Educational psychology Books
Cambridge University Press Improving Learning
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£37.37
Cambridge University Press Administratively Adrift
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£28.47
Cambridge University Press A Practical Approach to Supporting Science and Engineering Students with SelfRegulated Learning
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£30.44
Cambridge University Press Understanding the Role of Equity
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£27.48
Cambridge University Press Connecting Creativity and Motivation Research with End Users
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£90.00
Cambridge University Press Connecting Creativity and Motivation Research with End Users
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£29.99
Cambridge University Press From Assessment to Feedback
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£70.00
Cambridge University Press The Cultural Mind
Book SynopsisFocusing on 'the science of the cultural mind', this book provides a systematic review of the sociocultural theory of learning, its contemporary elaborations, and its practical implementation in education. It includes numerous examples of intervention practices that are ideal for students, researchers, and practitioners.Trade Review'A landmark work that, for the first time, comprehensively presents the sociocultural approach to learning and synthesizes compelling evidence for it as key to optimizing education and human development in contemporary times. Alex Kozulin persuasively argues for a transformation in current educational practice as an urgent priority, from transmission of static knowledge and skills to 'learning how to learn'. Beyond that, this text is unique in clarifying the theoretical ideas and evidence-based teaching and assessment strategies essential for attaining this goal. Masterfully crafted, rich in research findings and practical examples, this book is an essential read for researchers and educators alike. A wonderful volume by a leading sociocultural theorist, investigator, and talented author that promises to have a major impact for years to come.' Laura E. Berk, Distinguished Professor of Psychology Emerita, Illinois State University'The originality of Alex Kozulin's new book relates to the fact that the sociocultural theory is presented as a set of interconnected key concepts. Each concept, in turn, is discussed in its development from the original idea to its further elaboration and practical implementation.' Yuriy Karpov, Professor of Psychology and Education, Touro University'Written by a renowned authority on Vygotsky's account of consciousness and its development, this latest work offers both an accessible synthesis of the theory's central principles and an illustration of their relevance to education, with examples from diverse populations and across academic disciplines. A must-read!' Matthew E. Poehner, Professor of Education and Applied Linguistics, Pennsylvania State University'Alex Kozulin is one of the pioneers of Vygotsky Studies as a translator and the author of the first whole-book intellectual biography of Lev Vygotsky. In his new book, Kozulin presents a creative 'reconstruction' of classical Vygotskian legacy, enhanced and rethought in the tradition of Reuven Feuerstein, and produces an exciting new synthesis in educational theory and practice for the 21st century.' Anton Yasnitsky, author of Vygotsky: An Intellectual BiographyTable of ContentsIntroduction: the science of the cultural mind; 1. Mediation; 2. Symbolic tools and mental functions; 3. Leading activity and child development; 4. Learning potential; 5. Cognitive education and concept formation; Conclusion: Connecting the dots.
£30.44
Cambridge University Press Researching and Modelling the Translation Process
Book SynopsisTranslation process research is almost four decades old. Translator cognition is one of the most complex translation research areas to study. This complexity stems mainly from the difficulties involved in collecting and analyzing translation process data. The Element reviews and discusses the developments in translation process research. Specifically, it highlights the key terms in translation process research, its data sources, the developments this area has witnessed in four decades, and the efforts made in modelling the translation process so far. The work also proposes a translation process model which shows the central role monitoring plays in managing other translation subprocesses and evaluating the information being processed. Based on the issues reviewed and discussed, it is concluded that translation process research is still maturing. Making further developments in this translation research area requires addressing some contextual and methodological gaps, and investigating particular neglected research dimensions.
£21.54
Cambridge University Press Be a More Productive Scholar
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£27.48
Cambridge University Press Be a More Productive Scholar
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£70.00
Cambridge University Press Essentials of Social and Emotional Intelligences
Book SynopsisEssentials of the Social and Emotional Intelligences explores the foundations of social and emotional intelligences from a multicultural humanistic psychology perspective. Delving into the spectrum of abilities associated with holistic emotional processes, this book unravels the intricacies of developing self-awareness, regulating emotional states, fostering social awareness and empathy, exercising freedom of choice, and building diverse relationships. Offering a unique theoretical synthesis of humanistic psychology and multicultural education, the text provides diverse perspectives on complex phenomena within social and emotional intelligences, including empathy, spirituality, loneliness, self-awareness, and cultural humility. Through a fusion of empirical research studies and multicultural insights, this book equips readers with the knowledge to cultivate these essential skills within themselves and foster meaningful connections with others. This concise guide is ideal for students, professionals, educators and laypersons hoping to build their fundamental knowledge in utilizing social and emotional intelligences.
£26.99
Cambridge University Press Pillars of Developmental Psychology
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£41.99
Cambridge University Press Working Relationally in and across Practices
Book SynopsisThis book offers resources for reflecting on and developing professional and research practices, and the conditions in which they occur. It is based in cultural-historical approaches and focuses on learning and change; the three ideas at the core of the arguments presented are relational expertise, common knowledge, and relational agency.Table of Contents1. Revealing relational work Anne Edwards; Part I. Working Relationally in the Professions: 2. Expertise, learning, and agency in partnership practices in services for families with young children Nick Hopwood; 3. Learning and deploying relational agency in the negotiation of inter-professional hierarchies in a UK hospital Joce Nuttall; 4. Relational agency, double stimulation and the object of activity: an intervention study in a primary school Annalisa Sannino and Yrjö Engeström; 5. An analysis of the use of relational expertise, relational agency and common knowledge among newly appointed principals in Chile's public schools Carmen Montecinos, Verónica Leiva, Fabián Campos, Luis Ahumada and Sergio Galdames; 6. Building and using common knowledge for developing school-community links Prabhat Chandra Rai; 7. Building common knowledge: negotiating new pedagogies in higher education in South Africa Shirley Walters, Freda Daniels and Vernon Weitz; Part II. Working Relationally in Networks: 8. Networked expertise, relational agency, and collective creativity Kai Hakkarainen, Kaisa Hytönen, Jenna Vekkaila and Tuire Palonen; 9. Relational agency and the development of tools in service networks Laura Seppänen and Hanna Toiviainen; 10. Creating a system of distributed expertise: the Oxford Education Deanery narrative Nigel Fancourt; 11. Common knowledge: the missing link in hybrid value chains? Marc Thompson, Catherine Dolan, Colin Mayer, Kate Roll and Ruth Yeoman; 12. The relational agency framework as a tool for supporting the establishment, maintenance and development of multidisciplinary networks of professionals Marilyn Fleer, Iris Duhn and Linda J. Harrison; Part III. Working Relationally in Research: 13. Research as relational agency: expert ethnographers and the cultural force of technologies Cathrine Hasse; 14. When daycare professionals' values for transition to school do not align with the educational demands from society and school: a practice developing research project for daycare professionals' support to children's transition to school Mariane Hedegaard; 15. Relational approaches to knowledge exchange in social science research Anne Edwards and Eleni Stamou; 16. Designing the epistemic architecture for Galaxy Zoo: the case study of relational expertise in citizen science Bipana Bantawa; Epilogue: 17. Using and refining the relational concepts Anne Edwards.
£100.00
Cambridge University Press The Training of Teachers in England and Wales during the Nineteenth Century
Book SynopsisOriginally published in 1933, this book presents an account regarding the development of teacher training in England and Wales during the nineteenth century. The text discusses both administrative measures and the development of techniques in teacher training in monitorial centres, colleges and universities. A detailed bibliography is included.Table of ContentsForeword; 1. The training of teachers under the monitorial systems; 2. A period of transition, 1830–40; 3. The Battersea experiment; 4. The development of the training college system, 1839–46; 5. The period of stabilisation, 1846–60. (a) administrative activity of the committee of council, the pupil-teacher system; 6. The period of stabilisation, 1846–60. (b) the work of the training colleges; 7. The work of the training colleges, 1860–1900; 8. New departures in training: (a) the day training college. (b) the pupil-teacher centre; 9. The training of teachers for secondary schools; General bibliography; Index.
£29.46
Cambridge University Press Higher Education Admissions Practices
Book SynopsisThis book places higher education admissions in a global context to advise assessment professionals, higher education administrators, testing organizations, education researchers, and policy makers. It serves as a reference and resource for understanding existing and future admissions practices, as well as access, diversity, and equity challenges.Table of ContentsPart I. Global Challenges and Common Admissions Models María Elena Oliveri: 1. An overview of higher education admissions processes Rochelle Michel and Simone Pollard; 2. Comparing college aspirations across PISA countries: are 17 percent oranges less than 75 percent apples? Matthias von Davier and Hak Ping Tam; 3. Merit-based admissions in higher education Christina Wikström and Magnus Wikström; 4. The open admissions model: an example from the United States Kevin M. Williams and Cathy Wendler; 5. Character-based admissions criteria in the United States and in Europe: rationale, evidence, and some critical remarks A. Susan M. Niessen and Rob R. Meijer; 6. Cross-cultural and global competencies and their role in admissions policies and practices Stephanie McKeown, Adrienne Vedan, Jackson Traplin, Leah Sanford and Cynthia Bourne; Part II. Country-Specific Admissions Practices Cathy Wendler: 7. Admission policies and practices and the reshaping of access patterns to higher education in Africa Ibrahim Oanda; 8. Chile's admissions tests: pending changes and revisions Mladen Koljatic and Mónica Silva; 9. Issues of perceived fairness in admissions assessments in small countries: the case of the Republic of Cyprus Elena C. Papanastasiou and Michalis P. Michaelides; 10. Higher education admissions practices in Israel Avi Allalouf, Yoav Cohen and Naomi Gafni; 11. Access, equity, and admissions in South African higher education Naziema Jappie; 12. Admissions practices in Sweden Per-Erik Lyrén and Christina Wikström; 13. Revisions of admissions testing in Vietnam: from elite to mass higher education Duy Ngoc Pham and Hong Cong Sai; Part III. Assessments Used in Higher Education Admissions María Elena Oliveri: 14. General academic and subject-based examinations used in undergraduate higher education admissions Rosemary Reshetar and Martha Pitts; 15. Language proficiency assessments in higher education admissions Thomas Eckes and Hans-Joachim Althaus; 16. Measuring student character: modernizing predictors of academic success Nathan Kuncel, Khue Tran and Shu Han Zhang; Part IV. Rethinking Higher Education Admissions Cathy Wendler: 17. The ACT holistic framework® of education and workplace success Jeremy Burrus, Jason Way, Becky Bobek, Kristin Stoeffler and Ryan O'Connor; 18. Using mathematical models to improve access to postsecondary education Rebecca Zwick; 19. After admissions: what comes next in higher education? María Elena Oliveri, Robert J. Mislevy and Norbert Elliot.
£32.42
Cambridge University Press Critical Thinking in Psychology
Book SynopsisThis book shows students and researchers in psychology how to think critically about experimental research, statistical inference, case studies, and ethical judgments. Each chapter explains what critical thinking is and how to teach and assess it by supplying useful features, such as critical-thinking questions and definitions of key terms.Trade Review'Political polarization, healthcare scams, media misinformation - we live in a sea of hustles and biases! What's known about how critical thinking falters and how to do better are the powerful themes of this timely volume.' David Perkins, Harvard University, Massachusetts'Critical thinking is rarely in abundant supply and its apparent death has become particularly salient in a time of 'fake news' and 'alternative facts'. By synthesizing research across the behavioral sciences, this superb book highlights what it takes to think critically, identifies obstacles and opportunities, and offers sage advice. It will be useful for years to come.' Norbert Schwarz, University of Southern CaliforniaTable of Contents1. An introduction to critical thinking: maybe it will change your life Diane F. Halpern and Robert J. Sternberg; 2. Nobelists gone wild: case studies in the domain specificity of critical thinking Scott O. Lilienfeld, Candice Basterfield, Shauna M. Bowes and Thomas H. Costello; 3. Why science succeeds, and sometimes doesn't Jonathan Baron; 4. Critical thinking and the rejection of unsubstantiated claims D. Alan Bensley; 5. Promoting critical thinking by teaching, or taking, psychology courses Douglas A. Bernstein; 6. Avoiding and overcoming misinformation on the Internet Jason L. G. Braasch and Arthur C. Graesser; 7. Critical thinking impacts our everyday lives Heather A. Butler and Diane F. Halpern; 8. Research suffers when we all agree: how sociopolitical homogeneity impairs critical thinking in the academy Stephen J. Ceci and Wendy M. Williams; 9. When all is just a click away: is critical thinking obsolete in the digital age? Gerd Gigerenzer; 10. Critical thinking: promise, progress, and paradox Jane S. Halonen and Dana S. Dunn; 11. Evaluating experimental research Henry L. Roediger, III and Jeremy K. Yamashiro; 12. Critical thinking as scientific reasoning: examining the power of sports momentum John Ruscio and Kevin Brady; 13. Critical thinking in STEM disciplines Robert J. Sternberg; 14. Why would anyone do or believe such a thing? A social influence analysis Anthony R. Pratkanis; 15. Conclusion: how to think critically about politics (and anything else!) Robert J. Sternberg and Diane F. Halpern.
£104.50
Cambridge University Press Beyond Virtue
Book SynopsisBy integrating research from psychology, philosophy, sociology, and feminist theory about educating emotions, this book covers a range of pedagogies and practices in schools. Suitable for teachers, school leaders, and educational researchers, it explores the cultural aspects of teaching about emotions, character education, and related strategies.Trade Review'Recommended.' D. L. Norland, Choice ConnectTable of ContentsForeword Judith Suissa; Preface; 1. Introduction; 2. Psychology and the politics of educating emotions; 3. Views of emotions in moral philosophy; 4. Happiness, eudemonia, and well-being; 5. Caring, compassion, and altruism; 6. Gratitude; 7. Resilience and mindfulness; 8. Vulnerability, courage, and grit; 9. Anger; 10. Sadness, fear, and anxiety; 11. Conclusion.
£28.47
Cambridge University Press The Cambridge Handbook of Lifespan Development of Creativity
Book SynopsisThis handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.Trade Review'The perspectives on creative development are diverse and comprehensive, providing insights into how creativity can change throughout one's life. I found important implications for both my personal and professional lives in every single chapter. This handbook will be the seminal work on creative development for years to come.' Jonathan Plucker, Julian C. Stanley Professor of Talent Development, Johns Hopkins University, USA'This wonderful book brings together leading scientific experts in the field, and addresses creativity from preschool to adulthood. Topics range from children's play, to neurodevelopmental disorders, to cultural differences in China, to videogames. It is a valuable resource for anyone interested in how creativity develops over the lifespan.' Keith Sawyer, Morgan Distinguished Professor in Educational Innovations, University of North Carolina at Chapel Hill, USA'The ideas of how creativity is developed over the lifespan is explored by an outstanding assembly of creativity researchers. This handbook will become the gold standard of scholarship in this critical area of research for educators, psychologists, and anyone else interested in how we think creatively.' Jeffrey K. Smith, Professor of Education and Dean, University of Otago, New Zealand'Anyone who has children, teaches children, studies children, or just wonders about how creativity develops will want to have this book. This volume covers the literature on the development of creativity, the editors are leaders in the field, and the authors are top-notch. I recommend the book most highly.' Robert J. Sternberg, Professor of Human Development, Cornell University, USA, and Honorary Professor of Psychology, University of Heidelberg, Germany'Although it is a first-rate reference work, this volume could easily be used as a class textbook, either stand-alone or with other texts. It is a marvelous complement to Kaufman's earlier Cambridge Handbook of Creativity, edited with Robert Sternberg; the Cambridge Handbook of the Neuroscience of Creativity, edited by Rex Jung and Oshin Vartanian … Recommendation: Essential.' S. T. Schroth, Choice ReviewsTable of ContentsIntroduction Sandra W. Russ, Jessica D. Hoffmann, and James C. Kaufman; Part I. Core Concepts of Lifespan Creativity Development: 1. Basic Concepts of Creativity Hansika Kapoor and James C. Kaufman; 2. The Creative Brain: A Developmental Snapshot Oshin Vartanian; 3. Pretend Play: A Microcosm of Creativity Sandra W. Russ; 4. Lifespan Development of Creativity Marc Bornstein; Part II. The Development of Creativity: 5. Are Preschoolers Creative? A Review of the Literature Natalie S. Evans, Molly A. Schlesinger, Emily J. Hopkins, Garrett J. Jaeger, Robert Michnick Golinkoff, and Kathy Hirsh-Pasek; 6. Development of Creativity in School-age Children Alexis W. Lee and Sandra W. Russ; 7. The Development and Enhancement of Adolescent Creativity Jessica D. Hoffmann and Elinor Hills; 8. The Intertwined Development of Identity and Creativity: Immersing in the Digital Self Baptiste Barbot; 9. Creative Development in Children from a Measurement Perspective Dimitrios Zbainos and Todd Lubart; 10. Creativity in Adulthood Maciej Karwowski and Ewa Wiśniewska; 11. The Many Faces of Creativity in Old Age Eva Kahana, Boaz Kahana, and Polina Ermoshkina; Part III. Modes of Enhancement: 12. Domain Specific Talent Development John Baer; 13. Enhancement of Creativity across Lifespan in Mainland China: Theoretical Inquiries and Practical Examples in the New Millennium Weiping Hu, Xinru Zhang, and Min Tang; 14. Beyond Flights of Fancy? The Relations Between Children's Imaginary Companions, Creativity, and Coping Naomi Aguiar and Marjorie Taylor; 15. Creating Imaginary Worlds Across the Lifespan Michele Root-Bernstein; 16. Imaginative Creativity in the Writing and Reading of Stories Keith Oatley; 17. The Effects of Video Games on Creativity: A Systematic Review Seyedahmad Rahimi and Valerie Shute; Part IV. Environments and Contexts: 18. Creative Identity Development in Classrooms Ronald Beghetto; 19. The Creativity in Children's Museums Garrett Jaeger and Helen Hadani; 20. Makers and Makerspaces: Developing Inventive Talent Barbara A. Kerr and Isaac Gardner; 21. Organizations and Creativity Roni Reiter-Palmon and Chelsa Dredge; 22. Creativity Development and Culture Izabela Lebuda, Vlad Petre Glăveanu, and Dorota M. Jankowska; Part V. Special Populations: 23. The Development of Gifted and Talented Students' Creativity in School Contexts Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell; 24. Creative Play in Children with Neurodevelopmental Disorders: Assessment, Intervention, and Future Directions Ellen A. Doernberg and Anastasia Dimitropoulos; 25. Eminent Creators: Early Experiences and Adult Achievement Dean Keith Simonton; Epilogue: What Have We Learned? Sandra W. Russ, Jessica D. Hoffmann, and James C. Kaufman.
£60.10
Cambridge University Press Succeeding and Adult Dyslexia
Book SynopsisBased on current theory and practice, this book discusses the relationship between adult dyslexia and success. Personal stories from dyslexia adults provide a basis on which the reader can relate to challenges and solutions, and a range of strategies are presented to enable people with dyslexia to become successful.Table of ContentsPart I: 1. Introduction; 2. Adult dyslexia; 3. Theoretical perspectives on success; Part II: 4. Strategies contributing to success; 5. Literacy and language issues and strategies; 6. Effective communication; 7. Dyslexia in the workplace; 8. Organisational influences on success; 9. Personal perspectives of dyslexia and career success; 10. Summary and conclusions: a revised framework.
£27.48
Cambridge University Press Taking Children and Young People Seriously
Book SynopsisThis volume is written for all those who work with children and young people, including educators, psychologists, researchers, and the wider caring professions. Based in cultural-historical approaches, it shows both why accessing children's perspectives and motives is important and how to work relationally with them to help them move forward.
£29.99
Cambridge University Press Affect and the Rise of RightWing Populism
Book SynopsisThis book uses affect theory to analyze the rise of right-wing populism in recent years and discusses the pedagogical implications for democratic education. It provides examples of how affect and emotion play a crucial role in the rise and reproduction of current right-wing populism. The author suggests ideas about affective pedagogies for educators to use (along with recognizing the risks involved) to renew democratic education. The chapters lay out the importance of harnessing the power of affective experiences and adopting strategic pedagogical approaches to provide affirmative practices that move beyond simply criticizing right-wing populism. The book consequently undermines the power of fascist and right-wing tendencies in public life and educational settings without stooping to methods of indoctrination. This volume is a valuable resource for researchers and policy-makers in education, political science and other related fields, who can utilize the affective complexities involvedTrade Review'This beautifully conceived and written book demonstrates how the rise of right-wing populism is grounded in the cultural politics of affect. It also highlights how this basic realization demands new ways of imagining the possibilities of democratic education.' Fazal Rizvi, Professor Emeritus, University of Melbourne, Australia, and University of Illinois at Urbana-Champaign, USA'This timely book explores the challenges educators face with the rise of the far right, shedding light on the affective dimensions of ideological attachments with impressive cross-disciplinary breadth. Foregrounding the role emotions play in cognition, the author's synthesis moves beyond critique to enumerate affirmative pedagogical directions.' Megan Boler, Professor of Social Justice Education, University of Toronto, Canada'The author continues his challenging work on emotion and affect by asking how right-wing populism gains affective power. After mapping his critique, he takes up the question of the renewal of anti-fascist, democratic education. He offers the invention of affective pedagogies that are simultaneously practical, theoretical, and political.' Marie Brennan, Extraordinary Professor of Education, Stellenbosch University, South Africa, and Adjunct Professor of Education, University of South AustraliaTable of ContentsIntroduction; Part I. Scanning the Political Landscape of Right-Wing Populism: 1. The politics of shame in the age of Trump; 2. 'Trump Pedagogy' and the effective modes of right-wing populism; 3. The affective grounding of post-truth claims; 4. The (un)making of microfascism in schools and classrooms; Part II. Renewing Democratic Education: 5; Affirmative critique as a response to post-truth claims; 6. Agnostic emotiions/affects to counter far right rhetoric; 7. Reinvigorating the affective atmospheres of democratic education; Part III. Inventing Affective Pedagogies for Democratic Education: 8; Nuturing political emotions in the classroom; 9. Towards shared responsibility without invoking collective spirit; 10. Re-invisioning the sentimental in pedagogical discourse and practice; 11. For an anti-complicity pedagogy; Epilogue.
£37.37
Cambridge University Press John Deweys Democracy and Education
Book SynopsisJohn Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text.Table of ContentsForeword David Hansen; Acknowledgments; Note on abbreviations; Introduction Leonard J. Waks and Andrea R. English; Part I. Companion Chapters: Introduction to Part I Leonard J. Waks; 1. Learning by doing and communicating Leonard J. Waks; 2. Learning and its environments Loren Goldman; 3. Giving form and structure to experience A. G. Rud; 4. Growth, habits, and plasticity in education Sarah M. Stitzlein; 5. Democracy without telos: education for a future uncertain Gonzalo Obelleiro; 6. What is the role of the past in education? Andrea R. English; 7. 'A mode of associated living': the distinctiveness of Deweyan democracy Kathleen Knight Abowitz; 8. A democratic theory of aims Leonard J. Waks; 9. What is the purpose of education?: Dewey's challenge to his contemporaries Avi I. Mintz; 10. Shaping and sharing democratic aims: reconstructing interest and discipline Terri S. Wilson; 11. Experience and thinking: transforming our perspective on learning Andrea R. English; 12. The role of thinking in education: why Dewey still raises the bar on educators Jack P. Smith, III and Spencer P. Greenhalgh; 13. Method: intelligent engagement with subject matter Doris A. Santoro; 14. Subject matter: combining 'learning by doing' with past collective experience Meinert Meyer; 15. Work, play and learning Christopher Winch; 16. Boundaries as limits and possibilities Scott L. Pratt; 17. Knowing scientifically is essential for democratic society Christine McCarthy; 18. Educational values: schools as cultures of imagination, growth, and fulfillment Steven Fesmire; 19. The value of the present: rethinking labor and leisure through education Scott R. Stroud; 20. An old story: Dewey's account of the opposition between the intellectual and the practical David I. Waddington; 21. Nature and human life in an education for democracy Martin A. Coleman; 22. Individuality and a flourishing society: a reciprocal relationship Hongmei Peng; 23. Autonomy, occupation and vocational education Christopher Winch; 24. Philosophy of education Richard Pring; 25. Healing splits: Dewey's theory of knowing Barbara Thayer-Bacon; 26. The consciously growing and refreshing life Douglas J. Simpson; Part II. Democracy and Education in Context: Introduction to Part II Andrea R. English; 27. The dialogue of death and life: education, civilization, and growth Thomas Alexander; 28. John Dewey, a modern thinker: on education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) Dietrich Benner; 29. John Dewey's refutation of classical educational thinking Jürgen Oelkers; 30. The social as the 'inclusive philosophic idea' of democracy and education: some constructivists' reflections Jim Garrison, Stefan Neubert and Kersten Reich; 31. John Dewey and the analytic paradigm in philosophy of education: conceptual analysis as a social aim? Christopher Martin; 32. Dewey, care ethics, and education Nel Noddings; 33. Technologies for democracy and education in the 21st century Craig A. Cunningham; 34. Inviting Dewey to an online forum: using technology to deepen student understanding of democracy and education Rosetta Marantz Cohen; 35. John Dewey: philosopher of education for our time Richard Pring; Index.
£29.46
Cambridge University Press Psychology Applied to Education
Book SynopsisOriginally published in 1926, this book presents the content of a series of lectures written by the British philosopher and psychologist James Ward (18431925). Their focus is on the theory and practice of education, providing an account regarding the application of psychological methods within an educational context.Table of ContentsPreface; 1. The possibility and value of a theory of education; 2. The general nature and growth of mind; 3. Growth of mind (continued): childhood and youth; 4. Perception of objects and training to observe; 5. Retentiveness, reproduction and imagination; 6. Thinking, abstraction and generalization; 7. Intellectual and logical training; 8. Education values; 9. Development of will and formation of habits and character; 10. Volition, sense of justice, and benevolence; 11. Discipline and authority; 12. The moral education of the young; 13. Individuality; 14. Personality the final aim of education; Index.
£30.44
HarperCollins Publishers Inc The Call of the Wild and Free Reclaiming the
Book SynopsisTrade Review"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids." — The New York Times "If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring." — Book Riot
£20.00
McGraw-Hill Education - Europe LifeSmart Exploring Human Development
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£114.82
Penguin Putnam Inc You Your Child and School
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£14.45
MIT Press Ltd Nightwork A History of Hacks and Pranks at MIT
Book SynopsisA lively introduction to MIT hacks, from the police car on the Great Dome to the abduction of the Caltech cannon.An MIT hack is an ingenious, benign, and anonymous prank or practical joke, often requiring engineering or scientific expertise and often pulled off under cover of darkness—instances of campus mischief sometimes coinciding with April Fool's Day, final exams, or commencement. (It should not be confused with the sometimes non-benign phenomenon of computer hacking.) Noteworthy MIT hacks over the years include the legendary Harvard-Yale Football Game Hack (when a weather balloon emblazoned “MIT” popped out of the ground near the 50-yard line), the campus police car found perched on the Great Dome, the apparent disappearance of the Institute president's office, and a faux cathedral (complete with stained glass windows, organ, and wedding ceremony) in a lobby. Hacks are by their nature ephemeral, although they live on in the memory of both perpetrators
£24.30
Irish Academic Press Ltd Educating Ireland Schooling and Social Change
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£76.40
Vintage Canada All Things Being Equal
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£14.40
University of Exeter The City on the Hill
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£65.04
Random House USA Inc Schools on Trial
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£14.41
McGraw Hill Education India Looseleaf for Middle and Secondary Classroom
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£140.40
John Wiley and Sons Ltd Optimizing Teaching and Learning
Book SynopsisOptimizing Teaching and Learning will serve as a practical guide for anyone, anywhere, who is interested in improving their teaching, the learning of their students, and correspondingly, contribute to the scholarship of teaching and learning. Bridges the gap between the research and practice of SoTL Provides explicit instructions on how to design, conduct, analyze, and write-up SoTL work Includes samples of actual questionnaires and other materials (e.g., focus group questions) that will jumpstart investigations into teaching and learning Explores the advantages and disadvantages of various pedagogical practices and present applications of SoTL using case studies from a variety of disciplines Trade Review"There were several pieces of information that were valuable, even to someone with a different education background. No doubt there is even more valuable information for readers who are not in such a specific specialty as nursing, but instead are education generalists." (Metapsychology, March 2010) "Overall, this book provides a great deal of information regarding teaching and learning practices, a pedagogical approach, and a touch of the application of research.... Helpful pearls of wisdom within." (Metapsychology Online Reviews)Table of ContentsPreface. Acknowledgments. 1. What Is Pedagogical Research?. Multidisciplinary Roots of Pedagogical Research. Examining Definitions of Scholarship. The Other SoTL: Action Research and Teacher Research. Beginnings. Why Is Pedagogical Research Important?. A Teaching Hierarchy. A Caveat. How Can Pedagogical Research Be Useful to You?. 2. Pedagogical Research: Focussing on the Teaching. Assessing Our Teaching Effectiveness. What Can We Learn from the “Best” College Teachers?. Creating your Teaching Philosophy Statement. How Do I teach?. Using Teaching Inventories. Determining Your Teaching Goals. Assessment Tools. Alternative Classroom Assessment Techniques. Teaching Portfolios. Learning to Conduct Pedagogical Research: How to Get Started: Designing Your Pedagogical Research Program. Developing Your Research Ideas and Questions. Focus on Student Learning: Connecting Your Learning Goals, Assessment Choice, and Teaching Technique. Applying the Findings of Your Pedagogical Research: Using General Principles of Learning to Making Changes to Your Teaching Strategies. Sharing Your Findings and Connecting with Others in the Field. Conclusion. Appendix: Examples of Discipline-Specific SoTL Journals. 3. Pedagogical Research: Focussing on Learning. What Do You Want to Find Out?. What Do We Know about How Students Learn?. Student Engagement: If You Engage Them, They Will Learn. How Can You Investigate Your Students’ Learning?. How Do Students Study?. Metacognition. Measuring Study Behaviors. Can You Improve Study Skills?. Key Psychological Factors Influencing Learning. Designing Your Research: How Do You Study Your Students’ Learning?. Measuring How Performance on Your Assessments Vary. Guidelines for Human Research Participants in SoTL. A Further Note on Ethics. Conclusions. Appendix: Questions on How to Make Cognitive Research Available to Educators. 4. Is It Significant? Basic Statistics. Why Do We Need to Analyze Our Classroom Data?. Qualitative or Quantitative? That Is the Question. Setting the Stage: Important Background for Measurement and Analyses. Two Main Forms of Statistical Analyses: Descriptive Analyses. Watching Your Curves. Inferential Statistics. Software Options. Calculating Descriptive Statistics. Calculating Inferential Statistics. Kicking It Up a Notch: Testing Multiple Factors. Conclusions. 5. Pedagogical Research as Scholarship: Resources for Success. Developing a Center with a Focus on SoTL. Determining Needs on Your Campus. Determining Your Goals: What Is the Purpose of the Center?. Guiding Principles when Creating a New Center. Creating Programming Initiatives to Achieve Your Goals. Mentoring Programs. SoTL and Tenure and Promotion. The Role of Assessment. Sources for SoTL Support or Funding. What Else Is Available through Faculty Development Centers?. Potential Challenges Identified by Those Who Have Come Before You. Appendix: Useful References. References. Index
£41.15
Cambridge Scholars Publishing Enriching the Lives of Children
Book SynopsisEnriching the Lives of Children is an exploration of innovations in teaching and learning. The book reflects scholarship, synthesis and creativity as the author reviews decades of research and practice on educational and instructional reforms designed to enrich learning and life for children, through novel and stimulating experiences.Trade Review“International comparisons, national test scores and parental anecdotes all indicate the same thing: America’s educational system is stagnating. And that stagnation threatens our ability to compete globally. In Enriching the Lives of Children, Dr. Rosalyn King gives us a much needed starting point for talking about what’s needed to elevate our approach to teaching.”—Glenn DuBois, Ph.D., Chancellor, Virginia’s Community Colleges“Pendulum swings in education are sometimes hard to see until after they have swung. Rosalyn King detects that there may, finally, be the beginning of a swing back from the grim pursuit of higher test scores to a more balanced, humane, and vital approach to education emphasizing creative learning and exploration. Professor King samples theory and research widely, including new brain research, and summarizes numerous exciting, stimulating programs from around the world for students of all ages. Truth be told, Professor King is pushing that pendulum for all she's worth, and one can only hope she succeeds in reversing momentum; the children of the world are counting on it.”—David Henry Feldman, Ph.D., Professor, Tufts University, Author: Beyond Universals in Cognitive Development"Dr. Rosalyn King has provided the educational community with a pedagogical and insightful approach to enriching the lives of students. Both professors and their students will find her book extremely useful and practical when teaching or learning how to teach. I am very excited to have such a powerful resource to recommend to other professionals."—Catherine Stower, Ph.D., NCC, LMHC, Headmaster, Academy Schools, WA“This is an excellent guide for teachers and educators of teachers who seek to nurture children's full possibilities. During a period of extensive testing which narrows our vision of human potential and of the teacher's role, Dr. Rosalyn King opens the vistas for whole child development, validating varied approaches, enriching strategies, and multipleexperiences. Her book expands our thinking about dynamic modes of fostering learning.”—Susan Riemer Sacks, Ph.D. Professor of Psychology, Barnard College, Columbia University
£30.53
Guilford Publications Integrated MultiTiered Systems of Support
Book SynopsisMany schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review“If you want to improve the impact of your academic and behavioral strategies for all your students, then follow McIntosh and Goodman's expert guidance on using the MTSS framework and logic. This book does a superb job of addressing the 'why,' 'what,' 'how,' 'when,' and 'where' of aligning and integrating leadership teaming, data-based decision making, explicit academic and behavior instruction, universal screening, continuous progress monitoring, and evaluation and coaching. And, it provides the empirical support, self-assessments, and applied examples for making MTSS contextually relevant and doable for you and your students."--George Sugai, PhD, Professor and Carole J. Neag Endowed Chair, Neag School of Education, University of Connecticut "A 'must read' for those interested in learning how to construct, implement, evaluate, and sustain integrated three-tiered models of prevention. McIntosh and Goodman have produced an easy-to-access guide for developing data-driven systems to meet students’ academic and behavioral needs, including very practical information on systematic screening efforts."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "The publication of this volume has been eagerly awaited. McIntosh and Goodman provide the most comprehensive lens to date for integrating academic and behavior systems of support. They clearly articulate the critical features and attributes that support implementation and sustainability of an MTSS at both the district and building levels. The authors have succeeded in writing a very reader-friendly book, complete with practical examples and tools for moving teams at all stages of implementation forward. This is an essential practitioner’s handbook and should be required reading for all preservice educators."--Dawn Miller, PhD, SWIFT Center (Schoolwide Integrated Framework for Transformation), University of Kansas "At a time when educational systems are under constant financial strain, the ability to integrate systems in school districts is crucial. By using an MTSS, K-12 educators can become more efficient and effective. This book details how to work toward integrating current processes and support systems to facilitate student learning. I encourage school personnel who want to understand an integrated approach to educational systems to read this book."--Gustavo Balderas, DEd, Superintendent of Schools, Eugene School District, Oregon "Well written, understandable, informative, and relevant. McIntosh and Goodman have created a great resource that is useful for those just embarking on an MTSS journey as well as those who have been working toward an integrated MTSS for some time. Not only does this book provide guidance about how and why integration of academic RTI and PBIS is important, but it also gives us tools to help us all in our work."--Justyn Poulos,Assistant Director, Wisconsin RTI Center -Table of ContentsI. Foundations 1. Introduction 2. The Relationship between Academic Skills and Behavior II. Core Components 3. Integrating Data 4. Integrating Practices 5. Integrating Teaming 6. Integrating District Support Systems 7. Integrating Entire Systems III. Case Studies of Successful Systems 8. Oregon's Effective Behavioral and Instructional Support Systems Initiative: Implementation from District- and State-Level Perspectives, Erin A. Chaparro, Sally Helton, & Carol Sadler 9. Florida's Multi-Tiered Support System for Academics and Behavior, Don Kincaid & George Batsche 10. Michigan's Integrated Behavior and Learning Support Initiative: A Statewide System of Support for MTSS, Christine Russell & Anna Harms IV. Looking Back, Looking Forward 11.Conclusion
£41.79
SAGE Publications Inc Learning and Memory
Book SynopsisLearning and Memory provides students with a clear, balanced, and integrated presentation of major theoretical perspectives foundational to the study of human learning and memory. Author Darrell Rudmann uses an engaging personal writing style appropriate for students with little or no previous background in psychology to discuss topics including the major behaviorism theories of learning, modern cognitive theories of memory, social learning theories, the roles of emotion and motivation in learning, and the well-established neurological underpinnings of these perspectives. A concluding chapter on learning and memory concepts in the real world shows students to how these concepts are applied in various industries, from advertising to education and the media. Trade Review"This is a good book that students from all disciplines should have no difficulty in understanding. It has an emphasis on learning and memory, but combines concepts with other types of psychology as well." -- Vivian C. Hsu"Learning and Memory is comprehensive and engaging." -- Jennifer A. Joy-GabaTable of ContentsPreface About the Author 1 History of Learning and Memory Learning Objectives Overview “Buddy O’Dell” Early Philosophical Approaches A Twentieth-Century Approach: Behaviorism Contemporary Approaches Themes in the Book Chapter Summary Review Questions Key Terms Further Resources References 2 Common Research Methods in Learning and Memory Learning Objectives Overview Common Features Issues of Quality Chapter Summary Review Questions Key Terms Further Resources References 3 Neurological Basis of Learning Learning Objectives Overview The Case of H.M. How Neurons Communicate: Neurotransmission How Neurons Adapt to Support Learning Classical Conditioning Skill Learning Implicit Learning Chapter Summary Review Questions Key Terms Further Resources References PART I: LEARNING 4 Behavioral Learning Learning Objectives Overview Operant Conditioning Theory Strengthening Behavior Schedules of Reinforcement Shaping Response Chains Stimulus Control Biological Constraints Avoidance Conditioning Weakening Behavior Overview of Operant Conditioning Theory Chapter Summary Review Questions Key Terms Further Resources References 5 Social Learning Learning Objectives Overview Learning by Watching Others Development of Learning Social Context of Cognitive Development Chapter Summary Review Questions Key Terms Further Resources References 6 Affect and Motivation in Learning Learning Objectives Overview Emotions During Learning Motivation Classic Motivational Theories Modern Motivational Theories Motivation in Education Chapter Summary Review Questions Key Terms Further Resources References 7 Cognitive Learning Learning Objectives Overview Short-Term Memory Store Baddeley’s “Working Memory” Model Conscious Learning Forming Memories Chapter Summary Review Questions Key Terms Further Resources References PART II: MEMORY 8 Retrieval Learning Objectives Overview Retrieving Memories Feeling of Knowing Retrieval Cues Prospective Memory The Biological Basis of Retrieving Memories Retrieval to Improve Learning Situational Effects on Retrieval Chapter Summary Review Questions Key Terms Further Resources References 9 Episodic and Autobiographical Memories Learning Objectives Overview Episodic Memories Autobiographical Memory System The Structure of Autobiographical Memories Conway’s Self-Memory System Developmental Changes in Autobiographical Memories Brain Processing Underlying Autobiographical Memories Chapter Summary Review Questions Key Terms Further Resources References 10 Semantic Memory Learning Objectives Overview Tulving’s Episodic/Semantic Memory Distinction Meaning and Context Knowledge Representation Associationistic Models of Knowledge Representation Holistic Approaches of Knowledge Representation Constructivism Chapter Summary Review Questions Key Terms Further Resources References 11 Forgetting Learning Objectives Overview Forgetting Is Normal Normal Rate of Forgetting Forgetting Over the Lifespan Causes of Forgetting Other Retrieval Errors Chapter Summary Review Questions Key Terms Further Resources References PART III: ADVANCED TOPICS 12 Learning and Memory in the Real World Learning Objectives Overview Learning and Advertising: Consumer Research Learning and Education: Classroom Management Learning and the Workplace: Employee Training Learning and Aggression: Violence and Media Memory and the Law: Eyewitness Memory Chapter Summary Review Questions Key Terms Further Resources References Index
£188.56
Capstone Classroom Take Five for Language Arts
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£20.69
Basic Books Know Thyself: The Science of Self-Awareness
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£24.00
Gallaudet University Press,U.S. The History of Gallaudet University: 150 Years of
Book SynopsisPublished to commemorate Gallaudet University's 150th anniversary, this book traces the historic path that Gallaudet traveled to become the finest institution of higher education for deaf people throughout the world. In the same way that the country's land-grant universities brought higher education to more American students than ever before, Gallaudet offered the same opportunities to deaf students for the first time. Featuring more than 250 photographs and illustrations, this volume also details poignantly the evolution of American Sign Language as a language of scholarship at Gallaudet during a time when its use in educational institutions was largely discouraged or prohibited.
£60.00
Zephyr Press Square Pegs
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£22.94
Ulysses Press The Three Little Pigs Teach Growth Mindset:
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£18.14
Rockridge Press Montessori at Home: A Practical Guide for Parents
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£12.34
Pavilion Publishing and Media Ltd Trauma and Teens: A Trauma Informed Guide and Toolbox towards Well-being in Homes and Schools
Trauma Informed aims to create increased therapeutic and empathetic understanding of adolescents and their traumas. Part One addresses four types of trauma - acute, chronic, complex, and historic or transgenerational - through a series of case studies. The author uses the voice of the teen, the voice of the parent or carer and the voice of the educator to present each case in detail, complete with suggested interventions. Part Two focuses on simplifying therapeutic concepts such as attachment theory and the stages of grief, and the final chapter offers strategies for ongoing management in the form of a 'trauma toolbox'. This comprises grounding techniques for calming down or boosting energy, advice for self-care via good sleep and nutrition, and guidance for enabling troubled young people to feel secure, open up and begin the healing process by cultivating an attitude of PACE (Playfulness, Acceptance, Curiosity and Empathy).
£43.10
Harriman House Publishing The Learning Game: Teaching Kids to Think for
Book SynopsisHow did we conclude that the best way to prepare kids for the future is to cluster them into classrooms by age and grade, forcing them to learn the same things, at the same time and pace, seven hours a day, five days a week, for twelve years? We trust the school system to prepare our kids for the future. We get excited when they get good grades, or disappointed if they don't. But we rarely stop to question whether school is teaching our children the right things in the right way. Kids could get good at playing the game of school, but are they really learning? Teacher-turned-edupreneur Ana Lorena Fabrega, known by her students as Ms. Fab, invites us to rethink education. In The Learning Game, she reveals how traditional schooling has gone wrong, and proposes a series of actionable strategies to help kids learn. What if we guide kids to think for themselves? Should we encourage kids to take risks and tackle projects of their own? How do we help kids learn to love learning? Answering these questions and many more, The Learning Game will arm you with practical tools to design a new approach to learning-one that leaves behind the game of school and prepares your kids for the game of life.
£18.99
University of Alaska Press Fantastic Antone Grows Up Fantastic Antone Grows
Book Synopsis
£21.80
Pavilion Publishing and Media Ltd Building Wellbeing and Resilience: How to Help
Book SynopsisPart of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Building Wellbeing and Resilience offers a complete introduction to these critical yet frequently misunderstood topics. Often confused with mental health or physical wellness, wellbeing fuses aspects of both and wider elements into a general sense of 'how we are'. Resilience, meanwhile, is the ability to deal with adversity and move forward. High wellbeing fosters resilience and, in a virtuous circle, resilience is linked to high levels of wellbeing. Exploring these topics along with related issues such as measuring wellbeing, using positive psychology approaches to boost strengths and the impact of neurodiversity, Rob Long considers the importance and impact of wellbeing and resilience at home and in the classroom - and how parents, carers, teachers and schools can help.Table of ContentsSeries Preface; About the Author; Author's Preface; How to Use This Book Part 1: Introduction 1. What are wellbeing and resilience?; 2. Wellbeing in context; 3. Wellbeing and development; 4. Issues, evidence and definitions; Ten key things to know about wellbeing and resilience Part 2: The science of wellbeing 5. Evidence-based practice; 6. Measuring wellbeing; 7. Wellbeing and positive psychology; 8. How can positive psychology improve wellbeing?; 9. Signature strengths Part 3: Wellbeing and development 10. Child and adolescent development; 11. Wellbeing and physical development; 12. Wellbeing and emotional development; 13. Wellbeing and cognitive development; 14. Adolescence and social development Part 4: Wellbeing at home and in school 15. Wellbeing and the family; 16. Wellbeing in school; 17. Wellbeing in the classroom; 18. Behaviour and school policies; 19. School transitions and wellbeing Part 5: Resilience and mental health 20. Wellbeing for troubled children; 21. Understanding resilience; 22. What can be done to increase resilience?; 23. Building the skills for school success Part 6: Complex difficulties and disadvantage 24. Children with complex difficulties; 25. The disability paradox; 26. Abilities and capabilities; 27. Poverty Part 7: Conclusion and resources 29. Summary; 30. Advice for parents and carers; 31. Advice for teachers; Appendices
£32.65
Maupin House Publishing Student Engagement Is Fundamental: Building a
Book Synopsis
£16.96
