Educational psychology Books

Book SynopsisCovering everything from Anxiety to Fragile-X Syndrome, Stephen Heydt provides an alphabetical categorisation of the possible issues a child with autism spectrum disorder (ASD) may encounter.Written by an experienced clinical psychologist, this book offers information for parents whose children have been diagnosed with ASD, and is presented in an easy-to-use A to Z format. In a return to core understandings of ASD, the author translates difficult behavioural issues into practical information and strategies. Designed for parents and carers in a methodical order, A Parent's ABC of the Autism Spectrum will help explain the challenges of living with childhood ASD.Trade ReviewStephen Heydt's love, respect and understanding of children on the autism spectrum shines through in this easily accessible book. It is a veritable cornucopia of all things pertaining to autism. Scrupulously researched, it makes finding information on all aspects of autism as easy as ABC.A book that is Accessible, Beneficial and Convenient, that should grace the shelves of all those who are eager to know more about this enigmatic condition. -- K. I. Al-Ghani, specialist advisory teacher, university lecturer, autism trainer and international author of books on ASDEach child's different qualities enrich us all,' Stephen Heydt reminds readers in this brief but reassuring, wide-ranging guide. Practical and accessible, A Parents' ABC of the Autism Spectrum offers sympathetic, clear definitions, concise explanations, and thoughtful strategies for how we can best support our children with ASD. -- Liane Kupferberg Carter, author of Ketchup Is My Favorite Vegetable: A Family Grows Up With AutismI have long admired the work of Stephen Heydt, a clinical psychologist with over 30 years' experience with children on the autism spectrum. This A to Z of autism is perhaps the most helpful book for caregivers that I have read in my long history of working in the field. -- Dr Lisa Brice D. Psych. M. Psych. M. Soc. Sci., Clinical Psychologist, Asperger Services AustraliaStephen's book is a compendium of well and less known facts about children on the autism spectrum. It is written in a format to help parents understand their children's needs and obtain or provide the essential support to help them thrive. It is grounded in Stephen's decades of experience and current research with informative and scientifically based references explained so that anyone can understand. This A to Z, via synaesthesia and prosopagnosia, for example, includes information about autism that even some professionals may not know. -- Cathy Pappalardo, M Ed St, BA, Dip Ed, Cert IV TAE, GAICD, Executive Director and Principal, Hubbard's School, Brisbane, AustraliaTable of Contents1. For Parents. 2. A to Z.

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Book SynopsisDrawing on the author's cutting-edge research this practical book helps teachers better understand the causes of bullying, gives them confidence to resolve nuanced cases, and provides them with the tools to develop pupil-led anti-bullying campaigns. This book delves into the complex nature of bullying at school in a clear and approachable way. It helps school staff understand the student's views and experiences of bullying, and how power imbalances and systemic inequalities can contribute to bullying relationships between pupils. The author provides evidence-based interventions that suggest ways teachers can develop knowledge and skills to resolve incidents. Key to this is a new approach to pupil-led interventions which allows staff to harness pupil voices to develop effective anti-bullying strategies. Included are resources and tools to help teachers set up these advisory groups and interventions, and train others to do the same. This is essential reading for teachers looking for a comprehensive and accessible guide to tackling bullying.

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Book SynopsisAddressing the gender gap in the understanding of autism, this multi-perspective book explores the educational needs of girls on the autism spectrum from early years to secondary school, in both mainstream and special settings. The collection, comprising insights from autistic women and girls and educational and medical professionals makes recommendations for a collaborative and integrated approach that enables girls on the spectrum to reach their full potential. By establishing close collaborations between girls on the spectrum, their parents, teachers and specialist professionals, the field can move forwards in terms of providing understanding and an appropriate educational framework for success.Trade ReviewThis book is a treasure trove of ideas and insights about autistic girls and women in education. It brings together a wonderful diversity of perspectives, with contributions from autistic people, parents, specialist teachers, clinicians and researchers. It will be of interest to anyone looking to promote the wellbeing and life chances of autistic girls and women. -- Dr Will Mandy, Associate Professor of Clinical Psychology, UCLThe distinctive educational experiences of autistic girls and young women have been overlooked for far too long. Hebron and Bond's superb edited collection begins to put that right by combining insightful personal reminiscences and professional reflections with cutting-edge research. This is a collection that everyone interested in autism research and practice needs to read. -- Liz Pellicano, Professor of Educational Studies, Macquarie University, AustraliaThis book is an invaluable resource for those interested in providing appropriate support to autistic girls. It brings together personal experience, professional expertise and research in an accessible way. The subject is brought alive by compelling narratives, clear case studies and examples of excellent practice from a range of contexts. -- Dr Karen Guldberg, Professor in Autism Studies, University of BirminghamTable of ContentsAcknowledgements; Introduction - Caroline Bond and Judith Hebron; Section 1: Personal Perspectives; 1. Education as a Girl with Asperger's Syndrome: A First-Hand Perspective -Rachael Salter; 2. Growing Up and Taking Charge: Personal Perspectives from an Autistic Woman and her Mother - Sarah-Jane Critchley and Elizabeth Critchley; Section 2: School-based approaches; 3. Autistic Girls in the Early Years and Primary School - Lynn McCann; 4.Managing the Transition from Primary to Secondary School for Autistic Girls: A Case Study Approach - Judith Hebron; 5. Meeting the Needs of Autistic Girls at Secondary School - Gareth Morewood, Carla Tomlinson, and Caroline Bond; 6. The Specialist Secondary Experience: An Alternative View of Secondary Education for Autistic Girls - Sarah Wild; Section 3: Wider professional support and intervention; 7. Girls with Autism: Psychiatric, Neurodevelopmental and Psychiatric Aspects - Christopher Gillberg; 8. A Clinical Psychology Perspective on the Experiences and Mental Health Challenges of Girls with Autism - Judy Eaton; 9. Speech and Language Difficulties and Service Provision for Girls with Autism - Alexandra Sturrock and Etienne Goldsack; 10. The Role of Educational Psychologists in Supporting Girls with Autism in Education - Caroline Bond and Siobhan O'Hagan; Conclusion - Caroline Bond and Judith Hebron; Biographies; References and Index

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Book SynopsisThis accessible and much-needed resource sets out advice on how to develop character and encourage wellbeing in pupils aged 5-11.Schools are increasingly aware of how beneficial positive character skills can be, but resources on how to develop them are scarce. This book gives teachers the means to promote gratitude, positive emotions, character strengths, and positive relationships through 100+ easy-to-implement activities such as student diaries, classroom displays and letter writing campaigns. It also includes tools and strategies that go beyond the classroom, helping to embed character education into the culture and ethos of the entire school. Each chapter will include a short introduction to the relevant theoretical background, and all activities are based on validated character education and positive psychology interventions.Bite-sized and practical, and full of ideas that can be dipped in and out of in the classroom, this is an ideal book for busy teachers.Trade ReviewCharacter Toolkit for Teachers is an immensely readable and practical book that will be a source of inspiration and guidance for any teacher who is passionate about education and helping children and young people to cultivate vital character virtues that enable them to flourish. -- Dr Tom Harrison, Director of Education, Jubilee Center for Character and Virtues, University of BirminghamTheories come and go, and as interesting as these may be, the only way the science of character can have a tangible impact in the classroom is through finding concrete and creative ways to translate it into practice. This toolkit does just that. All exercises are clear, explicit and easy to follow, adding up to a great dip-in and dip-out teacher support. -- Dr Ilona Boniwell, Programme Leader, MSc in Applied Positive Psychology, Anglia Ruskin University & CEO of PositranThe Character Toolkit for Teachers is an excellent resource for busy teachers seeking an introduction to Character Education and Positive Education in an accessible and well-researched book. It includes a wealth of ideas that can be built into educational programs to promote mental health and well-being in children, and, just as importantly, it details practical activities that can be lifted straight off the pages and delivered in schools and classrooms tomorrow. I recommend The Character Toolkit for Teachers to school personnel charged with enabling young minds to develop a positive perspective towards life, learning and relationships. -- Jane Kirkham, Psychologist and Teacher, Association of Independent Schools of Western AustraliaThe Toolkit's many exercises provide school professionals and their pupils with the necessary guidance to teach and learn differently. The authors invite us to effect a mental shift, by considering well-being as an essential key to success. Through its thoroughly researched background information, precise instructions, practical references and-most importantly-sincere empathy, this book strikes me as a perfect instrument to make simple steps towards great goals. -- Claire Russon, psychologist, senior research and development advisor, Ministry of Education, Children and Youth, LuxembourgThe authors have carefully created a brilliant guide. The book expertly provides theories and fun-yet-thought-provoking practical activities in easy, accessible chunks for schools that strive to help each child reach their full potential. The Toolkit guides teachers to look beyond the academic side of a child and helps to supply stability and wellbeing. It ensures that children feel safe, engaged, supported and challenged in all areas of their lives moving through school into adulthood. -- Louisa Simons, Lower Key Stage two Phase Leader and Whole School Growth Mindset Leader, Brodetsky Primary SchoolThe Character Toolkit brilliantly combines current research in the field of character education with strategies for teacher implementation. Clear, straightforward classroom activities, which are easy to put into practice, are presented alongside background reading and links to further information which allow teachers to develop their knowledge and understanding. This is a practical and invaluable resource for teachers seeking to support students in navigating the school years and beyond. -- Lauren Knussen, Senior Research Associate & PhD Candidate, School of Education, University of Technology SydneyPositively practical...perfectly poised to become a primary resource for teachers, practitioners and parents alike. The activities and resources are easily adaptable to various settings and ages, even my college-level students! The Character Toolkit for Teachers is definitely a must-have in the library of anyone concerned about the social-emotional wellbeing of our children and youth. -- Beverley Myatt, M.Ed. Psychology Professor, Durham College, Ontario, CanadaSteeped in research, this toolkit should be essential reading for every school team and integral in the design of a character education curriculum. Wellbeing must be a priority for both children and staff in school and character education part of the foundation on which to help build a school's ethos and culture. Roberts and Wright have written a must-read for teachers everywhere. -- Flora Barton, Headteacher, Crowmarsh Gifford C. E. Primary SchoolThe Character Toolkit is an essential resource for teachers and school leaders who wish to introduce character education and positive education into their classrooms and school environments in a meaningful way. In this toolkit, Roberts and Wright have provided educators with a broad range of useful, practical and evidence-based activities to assist with the provision of a holistic education which prioritises student and community wellbeing. -- Rhiannon McGee, Head of Positive Education at Geelong Grammar SchoolFrederika and Elizabeth bring to life the theory of character education as bitesize practical chunks in this teacher-friendly guide. They have done the hard work for us in distilling the reading into suggestions for how to apply it in a school (or a home) environment. Ethos, Morals, Ethics, Values and Virtues are buzz words in current education discussions but teachers do not always know how to put them into practice in a research-informed way. I especially like the chapter on gratitude and kindness, with the focus on developing 'emotional granularity' in our learners. If our students can be holistically taught to identify, articulate and harness their emotions then we will enable them to flourish with mental and physical wealth. I look forward to sharing this book with my staff, students and parents at Aureus. -- Hannah Wilson, Executive Headteacher Aureus School & Aureus Primary SchoolEvery so often you read a book which will be powerful enough to define your pedagogy; I believe that Character Toolkit is such a book! Every teacher deserves to have a copy on their desk. It translates an extraordinary amount of outstanding research into simple learning activities that will transform classrooms into places of discovery, joy and fun, and allow students to flourish, grow and positively contribute to society. Imagine also the positive ripple effect across entire school communities! -- Vanessa Gamack, Mission and Education Advisor, Anglican Schools Commission, Southern QueenslandA sensationally effective practical toolkit! Throughout the guide, Roberts and Wright seamlessly use theoretical perspectives and evidence based research to introduce a theme and set the context for tasks; these include whole school, class, group and individual activities to develop character and a positive approach to education. Activities are clear and quick to read - no time wasted! Additionally, further reading and TED talks are suggested. This really is the text of my teacher dreams; a multi-layered character education gem that needs to be on every school bookshelf! -- Kate Sowter, Deputy Head Pathfinder Teaching School, CPD Lead Pathfinder Multi Academy TrustTable of ContentsIntroduction. Section 1: Character Education. 1. Gratitude. 2. Kindness. 3. Teamwork. 4. Love of Learning. 5. Self-Reflection. Section 2: Positive Education. 6. Happiness and Positive Emotions. 7. Mindfulness and Meditation. 8. Positive Relationships. 9. Goal Setting and Achievement.

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Book SynopsisChildren can struggle to engage with and articulate certain emotions, which can have a profound impact on their behaviour, confidence and ability to form relationships, follow instructions and perform tasks. This resource for teachers, therapists, counsellors and parents uses children's literature and some of its well-known characters, such as the Rainbow Fish and Stanley Yelnats IV from Holes, as a basis for practical activities that enable children to express and manage these emotions.Social-emotional literacy training assists students in developing important life skills such as the ability to develop good relationships and empathy skills, as well as being able to understand, manage and communicate their own emotions. This book offers an introduction to social-emotional literacy, followed by activities related to emotions such as empathy, friendship, grief and self-esteem, aiming to embed this literacy training into daily school and home activities to increase children's chances of future success.Trade ReviewI was blown away by this book! The sheer quantity of resources is amazing, but the methodology of using these resources concurrently with clinicians, parents, and teachers is brilliant. -- Jennifer Taylor, LCSW, RPT-S, Jennifer Taylor Play Therapy Services, Honolulu, HIWhat a jewel of a tool for therapists, teachers, parents, and anyone who loves witnessing the healthy social-emotional development of our sweet kiddos! The concepts and practical exercises in this book are truly demonstrative of Dr. Elswick's depth and breadth of clinical and research experience. I can't wait to integrate this creative approach into my work with children and adolescents! -- Madison L. Brunswick, LCSW, BCCTable of Contents1. Introduction to Social-Emotional Literacy. 2. Assessment and Progress Monitoring Social-Emotional Skills. 3. Empathy Skills. 4. Friendship/Social Skills. 5. Bullying/Conflict Resolution. 6. Grief/Loss. 7. Feelings/Emotions. 8. Facing Fears/Courage. 9. Being Truthful. 10. Uniqueness/Differences. 11. Self-esteem. 12. Conclusion. Resources and References.

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Book SynopsisCan you spot Dinaroo and her friends and see what they have found in the dump? Can they recycle it? Or make something new? Written by two leading psychologists, the engaging, colourful, fully illustrated alphabet story in the first part of this book is accompanied by an extensive workbook section. Here you find exercises, in the form of games, to develop the important component skills needed for reading and learning about printed letters. Together you and the child will be able to practice the phoneme (speech sound) awareness and other fundamental language skills that are so important, and often difficult to acquire, for young children who may have dyslexia or speech and language problems. My Special Alphabet Book will provide the vital early support these young children need in literacy. It also includes a user-friendly guide for parents and teachers, as well as extension activities to build awareness of environmental issues.Trade ReviewI would strongly recommend any educator, specialist teacher or parent to use this book which introduces the alphabet and the letter-sound correspondences so vital to successful reading development. It also presents the concepts and materials in a fun and topical manner which will hold the attention of the child. -- Dr Kevin Smith, Professional Development Co-ordinator of the Professional Association of Teachers of Students with Specific Learning Difficulties (PATOSS)This is a lovely book! It is also special in embracing the important principle that language is the foundation of literacy. Complete with beautiful illustrations, and an important environmental message, the book acknowledges the need to build phonological awareness and oral language skills in concert. Parents and children can together enjoy activities including the key components of reading for meaning: phonological awareness, active listening, vocabulary enrichment, questioning, inferencing and story-telling. Based on the insights of two psychologists with extensive clinical experience, the book is aimed at children with dyslexia, acknowledging that many such children have language difficulties. However, the book can be recommended to all parents and grandparents who care about literacy. -- Professor Maggie Snowling CBE, President of St. John’s College, University of OxfordTable of ContentsAbout this WorkbookWho we areWhy we have written this WorkbookWhat's inside this WorkbookThings to remember when reading this WorkbookThe Alphabet Recycle StoryHow to use this bookWhat is Dyslexia?What are Developmental Language Difficulties?What skills do children need to start to learn to read?How to read the Alphabet Recycle story to a childIntroducing the ActivitiesPart 1: Phonological awareness/sounds activitiesActivitiesActivity 1: Words and soundsActivity 2: Syllable SegmentationActivity 3: Phoneme SegmentationActivity 4: Rhyme ProductionActivity 5: AlliterationActivity 6: Identifying End Sounds in WordsActivity 7: Sound Blending;Part 2: Linking Letters to Sounds (The Linkage Games)ActivitiesMaterials for Activities 8-11Activity 8: Easy LevelActivity 9: Middle Level 1Activity 10: Middle Level 2Activity 11: Hardest LevelActivity 12: Finger TracingActivity 13: Linking letters and sounds - two letters togetherPart 3: Learning to ListenActivity 14: Following instructionsPart 4: Language ActivitiesActivity 15: Expanding vocabularyFeeling wordsDoing Words (verbs):Describing Words (adjectives)Activity 16: Learning Some Difficult Words and ConceptsActivity 17: Asking 'Wh' Questions (who, where, why and when)Activity 18: Asking How questionsActivity 19: Developing NarrativeActivity 20: Making simple predictionsActivity 21: What am I?Part 5: Harder Sound ActivitiesActivity 22: Taking Away Beginning Sounds from WordsActivity 23: Taking Away End Sounds from WordsPart 6: Harder Sound and Letter Linkage ActivitiesActivity 24: Linking letters and sounds - three letters togetherPart 7 Harder Listening ActivitiesActivity 25: Spot the mistakeActivity 26: Spotting target words in a storyStory 1Story 2Part 8: Extension Language ActivitiesActivity 27: Expansion and RecastingActivity 28: Reflection and ReinforcementActivity 29: Understanding Rules of GrammarActivity 30: Describing Daily RoutinesPart 9: Drawing Shapes and Writing LettersActivity 31: Copying ShapesActivity 32: Learning to Write LettersPart 10: Green Awareness/Eco ActivitiesActivity 33: What are things made of?Activity 34: Using waste thingsActivity 35: Sorting the rubbishCut-out 1Cut-out 2Cut-out 3Cut-out 4

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Book SynopsisDynamic assessment is a collaborative, flexible approach to assessment which explores how a child learns and which aspects of their learning require intervention.Learn how you can improve learning with a whole school approach to dynamic assessment complete with classroom ideas, resources, and strategies. The authors who frequently train in DA provide simple explanations of the contemporary model of dynamic assessment that make the links between theory and practice explicit. . Each chapter has designated downloadable resources such as rating scales of affective and cognitive learning, checklists, goal ladders and more with easy-to-follow instructions on how they should be used.This book will support you to understand DA principles and actively demonstrate mediated learning for meaningful interventions, consultations, clear support strategies and effective feedback and feedforward skills to not only help students learn, but to help them learn better.Trade ReviewThis is a landmark publication. The authors' indispensable contribution presents accessible theory, practice, and resources to expand dynamic assessment practice beyond individual work to embedding it in a whole school approach. -- Dr Phil Stringer, Educational Psychology Group, UCLVisionary, inspirational and invaluable. This warm and engaging guide to the effective application of DA, with creative resources developed by the authors, is a must- read for education and health practitioners. -- Dr Elizabeth King, Chartered Psychologist and Registered Practitioner PsychologistThis contemporary, engaging and accessible guide to dynamic assessment and intervention, provides the reader with a wealth of knowledge and practical resources. Excellent for those in the business of supporting 21st century learners. -- Dr Taryn Moir CPsychol AFBPsS, Senior Educational Psychologist, and author of How to Create Autonomous LearnersI recommend Fraser Lauchlan and Clare Daly's Applying Dynamic Assessment in Schools. The writers brilliantly explain dynamic assessment theory and practice. As a Nigerian educational psychologist, I learned how to improve my assessment and student support. The book's real-world examples, case studies, and graphical portrayal are essential for policymakers and educational psychologists implementing dynamic assessments in their schools or districts. Any educator should read it. -- Emmanuel Stephen Oluwaseun, Dyslexia Advocate, Association of Nigerian Educational PsychologistsThis book really brings dynamic assessment alive. It clearly illustrates how to bridge the approach into everyday practice. It is filled with useful resources and practical activities. -- Rhiannon Quinn, Senior Educational Psychologist, North Lanarkshire Educational Psychology ServiceEvery educator who is passionate about developing learner potential should without doubt read Applying Dynamic Assessment in Schools! A straightforward, no nonsense approach to an ever expanding need to address the diverse challenges facing teachers. We can at last have a source of reference that provides approaches that are both sustainable and workable. A definite must on the teacher's to do list! -- Maureen Jones, Primary Teacher, Glasgow

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Book SynopsisAsperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Asperger Syndrome (AS).Based on the successful experiences of classroom teachers, and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organization and time management techniques to framing classroom instructions to make lessons more accessible for children with AS. The authors' straightforward, practical advice relates to every part of the school day and includes advice for teaching specific subject areas. They give tips on helping students navigate the school environment, how to handle social situations like lunch and breaks, and what to do during unstructured periods.This book is essential reading for teachers and school staff who want to fully include AS students in the classroom.Trade ReviewA goldmine of practical strategies that will be of benefit to teachers with or without experience. This is an extremely readable book which is packed full of practical advice, strategies and opportunities for reflection on managing young people's lives at school, with down to earth text covering such areas as curriculum, transport, discipline, unstructured time and much more. The book enables an individual and whole school approach to facilitate inclusion with an emphasis on learning. -- Elaine Colquhoun, President, NASENAsperger Syndrome in the Inclusive Classroom offers support and practical techniques for teachers who work with children with Aspeger Syndrome (AS). Based on the successful experiences of classroom teachers', and written from a teacher's perspective, this book provides creative and easy-to-apply strategies that support and encourage AS students in the mainstream classroom, from organisation and time management techniques to framing classroom to make lessons more accessible for children with AS. This book is essential reading for teachers and school staff who want to fully include AS students in the classroom. -- Ask AceAsperger Syndrome in the Inclusive Classroom: Advice and Strategies for Teachers will become a 'security blanket' for teachers first experiencing Asperger Syndrome in their classroom. This book is a common-sense approach to working with these children. The book discusses adaptations in the classroom, teaching of academic subjects, special subject classes, unstructured school time, and social and emotional concerns of children with Asperger Syndrome. Teachers who read this book will now say, 'I'm getting a child with Asperger Syndrome; let's work together and make this a positive experience for everyone.'" -- from the Foreword by Peter W. Riffle, 2005 National Veterans of Foreign Wars Citizenship and Education Teacher of the Year 2000 Disney American Teacher Award Special Education HonoreeTable of ContentsA Note on the Book. Foreword by Peter Riffle. Introduction. 1. "Doing" School. 2. Academic Subjects. 3. Special Subjects. 4. Other Periods in the School Day. 5. Social and Emotional Concerns. Conclusion. Appendix A: Daily Homework Checklist. Appendix B: How to Help Your Classmate - Peer Helper Handout. Appendix C: Student Information Form. References. Index.

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Book SynopsisUnderstanding how children think and feel is the key to buiding good relationships in the classroom. This book looks at: underlying causes of emotional conflicts the nature of maladaptive coping mechanisms why boys tend to "act out" and girls ten to "act in" interventions to promote the use of adaptive coping styles. Table of ContentsChapter 1 Introduction; Chapter 2 Tags; Chapter 3 Maladaptive defence mechanisms; Chapter 4 Adaptive coping styles;

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Book Synopsis"I'd die without my Blackberry" - one young person's comment sums up a generation of young people who are increasingly living their daily lives through their phones and the internet. Cyberbullying is rife, affecting one in five 10-19 year olds. It causes anxiety, unhappiness and mental health problems; in extreme cases even leading to suicide.This book provides a compelling and up to date account of the constantly evolving problem of cyberbullying: the different forms it can take, how the impact differs on boys and girls of different ages, and which children are most vulnerable. Drawing on the findings of the author's survey of over 9,000 children and teenagers, Cyberbullying and E-safety provides a revealing account of the direct experiences and views of children. It describes how a new world where emerging technologies such as smartphones have transformed online social behaviour requires a new, more relevant approach to e-safety and the problem of cyberbullying. The author provides this in the form of a youth-led, age- and gender-appropriate model for cyber-education in the modern world; a 3-tier model comprising universal e-safety education accompanied by targeted and intensive support and advice for children at most risk. She also outlines a school-wide model for preventing and responding to cyberbullying in children, young people and teachers, and provides a wealth of guidance and tools for individuals and schools including templates and lesson plans.Cyberbullying and E-safety is required reading for teachers, counsellors, youth workers, social workers, and other professionals working with children and young people.Trade ReviewThe 250 pages are an excellent resource that will be of considerable benefit to social workers, teachers, youth workers, and all those working with young people who are concerned about the terrible, and oft-times lethal impact of bullying in general, and, in particular, the pernicious and pervasive risks of cyberbullying. The author's prodigious research draws on a survey of over 9,000 children and teenagers. The perceptions and experiences are described of those young people who are adjusting to a world where new and powerful technologies require radically different and relevant responses to e-safety and cyberbullying. -- Nurturing Potential, Potential UnleashedThis is an extremely useful book for teachers and other professionals working with young people, It provides a review of the current evidence together with thorough guidance for dealing with the problem of cyberbullying... This is not just a description of a problem but a handbook for action... an invaluable guide for any school that wants its staff and pupils to move in a safer and happier cyberworld. -- Special ChildrenThis is a well-researched book provides ideas, models, guidance and plans that should help you prevent cyberbullying. It will help you understand the experiences and needs of those suffering. It doesn't provide just evidence, but also offers good ideas on how to respond. -- The Teacher(...) a comprehensive, bang-up-to-date compendium about how the British teenagers' addiction to smartphone use has changed our society for ever... It is currently the essential guide to the sheer awfulness of some children's experiences of cyber-bullying, and the current best practice in both putting a stop to it and preventing it from happening in the first place. -- Church TimesA well-balanced and accessible text which provides a comprehensive overview of current research and policy in the field. This text provides excellent guidance and useful practical strategies on how to tackle cyberbullying and improve e-safety for children, young people and professionals in schools and the wider community. It is an extremely valuable addition to the field of cyberbullying and e-safety. -- Nathalie Noret, Senior Lecturer in Psychology and Director of the Unit for Child and Youth Studies Faculty of Health and Life Sciences, York St John University, UKAdrienne Katz has gone beyond her already impressive research into and experience in the field of cyberbullying and the effects it has on children and young people with this new book. She looks here at what advice we can give to young people, as professionals, that will really work, and that young people can understand and use to protect themselves against cyberbullying. The book gives an insight into what young people really feel about this type of bullying, what they want us as professionals to do about it, and what is the most effective way of protecting them against it. They want to be more involved in the strategies to reduce cyberbullying, and to be consulted during the process.This book answers the important question, how can we give young people the freedom to enjoy technical communication, whilst keeping themselves safe? It is a compelling read and a must for every school's bookshelf. -- Val McFarlane, Director, Bullying Intervention Group, UKBased on extensive practice and research, this book provides you with easy to follow approaches to engaging young people with effective e-safety education and to successfully tackle bullying issues in the school community. The author skilfully engages young people to advise on how we can 'nudge' them to adopt safer behaviours when using communication technologies. Young people's voices and case studies give us insight into experiences faced by youth in today's technological age.Bullying through the use of new technologies is a phenomenon impacting on young people 24/7. Using Cyber Surveys to find the 'digital self' of teenagers, the author describes the trend in the use of mobile communication devices to hurt and humiliate, with young people de-sensitised to shocking messages on-line. This insightful and practical guide explores what cyberbullying is, how it affects young people and what to do to prevent it, as well as how to respond if it happens to you (or someone close to you)! -- Mohammed Bham, Chair of the National Association of Principal Educational Psychologists, and Anti Bullying Lead at Solihull Council, UKThis book focuses the author's wealth of experience and expertise upon the single biggest issue currently facing those passionate and determined to challenge bullying in the 21st century. Amid a swiftly evolving lexicon of put downs and bullying insults, Katz's book will quickly establish itself as a 'must have' tool in our kit to help adults guide children safely along our ever expanding digital highways.We must now add 'digital literacy' to the skills young people require to navigate safely the 21st century. -- Jonathan Charlesworth M.Ed. Executive Director, EACH (Educational Action Challenging Homophobia), UKThis is a comprehensive and priceless resource for all those who share the passion and dedication of the author to prevent and tackle cyberbullying and educate our youngsters with regards to e-safety. It provides insight into the virtual world of our young people and the realities of the impact that cyberbullying can have on their lives. -- Graham Tilby, Head of Safeguarding, Dudley Safeguarding Children Board, UKAt last a really good, practical, down to earth book about the menace of cyberbullying. Written by an expert in the field, this is an innovative guide for teachers and educators in a time when technology has moved from 'share the computer' and 'get off the phone' to a time when young people have the world at their fingertips - both the good and the bad. Talking to young people about their experiences, how they want to use their electronic devices, how they can enjoy and use them with confidence and purpose and how they can avoid being both the bully (sending unkind messages to schoolmates and others) and the victim (the receiver of an unkind messages) is as much an educative process as teaching a child their times tables. The difference is that while the times tables remain constant, what we taught them last year/month/week about the smart phone may well be out of date already.This book contains good advice for teachers and educators to help young people think about the power they have at the push of a button. I am sure that this book will be a seminal work on cyberbullying. -- Carrie Herbert, MBE., Chief Executive, Red Balloon Learner Centre Group, UKAdrienne's Cyberbullying and E-safety is a must read for those policy makers, practitioners and educators who are really committed to listening to and supporting our most vulnerable children for whom this is a growing issue. -- Lorna Jackson, Professional Advisor for Suffolk County Council on Safeguarding Learning and Quality Assurance, UKTable of ContentsAcknowledgements. Preface. 1. Young People in the New Connected World. 2. Bullying and Cyberbullying: What Do We Mean? 3. New Tools for Bullies. 4. The Kinds of Bullying Young People Experience. 5. Meeting the Needs of Both Boys and Girls. 6. Meeting the Needs of Different Age Groups. 7. Meeting the Needs of the Most Vulnerable Students. 8. E-safety: Developing a New Three Tier Strategy. 9. Cyberbullying: Prevention and Response. 10 Protecting Teachers and Staff. 11. Useful tools. 12. About the Cybersurvey. Appendix 1. The UK Context. Appendix 2. The US Context. Appendix 3. School Grades and Terms in the UK and US. Sources of Help. References. Index.

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Book SynopsisA taboo subject in today's society, death is something that we do not like to talk about and especially do not like young people talking about. Yet, without opportunities to talk, young people's anxieties about death can manifest themselves in all sorts of self-destructive and socially-destructive ways. In this book, Nick Luxmoore explores the problems that arise when death is not openly discussed with young people and offers invaluable advice about how best to allay concerns without having to pretend that there are easy answers. He covers all of the key issues from the physicality of death to the fear of not existing to the way young people's morality develops and he provides expert insight into the impact these subjects have on young people's behaviour. This book presents a wealth of information for professionals, parents and others working with young people, providing the skills needed to ask young people the difficult question, "Do you think much about death?", and to support them as they begin their answer.Trade ReviewNick Luxmoore's book is fascinating exploration of this taboo subject and the problems that can arise when it is not discussed openly with young people... This book has much to offers on the role of parents and professionals in helping young people accept the unfairness of life and to find meaning and contentment in their lives. It's an engaging and insightful work with plenty of useful advice about seldom talked about subjects. -- Young Minds MagazineHighly readabale exploration of how teenagers view and deal with death, often unconsciously... a thought provoking read with some fine examples of how anyone working with young people might approach the subject of, in the words of the title, death and the unfairness of everything. -- The SL (School Librarian)This book goes far and beyond the various stages of grief and the mixed feelings evoked in young people after someone has died, and explores beyond the euphemisms used to describe it... This book is bound to give adults the encouragement they need to adopt a more open forum for young people to talk about death, and makes essential reading for anyone caring for, or working with, young people. -- Youth in Minda valuable and informative resource for parents and professionals in how the teenage mind works... I strongly recommend this very readable book. Schools, youth workers and parents will gain a great deal from this work and teenagers will benefit as a result. -- Children & Young People NowThis honest book - sometimes painfully so - is far more than a primer for dealing with the death of a child. It is, rather, a clearly written and jargon-free analysis of how young people themselves see death. -- Church TimesDeath: the great common denominator, and the last great taboo. How do young people understand and grapple with it? How does it "work" in the ways they relate to adults, to each other and to themselves? How does it shape or thwart their ambitions and their sense of justice? Immensely readable, full of wisdom, and enriched by vivid case material, Nick Luxmoore's book provides answers to these questions. It will be invaluable reading for anyone working with young people. -- Ron Best, Emeritus Professor of Education, University of RoehamptonNick Luxmoore is one of the outstanding writers on the adolescent stage of life. He tackles issues and asks questions that, for most of us, are too hot to handle. In this book he encourages us to think the unthinkable, that teenagers are concerned with death and with their own mortality. This is a fascinating and important book, and should be read by all who are concerned with the lives, particularly the inner lives, of young people. -- Dr. John Coleman OBE, Senior Research Fellow, University of OxfordThe book is a useful read for helping professionals and parents. The nuances of severe adolescent grief and suffering are effectively discussed. The narrative is real-world and compelling, not sugar-coated as some books are when addressing the complex issues of death and existential pain. -- Christopher Sink, Ph.D., professor of Counselor Education at Seattle Pacific University and editor of the Professional School Counseling JournalTable of Contents1. Introduction. 2. The physicality of death. 3. Courage and death. 4. Death as an authority-figure. 5. The fear of not existing. 6. Attachment and death. 7. Unprotected sex. 8. Cock-up or conspiracy. 9. Morality and death. 10. The problem of personal responsibility. References. Index.

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Book SynopsisImproving Learning Through Dynamic Assessment is a practical tool for helping to assess and support children aged 4+ with learning challenges based on an innovative approach.Contrasting with traditional 'static' assessment methods, this resource enables educational psychologists and related professionals to involve the child actively in the process of assessment - allowing them to measure not just what the child has learnt, but also how the child learns, how responsive they are to attempts to intevene, and what is holding them back from learning. It outlines the relevant theory and offers a staged assessment process to follow, with strategies for assessing cognitive and affective capacity. The resource contains all you need to carry out dynamic assessment, featuring photocopiable activities, checklists, handouts for teachers/parents to use with children and training materials which explain the approach in terms understandable to all participating adults.The first practical resource on how to carry out this popular and innovative form of assessment, Improving Learning through Dynamic Assessment is an important resource for educational psychologists, speech and language therapists, special educational needs coordinators (SENCOs), specialist support teachers and other professionals working with children with learning challenges.Trade ReviewDynamic assessment sounds an interesting concept and should be practical to implement within the classroom. The materials contained in the book and on the website look as though they could add another layer of assessment input regarding the pupil. This resource would complement the toolkit of many professionals. -- Special ChildrenThis will be an excellent resource for educational psychologists and fellow professionals for carrying out the sometimes complex ideas underpinning the dynamic assessment approach. Highly recommended. -- Dr Simon Gibbs, Reader in Educational Psychology, Programme Director for Initial Training in Educational Psychology (DAppEdPsy), Newcastle University, UKLauchlan and Carrigan have managed to do something that many attempt, and fail. They have produced a very usable book which bridges the gap between theory and practice in applied psychology. For too long dynamic assessment remained in the hands of academics and it always sounded like a good idea but in practice there was little guidance for practitioners to make the move from the more traditional forms of cognitive assessment to a dynamic approach. I cannot recommend this book highly enough and it should be in the hands of all practising educational (school) psychologists. -- Dr Chris Boyle, Senior Lecturer in Psychology and Inclusive Education, Monash University, AustraliaThe book briefly summarises dynamic assessment and the basic principles... The emphasis of the book seems to be to provide lots of practical ideas and resources...it more accurately suits upper primary children... could be used with some secondary aged students with significant language or literacy difficulties... This book is as it describes, a very practical resource packed full of useful ideas and readymade resources that can be photocopied. These can be used with a variety of different presenting difficulties. -- Emma Baldwin, SLT * NAPLIC Matters *The book provides guidelines for all stages and divides DA into two broad themes-cognitive and effective-with checklists and principles for both. There are profile sheets, factors sheets, and tailored strategies that are matched to the learning profile checklists and break down learning principles by theme. Not only does each stage have accompanying photocopy-ready handouts, there are also professional development materials to provide to teachers. Involving teachers, parents, and the students themselves in the stages of DA is very important and this is made easy using the structures and tools supplied.In all, this is a valuable, well-structured book. It is full of useable strategies and aids for planning and implementing interventions guided by dynamic assessments. -- The Australian Educational and Developmental PsychologistThe intention behind this book is to provide an accessible and efficient version of dynamic assessment, which can be used by educational psychologists and others in schools to provide ideas for focused intervention... I thoroughly approve of the way this approach has been designed to be very accessible to classroom teachers and to provide a framework for collaboration in which insights from dynamic assessment can be integrated into a simple intervention plan, which is also accessible to the child. The handbook has some notable strengths, I found the checklists of learning and affective principles helpful in structuring observations and the child-friendly versions of the learning principles have been cleverly designed... I found this to be a theoretically-sound and practical handbook. It offers a useful entry point for those wanting to begin doing some dynamic assessment and a helpful additional resource for those with additional experience of the field. -- Nick Bozic Educational Psychologist, Worcestershire EPS and University of Birmingham * Debate - British Psychological Society *This is a succinctly written, easily accessible and practical "how to"guide for dynamic assessment... Hard to find anything not to like about this resource as it does what it says on the tin... Recommended for: essential reading for educational psychologists and other professionals working with children and young people who are interested in the dynamic assessment approach. -- Jagdish Barn, Practice Lead/Chartered Educational Psychologist, FocusPsychology * Educational Psychology in Practice *Table of ContentsSection 1. Introduction. Section 2. Theory and Rationale. Section 3. Staged Process. Section 4. Intervention. Section 5. Materials. Appendix 1. Case study. Appendix 2. References.

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Book SynopsisBelieving You Can is the First Step to Achieving is a fun and engaging programme for students in the upper primary years that teaches the difference between helpful and unhelpful thinking, increases self-belief and in doing so increases motivation to learn. Do you ever hear students using phrases such as "I'm not smart enough to do this?" or "I know I am going to fail?" Combining techniques from Cognitive Behavioural Therapy and Attribution Retraining, this programme teaches students the link between thoughts, feelings and actions, how to challenge negative thinking and how to celebrate success. The structured programme includes a photocopiable student workbook, role play games and other activity ideas, and all of the instruction and materials needed to easily implement the programme in any school.This will be an ideal resource for educational professionals looking to increase school attainment, support students who are underachieving, and encourage healthy and happy student development.Trade ReviewThis flexible, innovative and evidence-based programme, underpinned by key psychological theories and models, will prove an invaluable resource for all those striving to engage and support children and young people to recognise their inherent strengths and to develop positive attitudes to learning. -- Elizabeth N. King, Principal Psychologist, South Lanarkshire Council Psychological Services, UKChodkiewicz and Boyle have produced an evidentially based programme of work that innovatively combines Cognitive Behavioural Therapy (CBT) and Attribution Retraining to promote positive self-belief in learning. This is a focus frequently neglected by mainstream intervention and reflects the authors' deep experience as educators, psychologists and academics. Materials within offer adaptability, utility and the opportunity for positive and preventative intervention supporting learner self-efficacy. -- Dr John Pugh, Principal Psychologist, Educational Psychology Service, St Helens Council, UKThis is a "must have" for anyone working in educational contexts. Based on sound psychological theories and research evaluations the Believing You Can programme delivers exactly what educators, students, and schools as an organisation need. Calling on their vast experience, Chodkiewicz and Boyle have developed an easy-to-implement programme with step-by-step instructions, supplemented with highly engaging materials which address the needs of young people who are at a critical stage in their social and emotional development. This is an "all round" resource which will not only prove invaluable to educational professionals, but also to academics who are involved in the training of teachers and educational psychologists. -- Prof Stephen Houghton, Director, Centre for Child & Adolescent Related Disorders, The University of Western AustraliaChodkiewicz and Boyle combine positive psychology, CBT and Attribution Retraining techniques to improve academic achievement and wellbeing by changing students' negative and unhelpful thoughts. The programme is evidence-based, endorsed by participants in the 8-12 years age-group, and all materials and resources required to run eight sessions are provided in photocopier-friendly format. I strongly recommend the programme to teachers and psychologists. -- Prof James Boyle, Director of Postgraduate Professional Training in Educational Psychology, School of Psychological Sciences and Health, University of StrathclydeTo my knowledge this is the first resource book that combines Attribution Theory, Positive Psychology and Cognitive Behavioural Therapy to produce a programme that has the potential for making a real difference to children's lives. The programme is packed full of ideas, worksheets, resources and materials that will be invaluable to practitioners who are working daily with children who have problems with learning, as well as those with emotional and behavioural difficulties. Indeed, as the authors highlight, the programme has the potential to be beneficial to all children, regardless of any identified difficulty. I thoroughly recommend this book to educational psychologists, teachers and other professionals who are interested in making a positive impact to the lives of children, especially those most in need of support. -- Dr Fraser Lauchlan, Educational Psychologist, Strathclyde University, owner of Fraser Lauchlan AssociatesThe authors of this programme are psychologists who have developed the resource to enable students to learn the difference between helpful and unhelpful thinking... Each of the eight sessions takes the same structured format, providing clear instructions, links to resources and links to 28 photocopiable worksheets. This is followed by a section providing modifications and extensions and posters. This has the potential to be a very useful resource for non-specialist teachers in search of a flexible and straightforward addition to their emotional intelligence resources. -- Mary Mountstephen, author, editor * SEN Magazine *Table of ContentsPreface. Section 1: Background. Why are Student Support Programmes Needed? Who Stands to Gain from Such a Programme. Cognitive Behavioural Therapy. Attribution Therapy. Developing the Programme. The Research. Student Feedback. Section 2: Guide to Running the Programme. What to Know Before Getting Started. Session One: Thoughts - Feelings - Actions. Session Two: Helpful and Unhelpful Pathways. Session Three: Where Do We Have Helpful and Unhelpful Thoughts? Session Four: How Does This All Relate to School and Learning? Session Five: Why Do We Succeed and Fail? Session Six: Becoming Super Heroes - Stopping Unhelpful Thoughts. Session Seven: Practising your New Super Powers. Session Eight: Review of What We Have Learnt. Section 3: Modifications and Extensions. Teaching by Topic. Length of the Programme. With a Larger Group or Whole Class. Encouraging Students to Use the Skills in their Own Lives. Section 4: Programme Resources. Workbook. Home Learning Sheets. Extra Material.

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Book SynopsisExplore complex emotions and enhance self-awareness with these 100 ready-to-use creative activities. The intricate, attractive designs are illustrated in the popular zentangle style and are suitable for adults and young people, in individual or group work. The worksheets use cognitive behavioural therapy (CBT) and art as therapy to address outcomes including improved self-esteem, emotional wellbeing, anger management, coping with change and loss, problem solving and future planning. The colouring pages are designed for relaxing stress management and feature a complete illustrated alphabet and series of striking mandala designs.Trade ReviewI look forward to using activity pages from The CBT Art Activity Book - the detail and content of each page is ideal for the kind of art journaling and creative expression activities I do with my clients. The use of cognitive behavioral therapy within the handouts is a bonus! -- Bonnie Thomas, LCSW Child and Family Counselor and author of 'How to Get Kids Offline, Outdoors, and Connected to Nature: 200+ Activities to Encourage Self Esteem, Mindfulness, and Wellbeing'A little treasure inspired by cognitive behavioural psychotherapy ideas and creative principles. Beautiful and easy to use worksheets, which will compliment a clinician's tool kit. Especially helpful for brief interventions with emphasis on emotional exploration. -- Themis Kyriakidou, MA ATh, MSc FPC, Art PsychotherapistI am neither a CBT therapist nor an artist - and yet it feels like this book was produced with me in mind. A synthesis of informative text and inspirational designs that leave me excited about new possibilities in my work with a whole range of people I'm working with - young people, adults and families. This book will appeal, and be extremely useful to counsellors and therapists from a broad spectrum of theoretical orientations, and is by no means limited to those who describe themselves as 'CBT therapists' or as being 'artistic.' Bravo Jennifer, this is a wonderful resource for enhancing and deepening the therapeutic encounter. -- Paul Stockwell, UKCP Registered Family and Systemic Psychotherapist and Clinical SupervisorWhat a brilliant resource for therapists working with young people! The worksheet designs are immediately engaging and aesthetically suited to young people. Each section starts with brief helpful and accessible information for the counsellor. I am sure that this is what young people want - an opportunity to have conversations with adults on their own terms, choosing a word, a question, a pattern to work into. An important addition for the counselling field. Adults will want to use it too! -- Dr Gail Simon, Principal Lecturer in Systemic Practice, University of BedfordshireThe author sums up the core principle of CBT therapy in a very readable, clear an concise way... Guest's lovely, intricately patterned backgrounds and frames are reminiscent of the current spate of adult colouring books and allow the sheets to appeal to different age groups... One of the things I love about this book is that the author's drawings invite the user to "have a go", "make their mark" and not worry whether they are "artistic" or not... I have certainly enjoyed using this book myself, as well as inviting clients to use it to help them explore their own thoughts, and would happily recommend it to other therapists. -- Trisha Packer, counsellor and supervisor * BACP Children & Young People *Table of ContentsPreface. Introduction. Part I. Cognitive Behavioural Therapy Concepts. Art Therapy Concepts. 1. Sense of Self, Self-Esteem Building. 2. Managing Emotions, Coping with Loss and Change. 3. Problem Solving, Reflection, Goal Setting. Part II. Stress Management. 4. The Alphabet. 5. Mandalas.

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Book SynopsisTeenage girls can be mean. Often stemming from poor self-awareness, self-esteem and lack of relationship skills, complex friendship dynamics can be difficult to unravel and bullying can be hard to resolve.Surviving Girlhood provides a unique resource for preventing girl bullying by addressing the root causes and helping girls to be strong, positive individuals. Part 1 covers the facts on girl bullying, how to understand it, and the particular complexity of girls. Part 2 includes over 60 tried-and-tested activities that will help girls understand their needs, values, beliefs and influences as drivers for their behaviour. Through five key themes, from 'Being Me' to 'Conflict Resolution', they will also build self-awareness, self-esteem, and strong relationship skills.This photocopiable resource will be an invaluable tool for teachers, youth workers, counsellors, youth offending teams, behavioural specialists and all those working with girls aged 11--16.Trade ReviewThis book is essentially a guide to understanding what governs the complexity of girls' relationships with each other, and it offers 'over 60 tried and tested' activities for educators and anyone working with groups of adolescent girls to help them through a difficult period of their lives... For those who struggle with delivering meaningful PSHE, this could be an invaluable tool! -- Youth in MindThis book is a useful resource for preventing girl bullying, written by experienced anti-bullying officers... There are two sections... The theory part... includes sections on cyber-bullying and social media... The second art provides small group tasks, including activities to promote self-respect, manage friendships, and develop conflict resolution skills. This book is primarily aimed at school staff, but would also be useful for youth workers and clinicians... this provides a useful proactive toolkit for helping adolescent girls to develop self-respect and establish positive relationships with others. -- Liz Searle, Tavistock and Portman NHS Foundation Trust * Child and Adolescent Mental Health *Table of ContentsPart 1. Understanding Girl Bullying. 1. Introduction. 2. A New Way. 3. Girl Friendships and Girl Bullying: The Facts. 4. The Complexity of Girls. 5. Influences. 6. Understanding Relationships. 7. Using This Resource. Part 2. Activities and Resources. Theme 1: Being Me. Theme 2: Influences. Theme 3: Respect, Responsibilities, Relationships. Theme 4: Managing Relationships. Theme 5: Conflict Resolution. References. Index.

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Book SynopsisHow can you protect young people from the dangers of the internet, now that they are living increasingly hidden lives online? Cyber bullying, sexual harassment, cyber stalking – these are all risks that young people may face every day, and effective e-safety is more important than ever.This practical, hands-on resource will help you understand issues such as cyber bullying and sexual dangers online, what e-safety is, how to adopt a whole school approach to e-safety, how to involve parents and carers in e-safety, and responding to incidents. It also covers how to implement an e-safety policy, with a complete e-safety model to use. The book also includes activities with photocopiable handouts to teach young people about staying safe online.This easy-to-use manual is essential for school staff and educators, and all those working in youth and community settings.Trade ReviewE-safety for the i-generation. provide a very useful reference point and resource... The book seems broadly pitched at a KS2 audience, but could also be useful for some KS3 students. It is informative... Education in school is an important element of promoting safe use of the internet by parents have an integral role to play in developing their children's own sense of responsibility... everyone involved with children's and young people's use of the internet - parents, schools, service providers, organisations and children themselves - needs to share responsibility for online safety. -- Anthony Smythe, managing director, BeatBullying * Children & Young People Now *This book, although written primarily for use in schools, is a worthwhile addition to the bookshelf of any professional with a responsibility for child protection... The structure of this book makes it compulsive reading for anyone who wants to protect children from abuse and exploitation via the internet. It provides a framework for teachers addressing these issues with children and young people in schools. The book contains excellent resources for teachers... the worksheet pages are copyright-free makes this an invaluable resource for busy professionals. For parents, this book could prove a useful reference text...The chapter on safety at home is informative and provides helpful links to additional online resources. -- Child Abuse ReviewThis book is very well presented andwritten in clear unambiguous language. It iseasy to read, interesting, informative, practical,and engaging...incidents.The book outlines the benefits, and risks ofsocial media (Facebook; Internet Messaging;Online Chat Rooms; and Gaming Deviceswith Internet access) very clearly... the book containvery well structured curriculum activities... They have been exceptionally wellthought out and include the core principlesof learning such as teaching, modelling, role-play,practice and feedback. Having spentmany years organising and facilitating groupwork with students in schools, I feel that theworkshops presented in this book are interesting,engaging and would promote activeparticipation by young people... This book could be a valuableresource to the educational psychologist insupporting students, teachers, parents, andschools, around the area of E-Safety. Itcertainly meets the aim it set out to achieve. -- Dr Flannan Geaney, Chartered Educational Psychologist in Private Practice, Waterford, Ireland. * Debate - British Psychological Society *Table of Contents1. Introduction. 2. E-Safety: What Does it All Mean? 3. The Core Messages of E-Safety. 4. Sex and Technology. 5. E-Safety at Home. 6. Cyber Bullying. 7. E-Safety as a Whole School Issue. 8. Creating an E-Safety Policy. 9. Responding to Incidents. 10. Curriculum Activities and Resources. Appendix 1. Model E-Safety Policy. Appendix 2. Sample Staff Code of Conduct. Appendix 3. Sample Student Code of Conduct. Appendix 4. Sample Letter to Parents Regarding E-Safety Policy. Appendix 5. Sample Letter to Parents Regarding an Incident of the Abuse or Misuse of Technology. Appendix 6. Sample Questionnaire to Students. Appendix 7. Sample Questionnaire to Parents. Appendix 8. Sample Questionnaire to Staff. References. Index.

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Book SynopsisPSHE delivery to promote mental health awareness and resilience, or can be read independently by children for enjoyment; the graphic format allows the thoughts, feelings and behaviours to be made explicit and accessible in a visual way, and will be attractive and accessible to children of different ages, abilities and needs; ''Let''s talk about'' sections accompany each of the stories. These will be designed to speak to the individual reader and encourage them to interact with the topic through questions and answers, activities etc. These sections can also be used as a teaching resource to prompt discussion and teaching about mental health and emotional well-being; and, offers opportunities for universal teaching as well as targeted intervention.

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Book SynopsisThe purpose of this book is to catalyze a conversation between Cognitive Scientists and Educators. Toward that end, we need a shared vocabulary. This book will introduce you to 48 commonly used terms from Cognitive Science.

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Book SynopsisHow can we transform the school experience for all stakeholders? Jethro Jones has the answer: design thinking. SchoolX shows principals how to become designers, not just managers or leaders. It introduces readers to the design-thinking process, an iterative and innovative way to approach the challenges the school leader faces. Drawing on the wisdom of the dozens of leaders he has interviewed for his Transformative Principal podcast, Jones shows principals how to put themselves in the shoes of the people in their school communities, using that empathy to drive radical change. But, crucially, Jones argues that it is only once leaders improve their own experience that they can transform the experiences of others.

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Book SynopsisIn The Path of the Mindful Teacher, Danielle A. Nuhfer introduces educators to a process that will help them positively manage stress, find work-life balance, lessen symptoms of burnout, and increase classroom job satisfaction. Teachers walking this path will be able to determine their own needs and the needs of their students, so they can successfully and sustainably do one of the most important jobs in the world: teaching the future of our planet.Drawing on Danielle’s experience as a teacher, mindfulness practitioner, and teacher wellness coach, The Path of the Mindful Teacher will:• Explain the basics of mindfulness and how it can inform teaching practice.• Illustrate a simple step-by-step path that will help teachers choose calm over chaos and serenity over stress.• Provide ways to integrate mindfulness practice into the classroom and beyond.• Offer mindfulness activities that can be adapted to an individual teacher’s needs.• Present tools to balance the ever-changing landscape of teaching.Trade ReviewShould be required reading for every first-year teacher. This book will help great teachers stay in the profession. -- Jethro Jones

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Book SynopsisThe handbook examines the latest research and clinical advancements in assessing and treating ADHD (attention deficit hyperactivity disorder) across the lifespan. It synthesizes the most current research data and trends combined with best-practice interventions to form a comprehensive, state-of-the-art resource. The handbook identifies the most relevant, effective treatments for individuals with ADHD. Key areas of coverage include: Core symptoms of ADHD in minority children. Lifestyles for children with ADHD. Digital interventions for children and adolescents with ADHD. Telemedicine to manage ADHD across the lifespan. Healthcare use and costs for adults with ADHD. The Clinical Handbook of ADHD Assessment and Treatment Across the Lifespan is an essential reference for researchers, professors, and graduate students as well as clinicians and other professionals across such interrelated disciplines as clinical child, school, and developmental psychology, child and adolescent psychiatry, social work, rehabilitation medicine/therapy, pediatrics, and special education.Table of ContentsChapter 1 ADHD in culturally and linguistically diverse children Chapter 2 Gender Differences in Adults with ADHD Chapter 3 Autonomic Nervous System Functioning in ADHD Chapter 4 Effects of Alertness and Inhibitory Control on Adults with ADHD Chapter 5 Executive Functions and Emotional Lability in Adults with ADHD Chapter 6 Cognitive Event Related Potentials and ADHD Across the Lifespan Chapter 7 Adult Persons with ADHD and Their Lifestyle Chapter 8 Teacher knowledge of ADHD in children Chapter 9 Environmental Risk Factors for Attention-Deficit/Hyperactivity Disorder Chapter 10 ADHD and Sleep Problems Chapter 11 ADHD Symptom Malingering and Nonmedical Drug Use in Adults Chapter 12 ADHD and Risk-Taking Behavior: Associations, Mechanisms, Interventions Chapter 13 Conduct disorder in ADHD Chapter 14 ADHD and Depression Chapter 15 Comorbid Diagnosis of ASD and ADHD: Assessment and Treatment Considerations Chapter 16 Measuring impulsivity and its underlying features in ADHD Chapter 17 School-Based Interventions and Accommodations for ADHD Chapter 18 Assessment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents Chapter 19 Self-report Measures for Assessing ADHD in Adults Chapter 20 Social Relationships of Individuals with ADHD Across the Lifespan Chapter 21 Group Parent Child ADHD Treatments Chapter 22 Physical Exercise to Treat ADHD Chapter 23 Telemedicine to Manage ADHD Chapter 24 Cognitive Behavior Therapy for Adults with ADHD Chapter 25 Mindfulness Interventions for ADHD Chapter 26 Medications for Children and Adolescents with ADHD

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Book SynopsisPart I Sociocultural Perspectives on Learning and Development.- Chapter 1: The situated nature of human activity.- Chapter 2: Analysing human interaction in sociocultural contexts.- Chapter 3: Understanding and Enhancing Learning and Development.- Part II  Dialogic Interactions and Multiliteracies as Social Practices.- Chapter 4: The significance of promoting dialogic interactions in educational contexts.- Chapter 5: Multiliteracies as dialogic meaning-making social practices.- Chapter 6: Promoting apprentices’ participation in socioscientific practices through dialogic inquiry.- Part III  Educational Implications: Cultivating Communities of Dialogic Inquiry.- Chapter 7: Learning Together: A methodological framework for cultivating Communities of Dialogic Inquiry.- Chapter 8: Putting it all into action: illustrating the implementation of Inquire in an educational setting.- Chapter 9: Enhancing dialogic inquiry in the context of implementing Inquire.- Chapter 10: Afterword: Origins of Learning Together and a reflection on its potential.

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Book Synopsis

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Book SynopsisUpdated and revised with more examples and expanded discussions, this second edition continues the aim of providing teachers with a solid understanding of the use and function of grammatical structures in American English. The book avoids jargon and presents essential grammatical structures clearly and concisely. Dr. DeCapua approaches grammar from a descriptive rather than a prescriptive standpoint, discussing differences between formal and informal language, and spoken and written English. The text draws examples from a wide variety of authentic materials to illustrate grammatical concepts. The many activities throughout the book engage users in exploring the different elements of grammar and in considering how these elements work together to form meaning. Users are encouraged to tap into their own, often subconscious, knowledge of grammar to consciously apply their knowledge to their own varied teaching settings. The text also emphasizes the importance of understanding grammar from the perspective of English language learners, an approach that allows teachers to better appreciate the difficulties these learners face. Specific areas of difficulties for learners of English are highlighted throughout.Table of ContentsChapter 1 What Is Grammar?.- 1.1 Section 1: Grammarians and Grammar.- 1.2 Section 2: Language and Change.- 1.3 Section 3: Linguists and Grammar.- Chapter 2 Morphology: Words and Their Parts.- 2.1 Section 1: Word Classes.- 2.2 Section 2: Morphology.- Chapter 3 The Noun Phrase.- 3.1 Section 1: Identifying Nouns.- 3.2 Section 2: Count, Non-Count, and Crossover Nouns.- 3.3 Section 3: Structure Words That Signal Nouns.- 3.4 Section 4: Pronouns.- Chapter 4 Adjectives and Adverbs.- 4.1 Section 1: Adjectives.- 4.2 Section 2: Adverbs.- Chapter 5 Overview of Verbs and Verb Phrases: The Heart of the Sentence.- 5.2 Section 2: Main Verbs Versus Auxiliary Verbs.- 5.3 Section 3: Transitive and Intransitive Verbs.- 5.4 Section 4: Verbs Followed by Gerunds and Infinitives.- 5.5 Section 5: Phrasal Verbs.- Chapter 6 Time, Tense, and Aspect of Verbs.- 6.1 Section 1: Verbs and Inflections - 6.2 Section 2: Present.- 6.3 Section 3: Past.- 6.4 Section 4: Future.- 6.5 Section 5: The Perfect.- Chapter 7 Modal Auxiliary Verbs and Related Structures.- 7.1 Section 1: Meanings and Use.- 7. 2 Section 2: Would and the Conditional.- Chapter 8 Basic Sentence Patterns and Major Variations.- 8.1 Section 1: Types of Sentence Constituents.- 8.2 Section 2: Questions.- 8.3 Section 3: The Passive.- 8.4 Section 4: Substitution.- Chapter 9 Compound Sentences and Introduction to Complex Sentences: Adverbial Clauses.- 9.1 Section 1: Compound Sentences.- 9.2 Section 2: Complex Sentences.- 9.3 Section 3: Reduced Adverbial Clauses.- Chapter 10 Complex Sentences Continued: Relative Clauses.- 10.1 Section 1: Relative Clauses and Relative Pronouns.- 10.2 Section 2: Relative Adverbs.- 10.3 Section 3: Reduced Relative Clauses.- Chapter 11 Complex Sentences Continued: Noun Clauses.- 11.1 Section 1: Noun Clauses.- 11.2 Section 2: Reported Speech.- Chapter 12 Verbal Constructions.- 12.1 Section 1: Gerunds and Gerund Phrases.- 12.2 Section 2: Participles and Participial Phrases.- 12.3 Section 3: Infinitives and Infinitive Phrases.- Glossary.- Appendices.- Appendix A: Some Patterns of Common Irregular Verbs.- Appendix B: The Eight Functions of The Inflectional Morphemes.- Appendix C: Essential Spelling Rules: Inflections.- Appendix D: The Minor Categories: The Structure Words.- Appendix E: Gerunds After Verbs.- Appendix F: Wh-question Words.- Appendix G: Common Adverbial Subordinators.- Appendix H: Summary of Major Learner Difficulties

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Book SynopsisHaim Omers erstes Werk »Autorität ohne Gewalt« erschien 2002 auf Deutsch, das kurze Zeit später veröffentlichte Buch »Autorität durch Beziehung« wird nun auch schon seit nahezu zwanzig Jahren nachgefragt. Das Konzept, die Prinzipien des gewaltlosen Widerstands in Therapie und Beratung einzuführen, ist inzwischen theoretisch und empirisch besser fundiert und hat Eingang in eine Vielzahl neuer Anwendungsfelder gefunden. All dies ist genug Anlass für ein Update zur Entwicklung des Ansatzes, der heute knapp mit dem Begriff »Neue Autorität« gefasst wird. Haim Omer legt in seinem zehnten Buch bei Vandenhoeck & Ruprecht, in bewährter Co-Autorenschaft mit Arist von Schlippe, ein Werk vor, das dezidiert die Entwicklung von »elterlicher Präsenz« bis hin zur »Ankerfunktion« nachzeichnet. Die Bandbreite der Anwendungsfelder wird dargestellt, Forschungsergebnisse sowie Wirksamkeitsnachweise werden referiert. So wird der Anspruch eines Handbuchs ganz und gar erfüllt. Haim Omer legt eine inspirierende Zusammenschau seines Ansatzes vor, der sich in der konkreten Praxis seiner Teams über Jahrzehnte immer weiter ausdifferenziert hat. Der »aktuelle Stand« zeigt einmal mehr den hohen Anspruch Omers an die Achtung vor den Problemen von Eltern, Kindern, Jugendlichen, jungen Erwachsenen, aber auch anderen Erziehungspersonen bis hin zu Problemkonstellationen in gemeinwesenorientierten Zusammenhängen, sowie den Respekt vor der Autonomie derjenigen, die im Fokus von Hilfsangeboten stehen. Es gibt kein grundlegenderes Werk zur „Neuen Autorität“ in allen Facetten der Entwicklung und Anwendung.

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Book SynopsisJede foÌrderliche paÌdagogische Interaktion setzt eine mentalisierende pÃdagogische Fachkraft voraus!

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Book SynopsisâPÃdagogische Kontexte kommen ohne das Mentalisierungskonzept nicht aus

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Book SynopsisDas Hauptanliegen des Buches besteht in der Überprüfung der praktischen Anwendung unterschiedlicher Methoden der Leiborientierten Musiktherapie in der Musiktherapie bei Menschen mit Autismus. Dies geschieht auf der Grundlage einer Videoanalyse von sechs zufällig ausgewählten Videos. Die Leiborientierte Musiktherapie ist eine neue, noch weitgehend unbekannte Schule, die jedoch als neues Mitglied in das Orchester der Musiktherapie aufgenommen werden sollte. Was sie mitbringt, ist ein neues Grundverständnis auf der Basis der Phänomenologie und der Humanistischen Psychologie sowie eine Vielzahl neuer Methoden.Table of ContentsGrundlagen zum Autismus und zum Musikerleben autistischer Menschen.- Musiktherapeutische Ansätze in der Arbeit mit Autisten.- Grundlagen zum Verständnis der Leiborientierten Musiktherapie.- Leiborientierte Musiktherapie und Autismus.

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Book SynopsisDas Handbuch vermittelt einen umfassenden Überblick über den aktuellen Erkenntnisstand zu Ansätzen und Befunden zur systematischen Gestaltung von Lernumgebungen in deutscher Sprache. Es präsentiert theoretische und methodische Grundlagen der Forschungsdisziplin Bildungstechnologie und stellt darüber hinaus konkrete Überlegungen an, wie diese wissenschaftlichen Grundlagen in praktischen Lehr-Lern-Kontexten umgesetzt werden können. Neben der systematischen Konzeption von Lernangeboten (Instructional Design) liegt ein weiterer Schwerpunkt beim Einsatz aktueller Informations- und Kommunikationstechnik, insbesondere digitaler, interaktiver Medien im Bildungswesen.Trade Review“... Das Buch gibt einen umfassenden, gut lesbaren Überblick über den Stand der aktuellen wissenschaftlichen Debatte. ... Es führt ein in Theorie und Empirie und ist dank praktischer Beispiele auch für Laien auf dem Gebiet der Bildungstechnologien ein empfehlenswerter Ratgeber.” (Alexander König, in: on. Lernen in der digitalen Welt, Heft 4, 2021)“... Dieses Buch, so die Herausgeber, basiert auf der „breit gefächerten wissenschaftlichen und praxisbezogenen Expertise“ der beteiligten Autorinnen und Autoren. Damit wird eine Brücke geschlagen zwischen den dargestellten wesentlichen wissenschaftlichen Aspekten der Bildungstechnologie(n) und den dahinterstehenden Praxisbezügen. ... Insgesamt bietet das Handbuch eine wissenschaftliche Grundlage für Praxisentscheidungen im Bildungsbereich ...” (Bildungsbrief, Heft 5, 2020)“... Insgesamt bietet das Buch also eine geeignete Anlaufstelle, um sich mit Prinzipien des Einsatzes und der Erforschung bildungstechnologischer Lehr- und Lernmittel in verschiedenen Bildungskontexten vertraut zu machen. Aufgrund der zahlreichen Versuche, theoretische und praktische Perspektiven miteinander zu verknüpfen, ist das Handbuch Bildungstechnologie sowohl Wissenschaftler und Wissenschaftlerinnen als auch pädagogischen Praktiker und Praktikerinnen zu empfehlen, die einen soliden Überblick über die Bandbreite bildungstechnologischer Forschung und einen Startpunkt für tiefergehende Auseinandersetzungen mit dem Thema gewinnen wollen.” (Jan Theurl, in: Medienimpulse, Jg. 58, Heft 4, 2020)Table of ContentsGrundlagen.- Modelle des Instruktionsdesigns.- Szenarien und Formate.- Strukturierung.- Qualitätssicherung, Evaluation und Forschungsmethoden.- Ökonomische, rechtliche und technische Aspekte.- Bildungstechnologie in unterschiedlichen Lehr-Lern-Kontexten.

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Book SynopsisAuf „Mathe lernen nach dem IntraActPlus-Konzept“ für Klasse 1 folgt nun eine Serie von Arbeitsheften für die zweite Klasse! Dieses Lernmaterial deckt in 6 Arbeitsheften den vollständigen Lernstoff der Grundschulklasse 2 ab. Heft 2 vermittelt das Addieren von Einern und Zehnern bis 100. Das Lernkonzept baut auf der experimentellen (lernpsychologischen und neurowissenschaftlichen) Grundlagenforschung auf, ist äußerst strukturiert und führt die Kinder in kleinen, sicheren Schritten hin zum mathematischen Denken. Daraus resultieren folgende Vorteile für Kinder, Eltern und alle, die mit Kindern Mathematik üben: schnelleres und leichteres Lernen für normal- und hochbegabte sowie lernschwache Kinder. Kinder sind erfolgreicher und dadurch motivierter. Mathematik wird frühzeitig mit einem guten Gefühl verbunden. Richtiges Lernen von Anfang an macht das Gehirn für Mathe kompetent. Weniger Streit, Widerstände und Belastung im Zusammenhang mit Mathematik.Table of ContentsHilfestellungen für das Üben.- Zehner addieren.- Zehner und Einer addieren.

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Book SynopsisAuf „Mathe lernen nach dem IntraActPlus-Konzept“ für Klasse 1 folgt nun eine Serie von Arbeitsheften für die zweite Klasse! Dieses Lernmaterial deckt in 6 Arbeitsheften den vollständigen Lernstoff der Grundschulklasse 2 ab. Heft 4 vermittelt Multiplikation und Division. Das Lernkonzept baut auf der experimentellen (lernpsychologischen und neurowissenschaftlichen) Grundlagenforschung auf, ist äußerst strukturiert und führt die Kinder in kleinen, sicheren Schritten hin zum mathematischen Denken. Daraus resultieren folgende Vorteile für Kinder, Eltern und alle, die mit Kindern Mathematik üben: schnelleres und leichteres Lernen für normal- und hochbegabte sowie lernschwache Kinder. Kinder sind erfolgreicher und dadurch motivierter. Mathematik wird frühzeitig mit einem guten Gefühl verbunden. Richtiges Lernen von Anfang an macht das Gehirn für Mathe kompetent. Weniger Streit, Widerstände und Belastung im Zusammenhang mit Mathematik.Table of ContentsHilfestellungen für das Üben.- 2er-Reihe.- 10er-Reihe.- 5er-Reihe.- Tauschen.- 4er-Reihe.- 8er-Reihe.- 3er-Reihe.- 6er-Reihe.- 9er-Reihe.- 7er-Reihe.

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Book SynopsisAuf „Mathe lernen nach dem IntraActPlus-Konzept“ für Klasse 1 folgt nun eine Serie von Arbeitsheften für die zweite Klasse! Dieses Lernmaterial deckt in 6 Arbeitsheften den vollständigen Lernstoff der Grundschulklasse 2 ab. Heft 6 vermittelt das Lesen der Uhr und das Rechnen mit Uhrzeiten. Das Lernkonzept baut auf der experimentellen (lernpsychologischen und neurowissenschaftlichen) Grundlagenforschung auf, ist äußerst strukturiert und führt die Kinder in kleinen, sicheren Schritten hin zum mathematischen Denken. Daraus resultieren folgende Vorteile für Kinder, Eltern und alle, die mit Kindern Mathematik üben: schnelleres und leichteres Lernen für normal- und hochbegabte sowie lernschwache Kinder. Kinder sind erfolgreicher und dadurch motivierter. Mathematik wird frühzeitig mit einem guten Gefühl verbunden. Richtiges Lernen von Anfang an macht das Gehirn für Mathe kompetent. Weniger Streit, Widerstände und Belastung im Zusammenhang mit Mathematik.Table of ContentsHilfestellungen für das Üben.- Die Uhr.- Der Stundenzeiger.- Der Minutenzeiger.- Viertel- und Dreiviertelstunde, halbe Stunde.- Rechnen mit Stunden.- Rechnen mit Minuten.- Über die volle Stunde rechnen.- Gemischte Sachaufgaben.- Besondere Bezeichnungen.

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Book SynopsisLektion 1.- Lektion 2.- Lektion 3.- Lektion 4.- Lektion 5.- Lektion 6.- Lektion 7.- Lektion 8.- Lektion 9.- Lektion 10.- Lektion 11.- Lektion 12.- Lektion 13.- Lektion 14.- Lektion 15.- Lektion 16.

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Book SynopsisThis volume presents evidence-based ideas on all three converging forces to suit an array of individuals and their organisations. The volume is thick with evidence, detail and case studies that the reader can draw upon and apply to their own situations. ​Defining exactly what is leadership has been a persistent problem for researchers and theorists. Discovering how to create or produce leaders likewise has been a difficult challenge over the years. Written by an academic, executive and coach, the author focuses on three important converging aspects: leadership, followership and coaching. Focus on leaders is disproportionate to what actually occurs within most organisations especially the relationship between the leader and the followers. That leadership is tantamount with being in control of a situation is challenged, together with the belief that leadership capability is primarily shaped in line with a set of success criteria. The coach plays a significant part in this process although rarely visible. Table of ContentsChapter 1. Leadership, Followership and Coaching: Asking the Questions.- Chapter 2. Leadership: What is It and How Can We Learn from This Knowledge.- Chapter 3. Coaching Leaders and Followers for Learning: Understanding the How and Why.- Chapter 4. Followership.- Chapter 5. Gendered Leadership.- Chapter 6. Practising Leadership and Coaching.- Chapter 7. Leadership and Coaching: Over the Frontier.- Chapter 8. Ethical Leadership and Followership.- Chapter 9. Let the Leaders Speak for Themselves.- Chapter 10. Concluding Note.- Appendix.- Index.- Glossary.

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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 SynopsisBuilding a New Educational State examines the dynamic process of black education reform during the Jim Crow era in North Carolina and Mississippi. Through extensive archival research, Joan Malczewski explores the initiatives of foundations and reformers at the top, the impact of their work at the state and local level, and the agency of southerners including those in rural black communities to demonstrate the importance of schooling to political development in the South. Along the way, Malczewski challenges us to reevaluate the relationships among political actors involved in education reform. Malczewski presents foundation leaders as self-conscious state builders and policy entrepreneurs who aimed to promote national ideals through a public system of education efforts they believed were especially critical in the South. Black education was an important component of this national agenda. Through extensive efforts to create a more centralized and standard system of public education aime

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Book SynopsisTrade Review"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins CollegeTable of ContentsAcknowledgmentsIntroduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine KearnsI. My Teaching and My Identity, by Valerie Dean O'Loughlin1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. KokeII. My Students and My Classroom, by Laura Plummer8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado14. Making Students Part of the Conversation, by Adam Coombs15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane WuenschIII. My Teaching and My Field, by Jennifer Meta Robinson17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo24. Critical Thinking and Signature Pedagogies, by Mack HagoodIV. My Journey to My Postgraduate Life, by Katherine Kearns25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche30. There is No "Right" Road, by Lauren Miller Griffith31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. SullivanEpilogueEditor and Contributor BiographiesIndex

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