Educational psychology Books

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

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Book SynopsisDo I Have Your Attention? explores memory processing, how students learn, and offers practical guidance to help teachers tailor their instruction to be the most efficient and effective for learning.Drawing on evidence from cognitive science, Part I offers an easy-to-understand explanation of the process of memory and highlights certain barriers that hinder studentsâ ability to learn. Part II introduces over a century of research into two widely applicable learning strategies and, drawing on the authorâs extensive teaching experience, demonstrates a plethora of classroom applications that maximize learning while working within the known constraints of human memory.Part of The InnerDrive Teacher CPD Academy series that offers a deep dive into the key areas that matter to teachers, this is essential reading for all teachers and school leaders who want evidence-based strategies which focus on impact in the classroom in sustainable and meaningful ways.

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

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Book SynopsisTrade ReviewZinsser masterfully weaves a complex story from the perspective of our youngest learners excluded from educational opportunity; teachers feeling they have no other options; families struggling to make sense of it all; and administrators, policymakers, and researchers scratching their heads at what has gone so terribly wrong. This is a very human story with no villains, only hope. * Walter S. Gilliam, PhD, Elizabeth Mears and House Jameson Professor of Child Psychiatry and Psychology, Yale Child Study Center *No Longer Welcome marks a new path away from the "expulsion epidemic" in early childhood education. While shining light on the long-term consequences of exclusion, Dr. Kate Zinsser offers a stronger response grounded in empathy, relationship-building, and policy reform. This focus on social and emotional learning can transform damaging experiences into avenues for healthy development. * Aaliyah A. Samuel, EdD, President and CEO CASEL: Collaborative for Academic, Social, and Emotional Learning *This book is a call to action on a critically important issue. It makes clear the extent and severity of the problem of expulsion of young children from early childhood programs, providing a depth of insight into the multiple layers of contributing factors. Of particular importance, it begins to chart a course forward by identifying promising practices and policy initiatives. * Martha Zaslow, Independent Consultant, Early Childhood Development *This text discusses the critical issue of exclusionary practices in early childhood education...While the book discusses data, it is accessible to general readers and highly informative on a critical issue for early childhood educators, administrators, policy makers, and parents. * Choice *Table of Contents1. Introduction 2. Defining the problem 3. A challenge for whom? 4. Biased perceptions of and responses to behavior 5. Teacher well-being and exclusionary decision making 6. The "how" of exclusion 7. The power of relationships 8. Promising pathways forward 9. Pulling policy levers to curtail expulsion 10. Conclusion Creating a Healing Village: An Afterward by Dr. Iheoma Iruka Acknowledgements References

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

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Book SynopsisFrom a pioneering researcher, this book synthesizes the best current knowledge on resilience in children and adolescents. Ann S. Masten explores what allows certain individuals to thrive and adapt despite adverse circumstances, such as poverty, chronic family problems, or exposure to trauma. Coverage encompasses the neurobiology of resilience as well as the role of major contexts of development: families, schools, and culture. Identifying key protective factors in early childhood and beyond, Masten provides a cogent framework for designing programs to promote resilience. Complex concepts are carefully defined and illustrated with real-world examples.Trade Review"Nobody understands resilience as well as Ann Masten, and nobody writes about it as clearly, wisely, and deeply as she does. Dr. Masten is both a creator of new knowledge and a compelling narrator of the science and interventions that address how children manage to thrive in spite of adverse conditions. This indispensable book conveys the many facets of resilience, from neurobiology to cultural context to the importance of supportive relationships. Accessibly written, it makes complex concepts and processes easy to understand and impossible to forget. The book can be used as a text for undergraduate and graduate courses on typical development and developmental psychopathology, as well as in seminars for clinical interns and postdoctoral fellows."--Alicia F. Lieberman, PhD, Irving B. Harris Endowed Chair in Infant Mental Health and Professor, Department of Psychiatry, University of California, San Francisco "I consider Masten to be the preeminent thinker on resilience--and one of psychology's very best writers. Few authors possess the theoretical, empirical, clinical, and translational prevention skills to write such an integrative, well-presented volume. Masten makes a critical contribution to understanding the multiple pathways toward resilient outcomes for individuals who have experienced significant adversity. She does an amazing job of integrating literature from a variety of disciplines and levels of analysis. This is by far the best book I have ever read on resilience, and will set the standard for a long time to come."--Dante Cicchetti, PhD, McKnight Presidential Chair of Child Psychology and Psychiatry, Institute of Child Development, University of Minnesota "Resilience is an invaluable concept for our turbulent times. Masten, a highly esteemed developmental psychologist, has been at the forefront of resilience theory and research for decades. In this beautifully crafted volume, she guides readers through the advances in our knowledge of the multilevel processes--the interactions of neurobiological, psychological, family, and sociocultural influences over time--that enable children and adults to survive and grow stronger from serious life challenges. Essential reading for scholars, students, and mental health professionals who strive to understand and promote positive adaptation in traumatic situations and multistress contexts."--Froma Walsh, MSW, PhD, Mose and Sylvia Firestone Professor Emerita, School of Social Service Administration and Department of Psychiatry, University of Chicago, and Codirector, Chicago Center for Family Health “Ordinary Magic is an extraordinary achievement. Ann Masten has succeeded in integrating, synthesizing, and extending 40 years of resilience research into a compelling and highly readable volume. The book is audacious in scope, with Masten moving easily from genes to culture writ large. It is a ‘must read’ for a broad audience, including mental health practitioners, senior scholars, educators, and students.”--Deborah Lowe Vandell, PhD, Founding Dean, School of Education, University of California, Irvine -Table of ContentsI. Introduction and Conceptual Overview1. Introduction2. Models of ResilienceII. Studies of Individual Resilience3. Resilience in a Community Sample: The Project Competence Longitudinal Study4. Overcoming Disadvantage and Economic Crisis: Homeless Children5. Mass Trauma and Extreme Adversities: Resilience in War, Terrorism, and DisasterIII. Adaptive Systems in Resilience6. The Short List and Implicated Protective Systems7. The Neurobiology of Resilience8. Resilience in the Context of Families9. Resilience in the Context of Schools10. Resilience in the Context of CultureIV. Moving Forward: Implications for Action and Future Research11. A Resilience Framework for Action12. Conclusions and Future DirectionsAppendix A. GlossaryAppendix B. AbbreviationsAppendix C. Recommended Readings by Topic

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

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Book SynopsisNow 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. Blobs 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. Intended for use in educational settings and/or therapy conTable of Contents48 colour flashcards, with guidance for use

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Book SynopsisAs classrooms become more diverse, it is increasingly important that students learn how to empathize with others who may come from very different backgrounds. Teaching Empathy:

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Book SynopsisThis colourful deck of playing cards is an easy-to-use resource designed to support building the resilience of children and young people in school settings. The cards offer a playful, child-friendly way to assess a young person's resilience and are particularly useful for schools wanting to offer early interventions in order to support the resilience of students who are vulnerable because of their exposure to adverse childhood experiences. The resource includes:52 'School Resilience' cards15 'Child Resilience' cardsNurturing Emotional Resilience mini guideThe Roots of Resilience Tool (a downloadable, printable resource)The cards have been designed for use in groups or on a 1:1 basis by teachers, professionals and parents. They can be used independently or alongside the book Nurturing Emotional Resilience in Vulnerable Children and Young People (Ttofa, 2018), which elaborates on the research supporting the cards in more depth. An indispensable resource, the cards place a strong emphasTable of ContentsThe resource includes: 52 ‘School Resilience’ cards 15 ‘Child Resilience’ cards Nurturing Emotional Resilience mini guide

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Book SynopsisWhy do some children experience literacy difficulties?How can I identify a child with reading and writing challenges?What is the best way to support them in a classroom context?1 in 8 children will experience some kind of reading difficulty, and while you as a class teacher are not expected to formally assess children or deliver specialist interventions, a good understanding of literacy challenges is crucial for providing optimum educational support.This guide demystifies and disentangles different types of literacy difficulty and explains how they can impact the child''s day-to-day classroom functioning and general school life. Chapters include: how to identify children that are struggling; how to work with SpLD teachers and parents so they can be maximally supported; the co-occurrence of literacy difficulties with other learning difficulties such as with maths and attention problems,; alongside practical tips to support each child''s learning.Strong

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

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Book SynopsisAs part of the discovery of cognitive science, teachers are waking up to the powers of dual coding - combining words with visuals in your teaching. But cognitive scientists aren't graphic designers, and so their books don't show teachers how to be competent in producing effective visuals. There is a huge gap between what we know about dual coding and the skills needed to practice it effectively in the classroom. Until now.Dual Coding With Teachers is a breakthrough educational book. No other book has been designed with both cognitive science and graphic principles in mind. Every page contains diagrams, infographics, illustrations and graphic organisers. The book is designed to cater for both the busy teacher in a rush, as well as the research-hungry colleague. Over 35 teachers, teacher developers, psychologists and information designers are profiled, each with a double-page spread, highlighting their dual coding practice.The author, Oliver Caviglioli, is uniquely placed to bridge the gap between education and graphic design. A former special school head teacher, Oliver learned design principles from an early age from his architect and typographer father. Four decades of reading educational research has found its visual expression in this spectacular, image-rich book.Trade ReviewOliver has delivered a monumental work on a subject - the dual coding theory - that he's eminently capable of delivering. He is driven by the desire to spread his knowledge to all of us in the learning business so that we can all do our work better. --Paul A. Kirschner, Distinguished University Professor at the Open University of the Netherlands and Visiting Professor of Education at the University of Oulu, Finland

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Book SynopsisEven older students can benefit from play in the classroomâand it doesnât mean sacrificing rigor. Seasoned educator Amy Heusterberg-Richards shows teachers how embracing play in secondary classrooms can build content, refine skills, and assess understanding, all while inviting joy back into the classrooms of teens who often feel anxious and disfranchised about education.This book describes approaches and rationale for embedding play within secondary classrooms across all disciplines. Each of the 20 lessons includes research-based rationales, step-by-step instructions, samples, student-facing directions, and applications across subject areas. AI-incorporated ideas are also provided. In a world with apathy and AI, education â even at the secondary level â needs to embrace the ever-natural, always-cathartic experience of playing.By thoughtfully integrating play-based learning, we can enhance classroom management, maintain academic standards, cover the curriculum effective

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Book SynopsisAn orientation to affective neuroscience as it relates to educators.Trade Review"...richly documented book... written with passion, it is a good example of emotionally driven intellectual functioning." -- The International Journal of Psychotherapy

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Book SynopsisThis book is essential reading for any clinician or researcher working with teens with autism spectrum disorders. This parent-assisted intervention for teens is based on a comprehensive, evidence-based, 14-week program at UCLA's Semel Institute for Neuroscience and Human Behavior, the manualization of the popular UCLA PEERS Program, and the success of the Children's Friendship Training (Routledge, 2002) manual for children.After reviewing techniques designed to help parents and therapists tailor the manual to the needs of the teens with whom they are working, the text moves on to the individual treatment sessions and strategies for tackling issues such as developing conversational skills, choosing friends, using humor, get-togethers, teasing, bullying, gossiping, and handling disagreements. Each session chapter includes handouts, homework assignments, descriptions of what to expect (and how to handle challenges in delivering the intervention), and customized tips forTrade Review"This book provides a very comprehensive, down-to-earth manual for an innovative social skills intervention for teens with Autism Spectrum Disorders and their parents. With a strong theoretical perspective and a quickly developing empirical base, the book moves the potential provider from screening to goals to activities to measuring progress, providing detailed information at each step, and even case studies, that provide a sense of what such a program means to an individual teenager. The combination of teen- and parent-directed parallel programs is particularly unique in social skills programs and offers opportunities to involve the whole family in these very positive endeavors." - Catherine Lord, Director, University of Michigan Autism and Communication Disorders Center (UMACC) and Professor of Psychology, Pediatrics and Psychiatry, USA"Laugeson & Frankel have done the field a great service in developing the PEERS program for friendship and social-skills training for adolescents with autism spectrum disorders. The book has a clear and practical curriculum; many techniques and example exercises are described lucidly; it combines work with teens and their parents; and they have begun to develop an evidence-base through conducting a series of randomized controlled trials." - Tony Charman, Chair in Autism Education, Institute of Education, London, UK"Based on scientifically sound research and insightful clinical acumen, this book provides the how-to for successful social-skills groups. Laugeson and Frankel should be commended for writing a digestible book of immense interest to a wide readership." - Connie Kasari, Professor of Education and Psychiatry, UCLA, USATable of ContentsPreface. Part I: Introduction. Part II: Preparing for Treatment Screening. Part III: Treatment Sessions. Session 1: Introduction and Conversational Skills I – Trading Information. Session 2: Conversational Skills II – Two-way Conversations. Session 3: Conversational Skills III – Electronic Communication. Session 4: Choosing Appropriate Friends. Session 5: Appropriate Use of Humor. Session 6: Peer Entry I – Entering a Conversation. Session 7: Peer Entry II – Exiting a Conversation. Session 8: Get-togethers. Session 9: Good Sportsmanship. Session 10: Rejection I – Teasing and Embarrassing Feedback. Session 11: Rejection II – Bullying and Bad Reputations. Session 12: Handling Disagreements. Session 13: Rumors and Gossip. Session 14: Graduation and Termination. Case Examples. List of Key Terms. Appendix. Assessment Measures. Session Materials.

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Book SynopsisWith more questions and answers than any other edition, the Encyclopedia of Counseling, Fourth Edition, is still the only book you need to pass the NCE, CPCE, and other counseling exams. Every chapter has new and updated material and is still written in Dr. Rosenthal''s lively, user-friendly style counselors know and love. The book's new and improved coverage incorporates a range of vital topics, including social media, group work in career counseling, private practice and nonprofit work, addictions, neurocounseling, research trends, the DSM-5, the new ACA and NBCC codes of ethics, and much, much more. Trade Review"Howard Rosenthal is a gifted and humorous writer as well as a scholar's scholar who has a way of explaining complex concepts so they are understandable and easily remembered. The fourth edition of Encyclopedia of Counseling proves that and provides the reader with all the information necessary to pass the National Counselor Exam or any other test related to it. Rosenthal's book is exceptional and worth reading just for the fun of it."Samuel T. Gladding, PhD, professor of counseling, Wake Forest University"Dr. Rosenthal’s Encyclopedia of Counseling is an invaluable and comprehensive tool in preparing for all required counseling exams. Covering all eight areas of counselor competency, it is the only review tool one needs not only to pass the exam, but also to assure oneself that one has achieved a strong foundation on which to build one’s practice."Kristy Cobillas, MEd, LPC, NCC, counselor, Agape Christian Counseling Services, St. Louis, Missouri"Dr. Howard Rosenthal provides readers with the sole resource that is needed to successfully complete their licensure exams. The Encyclopedia of Counseling is written in a conversational tone that illuminates the myriad counseling concepts that will be encountered during the examination process by providing past exam questions, answers, and explanations. In my ten years of recommending this book, I have not had a single student or supervisee fail that has utilized it as suggested."Rachelle D. Smith, PhD, LPC, Office of Diversity & Inclusion, Washington University in St. Louis"Howard Rosenthal has done it again! Another book that is enjoyable to read and right on target for the readers wanting to prepare for exams, with complete explanations of questions and answer choices. His comfortable style is perfect for those with test anxiety and includes an excellent review of information for those who have been out of school for a while."Deanna Kinder, LPC, NCC, executive director, American Counseling Association of MissouriTable of ContentsList of Figures Preface to the Fourth Edition: The Legend of The Purple Book Acknowledgments The National Counselor Examination for Licensure and Certification (NCE) at a Glance The Counselor Preparation Comprehensive Examination (CPCE) at a Glance Historic NBCC Announcement Could Impact Your Career 1. Study Guides: My Own Humble Beginnings 2. How to End Exam Worries 3. Human Growth and Development 4. Social and Cultural Diversity 5. Counseling and Helping Relationships 6. Group Counseling and Group Work 7. Career Development 8. Assessment and Testing 9. Research and Program Evaluation 10. Professional Orientation and Ethical Practice 11. Counseling Families, Diagnosis, Neurocounseling, and Advanced Concepts 12. Final Overview and Last-Minute Super-Review Boot Camp 13. Graphical Representations 14. Resources Index About the Author

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Book SynopsisTurn your classroom into a thriving community of learners! In The Passion-Driven Classroom, bestselling authors Angela Maiers and Amy Sandvold show you how to spark and sustain your students' energy, excitement, and love of learning. This updated edition offers a new framework for changing your mindset and implementing a passion-driven classroom, where passion meets practice every day as students learn new skills and explore their talents. You'll come away with specific examples of how to set up your classroom, how to manage it, and how to assign passion projects where students take the lead. With this book, you'll be able to move away from prescription-driven learning toward Passion-Driven Learning, so you can make a real difference in the lives of your students.Trade Review"Amy Sandvold and Angela Maiers provide an essential lesson: passion is not a subject to be taught or a behavior to be instilled into children, but a way of life for teachers and students alike. While education policies and fads come and go, the fire-in-the-belly passion that the authors describe will sustain students and teachers in their learning journeys extending far beyond the schoolroom walls. Too many advocates of student creativity reduce teaching techniques to the simplistic and unhelpful prescription too "think outside the box," while Sandvold and Maiers remind us that rigor and accountability are the hallmarks of the passionate and creative student and teacher. Filled with real-world examples and practical advice, this book deserves to be the subject of collaborative by teachers in every discipline."Douglas Reeves, PhD, Author of The Myth of the Muse: Supporting Virtues That Inspire Creativity and Founder, Creative Leadership Solutions"There is no question today that what students need is educators who create environments where innovation in learning and passion found are cornerstones. Angela and Amy have written a text that shows all educators and leaders what helping students find that passion means and how they can help students harness it to do amazing things for themselves, their learning and their world. Not only do Angela and Amy provide thoughtful examples; they provide guidance so that every student in every classroom can benefit from this passion-driven learning." Steven W. Anderson, Digital Learning and Relationship Evangelist, @web20classroom"Recent data on student engagement has shown that the longer students are in our K-12 system of education, the less engaged they become. Maiers and Sandvold share a roadmap and the mindset needed to disrupt this trend by addressing the "passion gap" head on, so that learners are empowered to unleash their untapped potential, and gain the skills, motivation, and direction needed for future success. Schools must liberate today’s modern learners, and implementing a passion-driven classroom will make the once unthinkable possible. Read this book to awaken a new reality in your school or classroom."Thomas C. Murray, Director of Innovation, Future Ready Schools, Co-Author of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, TodayTable of ContentsContentsAbout the Authors Preface Acknowledgments 1 Achievement Gap Or Passion Gap? Listening To Our Students Minding the Passion Gap Closing the Gap Step One: Know and Show Your Passion Step Two: Know and Show the Students’ Passion Step Three: Know and Show the World Passion 2 Let’s Talk About Passion Defining Passion P.A.S.S.I.O.N. PASSION IS Passion-Driven Learning Is More Than a ProjectWhat Passion Can Do 3 The Clubhouse Mindset: Where Passion Meets Practice Our Very First Passion-Driven Learning Club The Philosophy: Clubs Are Passion Playing Fields What Makes Club Life Enticing? The Passion Discovery ContinuumThe Workshop Classroom: Driven by Curiosity The Role of the Teacher: Expert Learner and Passion Practitioner The Role of the Student: Apprentice Learner and Global Citizen The Resident Expert Wall More Than Fluff 4 A Passion-Driven Classroom: The Essentials Essential #1: The Learning Clubs instead of Classroom Jobs Essential #2: You Matter Time Essential #3: Reflection Essential #4: The Task Board Essential #5: Good-Fit Tools And Technology Good-Fit Technology Remember to Include Books! H.E.A.R.T.—A Strategy for Deep Meaning The H.E.A.R.T. Technique Essential #6: Celebration Doing and Being 5 Organizing the Passion-Driven ClassroomThe Physical Environment Meeting Spaces Middle and High School Practices and Spaces Grouping Students The Students’ Seating/Desk Arrangement Passion-Driven Tools Key Reflection Tool: The Student Thinkbook The Clubhouse Classroom Routine Sequence 1. The Opening Message: You Matter Time 2. The Daily Boardroom Meeting 3. The Learning Clubs 4. Content Connections 5. The Closing Passion From Day One: Simple Changes = Big Impacts Invite Students to Create the Classroom Environment The Crucial Conversation Rules or Manifesto? Heart Maps The Wonderful Gift Lesson More Ideas to Explore 6 Managing the Clubhouse Classroom The Three Phases In Action Phase One: Launching the Learning—Passion Discovery The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Learning Clubs: Bringing It All Together Phase Two: Practicing Our Passion—Learning Is Thinking The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Bring It All Together Lessons—Learning Club Tools Closing Phase Two Phase Three: Sharing Our Gifts—The Passion Project The Google Way The Passion Project The Opening Message Lessons The Boardroom Lessons and Passion Project Work Tools for Sharing Our Passion 7 From the Trenches: The Voices of Passion Passion Still MattersNew to Edchat? Challenge 8 Closing Thoughts The Promise of Passion Closing Thoughts: Choosing Passion in Times of Change References

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Book SynopsisMy Residential School Trip Activity Book is most effective when delivered alongside the accompanying My Residential School Trip Facilitatorâs Guide.This activity book is designed for 7â12-year-olds and is full of engaging, strength-based activities that encourage the child to colour, decorate, and annotate the book to make it their own, as well as to reflect on how they feel about their forthcoming trip.The text normalises worry as a response to something new and helps children to understand their worries and build bravery as they work through the book. Pages look at how to get ready for the trip and compile a âtoolboxâ of effective coping skills to embrace challenge. The book also provides an opportunity for post-trip reflection and concludes with activities that bring together the journey through the pages, helping to solidify engagement with the text and increase wellbeing and self-esteem.Best introduced about eight weeks before departure, this is a must-have resource to help children build bravery, so that they have the best experience on their residential school trip.

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Book Synopsis* Answers common questions of professionals and trainees * Presents the state-of-art of theory, research, and practice * Explores the characteristics of gifted studentsTrade ReviewThis book is a joy to read and extraordinarily well written. It is an excellent text for educators and psychologists that has the potential to change the entire field of gifted education and talent development around the world! by Leonie Kronborg, PhD, School of Educational Psychology & Counselling, Faculty of Education, Monash University, Australia.Table of Contents1 What Is Giftedness? 1.1 Introduction 1.2 Theories and Models of Giftedness and Exceptional Achievement 1.2.1 Expertise 1.2.2 Models of Giftedness 1.2.3 Performance Definitions Versus Potential Definitions 1.2.4 Unidimensional Definitions 1.2.5 Multidimensional Definitions and Models 1.2.6 Systems Theory Models 1.2.7 Mega Model 1.2.8 TAD Framework 1.2.9 Conclusions 1.3 The Role of Intelligence in Models of Giftedness 1.3.1 What Is Intelligence? 1.3.2 The Intelligence Quotient 1.4 The Role of Creativity in Models of Giftedness 1.4.1 Creativity: Definition and Models 1.4.2 Creativity as a Systemic and Relational Phenomenon 1.4.3 Creativity and Intelligence 1.5 Conclusion 2 Pioneering Studies and Methodological Challenges in Giftedness Research 2.1 Selected Longitudinal Studies on Gifted Students 2.1.1 Terman Study 2.1.2 Study of Mathematically Precocious Youth 2.1.3 The Marburg Giftedness Project 2.2 Methodological Challenges in Researching Giftedness 2.2.1 Sample Selection and Groups Not Selected 2.2.2 Using an Appropriate Control or Comparison Group 2.2.3 Participants' Knowledge of Their Own Aptitude 2.2.4 Intervention Versus Pure Observation 2.2.5 Different Definitions and Operationalizations of Giftedness 2.3 Conclusion 3 Characteristics and Development of Gifted People 3.1 Achievement-Related Characteristics 3.1.1 Relationship Between Intelligence and Achievement 3.1.2 Studies on the Academic Development of Gifted Students 3.1.3 Threshold Hypothesis on the Relationship Between Intelligence and Achievement 3.2 Personality-Related Characteristics 3.2.1 Implicit Theories: Everyday Conceptions About Gifted People 3.2.2 Socioemotional Adjustment of Gifted Individuals 3.2.3 Personality Traits 3.2.4 Gender Differences 3.3 Underachievement 3.3.1 Concept 3.3.2 Possible Causes 3.3.3 Progression 3.4 Peculiarities in the Development of Gifted Children 3.4.1 Asynchronous Development 3.4.2 Special Features of Exceptional Giftedness 3.4.3 Persistent Underchallenge in School 3.4.4 Perfectionism 3.4.5 Increased Sensitivity (Overexcitability) 3.4.6 Fear of Prejudice and Stigmatization 3.5 Family Background of Gifted Individuals 3.5.1 Giftedness as a Stressor for the Family? 3.5.2 Gifted Children From Lower Income Families and Minoritized Students 3.6 Conclusion 4 Giftedness Identification and Assessment 4.1 Introduction and Overview 4.2 Intelligence Tests in Giftedness Identification and Assessment 4.2.1 Possibilities and Limitations of Intelligence Tests in Giftedness Identification and Assessment 4.2.2 Assessment Strategies for Identification of Minoritized Students 4.2.3 Description of Intelligence Tests With Regard to Their Suitability for Use With the Gifted 4.3 School Achievement Assessment 4.3.1 Gifted Identification 4.3.2 Selection of Suitable Students for Special Programs 4.3.3 Recognizing Underachievement 4.3.4 School Grades 4.3.5 Standardized School Achievement Tests 4.4 Assessing Underachievement 4.4.1 Statistical Methods for Identifying Underachievement 4.4.2 Nomination Methods for Identifying Underachievement 4.5 Assessment of Creativity and Divergent Thinking 4.6 Nominations and Checklists 4.6.1 Nominations by Teachers 4.6.2 Nominations by Parents 4.6.3 Peer Nomination and Self-Nomination 4.7 Selection Process for a Gifted Class as an Example of Multimethod and Multimodal Approach to Identify Giftedness 5 Support in School and Early Childhood Education 5.1 Introduction 5.2 Support of Gifted Children at School 149 5.2.1 The Four Pillars of School-Based Support for Gifted Students 5.2.2 Differentiation Within the Classroom 5.2.3 Acceleration 5.2.4 Enrichment 5.2.5 Combination of Acceleration and Enrichment: Early Entrance Programs 5.2.6 Ability Grouping for Gifted Students in Special Classes and in School 5.3 Support in Early Childhood and Preprimary Education 5.3.1 Gifted Children in Early Childhood and Preprimary Education 5.3.2 Support Opportunities in Early Childhood Education 5.4 Conclusion

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

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Book SynopsisImproving student learning with the tools of neuroscience and mindfulness.Trade Review"[E]ducators will find value in the many practical tips and suggestions that this book offers to support their important work and promote positive outcomes among their students." -- Mindfulness"[Kirke Olson] weaves an intricate pattern that is based on research and practical stories across eight chapters. There is an awareness of the hidden details of students’ lives and the web of interpersonal connections that reside in the human brain. Each of the chapters builds on his work in neuroscience, relationships, leadership, memory, nurturance, and mindfulness." -- CHOICE"In The Invisible Classroom, Kirke Olson does an incredible job of using neuroscience to explain student reactivity, and he provides best practices to work with students who exhibit antisocial behavior." -- wise minds. big hearts."As a veteran educator, I have emphasized the importance of first building relationships with students before trying to teach them anything. However, I did not have the science behind my advocacy. After reading your book, The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School, I now have the knowledge and the evidence based practices to support this position as well as others. It has been some time since I have read such an inspiring book that speaks directly to the students we serve. " -- Cecilia Griffin Golden, PhD, Executive Director of Education for the Hillside Family of Agencies, Rochester, NY"Weaving together the discoveries of interpersonal neurobiology, positive psychology, and mindfulness with practical wisdom, Kirke Olson offers an abundance of strategies that educators at every grade level can implement to support their students’ development and make their own work more fulfilling. Drawing on his decades of experience, the author highlights the crucial importance of connection before curriculum as the optimal way to prime the brain for learning, sharing both theory and rich stories of teachers and students working together. What a gift!" -- Bonnie Badenoch, PhD, LMFT, author of Being a Brain-Wise Therapist: A Practical Guide to Interpersonal Neurobiology"It is a delight to find a book for teachers that discusses issues such as love, trust, emotional safety, attachment, and the importance of relationships in the classroom in such a clear, well-researched, and readable style. With characteristic integrity, Kirke Olson gently points out that we, as teachers and school staff, have first to model what we wish our students to learn. The author adds to his many years of practical classroom experience an impressive body of research from other disciplines, combining theory and practice with great gentleness and wisdom. The Invisible Classroom joins my short list of classic texts to recommend to both new and experienced teachers on the underlying emotional reality of the classroom. I plan on passing this book along to my daughter, who is currently training to be a teacher." -- Jenny Fox Eades, teacher and author of Celebrating Strengths: Building strengths-based schools and Classroom Tales"The Invisible Classroom is the approach needed in our education system. In a world where information lies at our fingertips through our tablets and smart phones and stress and anxiety are at high levels, mindfulness has become our best tool to slow down and allow students to process the information tossed at them daily. Awareness and accessibility to learning is as important as the academic curriculum being taught. Dr. Olson pragmatically writes about why and, more importantly, how mindfulness can work in your school. I have used some of the techniques and welcomed positive results in a short period of time. I plan on using the ideas in The Invisible Classroom at the start of the next school year." -- Michael Angwin, Director of Student Services, Chabad Jewish Academy, Myrtle Beach, South Carolina"The Invisible Classroom is a brilliant, accessible, and practical guide for every educator who wants to learn how to apply the cutting edge of science in the classroom to optimize learning for students of all ages. Kirke Olson has created a wonderful immersion for educators to understand how the social brain is shaped by relationships and the experiences provided within the learning environment. Not only will you be filled with useful information and transformative knowledge about how we learn, but also the practical tools to wisely create an effective and rewarding experience for both student and teacher alike!" -- Daniel J. Siegel, MD, author, The Mindful Brain and Pocket Guide to Interpersonal Neurobiology; Clinical Professor, UCLA School of Medicine"This book achieves a remarkable balance between research, theory, experience, and application in schools. Dr. Olson provides insight, relevance, and useful methods for school administrators, teachers, and parents. Busy educators typically do not have the time or experience to research brain development and cognition. This book filters through the extensive research and synthesizes what has been learned in meaningful ways. Any educator picking up this book will find ready-to-use strategies that can be utilized in the classroom the next day." -- Brian Balke, Superintendent of Schools, Goffstown, New Boston, and Dunbarton, New Hampshire

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Book SynopsisThis work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. It focuses on the work of John Dewey, and examines the relationship between pragmatism and educational research.Trade ReviewBiesta and Burbules's Pragmatism and Educational Research is the best book I have seen on the implications of pragmatism for social and educational research. It offers a sophisticated yet clear exposition of Dewey's work on experience, knowledge, inquiry, and truth, among other subjects. His pragmatism is then put to work, throwing light on current controversies in educational research. The upshot is a way of approaching educational research that is simultaneously scientific and humane and avoids the polarizing pitfalls of positivism, post-positivism, and post-modernism. This book deserves to have a major influence on the way educational research is conceived. -- Eric Bredo, University of VirginiaThis well-crafted and accessible volume delivers a vivid account of the central themes of John Dewey's philosophy as they apply to educational research. Biesta and Burbules present a Dewey who is relevant for educators at every level and of every methodological persuasion. -- Larry A. Hickman, Southern Illinois University, CarbondaleThis volume is a wonderfully concise and lucid exposition of the pragmatic theory of learning and knowing. * Teachers College Record *This is a book that will find a wide readership in doctoral programs in education; this is especially true of those, like ours at Michigan State, which require students to take a general inquiry course as part of their research preparation. This book provides ideal intellectual fare for such a course. -- Richard Prawat, Michigan State UniversityTable of ContentsChapter 1 Series Preface Nicholas C. Burbules Chapter 3 1. What is Pragmatism? Chapter 4 2. From Experience to Knowledge Chapter 5 3. The Process of Inquiry Chapter 6 4. Consequences of Pragmatism Chapter 7 5. Pragmatism and Educational Research

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

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Book SynopsisWhy are so many students intellectually disengaged? Mark Carnes says it is because students are so deeply absorbed in competitive social play. He shows how month-long role-immersion games in the curriculum can channel those competitive impulses into transformative learning experiences, and how bricks-and-mortar colleges can set young minds on fire.

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

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Book SynopsisTable of ContentsIntroduction xiii STEP 1: The Alphabet 1 Chapter 1: Next Time Won’t You Sing with Me? 3 Chapter 2: The #1 Well-Intentioned Literacy Mistake and How to Avoid It 9 Chapter 3: Where to Start with Teaching the Alphabet 17 Chapter 4: Your Alphabet Questions Answered 23 Chapter 5: What Learning the Alphabet Looks Like 33 Chapter 6: Alphabet Reflection 41 STEP 2: Print Awareness 47 Chapter 7: What Is Print Awareness? 49 Chapter 8: What Does Learning Print Awareness Look Like in the Classroom? 57 Chapter 9: Print Awareness Reflection 69 STEP 3: Phonological Awareness 75 Chapter 10: Phonological Awareness: What It Is and Why It’s Important 77 Chapter 11: Where to Start with Phonological Awareness 83 Chapter 12: Your Phonological Awareness Questions Answered 89 Chapter 13: What Learning Phonological Awareness Skills Looks Like 95 Chapter 14: Phonological Awareness Reflection 103 STEP 4: Oral Language 111 Chapter 15: Oral Language: What It Is and Why It’s Important 113 Chapter 16: Where to Start with Oral Language 117 Chapter 17: Oral Language Reflection 127 Chapter 18: Case Studies 135 Chapter 19: What’s Next? 143

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

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

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Book SynopsisBringing together cutting-edge research from over 50 leading international scholars, this forward-looking Research Handbook offers theoretical and empirical insights into the student experience in higher education. The team of expert contributors shed light on the diverse factors that can influence student participation, learning and engagement in higher education, drawing on multiple disciplinary lenses including history, philosophy, sociology, psychology, human development and educational studies. Examining contemporary research on university curricula and pedagogy, learning outcomes and transitions to careers, and issues of diversity and inclusion, chapters present a wide-ranging overview of the current state of knowledge in the field and offer critical insights into the emerging challenges for student learning across the globe. Bridging theory and practice, the Research Handbook demonstrates the diversity of students entering higher education and the diversity of their experiences. Providing in-depth analysis of student engagement and outcomes in a global context, this erudite Research Handbook will be an authoritative reference for higher education researchers and educators. Its timely and practical insights will support institutional leaders and policymakers to make evidence-based decisions to enhance the student experience.Trade Review‘What does it mean for a student to experience higher education in today’s world? This is the best one-stop-shop for an in-depth exploration of the student experience as it covers the critical topics, is written by esteemed scholars, and thus is the most valuable resource for those seeking to enhance the quality of education and support provided to students.’ -- John Hattie, University of Melbourne, AustraliaTable of ContentsContents: Preface xix PART I UNDERSTANDING THE STUDENT EXPERIENCE 1 What is ‘the student experience’? 2 Chi Baik and Ella R. Kahu 2 The ‘student experience’ in the history of English-speaking universities 13 James Waghorne 3 A theory of student agency in higher education 25 Manja Klemenčič 4 Four elements of higher education as student self-formation 41 Simon Marginson 5 Fostering student engagement: the importance of relationships and belonging face-to-face and online 58 Ella R. Kahu 6 Student wellbeing and students’ experiences in higher education 74 Chi Baik and Wendy Larcombe 7 Measuring and reviewing the student experience 89 Malcolm Tight PART II CURRICULUM, LEARNING AND PEDAGOGY 8 Understanding and enhancing the university student experience of learning: key aspects in a contemporary context 103 Robert A. Ellis and Michael Prosser 9 The importance of knowledge and curriculum in understanding students’ educational experiences of higher education 122 Paul Ashwin 10 Transition pedagogy for 21st-century student success 132 Sally Kift 11 Integrative learning: the lost opportunity in WIL curricula and what we can do about it 149 Calvin Smith 12 Learner-led approaches in higher education 166 Ann-Merete Iversen, Annie Aarup Jensen, Lone Krogh and Anni Stavnskær Pedersen 13 Self-regulated learning and the student experience in online higher education 179 Jaclyn Broadbent and Paula De Barba 14 The transformative potential of student-faculty partnerships 191 Alison Cook-Sather 15 Curricular service-learning by and for students 206 Lori E. Kniffin, Haden M. Botkin, Brandon C. Whitney, Patti H. Clayton, and Robert G. Bringle 16 How intergroup dialogue works: critical-dialogic foundations and extensions 223 Biren (Ratnesh) A. Nagda and Patricia Gurin 17 Generative pedagogy: learning to become response-able 237 Aliki Nicolaides and Chang-kyu Kwon 18 Academic advising and personal tutoring for student success 252 Kathryn Woods PART III LEARNING OUTCOMES AND CAREERS 19 Examining the effects of first-year high-impact practices on student outcomes 268 Matthew Mayhew and Eric McChesney 20 Assessing student learning outcomes of higher education 283 Ou Lydia Liu 21 The impact of diversity experiences on undergraduate student outcomes 296 Nicholas A. Bowman and Kari E. Weaver 22 Researching professional identity development: an arts-informed approach 312 Franziska Trede 23 The PhD: a time to develop career literacy to enhance mobility potential? 325 Lynn McAlpine PART IV DIVERSITY AND INCLUSION 24 A capability approach to undergraduate student experiences of race and belonging in South African higher education 345 Talita Calitz 25 Supporting Indigenous student persistence: empowering student’s cultural integrity while transforming higher education 360 Michelle Pidgeon 26 The international student experience in Australia 377 Sophie Arkoudis and Samantha Marangell 27 International student education in China and its connections with local and global society 392 Wen Wen and Die Hu 28 Modifying an integration framework to enhance refugee student engagement in settlement higher education contexts: the case of Australia 404 Sally Baker and Samah Shda 29 Ubuntu philosophy as a framework for disability-inclusive education in South Africa and Zimbabwe 420 Oliver Mutanga 30 LGBT+ students in higher education 437 Kristen A. Renn 31 Parent, partner, carer, breadwinner and student: the multi-layered identities of mature-age women returning to education 452 Cathy Stone 32 Being a student or becoming a graduate? Contemporary student experiences through the lens of ‘commuters’ 466 Liz Thomas 33 Being working class in higher education: class, place and feeling “at home” 482 Alexandra Coleman 34 Rural student experiences in higher education 494 Ashley Stone PART V CHALLENGING FUTURES 35 The student experience in times of major crises: key lessons from an international scoping review 507 Tracii Ryan, Samantha Marangell, Ben Symon, Karena Waller, Claudia Rivera Munoz, Jiadi Cai, Dina Uzhegova, Sophia Arkoudis and Chi Baik 36 Student experiences of higher education for sustainability and for intellectual independence 524 Kerry Shephard 37 The student in an age of anxiety: the case for agentic entanglement 538 Ronald Barnett Index 551

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Book SynopsisThe #1 mindfulness-based program combining mindfulness and character strengths * Detailed primer on combining mindfulness with character strengths * Step-by-step guidance through the 8-session program * Full of inspiring quotes and storiesTrade ReviewOutstanding...insightful...path breaking.; reviewed by James O. Pawelski, Director of Education and Senior Scholar at the Positive Psychology Center, University of Pennsylvania, Philadelphia, PA,from the Foreword of the first edition;Ryan Niemiec shows how merging the awareness of character strengths with intentional mindfulness can enhance both practices.The book is structured to facilitate a comprehensive understanding of the MBSP (mindfulness-based strengths practice) program. Meticulously outlined, complete with objectives, activities, and discussions, Niemiec explains each concept and how to use it, as well as providing research evidence for why it works. This could have been a dry text, but instead it is both engaging and accessible, with inspiring quotations and real-life stories that can help theoretical aspects of the book resonate.Practitioners will know what to do but also why it works. This balance is crucial for professionals in psychology, education, coaching, and management who seek reliable methods backed by empirical evidence.Reviewed by Sherri Fisher, MEd, MAPP, Washington, DC, in Positive Psychology News (Jan. 2024);Table of ContentsPraise for the First Edition of This Book Dedication Acknowledgments Foreword to Second Edition Preface Section I: Primers Chapter 1: A Primer on Mindfulness Chapter 2: A Primer on Character Strengths Section II: Integration Chapter 3: The Integration of Mindfulness and Character Strengths Chapter 4: Practice I: Strong Mindfulness (Bringing Strengths to Mindfulness) Chapter 5: Practice II: Mindful Strengths Use (Bringing Mindfulness to Strengths) Section III: MBSP Overview Chapter 6: Overview of MBSP: Science and Practice Section IV: MBSP Sessions Session 1: Mindfulness and Autopilot Session 2 : Your Character Strengths and Signature Strengths Session 3 : Obstacles and Struggles Are Opportunities Session 4: Strengthening Mindfulness in Everyday Life Session 5: Your Relationship With Yourself and Others Session 6: Mindfulness of the Golden Mean Session 7: Authenticity and Goodness Session 8: Your Engagement With Life Section V: MBSP Retreat, MBSP Leader Insights, Other Features, and Adaptations Chapter 7: MBSP Retreat Chapter 8: MBSP Leader Insights, Additional Features, and MBSP Adaptations References Section VI: Resources Appendix 1: Notes on Supplementary Material Appendix 2: About the VIA Institute on Character Appendix 3: MBSP Fact Sheet Appendix 4: Character Strengths Q&A Appendix 5: MBSP Certification Appendix 6: Pathways to a Full Life - The VIA Classification of Character Strengths and Virtues, and Valued Outcomes Appendix 7: MBSP Session-By-Session Summary and Centerpiece Activities Appendix 8: MBSP Learning Objectives Appendix 9: What Is New and Improved in MBSP in the 2nd Edition Appendix 10: Reading Activity 1.1: Overview of Mindfulness-Based Strengths Practice Appendix 11: Practice Worksheets for Character Strengths 360 Appendix 12: MBSP Feedback Form

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

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Book SynopsisWhen we learn, we change what we believe and how we interact with the world. This changes who we are as people and what we can achieve.Many people grow up being told they are not a maths person' or perhaps not smart'. They come to believe their potential is limited.Now, however, the latest science has revealed that our identities are constantly in flux; when we learn new things, we can change our identities, increase our potential and broaden our capacity to receive new information.Drawing from the latest research, Professor Boaler followed thousands of school students, studied their learning practices and examined the most effective ways to transform pupils from low to high achievers. Throughout her study, Boaler has collaborated with Stanford University neuroscience experts, harnessing their expertise to reinforce her advanced understanding of learning and educational development.In Limitless Mind, Boaler presents original groundbreaking research that proves that limiting beliefs rea

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Book Synopsis[A] creative and original book on resilience through crises' DAVID MILIBAND [A] fascinating book is full of insights I highly recommend it' KATE RAWORTH, AUTHOR OF DOUGHNUT ECONOMICSFrom a leading international crisis management expert, a breakthrough book about performance under pressure that will change the way you think about stressWhen we experience too much stress, we often feel like shutting down and escaping the source: we downshift'. With too little stress, we become apathetic and disengaged. But what happens in the middle zone when we experience what psychologists call positive stress' and how can we use it to overcome extraordinary barriers and perform at our peak?From his role as a globally recognised change-maker at the likes of the United Nations, the International Red Cross and the World Bank, Ben Ramalingam has a unique vantage point from which to identify the key principles that can enable anyone to use stress as an opportunity for change. We learn how a switch in mentality helps musicians dazzle huge crowds against all odds; how astronauts focus on originality to overcome life-threatening incidents; and how discovering a sense of purpose allows emergency health workers and aid experts to deal with unprecedented crises.Through a sweep of fascinating interviews, in-depth research and inspiring human stories, Upshift provides us with an everyday toolkit that can help to improve our work, relationships and mindset, and places us on the road to success. Taking readers on an epic journey from early humans' survival of the Ice Age to how modern social movements emerge and propagate in the digital world, Upshift is a reminder that creative solutions to complex problems will always exist as long as we're ready to innovate.Trade Review Next Big Idea Club, Must Read 2023 Non-Obvious Books Top 100 Business Books 2023 ‘Ben Ramalingam has brought all of his considerable passion and experience to write this creative and original book on resilience through crises. I will be looking for Upshifters from now on!’ David Miliband ‘How can we experience stressful situations not as a threat to avoid, but as a challenge to rise to? This fascinating book is full of insights from Ben Ramalingam's rich personal and professional experience of responding to crisis. I highly recommend it’ Kate Raworth, author of Doughnut Economics ‘A fascinating and inspiring read for everyone who aspires to harness creativity in the face of extreme constraints – which in today’s runaway world is every single one of us’ Jaideep Prabhu, author of Frugal Innovation ‘Upshift is an inspired book about those moments when operating on the edge of your comfort zones, when you discover not only who you really are but who you have the potential to be. It's essential for you – and for those around you’ Mike Adamson, Chief Executive Officer, British Red Cross ‘A thoughtful and insightful journey through the reality of crises and the power and value of our mindsets.’ Dr Sabrina Cohen-Hatton, Chief Fire Officer ‘A reassuring guide to empowerment’ Kirkus

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Book SynopsisArgues that schools, and children, can only be saved by radically retooling teaching methods. Based on his work on choice theory, this work offers teaching techniques which emphasize co-operation and creativity. It provides ideas for improving the success of teachers and the enthusiasm of students.

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

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Book SynopsisHandbook of Special EducationTable of ContentsPreface. The Nature and Nurture of Gifted and Talented Youth. Introduction. Identification of gifted and talented youth. Meeting the needs of gifted students through use of acceleration. Research on enrichment of efforts in gifted education. Social-emotional development and adjustment of gifted children. Research on special populations of gifted learners. Issues Affecting Students With Severe Disabilities. Introduction. Augmentative systems for communication with severely disabled students. Determining the acceptability of behavior support plans. Issues in health care in the education of students with the most severe disabilities. Transition from school to integrated work and community living. Policy implications of emergent full inclusion models for the education of students with severe disabilities. Children and Youth at Risk. Introduction. Risks associated with poverty: an analysis of problems and reform needs of urban schools. Challenges for limited English proficient students and the schools. Risks associated with students' limited cognitive mastery. Families and academic achievement: risks and resilience. Author index. Subject index.

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Book SynopsisDiscusses the analysis, comparison and integration of computational approaches to learning and research on human learning. This book aims to provide the reader with an overview of the prolific research on learning throughout the disciplines. It also highlights the important research issues and methodologies.Trade ReviewEphraim Nissan, University of Greenwich The title of this book accurately describes its editors' ambition: outstretching both arms wide open to get hold of as diverse foci as learning in humans, versus what the discipline of machine learning (ML) within artificial intelligence (AI) actually amounts to in the main...Used properly...this volume can be a trove. A trove of leads to lead you outside the grasp of its compass. To the extent that the book can do that for the reader, it has fulfilled its purpose. No other single book, to my knowledge, would do the same for us on this global subject. Pragmatics & Cognition A certain unity (in this publication's) approach, focusing on the analysis of phenomena in their compexity and developing a "flexible" vision of learning, integrating the role of context, goals and previous knowledge, gives an undeniable coherence to this work. L'Annee PsychologiqueTable of ContentsChapter headings: Towards an Interdisciplinary Learning Science (P. Reimann, H. Spada). A Cognitive Psychological Approach to Learning (S. Vosniadou). Learning to Do and Learning to Understand: A Lesson and a Challenge for Cognitive Modeling (S. Ohlsson). Machine Learning: Case Studies of an Interdisciplinary Approach (W. Emde). Mental and Physical Artifacts in Cognitive Practices (R. Saljo). Learning Theory and Instructional Science (E. De Corte). Knowledge Representation Changes in Humans and Machines (L. Saitta and Task Force 1). Multi-Objective Learning with Multiple Representations (M. Van Someren, P. Reimann). Order Effects in Incremental Learning (P. Langley). Situated Learning and Transfer (H. Gruber et al.). The Evolution of Research on Collaborative Learning (P. Dillenbourg et al.). A Developmental Case Study on Sequential Learning: The Day-Night Cycle (K. Morik, S. Vosniadou). Subject index. Author index.

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Book SynopsisBrings together the research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. This book addresses four main themes that include traditional cognitive views on knowledge acquisition and socioconstructionist perspectives.Table of ContentsPreface. Cognitive, Developmental and Motivational Aspects. Conceptual change research: state-of-the-art and future directions (S. Vosniadou). The development of ontological categories: stable dimensions and changing concepts (S. Pauen). Motivational beliefs as resources for and constraints on conceptual change (P.R. Pintrich). Situational Aspects. Conceptual change and contextualization (O. Hallden). Systems of signs and conceptual change (T. Nunes). Concepts, cognition and discourse. From mental structures to discursive tools (R. Saljo). Knowledge, belief, and opinion: a sociologist's view of conceptual change (D. Kalekin-Fishman). Domain-Specific Aspects. Knowledge restructuring in an economic subdomain: banking (A.E. Berti). Conflicting data and conceptual change in history experts (M. Limon, M. Carretero). When change does not mean replacement: different representations for different contexts (J.I. Pozo et al.). Children's conceptions about the role of realworld knowledge in mathematical modelling: analysis and improvement (L. Verschaffel et al.). Instructional Aspects. Task-dependent construction of mental models as a basis for conceptual change (W. Schnotz, A. Preus). Constraints on the effectiveness of diagrams as resources for conceptual change (R. Lowe). Computer-assisted instructional strategies for promoting conceptual change (J.A. Biemans). Conceptual change approaches in science education (R. Duit).

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Book SynopsisExamines how knowledge is socially constructed and shared through discursive interactions within the classroom community. This book discusses the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggests how teachers can create an effective learning partnership to stimulate children.Table of ContentsChapter headings: Introduction (H. Cowie, G.M. van der Aalsvoort). Studying social interaction in instruction and learning: methodological approaches and problems (G.M. van der Aalsvoort, F.J.H. Harinck). Institutional framings in thinking, learning and teaching (M. Grossen). Identity and social interaction in a community of inquiry (E. Elbers, L. Streefland). Collective argumentation: a sociocultural approach to reframing classroom teaching (R.A.J. Brown, P.D. Renshaw). The development of children's social representation of the primary school curriculum (G.M. Ivinson). Learning for communication skills and social processes of peer support: a case-study of good practice (P. Naylor, H. Cowie). Co-construction in kindergarteners' free play: effects of social, individual and didactic factors (P.P.M. Leseman et al.). Activity and interaction in pedagogical contexts (J. Ireson). Mapping the dynamics of peer group interaction: a method of analysis of socially shared learning processes (K. Kumpulainen, M. Mutanen). Deep processing in a collaborative learning environment (C. van Boxtel et al.). Language for thinking: a study of children solving reasoning test problems together (R. Wegerif, N. Mercer). Guided Participation, discourse and the construction of knowledge in Mexican classrooms (S. Rojas-Drummond). Overview and new perspectives (G.M. van der Aalsvoort et al.).

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Book SynopsisThis book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfTable of ContentsBoundary Crossing as a Theoretical Basis for Research on Transfer. Learning and Transfer in Vocational Education. Learning in Workplaces.

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Book SynopsisDrawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. It addresses topics such as: foundations of conceptual change research, examines the influence that personal beliefs have on conceptual change, and focuses on mathematics learning and teaching.Table of ContentsAcknowledgments Contributors Preface The Conceptual Change Approach and its Re-framing PART 1: The Foundations of the Conceptual Change Approach: Kuhns Enfluence in Philosophy, History of Science and Psychology The Philosophical Foundation of the Conceptual Change Approach: An Introduction In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science Kuhn's Philosophical Successes? Conceptual Change and Scientific Realism: Facing Kuhns Challenge Background 'Assumptions and the Grammar of Conceptual Change: Rescuing Kuhn by Means of Wittgenstein Commentaries Reflections on Conceptual Change Conceptual Change as Structure Change: Comment on Kuhns Legacy PART 2: Personal Epistemologies and Conceptual Change Personal Epistemology and Conceptual Change: An Introduction Epistemological Threads in The Fabric of Conceptual Change Research Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Influences, and Knowledge Objects Conceptual Change in Physics and Physics-Related Epistemological Beliefs: A Relationship under Scrutiny Effects of Epistemological Beliefs and Learning Text Structure on Conceptual Change Conceptual Change Ideas: Teachers Views and their Instructional Practice Commentary First Steps: Scholars Promising Movements Into a Nascent Field of Inquiry PART 3: Extending the Conceptual Change Approach to Mathematics Learning and Teaching Extending the Conceptual Change Approach to Mathematics Learning and Teaching: An Introduction "When we Clashed with the Real Numbers": Complexity of Conceptual Change in Number Concept How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line Students Interpretations of Literal Symbols in Algebra Teaching for Conceptual Change: The Case of Infinite Sets Commentaries Nurturing Conceptual Change in Mathematics Education Reconceptualizing Conseptual Change

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Book SynopsisAbout our authors Geoffrey E. Mills is a native of Australia, Geoff moved to the USA in 1986 to undertake doctoral studies at the University of Oregon. After completing his Ph.D. in 1988, Geoff accepted his first teaching position at Southern Oregon State College (now Southern Oregon University). After 12 years of teaching, Geoff moved into university administration and was Dean and Professor of Education in the School of Education for 12 years. Geoff returned to teaching at Southern Oregon University in 2012 and now teaches educational leadership and educational research. Geoff has traveled extensively and given invited presentations in Australia, New Zealand, Greenland, United Kingdom, Canada and many states in the US. Geoff is also the author of Action Research: A Guide for the Teacher Researcher.Table of ContentsTable of Contents PART I: FOUNDATIONAL CONCEPTS AND PROCESSES Introduction to Educational Research Ethics in Educational Research Selecting and Defining a Research Problem Reviewing the Literature Preparing and Evaluating a Research Plan Selecting a Sample Selecting Measuring Instruments PART II: RESEARCH DESIGNS Survey Research Correlational Research Causal-Comparative Research Experimental Research Single-Subject Experimental Research Narrative Research Ethnographic Research Case Study Research Mixed Methods Research: Integrating Qualitative and Quantitative Methods Action Research PART III: WORKING WITH QUANTITATIVE AND QUALITATIVE DATA Descriptive Statistics Inferential Statistics Qualitative Data Collection Qualitative Research Data Analysis and Interpretation PART IV: REPORTING AND CRITIQUING RESEARCH Preparing a Research Report Evaluating a Research Report

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