with authenticity and is rooted in classroom experience. The section on using mindfulness as a tool for responding to some of the behaviours we are all seeing in the post-COVID-19 classroom is both refreshing and useful. Overall, there is a toughness about this writing: an insistence on the absolute need to build in mindfulness that I found compelling and very real. I see a need for this handbook in my school and in every school.Jennifer Ford\u003cbr\u003eI really like this book. What I like about it is that it's realistic and useful. Kamalagita has written accessibly for the busy teacher-reader and it is full of exercises and systems that support a more mindful approach to the day-to-day stresses of school life. It'll help teachers rediscover the joy in what they do.Hywel Roberts, teacher, writer, humourist, author of Botheredness: Stories, Stance and PedagogyHywel Roberts\u003cbr\u003eThis is an easy-to-follow, practical and useful handbook for busy teachers, written by someone who clearly understands both mindfulness and the pressures of the classroom and staffroom. It provides a clear and approachable introduction to mindfulness theory and practice which is enough to help a 'beginner' get going and enticing enough to lead on those who take to it (and not all teachers will, of course) into further practice and study. What is particularly novel and helpful is the application of mindfulness practice to the everyday and potentially difficult experiences all teachers will know well, such as transitions, the dreaded inspections and meeting with challenging parents and colleagues.Katherine Weare\u003cbr\u003eThe Mindful Teacher's Handbook removes the mystery from mindfulness but leaves the impact on your well-being and the enjoyment to be had from trying this out. This book takes mindfulness directly into your classroom - ideal for busy teachers personally and professionally. Filled with practical examples and clear explanations, you'll find useful information and ideas whether you're new to mindfulness or already have some experience.If you've ever wondered if mindfulness might have something to offer your own well-being or that of your pupils, this comprehensive but accessible book will guide you to a decision. As a busy teacher you'll appreciate the clear and succinct descriptions of mindfulness, how it can help and why it works, set directly in the context of school\/college settings and relevant situations. It's written for teachers by a teacher whose classroom experience shows through on every page.There are lots of accessible mindful activities for you to try yourself - the book emphasises the primacy of being mindful yourself and paying attention to your own well-being - but there are examples of mindfulness activities to try with learners of all ages too. And if you want to take it further, there is a comprehensive list of resources and relevant training.Elizabeth Williams\u003cbr\u003eThank you for such a great book for educational professionals. It is certainly a must-read.The book provides a clear insight into mindfulness, starting with its background and how mindfulness can be applied within the educational setting. The practical tips are easily applied to activities within the classroom, especially to self-regulate - for both staff and students! With health and well-being becoming a focus within the new curriculum, this book is a must for all teachers.Luisa Martin Thomas\u003cbr\u003eKamalagita's vast experience as a mindfulness trainer, teacher of young people and collaborator with schools on their mindfulness journey means that she is in a unique position to write this accessible guide to a more spacious life. The combination of research-based evidence and personal testimonies from teachers and school leaders, along with the raft of practical exercises that can be implemented immediately, make this a powerful educator's handbook for our troubled times. If you allow Kamalagita's empathetic voice to speak to you as you enter classrooms and walk along corridors, as I have done, I am confident that you will quickly feel that working life and home life are both more manageable and enjoyable. Over-committing, being overwhelmed and negative self-talk are familiar patterns in our high-pressure environment. Kamalagita's easily learnt techniques are a lifeline that remind us we are not alone in experiencing or dealing with stress. They provide quick fixes, as well as the opportunity for more sustained change to work-life balance. Whether you are new to teaching, a hardened professional with many years of experience, a classroom assistant or a senior leader, this book has something for you. Kamalagita gives us permission to recognise that we are all human and that we share many more of our common day-to-day experiences than we might like to think. I hope that Kamalgita's case studies and work with strategic leads inspire teachers and leaders to take up the challenge of making their schools more mindful for students and staff. The evidence presented is clear - there will be a positive impact for individuals, institutions, families and society.Jane Barnes\u003cbr\u003eThere is widespread concern about the mental well-being of children and young people. Teachers are such an important influence on their lives. With so many teachers experiencing stress themselves, it is all the more important to have practical ideas to help. This is an excellent introduction to mindfulness, offering many practical exercises to help teachers manage the 'internal weather' that daily events frequently stir up. When people feel less stressed, less at risk of burnout and more focused on the purpose that brought them into teaching in the first place, it is also a valuable help for all the children they teach and influence. The testimonies of the people who have benefitted are woven through this straightforward and practical guide.Jenny Edwards\u003cbr\u003eAbsolutely delighted to review this informative, evidence-based and helpful handbook from Kalamagita Hughes. Harnessing the principles of a whole school approach to emotional well-being using person-centred approaches , this book is much needed at a time when COVID-19 has exacerbated concerns about children and young people's mental health and the role of community action. The strategies to promote well-being in our communities will be fundamental to tackling this issue and Kalamagita portrays this beautifully in structured and easy-to-read instructions. The reader will be able to understand the biological reasons, practise and evaluate the outcomes of their interventions and ensure the whole schoolcommunity benefits from emotional regulation in the promotion of relationships and well-being. A much-needed resource!Ceri Reed\u003cbr\u003eWe all know how stressful it can be working in the education sector. This is a practical book full of great ideas and written by an author who understands the pressures faced by educationalists. Thoroughly recommend.Simon Pirotte","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741388091735,"sku":"9781785836428","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"trauma-and-teens-a-trauma-informed-guide-and-toolbox-towards-well-being-in-homes-and-schools-9781803880083","title":"Trauma and Teens: A Trauma Informed Guide and Toolbox towards Well-being in Homes and Schools","description":"\u003cp\u003eTrauma Informed aims to create increased therapeutic and empathetic understanding of adolescents and their traumas. Part One addresses four types of trauma - acute, chronic, complex, and historic or transgenerational - through a series of case studies. The author uses the voice of the teen, the voice of the parent or carer and the voice of the educator to present each case in detail, complete with suggested interventions. Part Two focuses on simplifying therapeutic concepts such as attachment theory and the stages of grief, and the final chapter offers strategies for ongoing management in the form of a 'trauma toolbox'. This comprises grounding techniques for calming down or boosting energy, advice for self-care via good sleep and nutrition, and guidance for enabling troubled young people to feel secure, open up and begin the healing process by cultivating an attitude of PACE (Playfulness, Acceptance, Curiosity and Empathy).\u003c\/p\u003e","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48741864538455,"sku":"9781803880082","price":43.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781803880082.jpg?v=1720059093"},{"product_id":"mental-health-and-wellbeing-in-secondary-education-a-practical-guide-and-resource-9781803880617","title":"Mental Health and Wellbeing in Secondary","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs attitudes to mental health shift, schools are taking the wellbeing of their pupils much more seriously. All schools in England are required to provide lessons on health and wellbeing; in addition, most now have a mental health leadership role. Yet mental health is far more than the absence of illness - it also means having self-belief and the resilience to cope with stress and change. To teach such skills, staff must equip themselves and their workplaces with the procedures, understanding and confidence needed to monitor mental health, share concepts effectively and act appropriately if issues arise. Mental Health and Wellbeing in Secondary Education puts all the information they need at their fingertips - with guidance on creating a culture of wellbeing, warning signs to look out for, and overviews of how a range of common mental health and wellbeing problems can be identified and managed.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Mark Richardson Introduction  Part 1: Mental health, wellbeing and social and emotional learning 1.\tSetting the context 2.\tA whole school approach 3.\tBuilding Emotional Intelligence 4.\tScreen safety  Part 3: Mental health presentations and conditions 5.\tAnxiety, Panic and OCD 6.\tLow mood and depression 7.\tBehaviours that challenge, anger and defiance 8.\tAttachment difficulties and trauma 9.\tAutism Spectrum Condition  10.\tDifficulties with attention, hyperactivity, impulsivity and tics 11.\tEating disorders 12.\tPsychosis  Part 4: Broader issues 13.\tSubstance misuse 14.\tGender identity and sexuality 15.\tWhen a young person is admitted to a psychiatric hospital 16.\tTransitions  Part 5: Resources 17.\tLesson plans and resources 18.\tGlossary","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48741864669527,"sku":"9781803880617","price":26.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781803880617.jpg?v=1720059094"},{"product_id":"the-gifted-learner-how-to-help-9781803880501","title":"The Gifted Learner: How to Help","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePart of the How to Help series of books exploring issues commonly faced by children and young people at home and in school, The Gifted Learner offers an accessible introduction to how high ability students can best be supported to achieve their full potential. Gifted (or more able, or high potential) learners are often overlooked in education, partly because they are diverse and partly because they are seen as bright and thus able to cope without support. In fact giftedness does not mean consistent high ability; gifted children may not excel in all subjects, and many are emotionally immature. As a result they are vulnerable. Drawing on case studies to offer a complete guide to what giftedness is how it can be supported, Fidelma Healy Eames argues that gifted learners must be recognised, understood and nurtured holistically at cognitive and emotional levels - and shows how parents, carers, teachers and schools can help.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Preface; About the Author; Author's Preface; How to Use This Book Part 1: Introduction 1. What is giftedness?; 2. Why a book on the gifted learner?; 3. The Gifted Learner Framework; 4. Models of giftedness; 5. Tests for giftedness; 6. History of giftedness Part 2: Learning characteristics of gifted learners 7. Curiosity and the gifted learner; 8. Problem-solving - relationship with maths and science; 9. Avid readers; 10. Quick learners Part 3: Creativity 11. Flexible and divergent thinkers; 12. Gifted learners' language usage - spoken and written; 13. Creative talent and imaginative expression; 14. Sense of humour Part 4: Motivation and leadership 15. Motivation and task commitment; 16. Boredom; 17. Competitiveness; 18. Leadership Part 5: Self-esteem and emotional development 19. Self-acceptance and gifted learners; 20. Perfectionism and the intense gifted learner; 21. Worry and anxiety Part 6: Inclusion and curriculum provision 22. Under-achieving gifted learners; 23. The twice-exceptional learner; 24. A differentiated curriculum for gifted learners; 25. Best practice to support giftedness Part 7: Conclusion 30. Summary; 31. A last word to parents and carers; 32. A last word to teachers and schools","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48741864702295,"sku":"9781803880501","price":24.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781803880501.jpg?v=1720059093"},{"product_id":"managing-stress-and-distress-how-to-help-9781803880914","title":"Managing Stress and Distress: How to Help","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePart of the How to Help series of books exploring issues commonly faced by children and young people at home and in school, Managing Stress and Distress offers an accessible introduction to how heightened stress levels in young people can lead to distressed behaviour - and how to manage both. We have left behind a time when schools found it easier to exclude 'difficult' children than understand them, but the evolutionary and psychological factors that often underpin stress responses and their resulting problematic behaviours remain poorly understood. Offering a complete, compassionate guide to what stress is, how it arises, the purpose it serves and the issues it can cause, Stan Godek argues for a trauma-informed approach of managing short-term distress while also reducing long-term stress levels via a regular practice of mindfulness - and shows how parents, carers, teachers and schools can help.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Preface; About the Author; Author's Preface; How to Use This Book Part 1: Introduction 1. What is stress? 2. A brief history of stress and distress; 3. A psychological perspective; 4. Neuroscience; Ten key things to know about stress and distress Part 2: Stress and the brain 5. Key components of the brain; 6. The HPA and stress chemicals; 7. The negative impact of stress 8. Elizabeth Blackburn and the Telomere Effect Part 3: Distress 9. The attachment process; 10. The arousal response cycle; 11. Emotional regulation or containment; 12. Empathetic attunement, the secure base and exploratory behaviour; 13. Internal working model; 14. Distress and insecure attachment styles Part 4: Managing distress 15. The arousal cycle; 16. How to help at each stage; 17. Nonverbal communication; 18. Recovery and post-crisis; 19. Analysis of incidents and looking after ourselves Part 5: Stress and stages of development 20. Erikson's stages of development; 21. Pre-school to primary transition; 22. Adolescence; 23. Neuroplasticity Part 6: Stress reduction 24. Chemicals again!; 25. Mindfulness; 26. Meditation; 27. Breathing and breathing exercises; 28. Imaging and visualisation; 29. Shinrin-Yoku and Two Schools Part 7: Conclusion 30. Summary; 31. A last word to parents and carers; 32. A last word to teachers and schools","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48741864898903,"sku":"9781803880914","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"making-space-for-autism-strategies-for-assessing-and-modifying-environments-to-meet-the-needs-of-autistic-people-9781803882420","title":"Making Space for Autism: Strategies for assessing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHistorically, there has been an expectation that autistic children and adults should conform their behaviour to social norms, with strategies and interventions centred around navigating spaces and situations with minimal damage. This person-centred environmental assessment and modification programme moves away from this, with the aim to provide information and tools for assessing and reflecting on features of the autistic person's environment to best support their comfort, autonomy and agency. Written as a collaboration between autistic and non-autistic professionals, the authors break down each environmental element (physical, sensory, emotional, communicative and social) by chapter and include checklists as reference points to equip the reader with a framework from which to begin. This accessible, strengths-focused approach to supporting autistic people across different areas of their life reflects a paradigm shift from one where autism is treated as a deficit or impairment to one of strength, acceptance and autonomy.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1 - What is autism? An introduction.: the language of autism, the 24-hour child, intersectionality. Chapter 2 - Trauma and its impact: masking and autistic burnout; emotional and physical responses; what a good support person looks like. Chapter 3 -The environment: an explanation of its component parts ; how supports, legal rights, pressures on families etc. can impact it. Chapter 4 - Physical environment: what contributes to it; what a positive environment looks like; how to complete an audit and improvements to be made (proactive \u0026amp; reactive). Chapter 5 - Sensory environment: what is meant by this; what sensory processing\/integration is; what a positive environment looks like; practical strategies and advice; auditing with a focus on individual sensory experiences. Chapter 6 - Emotional environment: what emotional regulation\/dysregulation and wellbeing is; how to ensure the autistic person's needs are met; completing an audit and strategizing to provide for emotional safety and wellbeing. Chapter 7 - Communicative environment: how to ensure an autistic person's voice is central; what a doubly empathetic environment looks like; respectful communication; auditing and strategies to help facilitate positive communication. Chapter 8 - Internal versus external environment: the differences; how internal feelings impact; how to recognise when you need to listen with more than your ears; person-centred accommodations that can be made; auditing the environment from an internal perspective. Chapter 9 - Social environment: what creates a social space; expectations placed upon the individual based upon societal norms\/expectations; how double empathy theory can be applied; social environment audit process; positive social strategies from a double empathy standpoint. Glossary of terms \/ References \/ Useful resources","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48741865193815,"sku":"9781803882420","price":47.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781803882420.jpg?v=1720059096"},{"product_id":"developing-and-implementing-teaching-in-sensitive-subject-and-topic-areas-a-comprehensive-guide-for-professionals-in-fe-and-he-settings-9781837531271","title":"Developing and Implementing Teaching in Sensitive","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eEngaging with sensitive topics is crucial for students to develop classroom and workplace resilience. These should be taught in a way that supports the acquisition of new knowledge, skills, and attributes, and that enables students to prepare for and thrive in their future professional life.\u003c\/p\u003e \u003cp\u003eProviding educators with a comprehensive understanding of the issues involved in teaching sensitive subjects and topics, this collected work invites them to consider their position and practice in the classroom, as well as the implications that this might for the learner and their learning experience. Presenting illustrative examples from the fields of public health, social care, psychology, social work, education, and criminology, contributors draw on the work of active academics and empirical researchers with extensive experience developing and designing relevant teaching activities. Recognising the range of sensitive concerns that staff may need to handle, chapters provide theoretical and practical guidance across a range of subjects, including cultural sensitivity, colonialism, faith and religion, homelessness, care experience, poverty, mental health, trauma, violence, and substance use.\u003c\/p\u003e \u003cp\u003eRooted in actual practice,\u003cem\u003e Developing and Implementing Teaching in Sensitive Subject and Topic Areas\u003c\/em\u003e identifies the best methodology for creating learning environments that feel both safe and critically stimulating for all involved.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword; \u003cem\u003eDr Claire Hart\u003c\/em\u003e\u003cbr\u003e Chapter 1. Key Concept and Concerns of Teaching Sensitive Subjects and Topics; \u003cem\u003eDavid Nichol, Dr William McGovern, and Dr Ruth McGovern\u003c\/em\u003e\u003cbr\u003e Chapter 2. Cultural Sensitivity in the Curriculum; \u003cem\u003eDr Alison McInnes and Professor Janet Walker \u003c\/em\u003e\u003cbr\u003e Chapter 3. Teaching the Impacts of Colonialism to UK Higher Education Students; \u003cem\u003eDr Andie Reynolds \u003c\/em\u003e\u003cbr\u003e Chapter 4. Exploring, and Engaging with Faith and Religion in University Settings; \u003cem\u003eDr Aidan Gillespie \u003c\/em\u003e\u003cbr\u003e Chapter 5. Female, Muslim and British: A Personal Reflection on the Experiences of Holding Multiple Identities; \u003cem\u003eRahida Mohammed \u003c\/em\u003e\u003cbr\u003e Chapter 6. Teaching about Homelessness – Embodied Learning, Recognising Prior Learning and Experience, and The Key Role of Empathy; \u003cem\u003eDr Adele Irving, Dr Jamie Harding, and Dr Oliver Moss \u003c\/em\u003e\u003cbr\u003e Chapter 7. Educating the Educator- Teaching around Care Experience; \u003cem\u003eDr Hayley Alderson and Carrie Harrop \u003c\/em\u003e\u003cbr\u003e Chapter 8. Teaching about Perceptions of Care and Young Caring; \u003cem\u003eDeborah Smart, Lucy Jane Henshall, and Libby Oldham \u003c\/em\u003e\u003cbr\u003e Chapter 9. “Teachers Need to Understand the Position That They Have”: Discussing Poverty in Diverse Classes; \u003cem\u003eDr Pamela Louise Graham, Nicole Fisher, Connie Dalton, and Dr Richard Lee \u003c\/em\u003e\u003cbr\u003e Chapter 10. Accredited Research Training with People with Lived Experience of Mental Health Distress; \u003cem\u003eChris Gibbs, Dr Toby Brandon, Dr Christina Cooper, and Dr Mick Hill \u003c\/em\u003e\u003cbr\u003e Chapter 11. ‘Don’t Just Say No’: Managing Learning Around Substance use in a Demographically Diverse HE Institution; \u003cem\u003eCraig Ancrum \u003c\/em\u003e\u003cbr\u003e Chapter 12. Using Lived Experience to Teach Trauma: Containment and Attunement for Yourself and your Students; \u003cem\u003eKevin Ward \u003c\/em\u003e\u003cbr\u003e Chapter 13. Teaching and Representing the Needs of Those who Experience Exploitation and Serious Violence; \u003cem\u003eLydia Lochhead \u003c\/em\u003e\u003cbr\u003e Chapter 14. Moving beyond Surviving to Supporting the Ability to Thrive: Sharing the Experiences of Young People whose Parents use Substances; \u003cem\u003eCassey Muir \u003c\/em\u003e\u003cbr\u003e Chapter 15. Sharing Life-stories about Recovery from Substance Use in Higher Education Settings; \u003cem\u003eRachel Wease, Trevor Croft, Dr Will McGovern, and Dr Ruth McGovern\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741928370519,"sku":"9781837531271","price":33.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837531271.jpg?v=1720059340"},{"product_id":"positive-education-at-all-levels-learning-to-flourish-9781837531578","title":"Positive Education at all Levels: Learning to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePositive education has grown and evolved, first as a discipline and then a perspective. Since its first wave of development as an application of positive psychology within education, where the focus was primarily on students, the second wave brought with it recognition of the importance of wellbeing for all those involved in education too. Now entering the third wave, with this comes positive education not as a discipline but as a perspective. In particular, a perspective which embraces the challenges of culture and diversity alongside already positively oriented programs, structures and frameworks within education that, with continued refinements, can bring out the best of what could be (Kern \u0026amp; Wehmeyer, 2021).\u003c\/p\u003e \u003cp\u003eWith this third wave still in its infancy, therefore, \u003cem\u003ePositive Education at all Levels\u003c\/em\u003e brings the reader to where we are today, showcasing positive education across all three levels of UK education: primary, secondary, and tertiary. With chapters for parents as well as for educators, this book will be of interest for all those involved in positive education, including those who may be learners of positive education too.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eChapter 1. Introduction; \u003cem\u003eMichelle Tytherleigh and Jerome Carson \u003c\/em\u003e\u003cbr\u003e Chapter 2. Positive Education in Primary Schools; \u003cem\u003eClaudine McFaul \u003c\/em\u003e\u003cbr\u003e Chapter 3. Positive Education in Secondary Schools; \u003cem\u003eIan Platt \u003c\/em\u003e\u003cbr\u003e Chapter 4: Positive Education in Higher Education; \u003cem\u003eRosie Allen and Chathurika Kannangara \u003c\/em\u003e\u003cbr\u003e Chapter 5. How do we know educational interventions work?; \u003cem\u003eKevin D. Hochard \u003c\/em\u003e\u003cbr\u003e Chapter 6. Parents' Role in Positive Education and Positive Psychology Parenting; \u003cem\u003eClaudine McFaul, Ian Platt, and Michelle Tytherleigh \u003c\/em\u003e\u003cbr\u003e Chapter 7. Positive Education for Positive Educators; \u003cem\u003eMichelle Tytherleigh and Hannah Dunn \u003c\/em\u003e\u003cbr\u003e Chapter 8. Conclusions and Next Steps Forward; \u003cem\u003eMichelle Tytherleigh\u003c\/em\u003e\u003c\/p\u003e","brand":"Emerald Publishing Limited","offers":[{"title":"Default Title","offer_id":48741928468823,"sku":"9781837531578","price":33.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781837531578.jpg?v=1720059341"},{"product_id":"how-monsters-wish-to-feel-a-story-about-emotional-resilience-9781909301849","title":"How Monsters Wish to Feel: A Story about","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eHow Monsters Wish to Feel\u003c\/em\u003e is a therapeutic story about a journey to develop emotional resilience. Using the analogy of the Japanese art of Kintsugi, whereby broken pottery is restored to wholeness with a golden lacquer, the story alludes to the importance of focusing on the strengths and protective factors in a child's life, rather than the problems and risks, in order to promote emotional resilience. It depicts a tale of how a child’s needs can sometimes become distorted, so that the needs we see expressed through outward behaviour (the monster) mask the true, hidden emotional needs that go unmet. The story also alludes to the importance of focusing on the strengths and protective factors in a child’s life, rather than the problems and risks, in order to promote emotional resilience.\u003c\/p\u003e\u003cp\u003eThis beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss emotional resilience with children.\u003c\/p\u003e\u003cp\u003eThis story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook \u003cem\u003eNurturing Emotional Resilience in Vulnerable Children and Young People\u003c\/em\u003e and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFully illustrated storybook","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48742521110871,"sku":"9781909301849","price":17.59,"currency_code":"GBP","in_stock":true}]},{"product_id":"building-wellbeing-and-resilience-how-to-help-9781912755967","title":"Building Wellbeing and Resilience: How to Help","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePart of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Building Wellbeing and Resilience offers a complete introduction to these critical yet frequently misunderstood topics. Often confused with mental health or physical wellness, wellbeing fuses aspects of both and wider elements into a general sense of 'how we are'. Resilience, meanwhile, is the ability to deal with adversity and move forward. High wellbeing fosters resilience and, in a virtuous circle, resilience is linked to high levels of wellbeing. Exploring these topics along with related issues such as measuring wellbeing, using positive psychology approaches to boost strengths and the impact of neurodiversity, Rob Long considers the importance and impact of wellbeing and resilience at home and in the classroom - and how parents, carers, teachers and schools can help.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Preface; About the Author;  Author's Preface; How to Use This Book  Part 1: Introduction 1. What are wellbeing and resilience?; 2. Wellbeing in context; 3. Wellbeing and development; 4. Issues, evidence and definitions; Ten key things to know about wellbeing and resilience  Part 2: The science of wellbeing 5. Evidence-based practice; 6. Measuring wellbeing; 7. Wellbeing and positive psychology; 8. How can positive psychology improve wellbeing?; 9. Signature strengths  Part 3: Wellbeing and development 10. Child and adolescent development; 11. Wellbeing and physical development; 12. \tWellbeing and emotional development; 13. Wellbeing and cognitive development; 14. Adolescence and social development  Part 4: Wellbeing at home and in school 15. Wellbeing and the family; 16. Wellbeing in school; 17. Wellbeing in the classroom; 18. Behaviour and school policies; 19. School transitions and wellbeing  Part 5: Resilience and mental health 20. Wellbeing for troubled children; 21. Understanding resilience; 22. What can be done to increase resilience?; 23. Building the skills for school success  Part 6: Complex difficulties and disadvantage 24. Children with complex difficulties; 25. The disability paradox; 26. Abilities and capabilities; 27. Poverty  Part 7: Conclusion and resources 29. Summary; 30. Advice for parents and carers; 31. Advice for teachers; Appendices","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48742694945111,"sku":"9781912755967","price":32.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781912755967.jpg?v=1720062462"},{"product_id":"developmental-coordination-disorder-dyspraxia-how-to-help-9781913414153","title":"Developmental Coordination Disorder (Dyspraxia):","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePart of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Developmental Coordination Disorder (Dyspraxia) offers a complete introduction to this complex and often misunderstood topic. DCD (historically sometimes called 'dyspraxia', although this term lacks any formal criteria) is a frequently under-detected condition that chiefly affects physical coordination but also impacts on many other areas of life. It is often seen as an 'enigma' due to the lack of clear consensus regarding definitions and terminology. Seeking to dispel myths about DCD, to improve understanding and to point the way to greater independence and participation for those affected, Sue LLoyd and Laura Graham explore the issues, challenges and experiences commonly faced by a young person with DCD - and how parents, carers, teachers and schools can help.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Preface; About the Authors;  Authors' Preface; How to Use This Book  Part 1: Introduction    1. What is DCD?; 2. Causes and consequences; 3. Resources and assessment 4. IDEAS for effective support; Ten key things to know about DCD  Part 2: DCD in context    5. Motor skills and movement; 6. Motor learning stages and underlying sensory systems; 7. Visual perception; 8. Sensory systems as a foundation for function; 9. Cognitive skills and mental health  Part 3: Activities of daily living    10. Motivation and mobility; 11. Dressing and chaining techniques; 12. Shoes and clothing; 13. Washing and grooming; 14. Teeth cleaning and toileting; 15. Eating and drinking     Part 4: Home and primary school    16. The parents and the home; 17. Communication, play, leisure and games; 18. Primary school; 19. Literacy and Numeracy; 20. Tools used in the primary classroom; 21. Handwriting and hand dominance; 22. Handwriting: process and product  Part 5: Secondary school    23. Secondary school; 24. Basic ideas and IDEAS; 25. Strategies for understanding, organisation and communication; 26. Strengths in drama, music, art and design; 27. Strengths in English, science and mathematics; 28. Study skills and examinations  Part 6: Sport, exercise and independence    29. Physical activity and its importance; 30. Movement, practice and feedback; 31. Physical activity at school; 32. Staying healthy; 33. Travel, study and work  Part 7: Conclusion 34. Summary; 35. A last word to parents and carers; 36. A last word to teachers and schools","brand":"Pavilion Publishing and Media Ltd","offers":[{"title":"Default Title","offer_id":48742733381975,"sku":"9781913414153","price":24.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781913414153.jpg?v=1720062602"},{"product_id":"autism-pedagogy-and-education-critical-issues-for-value-based-teaching-9783030325596","title":"Autism, Pedagogy and Education: Critical Issues","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book discusses critical issues concerning autism and education, and what constitutes effective pedagogy for this group of learners. Autism is a high-profile area within the discipline of special education, and the issue of how to teach autistic learners remains a contested one: recent theorising has questioned a techno-rationalist approach that places the burden of change on the autistic pupil. The author explores the values that underpin educational approaches within existing pedagogical practice: while these approaches have their individual merits and shortcomings, this book introduces and expands upon a strengths-based approach. This book will appeal to students and scholars of autism and education, with particular regard to teaching autistic learners. \u003cbr\u003e​\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Introduction: A teacher and a pupil interact.- Chapter 2. Curriculum and pedagogy: The child as agent.- Chapter 3. Curriculum and pedagogy: The teacher as agent.- Chapter 4. The storied curriculum: What is education for?.- Chapter 5. The future of education.","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743033241943,"sku":"9783030325596","price":54.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"sustainable-development-career-counselling-and-career-education-9783030600457","title":"Sustainable Development, Career Counselling and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book is based on the Life Design paradigm and discusses the efforts made to overcome the matching paradigm between individuals and their work contexts, in order to guarantee the adoption of an active role for future career planning. Starting from the evolution of career counselling and vocational guidance in the 20th century and then following the more updated reflections in the Life Design paradigm, this book discusses research results from the Larios Laboratory (Padova, Italy) in collaboration with numerous international colleagues and institutions. These results show that career counselling and vocational designing can not only help people to plan their future in agentive ways, but also to help them getting out of the ‘mists of the present’ and to project themselves into a future that is yet to be created. This future is aligned by the world of research and international institutions, such as the UN and WHO, and follows the 2030 Agenda for Sustainable Development, with particular attention to Sustainable Development Goals 4, 8 and 12. This book reveals how trajectories can be created from one’s own mission, realized with the help of others and newly acquired strengths. It shows how career counselling and vocational designing can help people to build their own future from an inclusive and sustainable perspective, based on social justice, and to help build a better future for all.\u003c\/p\u003e\u003cbr\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIntroduction.- Chapter 1: Career Counseling and Vocational Designing, from the Origins to the end of the Last Century: the Moment of Maximum Possibilities.- Chapter 2: Threats and Challenges of the XXI Century and the Role of Career Counseling and Vocational Designing.- Chapter 3: Life Designing for an Inclusive, Sustainable and Equitable Future.- Chapter 4: New Dimensions and Instruments for an Inclusive and Sustainable Career Counseling.-Chapter 5: The Project «Stay inclusive, sustainable, curious, cosmopolitan, aspirant, etc.»: An example of operational paths and trajectories.\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743041696087,"sku":"9783030600457","price":104.49,"currency_code":"GBP","in_stock":true}]},{"product_id":"the-palgrave-handbook-of-positive-education-9783030645366","title":"The Palgrave Handbook of Positive Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis open access handbook provides a comprehensive overview of the growing field of positive education, featuring a broad range of theoretical, applied, and practice-focused chapters from leading international experts. It demonstrates how positive education offers an approach to understanding learning that blends academic study with life skills such as self-awareness, emotion regulation, healthy mindsets, mindfulness, and positive habits, grounded in the science of wellbeing, to promote character development, optimal functioning, engagement in learning, and resilience.\u003c\/p\u003e\u003cp\u003eThe handbook offers an in-depth understanding and critical consideration of the relevance of positive psychology to education, which encompasses its theoretical foundations, the empirical findings, and the existing educational applications and interventions. The contributors situate wellbeing science within the broader framework of education, considering its implications for teacher training, education and developmental psychology, school administration, policy making, pedagogy and curriculum studies.\u003c\/p\u003e\u003cp\u003eThis landmark collection will appeal to researchers and practitioners working in positive psychology, educational and school psychology, developmental psychology, education, counselling, social work and public policy.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword: Martin Seligman, Ph.D., Director of the Penn Positive Psychology Center, Zellerbach Family Professor of Psychology in the Penn Department of Psychology, and Director of the Penn Master of Applied Positive Psychology program (MAPP), University of Pennsylvania, United States.\u003cbr\u003eSection I:  Overview of Positive EducationChapter 1: An Introduction to Positive EducationMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, The University of Melbourne, Australia.\u003cbr\u003eChapter 2: Positive Education Around the World Sylvia Kwok, Ph.D., Associate Professor, Department of Applied Social Sciences and convenor of the Positive Education Laboratory, City University of Hong Kong, Hong Kong. \u003cbr\u003eSection II: Core Goals for Positive EducationChapter 3: Wellbeing and Flourishing Covadonga Chaves Vélez, Ph.D., Professor of Clinical Psychology, Complutense University, Madrid, Spain and Research Director, Institute of Happiness Sciences, Tecmilenio University, Mexico\u003cbr\u003eChapter 4: Resilience  Tammie Ronen, Ph.D., Professor and Head, Renata Adler Memorial Research Center for Child Welfare and Protection, Gershon H. Gordon Faculty of Social Sciences, Shapell School of Social Work, Tel Aviv University, Israel\u003cbr\u003eChapter 5: Social and Emotional LearningErica Fryenberg, Ph.D., Associate Professor and Honorary Principal Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia\u003cbr\u003eChapter 6: Skills for the 21st Century Workplace Shiri Lavy, Ph.D., Lecturer, Faculty of Education, Department of Leadership and Policy in Education, University of Haifa, Israel\u003cbr\u003eChapter 7: Approaches to Positive Education Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New ZealandSuzy Green, D.Psyc., Clinical and Coaching Psychologist and Founder, The Positivity Institute, New South Wales, Australia\u003cbr\u003eSection III:  Foundations of Positive EducationChapter 8: Strength-Based Interventions in Educational SystemsRyan Niemiec, Ph.D., Licensed psychologist, and Education Director, VIA Institute on Character, Cincinnati, Ohio, United States\u003cbr\u003eChapter 9: Building Positive Emotions and Playfulness Frans Orsted Andersen, PH.D., Associate Professor, Danish School of Education, Aarhus University, Denmark\u003cbr\u003eChapter 10: Creativity and Intelligence Scott Barry Kaufman, Ph.D., Lecturer, Department of Psychology and Scientific Director, Imagination Institute, Positive Psychology Center, University of Pennsylvania, Philadelphia, United States\u003cbr\u003eChapter 11: Growth Mindset Carol Dweck, Ph.D., Lewis and Virginia Eaton Professor of Psychology, Stanford University.\u003cbr\u003eChapter 12: Perseverance, SelfC-control, and Grit Angela Duckworth, Ph.D., Christopher H. Browne Distinguished Professor of Psychology, Senior Advisor, Positive Psychology Center, School of Arts and Sciences, University of Pennsylvania, United States \u003cbr\u003eChapter 13: Engagement Mette Marie Ledertoug, Ph.D., Postdoctoral Fellow, Danish School of Education, Aarhus University, Denmark\u003cbr\u003eChapter 14: Mindfulness, Meditation, and Related PracticesNimrod Sheinman, M.D., Director, Israel Center for Mindfulness in Education, School of Education, Haifa University, Israel\u003cbr\u003eChapter 15: RelationshipsKelly-Ann Allen, Ph.D., Educational and Developmental Psychologist, Melbourne Graduate School for Education, University of Melbourne, Australia\u003cbr\u003eChapter 16: Meaning and Purpose in Life Michael Steger, Ph.D., Professor, Applied Social and Health Psychology, Counseling Psychology, Director, Laboratory of the Study of Meaning and Quality of Life, Department of Psychology, Colorado State University, United States\u003cbr\u003eChapter 17: Civic Character Reed W. Larson, Ph.D., Professor, Human Development and Family Studies, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois, United States.\u003cbr\u003eChapter 17: Moral Education Theodore McCall, M.Div, Ph.D., School Chaplain, St. Peter’s College, Adelaide, Australia\u003cbr\u003eChapter 18: Trauma Informed Approaches Tom Brunzell, MS, Ph.D. Candidate, University of Melbourne and Senior Advisor, Berry Street Childhood Institute, Richmond, Victoria, Australia\u003cbr\u003eChapter 19: Reaching the Disadvantaged Denise Quinlan, Ph.D., Senior Facilitator, Diploma of Positive Psychology and Wellbeing, and Research Fellow, University Of Otago, New ZealandSue Roffey, Ph.D., Honorary Associate Professor, University of Exeter, England Adjunct Associate Professor, Western Sydney University, Australia\u003cbr\u003eChapter 20: Making positive education fun Ilona Boniwell, Ph.D., Visiting Principal Lecturer, Department of Psychology, Cambridge University, England, and Head, MSc in Applied Positive Psychology, Angela Ruskin University, England and France\u003cbr\u003eSection IV: Enablers of Wellbeing and Resilience\u003cbr\u003eChapter 18: Self-Determination Michael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor in Special Education, Chair, Department of Special Education, Senior Scientist and Director, Beach Center on Disability, University of KansasRichard Ryan, Ph.D., Professor, Institute for Positive Psychology and Education, Australian Catholic University, New South Wales, Australia and Research Professor in Psychology, University of Rochester, New York, United StatesEdward Deci, Ph.D., Professor of Psychology and Gowen Professor in the Social Sciences, University of Rochester, New York, United States\u003cbr\u003eChapter 19: Positive Youth Development Richard Lerner, Ph.D.,  Bergstrom Chair, and Director, Institute for Applied Research in Youth Development, Eliot Pearson Department of Child Study and Human Development, Tufts University, Medford, Massachusetts, United States. Dan Romer, Ph.D., Research Director, Annenberg Public Policy Center, Director, Adolescent Communication Institute, University of Pennsylvania, United States.\u003cbr\u003eChapter 20: Career and Life Design Mark Savickas, Ph.D., Adjunct Professor of COunselor Education, Kent State University, Professor Extraordinaire, University of Pretoria, South Africa. Laura Nota , Ph.D., Professor, Department of Philosophy, Sociology, Education and Applied Psychology, Director, Laboratory for Research and Intervention in Vocational Designing and Career Counselling, University of Padova, Italy \u003cbr\u003eChapter 21: Assessing and Enabling Wellbeing in the Community Aaron Jarden, Ph.D., Associate Professor, Melbourne Graduate School of Education, and Director, Masters of Applied Positive Psychology, Centre for Positive Psychology, University of Melbourne, Australia\u003cbr\u003eChapter 22: Teacher and Staff Wellbeing Matthew White, Ph.D., Associate Professor and Program Director, Master of Education, School of Education, University of Adelaide, Honorary Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia\u003cbr\u003eChapter 23: Positive Leadership Emily Heaphy, Ph.D., Assistant Professor of Management, University of Massachusetts, Amherst, United StatesJane Dutton, Ph.D., Robert L. Kahn Distinguished Emerita Professor of Business Administration and Psychology, Co-Founder, Center for Positive Organizations University of Michigan, United StatesKim S. Cameron, Ph.D., William Russell Kelly Professor of Management and Organizations, Ross School of Business, Professor of Higher Education, School of Education, University of Michigan, United States\u003cbr\u003eChapter 24: Positive Communities Lindsay Oades, PhD., Professor, Melbourne Graduate School of Education, Director, Centre for Positive Psychology, University of Melbourne, AustraliaLea Waters, Ph.D., Professor and Founding Director, Positive Psychology Centre, University of Melbourne, Australia\u003cbr\u003eSection VI: Applications and ImplicationsChapter 25: Systems Approaches to Positive EducationMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Australia\u003cbr\u003eChapter 26: Cultural issues in positive education Joseph Ciarrochi, Ph.D., Professor, Institute of Positive Psychology and Education, Australian Catholic University, New South Wales, Australia\u003cbr\u003eChapter 27: Positive Education in Practice Ricardo Arguis Rey, Ed.D., Special Education, IES Santiago Hernández, Zaragoza, Spain\u003cbr\u003eChapter 28: Integration and Visions for the FutureMargaret Kern, Ph.D., Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, AustraliaMichael Wehmeyer, Ph.D., Ross and Marianna Beach Distinguished Professor, Senior Scientis, University of Kansas\u003cbr\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743043694935,"sku":"9783030645366","price":44.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"preschool-peer-social-intervention-in-autism-spectrum-disorder-social-communication-growth-via-peer-play-conversation-and-interaction-9783030790820","title":"Preschool Peer Social Intervention in Autism","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book presents the Preschool Peer Social Intervention (PPSI), a manualized comprehensive social curriculum to enhance peer-interaction for pre-schoolers with Autism Spectrum Disorders (ASD) in three key domains: play, interaction, and conversation.\u003c\/p\u003e  \u003cp\u003eThe book outlines the PPSI’s transactional approach in each of the three intervention domains and incorporates developmental features and age-appropriate play, interaction, and conversation skills while accounting for individual differences in social communication abilities. The intervention is designed to be implemented within the child’s natural social environment, such as preschool, and it includes the child’s social agents, namely, their peers, teachers, and parents. PPSI intervention curricula addressed in this book are based on typical play, interaction, and conversation development, taking into account the social and communication challenges found to characterize young children with ASD in these domains.\u003c\/p\u003e  \u003cp\u003eBuilding up the ability to play, interact and converse more efficiently with peers may render a substantial impact on preschoolers with ASD, with vast potential for improving not only these children’s immediate social experience with peers, but also their future social competence that relies on these early building blocks. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface.- Introduction.- Part I: The PPSI protocol.- Chapter 1. INTERACTION-intervention.- Chapter 2. PLAY-intervention.- Chapter 3. CONVERSATION-intervention.- Chapter 4. PPSI empirical support.- Part II: PPSI Principles.- Chapter 5. Ecological and Developmental CBT – based model.- Chapter 6. Emphasis on peer-peer interaction.- Chapter 7. Adults mediated the intervention.- Chapter 8. Structured manualized program and lessons.- Chapter 9. Activities chosen based on children’s CA.- Chapter 10. Lessons combined learning (child-therapists) and practicing (small group).- Part III: Conclusions and practical implementation of the PPSI.- Chapter 11. PPSI techniques.- Chapter 12. Problem Solving.- Chapter 13. Role play.- Chapter 14. Doll play.- Chapter 15. Use of various visual stimuli: drawn pictures and photos.- Chapter 16. Use of fun play activities and various games.- Chapter 17. Creative craft activities.- Appendix.\u003c\/p\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743050215767,"sku":"9783030790820","price":104.49,"currency_code":"GBP","in_stock":true}]}],"url":"https:\/\/bookcurl.com\/collections\/educational-psychology.oembed?page=40","provider":"Book Curl","version":"1.0","type":"link"}