Educational psychology Books

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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Book SynopsisUse the neuroscience of emotional learning to transform your teaching.Trade Review"In Positive Psychology in the Elementary School Classroom, Patty O’Grady offers enriching information that will help teachers instruct the whole child. . . . It is not just about feeling good, and far more than just ‘being happy.’ It is about finding your individual strengths and personal motivations. Teachers who implement it can use academic subjects to teach about life lessons – about feelings, strengths, friendships, meaning, and pride in accomplishments. . . . [A] great read for therapists, parents, school counselors, and school personnel. . . . And, if you do lead a class, it just may make your teaching more memorable." -- PsychCentral"[A] formative resource for those in teacher education as a means of influencing their view of classroom practice. . . . [S]hould feature on the reading lists for teacher trainees as a means of enhancing their understanding of the complex interrelationship between learning and teaching – and learners and teachers." -- Primary Science (UK)"Through the use of positive psychology, teachers model and reinforce nonviolent behaviors and pro-social skills, thus providing students with a safe, caring, and inclusive environment in which every child can learn to become a respectful and responsible citizen. This book is an excellent resource for classroom teachers who want to integrate positive psychology values into their curriculum. Research has demonstrated that children who feel safe and cared for are predisposed to learning, and Patty O’Grady’s book provides readers with the tools to provide this care." -- Bev Dekker, The Society for Safe and Caring Schools & Communities"There is a growing consensus in thoughtful schools about the advantages of incorporating ‘positive psychology’ into teaching and learning. Now we have a guide to implementing this approach at the earliest stages. This book is a must-read for parents and teachers who seek guidance in finding a student's strengths rather than focusing on learning deficiencies." -- Patrick F. Bassett, President, National Association of Independent Schools"Positive Psychology in the Elementary School Classroom provides a thorough examination of neuroscience research, educational theory, and teaching strategies that can be combined to produce a school climate that helps children grow both cognitively and emotionally. In addition to explaining the science behind the connection between emotional and academic competence, this book also teaches the reader about specific classroom activities that will enable children to develop confidence and enjoy an ‘accomplished life.’" -- Cheryl Scott Williams, Executive Director, Learning First Alliance

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Book SynopsisTeachers hold the potential to provide a student with frustration or opportunity every dayand those states are closer together than you might think.

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Book SynopsisMindfulness includes qualities of mind and heart; it provides a strong foundation for other social and emotional skills.

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Book SynopsisA revolutionary look at teaching and learning via the logical pathways of the brain.

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Book SynopsisAn essential guide to using social and emotional assessment in support of teaching and learning.

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Book SynopsisSEL is not separate from academics or instruction; it is integral to quality teaching and learning.

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Book SynopsisHope for overcoming teacher burnout from a mindfulness expert.

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Book SynopsisLessons to begin using from the first day of school.

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Book SynopsisAdult volunteers try to do their part by mentoring young people in need, but ample empirical research shows that their efforts rarely pay off. Psychologist Jean Rhodes offers evidence-based suggestions for better mentorship. Above all, she argues, mentors should focus on building rapport while also teaching useful skills.Trade ReviewRhodes has demonstrated why she is regarded as the foremost authority on youth mentoring in the U.S. and internationally. Her singularly broad and deep knowledge of the science and her unparalleled understanding of the program and policy implications of mentoring research are crystallized magnificently in this important and timely book. Accessible to scholars, practitioners, students, parents, and other caregivers, this book will quickly be seen as a classic. -- Richard M. Lerner, Director, Institute for Applied Research in Youth Development, Tufts UniversityRhodes is not only a pioneer in mentoring research but she has always looked around corners for where the power of relationships can be harnessed most effectively so our young people can thrive and strive. She sheds light on innovative approaches that can amplify and refine mentoring to do what it has the potential to do at its best: provide the connections that meet young people where they are with the personalized support we all need for healthy development. -- David Shapiro, CEO, MENTOR: The National Mentoring PartnershipThe definition of insanity is doing the same thing over and over again and expecting different results. In Older and Wiser, Rhodes forces us to slam the brakes on ineffective practices; not to blame or criticize but to prove and improve an industry that is devoted to the potential of our nation’s children. We’re thrilled to watch how this candid new research and the author’s concrete recommendations will disrupt and redefine how to build social capital and create new pathways to opportunity for youth in greatest need. -- Michael D. Smith, Executive Director, My Brother’s Keeper Alliance, and Director of Youth Opportunity Programs, The Obama FoundationThis engaging and well-written book is a significant advance in our understanding of when and how mentoring matters. Mentoring is widely recommended as a strategy to help disadvantaged kids get a fairer start in life, but research has often failed to support that strategy, because of conceptual confusion about what ‘mentoring’ means. Jean Rhodes’s new book clears away this confusion and lays the foundations for an approach to mentoring that is both rigorous and rich in new ideas. -- Robert D. Putnam, author of Our Kids: The American Dream in CrisisA wonderfully thoughtful, engaging, and interesting read. With a lifetime devoted to the study of mentoring, Rhodes delivers a powerful assessment of what is needed to best help young people today. She challenges us to consider a supportive accountability model focused on technology-delivered interventions that may significantly improve outcomes for mentees. -- Pam Iorio, President and CEO, Big Brothers Big Sisters of America

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Book SynopsisAmerican graduate education is in disarray. Graduate study in the humanities takes too long and those who succeed face a dismal academic job market. Leonard Cassuto gives practical advice about how faculty can teach and advise students so that they are prepared for the demands of the working worlds they will join, inside and outside the academy.Trade ReviewThere are many books offering graduate students a guide to academe, but there has never been a book for graduate faculty, advisors, and program directors—until now. Cassuto’s thorough account of the mess, from admissions to comprehensive exams and dissertations, will be required reading for everyone who wants to understand how we got into this mess, and how we can get out of it. -- Michael Bérubé, Pennsylvania State UniversityGraduate education in the humanities needs to change at every level; Cassuto’s lucid, frank, and informative book explains why. He traces the history of institutions that seem eternal, shows how and when they came into being, and makes clear that they no longer serve the needs of our students. Everyone concerned with graduate teaching should ponder his concrete and sensible proposals for reform. -- Anthony Grafton, Princeton UniversityThis is an important book that will engage anyone with a stake in higher education. Cassuto’s diagnosis will spark a lively debate, but the questions he is asking cannot be ignored. -- James Grossman, Executive Director, American Historical AssociationCassuto presents astute summaries of the history of graduate education in America as a foundation for specific approaches to reconceiving it…A thoughtful, clearly written analysis aimed at university professors but speaking to a broader public. -- Elizabeth Hayford * Library Journal *With rising costs, longer time frames to get PhDs, and uncertain job prospects at the end of it all, more and more students are questioning the wisdom of getting the advanced degree…Cassuto offers a thoughtful and well-researched look at the broader ills of academia through the lens of graduate education programs. -- Vanessa Bush * Booklist *Cassuto clearly presents the challenges facing graduate institutions, including antiquated admissions policies; incoherent course offerings; esoteric, gatekeeping qualifying exams; long times to degrees; and failure to prepare students for diverse career outcomes…The novelty of his treatment is in identifying broader and more encompassing forms of teaching as a solution. -- Johanna Gutlerner * Science *Cassuto does more than just map the problems facing graduate students and graduate departments today. He examines the assumptions that perpetuate these problems, and he makes recommendations for extensive reforms to graduate education. -- Sara Rodrigues * PopMatters *The volume is richly referenced and moves in soup-to-nuts fashion from graduate admissions to qualifying exams, the dissertation, the degree, and the job market. Prospective humanities graduate students, program directors, and faculty will probably find spending a few hours with Cassuto’s book worth the investment. -- A. R. Sanderson * Choice *

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Book SynopsisThis bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls feminist schools, deliberately designed to provide girls with achievement-oriented identities. And she shows why doing so would help all students, regardless of their gender.Trade ReviewNuamah presents extensive research on the educational challenges that still exist forgirls…Her solution is ‘feminist schools,’ designed to foster ‘achievement-oriented identities’ in all students and teach skills like self-confidence, moral fortitude and bravery. Nuamah’s earnest writing style and persuasive research will leave you wondering not why, but when we should start constructing such schools. * Ms. *Deeply inspiring. Nuamah introduces us to exceptional schools in the United States, Ghana, and South Africa, takes us into the lives of determined Black girls, and shows us how to produce hope through teaching the key skills of confidence, strategy, and transgression. This book holds profound lessons for students, parents, and educators. -- Jane J. Mansbridge, author of Why We Lost the ERAThis book provides a timely and much-needed discussion on the status of girls’ education. The recommendations and strategies that Nuamah provides throughout are concrete actions that scholars, practitioners, and policymakers can take up to support girls’ learning and positive life trajectories. -- Charlotte E. Jacobs, coauthor of Teaching GirlsHow Girls Achieve makes an urgent case for feminist schools: anti-sexist and anti-racist schools in which the most marginalized are encouraged not only to do well academically, but also to transgress social norms and to disrupt the status quo. Drawing on ten years of research across three countries, Nuamah demonstrates the limitations of educational solutions that emphasize individual resilience and provides compelling examples of institutional changes that can dismantle systemic racial and gender barriers and make schools safe and empowering places at which girls can become agents of social change. -- Dara Z. Strolovitch, Princeton UniversitySally Nuamah’s How Girls Achieve blazes new trails in the study of the lives of girls, challenging all of us who care about justice and gender equity not only to create just and inclusive educational institutions but to be unapologetically feminist in doing so. Seamlessly merging research with the stories and voices of girls and those who educate them, this book reminds us that we should do better and inspires the belief that we can. It is the blueprint we’ve been waiting for. -- Brittney C. Cooper, author of Eloquent RageIf you’re not already conscious about how gender shapes life outcomes and access to opportunity, then this book will help you. Sally Nuamah is a fierce advocate for girls’ educational rights and access to quality schooling without the reproduction of narrow gender constructions that marginalize them and impede their chances to step into their full realization as beings. How Girls Achieve is on a dynamic mission that reveals and compels. -- Prudence L. Carter, author of Keepin’ It Real: School Success beyond Black and WhiteNuamah makes a compelling and convincing case for the development of the type of school that can not only teach girls but also transform them. In so doing, she offers not only a chronicling of problems but also a vision forward. An essential read for all educators, policymakers, and parents invested in a better future. -- Joyce Banda, former President of the Republic of MalawiResearch shows that schools are the most important institutions for improving life trajectories of the disadvantaged. How then,…Nuamah asks, can we transform schools to more equitably serve girls?...Her clear prose and approachable style make this a book for a broad audience. * Booklist (starred review) *When girls achieve, economies, global systems, and institutions achieve, making winners of us all. This is the crux of this carefully analyzed, inspirational book informed by Nuamah’s passion to tell girls’ stories. This book will impact education, equality, and the exigencies of life for girls worldwide. -- Beatrix Allah-Mensah, Senior Country Operations Officer, The World Bank–Ghana[An] incisive work that examines how schools could become safer and more equitable places for black female and nonbinary students. * Library Journal *This book is a must read for every woman. -- Bruna Morais * Girly Book Club *Makes a compelling case that, to achieve the prosperity that comes with effective school environments, girls deserve feminist schools that aim to diminish the unequal experiences girls endure while endeavoring to simultaneously construct and achieve a solution to gender inequality. -- Megan Sullivan * Journal of Youth and Adolescence *

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Book SynopsisThe landmark book Boys and Girls Learn Differently! outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now The Boys and Girls Learn Differently Action Guide for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child''s brain and allows both boys and girls to gain maximum learning opportunities. This important and easy-to-use guide is based on the latest scientific scholarship on the differences between boy''s and girl''s brains, neurological development, hormonal effects, behavior, and learning needs and offers information on what all children need to be able to learn effectively. Michael Gurian and his colleagues applied these recent discoveries in the field during a two-year Gurian Institute pilot program in Missouri that led to measurably better academic performance and improved Table of ContentsAcknowledgments xv Introduction 1 Applying Brain-based Research 1 Boys and Girls Learn Differently! 2 Using this Guide 2 The Contents of this Guide 3 1 Background: How the Brain Learns 7 Inherent Differences between Boys’ and Girls’ Brains 8 Developmental and Structural Differences 9 Chemical and Hormonal Differences 10 Functional Differences 11 Differences in Processing Emotion 13 Why there are Differences between Male and Female Brains 14 A Brief History of Brain Differences 14 Hormones in Utero and at Puberty 15 How Brain-based Differences Affect Boys and Girls 16 Learning-Style Differences 16 Learning Differences and the Intelligences 21 Applying Brain-based Gender Research 23 Academic Performance and Classroom Behavior 23 Reading and Writing Competence 24 Test Scores 24 Psychological, Learning, and Behavioral Disorders 25 Maturity, Discipline, and Behavior 26 Educational Aspirations 26 Athletics and Extracurricular Activities 27 Cultural Gender Bias 27 Sexual Abuse and Violence 28 2 Bonding and Attachment 29 Preschool and Kindergarten 29 Handling Children’s Emotional Stress 30 Bonding and Attachment Solutions 30 Elementary School 34 Bonding and Attachment Activities 34 Handling Students’ Emotional Stress 37 The Role of the Mentor 40 Middle School 42 The Early Adolescent’s Drop in Self-Esteem 42 Handling Students’ Emotional Stress 44 Community Collaboration 47 High School 50 Showing Interest in Students 50 Communication and Conflict Resolution 51 Peer Leadership, Not Peer Pressure 52 Mentoring 53 3 Discipline and Related Issues 55 Boys and Aggression Nurturance 55 Preschool and Kindergarten 56 Dealing with Aggressive Behavior 56 Elementary School 59 Learning from Past Mistakes 59 Discipline Techniques After an Offending Act 61 Techniques to Prevent Undisciplined Behavior 64 Conflict and Anger Management 66 Motivational Techniques 68 Character Education 68 Dealing with Cruelty, Hazing, and Violence 70 The Role of Media 73 Middle School 74 Strategies for Providing Discipline 74 Community Collaboration 77 Character Education 78 High School 79 Techniques to Prevent Undisciplined Behavior 79 Character Education and Service Projects 81 Helping Young Males to Manage Aggression 82 Techniques to Encourage Learning 83 4 Math, Science, and Spatial Learning 83 Preschool and Kindergarten 83 Self-Directed Activities 85 Integrated Use of the Physical Environment 85 Games to Encourage Logical-Mathematical Thinking 87 Elementary School 89 Techniques to Encourage Learning 89 Using Manipulatives Whenever Possible 90 Mixing Modalities and Strategies 92 Use of Computers and Other Media 93 Middle School 94 Techniques to Encourage Learning 95 Boys and Girls Need Some of the Same Things 96 Computer Science and Gender in Middle School and High School 96 High School 99 5 Language, Reading, Writing, and Social Science 103 Preschool and Kindergarten 103 Using Movement, Manipulatives, and Props 103 Elementary School 105 Techniques to Encourage Learning 105 Using Manipulatives 108 Providing Various Learning Modalities 109 Middle School 110 Techniques to Encourage Learning 111 High School 115 Teaching Reading 115 Teaching Language 116 Teaching Social Science 118 6 Physical Learning and Nutrition 121 The Need for Physical Activity 121 Preschool and Kindergarten 122 Developing Fine Motor Skills 122 The Outdoor Classroom 122 Elementary School 124 Movement and Motor Skills 124 Sports and Athletics 125 The Outdoor Classroom 126 Middle School and High School 127 Sports and Athletics 127 Mixed-Gender Sports 128 The Outdoor Classroom 129 Nutrition and Learning 129 Obesity 129 Carbohydrates, Proteins, and the School Day 130 Fatty Acids 131 7 Special Education 133 A Program for Reading and Writing 133 Preschool and Kindergarten 134 Bonding and School-Home Alliances 134 Use of Psychotropic Medication 135 Elementary School 137 Techniques to Encourage Learning 137 Spatial Stimulants, Movement, and Multisensory Approaches 139 The Multisensory Approach to Reading Problems 141 Middle School 141 Factors in the Need for Special Education 141 Techniques to Encourage Learning 142 The Underachiever 144 High School 145 Techniques to Encourage Learning 145 8 Planning your Own Experiential Activities 147 Introducing Experiential Learning 147 The Natural Learning Process 148 The Teacher as Facilitator 151 Experiential Learning Techniques 152 Important Factors in Planning Experiential Learning 155 Purpose(s) 155 Students 155 Timing 156 Involvement 156 Preferred Input Modes 156 Instructions 157 Modes of Expression 157 Psychological Safety 157 Equipment, Manipulatives, and Props 157 Planning Activities and Games to Enhance Learning 158 Developmental Themes for Creating Learning Techniques and Activities 159 9 Structural Innovations 165 Preschool and Kindergarten 165 Innovations to Encourage Learning 165 Parent-Involvement Programs 166 Elementary School 167 Use of School Time 167 Class Size and Number of Teachers 168 Use of Group Dynamics and Group Work 169 Standardized Testing 170 Middle School 171 Separate-Sex Education 171 Psychosocial Education 173 Rites of Passage 174 Uniforms and Dress Codes 175 Other Innovations to Encourage Learning 176 High School 178 Class Size 178 Team Teaching and Homerooms 178 Use of School Time 179 Uniforms and Dress Codes 180 Innovations Students Want 181 Full Psychosocial Education 184 Rites of Passage 188 Counterinnovations 189 Appendix: Working with Parents 191 Preschool and Kindergarten 191 Elementary School 192 Middle School 192 High School 193 References and Resources 195 Publications 195 Organizations, Programs, and Services 198 The Authors 201 The Gurian Institute 203 Index 205

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Book SynopsisTrade Review"The Strange Child offers a lucid and compassionate analysis of the increasingly uncertain lives of children and young adults in post-bubble Japan. With extreme rigor and effortless grace, Arai shows us how the institutions of the state, family, school, law enforcement, and psychology encroach into the lives of youth. The Strange Child is a must read for scholars of Japan studies and anyone interested in process of subject-formation deployed on children and young adults in the contemporary global political-economy of uncertainty."—Miyako Inoue, Stanford University"The Strange Child is a stunning interpretative articulation between historical analysis and detailed ethnographic reporting on an everydayness that brackets its history. In Arai's reckoning, Japan's late 20th century economic recession produced symptoms of unease that were unburdened on the figure of the child, undermining a postwar representation of a managed national identity promoting dependence. She has both constructed a brilliant accounting of how the child was constituted as a problem for restructuring a new collective identity and defined the role played by psychology and education in formulating a remedial ideology recommending greater independence to meet the demands of neoliberal capitalism."—Harry Harootunian, Columbia University"Andrea Arai's highly anticipated book how the Japanese state and a range of diverse institutions imbushowsed the figure of the 'child' with the myriad anxieties of economic recession, beginning in the 1990s. The Strange Child powerfully critiques the deleterious effects of neoliberal reforms on Japanese society, particularly children and youth, yet also reveals unexpected possibilities for creativity and community among the 'strange children' now transforming Japan in the aftermath of ongoing financial uncertainty, political restriction, and nuclear disaster."—Marilyn Ivy, Columbia University"Based upon initial fieldwork from 1999 through 2001, and extended with return visits to Tokyo, Kobe, and Kochi through 2014, this book has benefitted greatly from the processes of long-term research resulting in a complexly woven engagement with Japan as it scrambles to make sense of its own dislocation.The best monographs are those that generate questions because they draw us in and make us think. Indeed, The Strange Child does this."—Christine R. Yano, Journal of Japanese Studies"Arai's analysis is highly persuasive, weaving together her wealth of ethnographic data with insights drawn from her extensive reading of the educational, sociological, and cultural studies literature....Arai's contribution is to show how psychological pseudoscience and moralistic grandstanding have been used to frame mainstream understandings of the national predicament. She argues convincingly that these discourses have helped legitimize a radically regressive redistribution of wealth and opportunity and have engendered a disturbing tilt toward nationalism. Ind doing so, she brings considerable sophistication and depth to debate over education."—Edward Vickers, Monumenta Nipponica"The book is a valuable contribution to the ongoing debates within Japan and scholars of Japan regarding the role of public policy and corporate strategies in overcoming the apparent weaknesses in Japanese governance and schooling."––June A. Gordon, Pacific Affairs

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Book SynopsisTrade Review"The Strange Child offers a lucid and compassionate analysis of the increasingly uncertain lives of children and young adults in post-bubble Japan. With extreme rigor and effortless grace, Arai shows us how the institutions of the state, family, school, law enforcement, and psychology encroach into the lives of youth. The Strange Child is a must read for scholars of Japan studies and anyone interested in process of subject-formation deployed on children and young adults in the contemporary global political-economy of uncertainty."—Miyako Inoue, Stanford University"The Strange Child is a stunning interpretative articulation between historical analysis and detailed ethnographic reporting on an everydayness that brackets its history. In Arai's reckoning, Japan's late 20th century economic recession produced symptoms of unease that were unburdened on the figure of the child, undermining a postwar representation of a managed national identity promoting dependence. She has both constructed a brilliant accounting of how the child was constituted as a problem for restructuring a new collective identity and defined the role played by psychology and education in formulating a remedial ideology recommending greater independence to meet the demands of neoliberal capitalism."—Harry Harootunian, Columbia University"Andrea Arai's highly anticipated book how the Japanese state and a range of diverse institutions imbushowsed the figure of the 'child' with the myriad anxieties of economic recession, beginning in the 1990s. The Strange Child powerfully critiques the deleterious effects of neoliberal reforms on Japanese society, particularly children and youth, yet also reveals unexpected possibilities for creativity and community among the 'strange children' now transforming Japan in the aftermath of ongoing financial uncertainty, political restriction, and nuclear disaster."—Marilyn Ivy, Columbia University"Based upon initial fieldwork from 1999 through 2001, and extended with return visits to Tokyo, Kobe, and Kochi through 2014, this book has benefitted greatly from the processes of long-term research resulting in a complexly woven engagement with Japan as it scrambles to make sense of its own dislocation.The best monographs are those that generate questions because they draw us in and make us think. Indeed, The Strange Child does this."—Christine R. Yano, Journal of Japanese Studies"Arai's analysis is highly persuasive, weaving together her wealth of ethnographic data with insights drawn from her extensive reading of the educational, sociological, and cultural studies literature....Arai's contribution is to show how psychological pseudoscience and moralistic grandstanding have been used to frame mainstream understandings of the national predicament. She argues convincingly that these discourses have helped legitimize a radically regressive redistribution of wealth and opportunity and have engendered a disturbing tilt toward nationalism. Ind doing so, she brings considerable sophistication and depth to debate over education."—Edward Vickers, Monumenta Nipponica"The book is a valuable contribution to the ongoing debates within Japan and scholars of Japan regarding the role of public policy and corporate strategies in overcoming the apparent weaknesses in Japanese governance and schooling."––June A. Gordon, Pacific Affairs

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Book SynopsisDescribes the importance of children's foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health and social and emotional development. The book also examines the growing evidence in favour of guided object play.Trade Review“Although based on the US education system, the content is relevant to UK educators looking for a structure and rationale to support high-quality early education that recognises the significance of paying explicit attention to, and intervention in, children’s foundational cognitive skills. This book summarises extensive research in a user-friendly format.” – SEN Magazine

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Book SynopsisPresents best practices for coaches to use in their work with teachers and administrators to help them improve classrooms and teaching practices. The author includes guidance and activities for facilitating group meetings, professional learning communities, and staff workshops. Appropriate for use with ECERS-3 and ECERS-R.

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

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Book SynopsisThrough an unusual weaving not only of disciplinary but also of personal and academic, poetic, and analytical perspectives, Alison Cook-Sather argues that education can be understood as a process of translation through which every learner is both the translator and the subject of her own translation.Trade Review"This book provides an intriguing and reflective analysis of its subject at a time when many individuals seem to have confused learning of the most narrow, technical, and superficial sort with true education." * Margaret Smith Crocco, Teachers College, Columbia University *"The depth and resonance with which the author explores the metaphor of translation and the freshness of insights about learning and teaching which the metaphor opens to the reader are truly impressive. I would literally stop in the course of my reading, with a sense of awe, pondering the diverse implications of the metaphor-which is exactly what the author invites the reader to do." * Frederick Erickson, University of California at Los Angeles *"The book is enriching and inspiring . . . It is with the utmost enthusiasm that I read and appreciate the enlightening connections Education Is Translation presents to translation scholars and educators alike." * Lillian DePaula, Universidade Federal do Espírito Santo, Brazil *"Different readers will gain different insights from this complex and thought-provoking book." * Samantha Caughlan, Teachers College Record *"Beautifully written. It really is one of the most exciting education books I've read in a while." * Katherine Schultz, University of Pennsylvania *Table of ContentsPreface: Only Connect 1. Living Translation 2. A Metaphor for Change in Learning and Teaching 3. Translating Compositions and Selves 4. Translating Within and Against Institutional Structures 5. Translating Between Student and Teacher 6. "Desiring the Exhilarations of Changes" Appendix: A Sampling of Educational Metaphors Notes Bibliography Index Acknowledgments

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Book SynopsisTrade Review"The distinguished professor emeritus Edward Potts Cheyney has written a history of his alma mater that commands attention. His account is . . . based on the official documents, supported by the researches of colleagues and friends, and illuminated by an affectionate understanding that springs from sixty years of personal knowledge and participation." * Pennsylvania Magazine of History and Biography *Table of ContentsPreface Chapter 1. The City Chapter 2. The Foundation: 1740-1755 Chapter 3. The Colonial College: 1755-1779 Chapter 4. Division and Reunion Chapter 5. Low Water: 1791-1828 Chapter 6. The Beginning of Expansion Chapter 7. The Move to West Philadelphia Chapter 8. The Era of Expansion Chapter 9. Provost, Trustees and Alumni Chapter 10. Under a President: 1930-1940 Index

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Book SynopsisWhether to Kill takes a new approach to understanding terrorism. By taking first-person accounts of those involved in both violent and nonviolent action against the state, then analyzing that data via cognitive mapping, Stephanie Dornschneider has opened up new perspectives of what drives people to-or away from-the use of political violence.Trade Review"Stephanie Dornschneider makes several innovative contributions to the field. By focusing on the perspective of terrorists-using personal interviews with those terrorists, something very few others have attempted-and a novel use of cognitive mapping, she analyzes the thought processes of terrorism. The book will appeal to those interested in Egypt, Germany, terrorism, social movements, political violence, and methodological innovation." * Marc Sageman, Foreign Policy Research Institute and author of Understanding Terror Networks and Leaderless Jihad *Table of ContentsIntroduction Chapter 1. A Cognitive Mapping Approach to Political Violence Chapter 2. Interviewing Violent and Nonviolent Individuals Chapter 3. A Short History of the Individuals' Groups Chapter 4. Constructing Cognitive Maps About Political Violence Chapter 5. A Computational Analysis of Violent and Nonviolent Activism Chapter 6. Alternative Worlds Without Violence Conclusion Appendix 1 Appendix 2 Notes Bibliography Index Acknowledgments

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Book SynopsisTeachers help students learn, develop, and realize their potential. To become successful in their craft, teachers need to learn how to establish high-quality relationships with their students, and they need to learn how to implement instructional strategies that promote students'' learning, development, and potential. To prepare pre-service teachers for the profession, the study of educational psychology can help them to better understand their students and better understand their process of teaching. Such is the twofold purpose of Educational Psychology to help pre-service teachers understand their future students better and to help them understand all aspects of the teaching-learning situation. The pursuit of these two purposes leads to the ultimate goal of this text namely, to help pre-service teachers become increasingly able to promote student learning, development, and potential when it becomes their turn to step into the classroom and take full-time responsibility for tTable of Contents1 Introducing Educational Psychology and Reflective Teaching xxxiv Educational Psychology 2 Theories and Research 6 Narrowing the Gap between Theory and Practice 17 Reflective Teaching 19 2 Teachers and Teaching 28 The Teaching Life 30 What Is Teaching? 31 Teacher Development 33 Teaching Efficacy 41 Planning 48 General Approaches to Teaching 57 3 Cognitive Development 66 Brain Development 68 Cognitive Development 72 Sociocognitive Development 85 Language Development 93 4 Social Development 108 Relationships 111 Psychosocial Development 119 Moral Development 127 Social Competence 132 Aggression 136 5 Behavioral Learning Theory 150 Explaining Learning 152 Principles of Behavioral Learning Theory 155 Reinforcement 156 Punishment 160 Behavioral Learning Theory and Diverse Learners 164 Applied Behavior Analysis 165 Behavioral Learning Theory and Special Needs Students 167 Managing Behavior 167 Influences of Behavioral Learning Theory on Instruction 177 6 Managing Learning in Classrooms 186 Designing the Physical Environment 188 Designing the Social Environment: Norms and Rules 195 Managing Day-to-Day Classroom Instruction 206 Dealing with Behavior Problems 211 7 Cognitive Learning Theory 222 Cognitive Theories of Learning 224 The Information-Processing Model 225 Memory Systems 230 Encoding, Retrieval, and Forgetting 238 Categorization 244 8 Social Learning Theory, Complex Cognition, and Social Constructivism 254 Social Learning Theory 256 Complex Cognition 262 Complex Cognition and Social Constructivism 268 Instruction Influenced by Social-Constructivist and Sociocultural Theory 279 9 Learning from Peers 290 Perspectives on Peer Learning 292 Tutoring 304 Learning in Heterogeneous Groups 311 Collaboration and Technology 314 Influences on Effectiveness in Heterogeneous Groups 316 Learning from Peers: Practices for Learning 321 10 Motivation and Engagement 332 Engagement 334 Motivation 341 Intrinsic and Extrinsic Motivation 342 Psychological Needs 348 Curiosity, Interest, and Positive Affect 356 Engagement-Draining Motivational Deficits 360 11 Motivation to Learn 372 Motivation Is Rooted in Constructive Thinking 375 Self-Efficacy 376 Variability in the Classroom 414 Intelligence 415 Talent 423 Extremes of Intelligence 427 Differences in Ability and Instruction 429 Learners with Special Needs 430 Prevalent Student Needs and Challenges 435 Mastery Beliefs 381 Goals 387 Self-Regulation 397 Self-Concept 401 12 Individual Differences and Special Needs 412 13 Issues in Diversity 450 Diverse Learners 452 English Language Learners 460 Multicultural Education: An Overview 461 Implementing a Multicultural Approach to Teaching 465 Becoming a Teacher of Diverse Children 469 14 Assessment for Learning 482 Assessments in Everyday Life 484 Assessment for Learning: Roles, Goals, and Audiences 486 Principles of Assessment and Grading 489 Options for Assessment 491 Developing and Using Assessments 502 Interpreting Classroom Assessments 509 Developing a Grading System 513 Communicating with Parents 517 15 Standardized and Standards-Based Assessments 526 The Nature and Development of Standardized Assessment 528 Technical Issues in Assessment 534 Interpreting Standardized Assessments 547 Controversies in Assessment 555 Appendix: Looking at the Praxis II™ Principles of Learning and Teaching Assessment and the INTASC Principles 564 Glossary 574 References 582 Name Index 619 Subject Index 629

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Book SynopsisImprove academic learning outcomes with accurate working memory assessment and evidence-based interventions Essentials of Working Memory Assessment and Intervention is an accessible, practical guide to accurately and efficiently assessing working memory.Table of ContentsSeries Preface xiii Acknowledgments xv One Working Memory Models 1 Working Memory's Influence 2 Baddeley's Working Memory Model 3 Other Models of Working Memory 7 The Controversy Regarding Working Memory Capacity 12 Retention Intervals 15 Cognitive LoadTheory 15 The Integrated Model of Working Memory 16 Two Cognitive Processes Highly Related With Working Memory 25 General Intelligence 26 Fluid Reasoning 28 The Big Three 30 Executive Functions 30 Attention 31 Attention-Deficit/Hyperactivity Disorder 32 Oral Language 34 Auditory Processing 35 Phonological Processing 35 Processing Speed 36 Visual-Spatial Processing 37 Sequential Processing 37 Long-Term Memory 38 Metamemory 42 Strategies 43 Three Development, Neuroanatomy, and Risk Factors 45 Development of Working Memory 45 Metamemory Development 50 Long-Term Memory Development 51 The Neuroanatomy of Working Memory 51 The Neuroanatomy of Long-Term Memory 56 Risk Factors for Working Memory Impairments 58 Four Working Memory's Influence on Academic Learning and Performance 64 Working Memory and Classroom Learning 65 Cognitive Load in the Classroom 66 Working Memory and Basic Reading Skills 69 Working Memory and Reading Comprehension 72 Working Memory and Mathematics 75 Working Memory and Written Expression 81 Working Memory and Oral Language 82 Working Memory and Scholastic Performance 84 Working Memory and LD 85 The Importance of Automaticity 89 Implications for Assessment 90 Conclusions 91 Five Assessment Strategies 95 How to Determine Which Working Memory Component a Subtest Measures 96 Informal Assessment Procedures 102 Assessing Interaction With Long-Term Memory 114 Working Memory Testing 116 Testing Related Cognitive Processes 122 Analyzing Test Results 122 Interpretation of Working Memory Assessment Data 132 Specific Learning Disability Determination 137 Memory Processes Analyzer 138 Six Psychological Scales That Measure Working Memory 141 Child and Adolescent Memory Profile (CHAMP) 143 Cognitive Assessment System, Second Edition (CAS-II) 143 Comprehensive Test of Phonological Processing, Second Edition (CTOPP2) 145 Differential Ability Scales, Second Edition (DAS-II) 146 Kaufman Assessment Battery for Children, Second Edition (KABC-II) 148 The NEPSY II 149 Stanford-Binet Intelligence Scales, Fifth Edition (SB5) 151 Test of Auditory Processing Skills, Third Edition (TAPS-3) 152 Test of Memory and Learning, Second Edition (TOMAL-2) 153 The Wechsler Intelligence Scales 155 WISC-IV Integrated 158 WechslerMemory Scale, Fourth Edition (WMS-IV) 159 Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) 161 Woodcock-Johnson IV Tests of Achievement (WJ IV ACH) 163 Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) 163 Woodcock-Johnson IV Tests of Oral Language (WJ IV OL) 165 Seven Working Memory Interventions That Change the Brain 168 Types of Working Memory Interventions 169 Selecting Working Memory Exercises and Strategies 169 Measuring Progress 175 Metamemory Training 177 The Efficacy of Working Memory Training 177 How Working Memory Training Changes the Brain 181 Conclusions Regarding the Efficacy of Working Memory Training 183 Internet-Based Working Memory Training 184 Hands-On Working Memory Exercises 188 Interventions That Improve Related Cognitive Processes 192 Eight Supporting Working Memory in the Classroom 197 The Mnemonic-Based Classroom 198 Metamemory Instruction 200 Instruction That Reduces Cognitive Load 201 Accommodations and Modifications for Specific Academic Subjects 205 General Accommodations 208 Instructional Practices That Support Working Memory 209 Teaching Working Memory Strategies 213 Bypassing Working Memory by Using LTM Strategies 222 Nine Case Study 225 Working Memory Interpretation Section 225 Case Study Assessment 227 Example of a Written Interpretation 236 Jon's Interventions 241 Appendix A Scaled Score to Standard Score Conversion Table With Percentiles 253 Appendix B T-Score to Standard Score Conversion Table 256 Appendix C Working Memory Composites and Subtests Sorted by Scale 259 Annotated Bibliography 266 References 269 About the Author 303 About the Online Resources 304 Index 307

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Book SynopsisThe workbook that helps students connect emotional intelligence with leadership skills The Emotionally Intelligent Leadership for Students: Student Workbook contains hands-on activities and case studies to help students foster the 19 capacities of emotionally intelligent leadership (EIL) presented in the main text Emotionally Intelligent Leadership: A Guide for Students. Research from around the world has demonstrated that there is a relationship between emotional intelligence and leadership. For the substantially revised second edition, the authors have completely rewritten all modules and activities according to their data-based model. These activities bring theory into practice, targeting specific learning outcomes that will help students become better leaders. The workbook can be used in conjunction with the Emotionally Intelligent Leadership for Students: Inventory which helps students to assess their leadership behaviors. The companion EmTable of ContentsPreface vii Acknowledgments xix About the Authors xx 1 Introduction to Emotionally Intelligent Leadership 1 2 Consciousness of Self 13 3 Emotional Self-Perception 34 4 Emotional Self-Control 41 5 Authenticity 56 6 Healthy Self-Esteem 66 7 Flexibility 73 8 Optimism 84 9 Initiative 94 10 Achievement 105 11 Consciousness of Others 114 12 Displaying Empathy 122 13 Inspiring Others 129 14 Coaching Others 141 15 Capitalizing on Difference 148 16 Developing Relationships 156 17 Building Teams 163 18 Demonstrating Citizenship 171 19 Managing Conflict 180 20 Facilitating Change 192 21 Consciousness of Context 202 22 Analyzing the Group 209 23 Assessing the Environment 220 Appendix EIL Overview 225

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Book SynopsisCritical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways. Explains why critical and creative thinking complement each other with clear examples Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking Enriches the discussion of creative and critical intersections with brief inter-chapters based on the thinking habits of Leonardo da Vinci Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines Table of ContentsPreface xi Acknowledgments xiii About the Website xv Part One Introducing Critical and Creative Thinking 1 Essential Critical Thinking Concepts 3 What Is Critical Thinking? 4 Habits of Mind 5 Why Intellectual Habits and Character Matter 7 Overcoming Obstacles to Thinking 8 A Model for Critical Thinking 13 How You KnowWhat You Know 14 Perception and Knowledge 15 Being Wrong 23 Why Errors Persist 25 Applications 27 References 30 Interchapter 1 Facts and Knowledge 32 2 Essential Creative Thinking Concepts 36 What Is Creative Thinking? 37 Seeking Alternatives and Possibilities 38 Reversing Relationships 41 Cross-fertilizing 42 Shifting Attention 42 Denying the Negative 43 The Creative Habit 46 Creative Confidence 48 Creative Theft 49 Creative Crime 51 Creative Questions 52 Applications 56 References 58 Interchapter 2 Sustaining Curiosity 60 Part Two Practicing Critical and Creative Thinking 3 Becoming a Critical and Creative Thinker 65 Becoming a Critical Thinker 66 Intellectual Standards as Guidelines for Critical Thinking 67 Language and Thought 67 Reports, Inferences, and Judgments 69 The Prevalence and Power of Metaphor 74 Innovating through Analogy 78 Becoming a Creative Thinker 79 Developing the Creative Habit 80 Focus 83 Solo and Group Creativity 85 Concepts as Cognitive Tools 87 Applications 90 References 95 Interchapter 3 Embodying Experience 96 4 Critical Thinking Strategies and Applications 101 The Nature of Argument 102 Claims, Evidence, and Assumptions 102 Evidence: Claims and Warrants 105 Inductive and Deductive Reasoning 106 Sherlock Holmes as a Logical Thinker 109 Syllogisms, Enthymemes, and Argument 112 Argument and Authority 113 Argument and Analogy 114 Argument and Causality 116 Causality, Coincidence, and Correlation 120 Further Causal Consequences 122 Applications 123 References 129 Interchapter 4 Blending Art and Science 130 5 Creative Thinking Strategies and Applications 133 Imagination First 134 Imagination, Creativity, and Innovation 135 The Limits of Imagination 136 Capacities for Imaginative Thinking 137 Why Ideas Are Important 139 How to Get Ideas 140 Creative Whacks 147 Being Practical/What Iffing 153 Combining Things 156 Using Paradox 157 Thinking the Unthinkable 160 Applications 161 References 164 Interchapter 5 Combining Connections 166 Part Three Applying Critical and Creative Thinking 6 Decision Thinking: Making Critical Decisions 173 Making Decisions 174 Affective Forecasting 180 Achieving Insights that Affect Decisions 184 Institutional Decisions 186 Incentives and Decisions 188 Decisiveness 189 Making Tough Decisions 192 Making Group Decisions 194 Applications 195 References 198 Interchapter 6 Embracing Ambiguity 200 7 Ethical Thinking: Making Ethical Decisions 205 Basic Ethical Concepts 206 Ethics, Values, and Virtues 209 Ethical Imagination 213 Cosmopolitanism and Global Ethics 218 Technology and Ethics 220 The Ethics of Information 222 Ethical Decisions 224 Ethical Provocations 225 Applications 227 References 231 Index 233

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Book SynopsisThe first textbook of its kind, Critical Educational Psychology is a forward-thinking approach to educational psychology that uses critical perspectives to challenge current ways of thinking and improve practice.Table of ContentsList of Contributors vii Introduction 1Tom Billington, Antony Williams, Dan Goodley and Tim Corcoran Part I Reflexive Foundationalism: Critical Psychological Resources 13 Chapter 1 Psychology and Education: Unquestionable Goods 15Ansgar Allen Chapter 2 Ontological Constructionism 26Tim Corcoran Chapter 3 What Use is a Story? Narrative, in Practice 34Penny Fogg Chapter 4 Post-Conventionalism: Towards a Productive Critical Educational Psychology 43Dan Goodley Chapter 5 Psychoanalysis 52Antony Williams Part II Ethics and Values in Practice 61 Chapter 6 Critical Educational Psychology and Disability Studies: Theoretical, Practical and Empirical Allies 63Dan Goodley and Tom Billington Chapter 7 Thinking Critically About Professional Ethics 79Pat Bennett Chapter 8 The Ethical Demand in an Impossible Profession 88Niall Devlin Chapter 9 EP Becoming Phronimos: The Virtue of Phronêsis in Educational Psychology 99Daniela Mercieca and Duncan P. Mercieca Chapter 10 Traversing the Expert Non-Expert Binary: The Fluid and Contested Nature of Expertise 108Catherine Beal Chapter 11 Joining the Q: What Q Methodology Offers to a Critical Educational Psychology 118Martin Hughes Chapter 12 Are We All Psychologists Now? 127Antony Williams Part III Putting Critical Psychological Resources to Work in Educational Psychology 135 Chapter 13 Epidemic or Psychiatrisation? Children's Mental Health in a Global Context 137China Mills Chapter 14 The Teacher's Role in Supporting Student Mental Health and Well-being 146Helen Monkman Chapter 15 Towards Restorative Justice 157Victoria Harold Chapter 16 Faith and Educational Psychology: Empowering Islamic Perspectives of Muslim Parents 167Samana Saxton Chapter 17 Gender, Non-normativity and Young Women who Have Been Excluded 176Dawn Bradley Chapter 18 A Mindful Educational Psychology Practice 184Sahaja Davis Chapter 19 Some Reflections on Educational Psychology Practice 192Majid Khoshkhoo Chapter 20 Finding Attunement and Promoting Positive Attachments 200Kathryn Pomerantz Chapter 21 Social Theatre for Social Change: The Relevance of Performance Art in Educational Psychology 209Nick Hammond Chapter 22 'Being' Dyslexic in Higher Education: Reflections on Discourse and Identity 218Harriet Cameron Chapter 23 A Future? Why Educational Psychologists Should Engage with a Critical Neuroscience 226Tom Billington Further Reading and Resources 235 Index 237

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Book SynopsisThis set includes one copy each of the second editions of: Emotionally Intelligent Leadership for Students: Inventory Emotionally Intelligent Leadership for Students: Student Workbook Trade Review“Students, faculty, and campus professionals will discover that emotionally intelligent leadership is the missing piece in college student leadership development. Shankman and Allen have the courage to invite students into a journey of self-discovery that is more holistic than the field has ever seen.” —Donald G. DiPaolo, associate professor, University of Detroit Mercy

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Book SynopsisAn essential toolkit to help teachers and parents foster wellbeing in kids and teens In this book, you'll find fun, practical activities and strategies to develop an attitude of gratitude: the positive mindset that kids and teens need to successfully weather ups and downs, successes and setbacks. Growing with Gratitude outlines simple steps that you can start to action immediately, whether in the classroom, the whole school or at home. Drawing on over two decades of experience and research on how practicing gratitude leads to a happier, healthier life, author Ash Manuel shares how mindfulness and positive habits can benefit kids and teens of all ages. Learn how to make time for wellbeing in an already busy day Understand the psychology behind positive habits Discover and share the five habits of happiness Engage kids with games, activities, and reflections Get tips to manage your own wellbeing

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Book SynopsisThis book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change.Trade Review"In summary, there is much in this book to inform the reader about how the field of conceptual change has moved beyond the issues identified in the simple illustration with which I began this review. In doing so, it provides more than enough to stimulate a considerable amount of productive discussion."(Peter Hewson, University of Wisconsin-Madison, USA (Science Education, 87:4)Table of ContentsContributors. Preface. Introduction; M. Limón, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change; M.T.H. Chi, R.D. Roscoe. Why `Conceptual Ecology' is a Good Idea; A.A. diSessa. On the Nature of Naïve Physics; S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth; J. Ivarsson, et al. Understanding Conceptual Change: A Commentary; R.E. Mayer. Part II: Motivational, Social and Contextual Aspects. The Role of Motivational Beliefs in Conceptual Change; E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change; O. Halldén, et al. Participative Learning and Conceptual Change; M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A Contextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary; G.M. Sinatra. Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science; J. Leach, J. Lewis. Intuitive Rules: The Case of `More A - More B'; R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers; K. Merenluoto, E. Lehtinen. Conceptual Change in History; M. Limón. Content and Conceptual Change: A Commentary; R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains; L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change; M. Mikkilä-Erdmann. Computer-BasedInteractions for Conceptual Change in Science; M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding; J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary; P. Boscolo.

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Book SynopsisHow can universities shape creative, adaptive, integrated learners ready to confront the world? This book's clear-eyed optimism is a challenge to everyone in higher education. American higher education is being torn apart. Institutions, curricula, courses, and faculty roles are being unbundledbroken into constituent parts in the name of efficiency and cost savings. As a result, the college learning experience is fragmented and incoherent, leaving graduates less and less equipped to confront the dire social problems that cause those divisions in the first place. In College Made Whole, Chris W. Gallagher lays bare the dangers of the dis-integration of the college experience and shows how we can put higher education back together again. The successful colleges and universities of the future, Gallagher argues, will be integrated: coherently and cohesively designed to help students achieve a lifelong learning experience that is more than the sum of its parts. Pushing back against pernicioTable of ContentsPrefaceAcknowledgmentsIntroduction. The Future of Higher Education Is Integration1. The Many and the One: Integrating Higher Education as a Public Good and a Private Good2. Depth and Breadth: Integrating Specialized Expertise and Generalized Understanding3. Inside and Outside: Integrating Classroom Learning and Learning in Other Contexts4. A Life and a Living: Integrating Liberal Learning and Professional Learning5. Humans and Machines: Integrating Faculty Expertise and Learning Technologies 6. Now and Then: Integrating Degrees and Lifelong Learning Opportunities Conclusion. Educating EstherNotes Index

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Book SynopsisGiving higher education professionals the language and tools they need to seize new opportunities in digital learning. A quiet revolution is sweeping across US colleges and universities. As schools rethink how students learn - both inside and outside the classroom - technology is changing not only what should be taught but how best to teach it. From active learning and inclusive pedagogy to online and hybrid courses, traditional institutions are leveraging their fundamental strengths while challenging long-standing assumptions about how teaching and learning happen. At this intersection of learning, technology, design, and organizational change lies the foundation of a new academic discipline of digital learning. Coalescing around this new field of study is a common critical language, along with a set of theoretical frameworks, methodological practices, and shared challenges and goals. In Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney explore thTrade ReviewJoshua Kim and Edward Maloney think that a new infrastructure to better support new learning initiatives is already taking shape—not just within this or that college—but across higher education—through the emergence of new learning professionals, new learning organizations, and (possibly) a new scholarly field.Their writing is lively, and the reader can sense the authors' enthusiasm and desire to convey to a wider audience what they see taking shape.—Change: The Magazine of Higher LearningTable of ContentsPrefaceAcknowledgmentsIntroduction: A Turn to Learning1 Foundations of the Learning Revolution2 Institutional Change3 Reclaiming Innovation from Disruption4 The Scholarship of Learning5 Leading the RevolutionEpilogue: The Future of Learning Innovation NotesIndex

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Book SynopsisRedesigning liberal education requires both pragmatic approaches to discover what works and radical visions of what is possible. The future of liberal education in the United States, in its current form, is fraught but full of possibility. Today's institutions are struggling to maintain viability, sustain revenue, and assert value in the face of rising costs. But we should not abandon the model of pragmatic liberal learning that has made America's colleges and universities the envy of the world. Instead, Redesigning Liberal Education argues, we owe it to students to reform liberal education in ways that put broad and measurable student learning as the highest priority. Written by experts in higher education, the book is organized into two sections. The first section focuses on innovations at 13 institutions: Brown University, College of the Holy Cross, Connecticut College, Elon University, Florida International University, George Mason University, Georgetown University, Lasell CollegTable of ContentsForeword, by Michael S. RothAcknowledgmentsIntroduction. A Radical Vision for Redesigning Liberal EducationWilliam Moner, Phillip Motley, and Rebecca Pope-RuarkPart I. Case Studies Chapter 1. Problem-Focused Liberal Education in a First-Year Learning Community at the University of Wisconsin–Green Bay Denise S. Bartell, Alison K. Staudinger, and David J. VoelkerChapter 2. Attending to Local Context, Culture, and Language at Florida International UniversityIsis Artze-Vega, Phillip M. Carter, and Heather Russell Chapter 3. The Experiential Liberal Arts: An Integrative Model for Twenty-First-Century Education at Northeastern University Chris W. Gallagher and Uta G. PoigerChapter 4. Creating Connections: An Intentional, Integrated Liberal Education at Connecticut CollegeMichael Reder and Ann SchenkChapter 5. Building a Developmental, Interdisciplinary General Education Curriculum for the Future: Foundations in the Liberal Arts at Rollins CollegeEmily Russell, Susan Rundell Singer, and Toni Strollo HolbrookChapter 6. Exploring the Borderlands: Using Interdisciplinarity to Build Civic Literacy at the College of the Holy CrossLaurie Ann Britt-SmithChapter 7. Redesigning Learning through Multidisciplinary Teaching: Voices from a Sophomore Core Experience at Lasell UniversityMichael J. Daley, Dennis A. Frey Jr., and Catherine ZeekChapter 8. Intergenerational Partnerships to Support Liberal Learning Goals at Brown UniversityMary C. Wright, Maud S. Mandel, Jessica Metzler, and Christina SmithChapter 9. The Design Thinking Initiative at Smith CollegeBorjana MikicChapter 10. Immersive Learning in the Studio for Social Innovation at Elon UniversityRebecca Pope-Ruark, William Moner, and Phillip MotleyChapter 11. Failing Forward: Writing, Design, and Organic Curricular Change at Georgetown University Maggie Debelius, Sherry Lee Linkon, and Matthew PavesichChapter 12. Educating Business Leaders for a Better World at George Mason UniversityLisa Gring-Pemble, Anne M. Magro, and Jacquelyn Dively BrownChapter 13. Educating for Global Civic Participation and a Career: German Studies in the Twenty-First Century at Elon UniversityScott Windham, Andrea A. Sinn, Kristin Lange, Derek Lackaff, Anthony Hatcher, Evan A. Gatti, and Janelle Papay DecatoChapter 14. Pursuing Major Passions: Innovative Minors That Blend Professional Skills and Liberal Education Values for Civic Pursuits at Susquehanna UniversityJohn Bodinger de Uriarte and Betsy VerhoevenPart II. Visions for the Future of Liberal EducationChapter 15. The Future Has Gone Soft on Skills: Why Campuses Should Be Working Harder to Cement Personal and Social Development with LearningAshley FinleyChapter 16. Can We Liberate Liberal Education?Randy BassChapter 17. Aligning Liberal Education for an Age of InequalityWilliam M. SullivanChapter 18. Slow: Liberal Learning for and in a Fast-Paced WorldNancy L. Chick and Peter FeltenChapter 19. Shifting Paradigms: College Admissions as a Lever for Systemic Change in Liberal EducationKristína Moss Gudrún Gunnarsdóttir and Meredith TwomblyChapter 20. Scholartistry: Creativity and the Future of the Liberal ArtsMichael Shanks and Connie SvaboAfterword. The Age of ConnectednessLeo LambertAppendix 1Appendix 2ContributorsIndex

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Book SynopsisTable of ContentsIntroductionPart I. Change and Learning 1. Educating for Uncertainty 2. Your Brain-Closet 3. Aiming Your Flashlight 4. The Difficulty of Thinking for Yourself 5. The Difficulty of Thinking with Others (and Why Discussion Can Fail)Part II. A New 3Rs6. Relationships 7. Resilience 8. Reflection Part III. Learning to Change9. Driving Change10. Teaching Change 11. Designing Change AcknowledgmentsNotesReferencesIndex

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Book SynopsisHow can colleges and universities engage students in ways that prepare them to solve problems in our rapidly changing world?Most American colleges and universities assimilate students into highly competitive undergraduate experiences. By placing achievement for personal and material gain as the bedrock of a college education, these institutions fail to educate students to become collaborative learners: people who are committed and prepared to join with others in developing promising solutions to problems that they share with others. Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. LearniTable of ContentsAcknowledgmentsIntroduction. Undergraduate Education for Twenty-First-Century AmericaChapter One. Unsettling Individual Learning as the Cornerstone of a College EducationChapter Two: A Twenty-First-Century Imperative: Placing Collaborative Learning at the Forefront of Student SuccessChapter Three: Situating Collaborative Learning at the Center of the Undergraduate ExperienceChapter Four: Blending Roles and Responsibilities of Faculty, Staff, and StudentsChapter Five: Receiving and Giving FeedbackChapter Six: Anchoring the Curriculum in Shared Problem-SolvingAfterword: Beyond Predominantly White Undergraduate EducationReferencesIndex

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Book SynopsisThis book presents a practical framework for delivering therapeutic and instructional interventions in schools. Readers will learn how to select evidence-based interventions and make appropriate adaptations for the school context.Trade Review“Simon has written a very convincing book and essential guide to evidence-based practices in school. He gives readers a thorough description and analysis of therapeutic approaches that are likely to work best with students. His opinions are fully informed by high quality research and empirical documentation.” —New England Psychologist “Overall, this is a nice compilation of a range of information about executive functioning from general descriptions of what EFs are and how they develop to in-depth discussion of assessment, neurobiological mechanisms and functions, family risk and treatment development.” —New England Psychologist “The text surpassed my highest expectations by proving to be a superior, comprehensive resource for a school-based practitioner seeking to utilize EBIs with my students and also in terms of its usefulness as a tool for an instructor of higher education.” —CommuniqueTable of ContentsSeries ForewordDavid ShribergAcknowledgmentsIntroductionI. Foundations of Mental Health Services in Schools Advantages of Mental Health Work in Schools Overview of Psychological Interventions for Children and Adolescents Case Conceptualization in the Context of Evidence-Based Interventions: Linking Assessment to Intervention to Outcome II. Therapeutic Interventions for Specific Child and Adolescent Psychological Disorders Attention-Deficit/Hyperactivity Disorder Disruptive Behavior Disorders Pediatric Bipolar Disorder Depression Anxiety and Related Disorders Autism Spectrum Disorder Afterword: Comprehensive Multitiered Services in SchoolsAppendix: Case Conceptualization Flow ChartReferencesIndexAbout the Author

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Book SynopsisThis book discusses how school professionals can be care team partners for the more than 15 million school-aged childrenexperiencing medical conditions.Table of ContentsSeries Foreword Julia Ogg Preface LeAdelle Phelps as transcribed by Melissa BrayPart I. Introduction Chapter 1: Introduction to the Second Edition Michelle M. Perfect, Cynthia A. Riccio & Melissa A. Bray Chapter 2: Importance of Coordinated Care in Meeting the Needs of Children and Families Susan G. Forman, Melissa C. Fleuhr, Sade S. Porter & Jeffrey D. ShahidullahPart II. Blood, Cardiovascular and Circulatory System Disorders Chapter 3: Overview of Circulatory System Disorders Jeff Bostwick, Clark R. Bray & Heather Kwolek Chapter 4: Cardiac Disorders Stewart W. Ehly & Noel Estrada-Hernandez Chapter 5: Childhood Leukemia Lea A. Theodore, Karen Cross, Lauren Gammie, Marlena Minkos, Danielle Stern & Alyssa Perri Elias Chapter 6: 22q11.2 Deletion Syndrome or DiGeorge Syndrome Priscilla H. Duong & Hiroko Tanaka Chapter 7: Hemophilia Mickey Randolph & Ethan J. Schilling Chapter 8: Human Immunodeficiency Virus Tiffany Chenneville & Kamesha Gabbidon Chapter 9: Noonan Syndrome Suzanne Margiano, Lorette McWilliams, Johana deLeyer-Tiarks & Carissa Scogin Chapter 10: Sickle Cell and other Anemias Linda W. Morse, Melanie C. Morse & Sarah E. BillsPart III. Central Nervous System Disorders Chapter 11: Overview of CNS Disorders Ivette Merced Chapter 12: Adrenoleukodystrophy Harvey Switzky, James P. Van Haneghan & Abigail Baxter Chapter 13: Agenesis of the Corpus Callosum Krystal T. Simmons, Bianca S. Watkins & Sherine Presley Chapter 14: Angelman Syndrome Sara S. Frye & Allison Fairchild Chapter 15: Autism Christine L. Cole & Alana Telesford Chapter 16: Cerebral Palsy Sai Sudha Aravala, Adeline Bray & Karen Cross Chapter 17: Cri-du-Chat Phyllis S. Ohr Chapter 18: Down Syndrome Nicholas W. Gelbar Chapter 19: Epilepsy Megan Aros-O'Malley, David L. Wodrich & Randa Jarrar Chapter 20: Hereditary Ataxia Taylor-Kristen Myers Chapter 21: Mitochondrial Disorders Cynthia K. Lang, Alyssa A. Gonzalez & Cynthia A. Riccio Chapter 22: PANDAS/PANS Kandace M. Hoppin & Patricia Rice Doran Chapter 23: Prader-Willi Syndrome Moira Wendel & Julia Ogg Chapter 24: Rett Syndrome Nicholas W. Gelbar Chapter 25: Spina Bifida Fay Roseman & Agnes Shine Chapter 26: Williams Syndrome Carly B. Gilson, Terry Monkaba, Maria Mello & Robin PeggPart IV. Digestive System Disorders Chapter 27: Overview of Digestive System Disorders Cheryl Maykel, Lauren Gammie & Johanna deLeyer-Tiarks Chapter 28: Celiac Disease Emily M. Jimenez, Daphne J. Hill & Anita Sohn McCormick Chapter 29: Hirschsprung's Disease Craig L. Frisby Chapter 30: Inflammatory Bowel Disease: Crohn's Disease and Ulcerative Colitis Stevie Puckett-Perez & Chelsea Vaughan Chapter 31: Phenylketonuria Julia Ogg & Daniel V. StrisselPart V. Endocrine & Reproductive System Disorders Chapter 32: Overview of Endocrine & Reproductive System Disorders Cindy Chin, Graciela E. Silva & Mark Wheeler Chapter 33: Conditions Associated with Growth David E. Sandberg & Kristina I. Suorsa Johnson Chapter 34: Congenital Adrenal Hyperplasia Allison Fairchild & Madison Preece Chapter 35: Klinefelter Syndrome Kristina I. Suorsa Johnson & David E. Sandberg Chapter 36: Thyroid Disorders Samantha Coyle & Brooke Stettler Chapter 37: Turner Syndrome Kristina I. Suorsa Johnson & David E. Sandberg Chapter 38: Type 1 Diabetes Natalie A. Larez & Michelle M. Perfect Chapter 39: Type 2 Diabetes Stihlyn Chamberlain & Savina Maria BelloPart VI. Respiratory System Disorders Chapter 40: Overview of Respiratory System Disorders Melissa A. Bray, Cheryl Maykel, Lea Theodore & Justina Petrullo Chapter 41: Asthma Cheryl Maykel, Melissa A. Bray, Meghan Long & Lauren Gammie Chapter 42: Cystic Fibrosis Jeanette Smith Phoenix & Keiko Aoyagi Chapter 43: Cytomegalovirus Maryann Santos Chapter 44: Sarcoidosis Adeline Bray, Sar Aravala & Craig SchrammPart VII. Musculoskeletal Disorders Chapter 45: Overview of Musculoskeletal Disorders Sai Aravala, Adeline Bray, Evagelia B. Lolis & Alyssa M. Bunyea Chapter 46: Achondroplasia Cynthia A. Riccio & Anita Sohn McCormick Chapter 47: Charcot Marie Tooth Disease Jennifer Tucker & Meghan Nickels Chapter 48: Juvenile Idiopathic Arthritis Rebecca J. Tipton & Eric L. Robinson Chapter 49: Marfan Syndrome Brittany A. Dale & David E. McIntosh Chapter 50: Muscular Dystrophies Jennifer Tucker & Megan Jeune Chapter 51: Osteogenesis Imperfecta Kelly N. Clark & Christine K. Malecki Chapter 52: Sotos Syndrome Kari A. Sassu, Aarti P. Bellara, Michelle Levine-Schmitt, Emily L. Winter, Katherine R. Nelson, Alyssa M. Bunyea, Cindy C. Labbe, Elena S. Volfinzon, & Adeline M. BrayPart VIII. Mixed/Multisystem Disorders Chapter 53: Overview of Multisystem Disorders Cynthia A. Riccio Chapter 54: CHARGE Syndrome Timothy S. Hartshorne & Lillian J. Slavin Chapter 55: Cornelia de Lange Syndrome Emily M. Jimenez & Cynthia A. Riccio Chapter 56: Fragile X Syndrome Lea A. Theodore, Adeline M. Bray, Lydia Rumpf, Sai S. Aravala & Justina Petrullo Chapter 57: Lysosomal Storage Disorders Allison Fairchild & Melina Islas Chapter 58: Mucopolysaccharide Disorders Carolyn Tureaud, Taylor Kristen-Myers & Michelle Perfect Chapter 59: Neurofibromatosis Elizabeth Perdue, Lindsey Carnes & Cynthia A. Riccio Chapter 60: Pediatric Cancer Lea A. Theodore, Melissa A. Bray, Lauren Gammie, Cassandra Odell, Larissa Hoefler, Kerrilyn Surdi, Lydia Rumpf, & Alyssa Perri Elias Chapter 61: Smith-Magenis Syndrome James P. Van Haneghan, Abigail Baxter & Harvey N. Switzky Chapter 62: Sturge-Weber Syndrome Emily M. Jimenez & George W. Hynd Chapter 63: Tuberous Sclerosis Complex Cynthia A. Riccio & Huilin Linda Sun Chapter 64: Conclusion: Looking Back and Forward Melissa A. Bray, Michelle M. Perfect & Cynthia A. Riccio Appendix: Checklist for Developing Plans for Students with Health-Related Conditions Index About the Editors

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Book SynopsisRuling by Schooling Quebec provides a rich and detailed account of colonial politics from 1760 to 1841 by following repeated attempts to school the people.Trade Review'This deep analysis of early nineteenth-century Quebec will fuel debate about the complex origins of public schooling not only in the St. Lawrence Valley but elsewhere in North America as well.' -- Chad Gaffield American Historical Review vol 119:01:2014Table of ContentsPreface Acknowledgements Introduction Chapter One. The Battle Between the Sword and the Mouth Chapter Two. The Eunuch in the Harem: School Politics, 1793-1829 Chapter Three. The Colonial 'Monitorial Moment' Chapter Four. Creating a 'Taste for Education' in the Countryside, 1829-36 Chapter Five. Schooling the People, 1829-36 Chapter Six. The Normal School Chapter Seven. Governmentality and the 'Social' Science Chapter Eight. Governing through Education Conclusion Appendices A: Legislation for Rural Elementary Schooling in Lower Canada B: Robert Armour Jr. (1806-45) C: Stephen Randal's 1838 Educational Proposals D: Christopher Dunkin's Draft School Ordinance of 1840

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Book SynopsisIn A Class by Themselves?, Jason Ellis provides an erudite and balanced history of special needs education, an early twentieth century educational innovation that continues to polarize school communities across Canada, the United States, and beyond. Ellis situates the evolution of this educational innovation in its proper historical context to explore the rise of intelligence testing, the decline of child labour and rise of vocational guidance, emerging trends in mental hygiene and child psychology, and the implementation of a new progressive curriculum. At the core of this study are the students. This book is the first to draw deeply on rich archival sources, including 1000 pupil records of young people with learning difficulties, who attended public schools between 1918 and 1945. Ellis uses these records to retell individual stories that illuminate how disability filtered down through the school system’s many nooks and crannies to mark disabled studentTrade Review"A Class by Themselves tells a complicated story, but one that embraces the complexities and contradictions. Ellis is creative in including neighborhoods, teachers, students, and parents in a narrative that might easily have stayed at the levels of theory and policy. In the concluding chapter, Ellis points to the ways that this history set the stage for further developments and present-day concerns in education, connections that will already be apparent to many readers by the end of his book." -- Penny L. Richards * H Net Reviews *"Ellis’s work is not only empirically solid but also original, creative, and synthetic. His prose style is clear, his analytic structure solid, and his conclusions safely controlled (when he speculates, he says so). All these qualities put A Class by Themselves? in, well, a class by itself." -- Adam R. Nelson, University of Wisconsin-Madison * em>The Journal of the History of Childhood and Youth *Table of ContentsIntroduction 1 Eugenics Goes to School and Other Strange Legacies: Auxiliary Education's Entangled Reform Origins 2 "Inequalities of Children in Original Endowment": iq Testing Transforms Auxiliary Education, 1919-30 3 Avoiding "Blunders and Stupid Mistakes": Auxiliary Education for Adolescents, 1923-35 4 "A Mental Equality Where Physical Equality Has Been Denied": Sight-Saving, Speech and Hearing, and Orthopaedic Classes, 1920-45 5 The "Remarkable Case of Mabel Helen": Special-Subject Disabilities and Auxiliary Education, 1930-45 6 Changing Ideas in a Changing Environment: The Impact of Personality Adjustment and Child Guidance Conclusion Appendix A Pupil Record Cards Appendix B Auxiliary Program Enrolments

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Book SynopsisWhen the Constitution Act of 1867 was enacted, section 93 guaranteed certain educational rights to Catholics and Protestants in Quebec, but not to any others. Over the course of the next century, the Jewish community in Montreal carved out an often tenuous arrangement for public schooling as “honorary Protestants,” based on complex negotiations with the Protestant and Catholic school boards, the provincial government, and individual municipalities. In the face of the constitution’s exclusionary language, all parties gave their compromise a legal form which was frankly unconstitutional, but unavoidable if Jewish children were to have access to public schools. Bargaining in the shadow of the law, they made their own constitution long before the formal constitutional amendment of 1997 finally put an end to the issue.In Honorary Protestants, David Fraser presents the first legal history of the Jewish school question in Montreal. Based on extensive archiTrade Review'With the appearance of Fraser's Honorary Protestants, I can refer to a full legal history of the topic that is exhaustive in its attention to detail. The book is extensively researched and forcefully argued.' -- Roderick MacLeod Canadian Jewish Studies vol 24:2016Table of ContentsChapter 1: Introduction: Constituting Law, Constituting Justice in the Jewish School Question Chapter 2: Invoking Equality, Invoking Legality: Jews Constituting Their Canadian Identity Chapter 3: Schools, Taxes, Jews, Catholics (and Protestants): The Origins of the Jewish School Question Chapter 4: Jews and Roman Catholics, School Taxes and Protestants: The First Jewish School Question Chapter 5: Taxes, the Rabbi and the Schoolboy: S 93 and the Pinsler Case Chapter 6: Promises, Promises: "Honorary Protestants" in Protestant Schools Chapter 7: Jews, Protestants, and Taxes (Again): The Jewish School Question in the 1920s Chapter 8: Jews, Protestants, Roman Catholics, and the Law: The Jewish School Question Goes to Court Chapter 9: Jews, Protestants, and Roman Catholics: Two Crises, and the Jewish School Question, 1928-31 Chapter 10: The Protestant Jews of Ste. Sophie and La Macaza: Constituting School and Community in Rural Quebec Chapter 11: Outremont and Beyond: The Jewish School Question Moves West Chapter 12: Hampstead and Beyond: From the Ghetto to Citizenship and Equality under Law's Shadow Chapter 13: TMR, St. Laurent, Cote Saint-Luc: Democracy, Law, and the End of the Jewish School Question Chapter 14: Constituting Canada and the Jewish School Question in Montreal

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Book SynopsisThe teaching of numbers in the primary grades is seen in this book as the foundation of the beginnings of mathematical understanding. Mathematics is taken to be a language, and the aim of its teaching is to make the pupil, so to speak, bilingual, or so to increase his understanding that he is able to translate a concrete numerical problem into the symbolic language of calculation. For a child taught along these lines, how much easier, for example, would be the transition from arithmetic to algebra!Miss Churchill is fully conversant with the works of Piaget, Cuisenaire, Cassirer and other leading thinkers in educational philosophy, psychology, and linguistics. She has synthesized their concepts with her own experience and research at Leeds University, and, though written within the contexts of British education, her book should also have a marked influence on the teaching of young children in North America.

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Book SynopsisWinner, 2016 Best Authored Book presented by the Society for Research on AdolescenceDiverse case studies on how youth build political power during an era of racial and educational inequality in AmericaThis is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia. These examples, based on ten years of research by youth development scholar Ben Kirshner, show young people building political power during an era of racial inequality, diminished educational opportunity, and an atrophied public square. The book's case studies analyze what thesTrade ReviewKirshner provides a well-organized, thought provoking analysis of the effects of sociopolitical development on youth in a time of inequality. The purpose of his book is to provide the reader with insight as to how youth development effects societal change. Kirshner expresses the dire need to provide youth with a voice and how this voice becomes a catalyst for change. The text provides narratives of students who participated in youth led organizations that began to make societal changes in their schools. In addition to these narratives, the reader gets the privilege of learning about many different youth led campaigns that came about from the inability of youth to have a voice. The book particularly examines ways in which fostering sociopolitical development in youth brings about societal change. This text delivers exactly what it is supposed to. -- Journal of Youth and Adolescence[A]ll facets of youth activism are meticulously studied, analyzed, and interpreted using qualitative psychology research, with its case studies intertwined throughout...[I]ts solid research base seems essential for those seeking current analyses and data regarding student activism before beginning similar programs. * VOYA *[M]any of the ideas are worth reiterating to a new generation of teachers and researchers. Educating youth to be active participants in social change and proactively engaging them in exploring and defining their own values are inherently valuable regardless of the era or the political climate. * PsycCRITIQUES *Persuades us that schools would improve and societies benefit if we heard the voices of youth, who are typically left out of public conversations. Listen closely as they explain why they are organizing for equal education.- -- Connie Flanagan,University of Wisconsin-MadisonProvides a powerfully rich analysis of youth activism, and youth participatory research across a variety of settings. Kirshners brilliant analysis sheds light into the dark and complicated corners of youth engagement and political action. This book is a must read for researchers and practitioners searching for fresh analysis and innovative insights into youth civic activism and engagement. -- Shawn A. Ginwright,San Francisco State UniversityTable of ContentsContents Acknowledgments ix Introduction 1 Part I. How Activism Contributes to Human Development and Democratic Renewal 1. Critique and Collective Agency in Youth Development 23 2. Millennial Youth and the Fight for Opportunity 53 3. "Not Down with the Shut Down": Student Activism against School Closure 83 Part II. learning ecologies of youth activism 4. Teaching without Teaching 107 5. Schools as Sites of Struggle: Critical Civic Inquiry 134 Conclusion: Activism, Dignity, and Human Development 163 Methodological Appendix 185 Notes 201 Bibliography 213 Index 233 About the Author 237

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Book SynopsisResidential Schools and Reconciliation is a unique, timely, and provocative work that tackles and explains the institutional responses to Canada's residential school legacy.Trade Review"Professor Jim Miller of the University of Saskatchewan pulls back the curtain on the historical blame game. Residential Schools and Reconciliation documents Ottawa’s handling of Aboriginal issues. This is not ancient history. It just happened." -- Holly Doan * Blacklock’s Reporter *"As colonial nations around the world seek pathways to post-conflict reconciliation, J.R. Miller’s timely work is an important reminder of both the potential obstacles and the healing possibilities of such initiatives." -- Leigh Anne Williams * Publishers Weekly *‘For those who want to understand Canadian reconciliation attempts and their historical context specifically pertaining to residential schools, Residential Schools and Reconciliation is where they should turn.’ -- Cory Kapeller * Saskatchewan Law Review *"Miller’s study does not examine the history of residential schools or draw upon horrors recounted by survivors; rather, it looks at what churches, courts, and the state itself have done in reaction, sometimes haltingly. Here his scholarship breaks new ground: few scholars have traced the nitty-gritty of how reconciliation was and is negotiated or set it so firmly in a historical context." -- Susan Neylan, Wilfrid Laurier University * The Canadian Historical Review *"In this book, Miller provides Canadians with an invaluable, insightful, and accessible resource on reconciliation in Canada." -- Joanna Dawson * Canada’s History *Table of ContentsIntroduction: 'We did not hear you' Part One: Exposing the Problem Chapter 1: The Churches Apologize Chapter 2: The State Investigates Chapter 3: The Government Responds Part Two: Finding a Solution Chapter 4: The Bench Adjudicates Chapter 5: The Parties Negotiate Chapter 6: The Parties Implement the Settlement Agreement Part Three: Redress and Reconciliaiton Chapter 7: Truth, and Reconciliation Chapter 8: The Truth and Reconciliation Commission Chapter 9: Conclusion Bibliography Illustrations

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Book SynopsisIn Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, as well as nonviolence, and how they have the potential to improve education.Trade Review"Miller’s text should inspire educators at all levels to consider the role of love and compassion in their work." -- J. F. Heberle * Choice Vol 55:12: August 2018 *Table of ContentsAcknowledgments Foreword by Thomas Moore Love: An Introduction Self-Love Personal Love Impartial Love: Compassion Love of Learning Love of Beauty Love as Nonviolence The Gift of Presence Eros Love and Education

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Book SynopsisAcademics often speak about love for their subject, mathematicians discuss their love for figures and numbers, and elementary school teachers speak about their love of children. As multidimensional as love is, it is often a taboo subject relative to teachers and students. In Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, and cosmic love, and how these dimensions of love have the potential to improve education. Love and Compassion is both a practical and conceptual work, and will interest those involved in the study and practise of holistic and contemplative education. In addition to the seven dimensions of love, Miller’s evaluation includes nonviolent action, the love of beauty, and how they are crucial to the practise of teaching. Trade Review"Miller’s text should inspire educators at all levels to consider the role of love and compassion in their work." -- J. F. Heberle * Choice Vol 55:12: August 2018 *Table of ContentsAcknowledgments Foreword by Thomas Moore Love: An Introduction Self-Love Personal Love Impartial Love: Compassion Love of Learning Love of Beauty Love as Nonviolence The Gift of Presence Eros Love and Education

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