Educational psychology Books
Taylor & Francis Ltd Contemporary Global Perspectives on Cooperative
Book SynopsisThis volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance sTable of ContentsCooperative Learning and the State of the Field: An Introduction Section 1: Effectiveness, Benefits, and Limitations of Cooperative Learning (CL) 1. Can Cooperative Learning Enhance Student Thinking and Question Generation? 2. Can students learn by teaching their peers during cooperative learning? 3. Positive resource interdependence for young students: a nudge for cooperation but a pitfall for learning 4. “We all keep growing and learning” – Facilitating meaningful educational experiences through peer assisted learning across different educational levels in El Salvador Section 2: Achieving Equitable Learning through Cooperative Learning 5. Giving voice to diversity: Cooperative strategies for intercultural citizenship 6. Teacher perceptions of primary aged students’ social capabilities in Australia, England and Sweden and their importance to inclusive classrooms 7. Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges 8. Syrian Refugee Teachers’ Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon 9. Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue 10. Cooperative Learning Through Philosophy for Children Around the World Section 3: Initiating and Deepening Cooperative Learning in Diverse Educational Contexts 11. Developing Reciprocal Peer Tutoring in Irish Medium Schools 12. Developing a Community of Practice for Teacher’s Learning and Implementation of Cooperative Learning 13. Cooperative Learning in Japan as a Core Strategy Deepening Cooperation in Education Section 4: Cooperative Learning in Action 14. Promoting Dialogic Talk during Cooperative Learning 15. A shift to the future: The paradigmatic approach of cooperative learning in online practice 16. Group worthy cooperative learning structures in the college classroom 17. Cooperative Learning for Academic, Personal and Social Development in Higher Education in Africa 18. Cooperative Learning in Engineering Education: The Story of an Ongoing Uphill Climb
£93.75
Taylor & Francis Ltd Dialogic Feedback for High Impact Learning
Book SynopsisIn recent years, the transmission paradigm of learning and teaching is making way for new approaches fuelled in part by the technology and AI revolutions. Learning is seen now more often in the light of connectivism, collaboration and creative problem solving. Dialogic Feedback for High Impact Learning explores this fascinating trend championing learning as a dialogic process between learners and coaches where learning is connecting networks and resources and leads to creative problem solving. It addresses the need for feedback as a dialogue in training for tomorrow, what it entails and how you can best deal with it.The book explores the power of feedback in a high-impact learning setting, where all parties strive for a learning and feedback culture rather than a consumption and testing culture. The authors discuss the feedback process, feedback seeking behaviour and the quality of the feedback message, sharing tips for software and apps to support this process and howTable of ContentsIntroduction Part 1. What do you need to know about feedback? 1. Feedback, how did we use to do it? 2. Feedback is the core of learning 3. Feedback as the core of learning: central themes 4. Feedback seeking behaviour 5. Types of feedback 6. The impact of feedback Part 2. Impactful feedback is dialogue 7. Where did the idea of feedback as dialogue come from? 8. Feedback as dialogue, what does it mean? 9. Characteristics of a feedback dialogue that stimulates learning 10. Team feedback dialogue 11. Power and relationships 12. The feedback dialogue in practice 13. Barriers to impactful feedback dialogue 14. Feedback dialogue as the core of effective PCP coaching Part 3. Practical examples and tools 15. The MoL: MSc Learning and Development in Organisations 16. The MET learning hubs 17. Gilde Training Programmes on Well-being 18. Avans HR Academy 19. Fontys IT open Part 4. Some Further Tips & Answering some frequently asked questions 20. Feedback dialogues: Where do I get the time? 21. How do people experience feedback dialogues in practice? 22. Professionalization of teachers with respect to feedback 23. Software to support feedback dialogues 24. Simple feedback tools Finally References
£29.60
Taylor & Francis Ltd From Ghosts to Graduates
Book SynopsisFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read.With the deliberate practices in this book, you'll be able to chTrade Review “In this vitally important book, Dr. Freeland offers practical solutions for educators, leaders, and policymakers to address the dropout crisis. This is not a momentary crisis, but one that will last for decades, as the legacy of dropouts includes poverty, unemployment, and excessive involvement in the criminal justice and medical care systems. Thanks to Freeland’s insightful advice, we can both address the current dropout crisis and engage in systematic prevention of future dropouts. If we follow the guidance in this book, we can bring our dropout ghosts back into the light of an educational environment that offers hope for their future.” - Douglas Reeves, Author, Fearless Schools "Are you ready to get serious and address the drop-out issue in your school or district? Are you interested in identifying students who feel unseen and unvalued? Look no further. Emily Freeland has combined research with practical application and created a roadmap for educators to connect with their most at-risk students to take them from going through the motions to walking across the graduation stage. Whether you are a district leader looking to make changes at the systems level or an educator looking to make an impact at the individual level, you will find exactly what you are looking for in this book." - Allyson Apsey, educational leader, author and national speaker Table of ContentsMeet the Author Introduction Part 1: Ghost Hunting – How do we find our ghosts? 1. Ghost Origins - Why do students become ghosts? 2. Ghost Indicators - How do we recognize when it is happening? 3. Ghosting Beyond the Numbers - What strategies can we utilize and what steps can we take to connect with our ghosts? Part 2: Ghost Whispering – How do we see and connect with our ghosts? 4. Whispering in the Classroom - I see you! 5. Fostering Engagement and Motivation –Your learning is important to me! 6. Communicating High Academic Expectations – I believe in you! Part 3: Closing the Gateway – How can we shut down the pathway to ghosting? 7. Call in Reinforcements - How can teacher teams face down the ghosting challenge together? 8. Instilling Hope - How can we instill hope in our ghosts and help them create a vision of their future? 9. Blocking the Pathways - How can we eliminate the school- and district-level policies that keep the gateways propped open?
£25.64
Taylor & Francis Screenwise
Book SynopsisThe second edition of Screenwise offers a refreshed, realistic, and optimistic perspective on how to thoughtfully guide kids in the digital age.Many parents feel that their kids are addicted, detached, or distracted because of their digital devices. Media expert Devorah Heitner, however, believes that technology offers huge potential to our childrenâif parents mentor them. Using the foundation of their own values and experiences, parents and educators can learn about the digital world to help set kids up for a lifetime of success in a world fueled by technology. Screenwise is a guide to understanding more about what it is like for children to grow up with technology all around them, and to recognizing the special challengesâand advantagesâthat contemporary kids and teens experience thanks to this level of connection. In it, Heitner presents practical parenting hacks: quick ideas that you can implement today that will help you understand and relate to your digitaTrade Review"Screenwise is the reassuring and engaging roadmap every parent needs to raise digitally savvy children. In this research-backed, practical guide, Heitner combines an understanding of child development with her extensive knowledge of the risks and many rewards of technology to give caregivers everything they need, from conversation starters to context, to confidently help their kids navigate their online worlds ethically, constructively, and even joyfully!"Phyliss Fagell, LCPC author of Middle School Matters"Raising kids in the digital age can feel like being stuck on roller coaster with no endpoint. The more you begin to understand how kids utilize technology, the more new platforms pop up. Screenwise takes the focus off of parental control and places it on parental understanding. By meeting kids where they are and learning to navigate technology together, parents can help their kids build healthy tech habits that will last a lifetime. Screenwise weaves together research and prescriptive advice to help parents do just that." Katie Hurley, LCSW, author of No More Mean Girls “For all parents who feel like they can’t keep up with today’s technology, Devorah Heitner has come to the rescue. Screenwise doesn’t judge or preach. It is full of empathy and insight, providing gems of guidance based on years of deep research and real talk with real kids. A pleasure to read.”Lisa Guernsey, author of Tap, Click, Read and Screen Time; director, Learning Technologies Project, New America“Don’t let your kids’ tech life stress you out. Grab Screenwise and get the good news and strategies you need to guide your kids (or let them safely guide you) into a smart and savvy digital life.”Deborah Gilboa, MD, parenting and youth development expert at Ask Dr. G“A must-read for twenty-first century parents! Parenting the digital gen-eration requires complex skills that I frankly didn’t have—until now. Empowered by Dr. Heitner’s timely book, I feel infinitely more prepared to guide my son and daughter through the advantages and perils of modern-day connectedness. Issues like trust, relationships, security, and balance are handled deftly by an expert who clearly knows the territory and shares her knowledge in a relatable way. Every modern-day parent should read this book. Highly recommended.”Mary O’Donohue, author of When You Say “Thank You,” Mean It: And 11 Other Lessons for Instilling Lifelong Values In Your Children“Find your way from ‘screenworried’ to ‘screenwise.’ It’s time to get over your techno-guilt and become a more competent and confident media mentor—an enthusiastic tour guide and mindful role model—for your child in the digital age. In these pages you’ll find affirmation, encouragement, a gentle nudge or two about your own media use, and practical strategies to help you become a ‘tech positive parent.’”Chip Donohue, PhD, director, Technology in Early Childhood (TEC) Center at Erikson Institute“Devorah has tackled the challenging, modern issue of raising kids in today’s digital world head-on. Screenwise gives practical ideas and advice for parents struggling with this issue and really enables them to turn what could be a problem into an opportunity. As an administrator in a highly successful 1-to-1 mobile device school district, I face many of the challenges outlined in this book on an almost daily basis. Screenwise will help not only the parents in our district, but also the teachers when it comes to ideas and strategies for truly helping kids thrive in their digital world.”Carl Hooker, director of Innovation & Digital Learning at Eanes ISD, founder of iPadpalooza, author of the Mobile Learning Mindset book series“This book is full of calming words and constructive suggestions for today’s parents who are anxious about their children’s immersion in digital media. Grounded in the latest research, it will help parents develop their resourcefulness in navigating what can seem like a worrying new world.”Sonia Livingstone, author of The Class: Living and Learning in the Digital Age“Screenwise is a practical guide for parents and families trying to navigate childhood in the digital age. Not a ‘one-size-fits-all approach,’ this book is about gaining confidence and resolve to make the informed, intentional choices that will work best for you and your family. The scenarios and solutions outlined are developmentally on-target for the ages addressed, whether toddlers or teenagers. Heitner possesses a clear and direct voice that will help parents find the path that works for them.”Jennifer Farrington, president & CEO, Chicago Children’s Museum“Dr. Heitner offers smart, tech-positive advice for parents on how to be good mentors for children, and on how to best use technology rather than trying to monitor every single online exchange. We appreciate the age-appropriate advice on how to balance autonomy and support.”Tom Vander Ark, author of Smart Parents: Parenting for Powerful LearningTable of ContentsPreface Introduction 1. Raising Kids in An Always Connected World 2. Your Kid’s Digital World: What Are They Doing On There? 3. Assessing Your Own Digital Literacy 4. Becoming a Tech-Positive Parent 5. Empathy Is the App 6. Balancing Family Life in the Age of Constant Connection 7. Friendship and Dating in the Digital Age 8. School Life in the Digital Age 9. Growing Up in Public Conclusion: Digital Citizenship for the Next Generation Acknowledgements Notes References Index About the Author
£22.56
Taylor & Francis Ltd Applied Psychology for Foundation Year
Book SynopsisApplied Psychology for Foundation Year: Key Ideas for Foundation Courses introduces students to topical issues and controversies within specific areas of applied psychology, bringing together current theories and studies from a number of areas within applied psychology through a series of interesting and current debates and controversies.Included in this book are a series of snapshots of how psychologists have tried to apply their findings to real-life problems. Using a clear structure and accessible tone, this book demonstrates how psychological research can be applied to inform current debates across a variety of the field's subdisciplines. Through examination of both established theoretical ideas and more recent empirical evidence, it enables readers to see how research is linked to practical application in occupational psychology, educational psychology, criminology, sport psychology and environmental psychology. In doing so, it explicates contemporary theories aTable of ContentsPreface1. Who is watching you? 2. How do you learn best? 3. Do video-games have value? 4. What colour are you wearing today? 5. How to win at sport 6. Are you keeping your employees happy? 7. Is it possible to detect deception? 8. Can you spot a criminal? 9. Where is a good place to live? 10. Is it good to spend time by the sea? 11. The psychology of Christmas
£39.99
Taylor & Francis Ltd Pause Ponder and Persist in the Classroom
Book SynopsisHow can educators find joy in the midst of seemingly overwhelming challenges? Researcher Julie Schmidt Hasson interviewed hundreds of people about their most impactful teachers and shares her findings in this unique and powerful book. She lays out a three-step process that leads to greater peace, and greater impact on students. This three-step framework involves pausing, pondering, and persisting. First, teachers pause before reacting to an unexpected challenge, so they can intentionally choose a response. Next, they suspend assumptions and approach the challenge from a place of curiosity. Finally, they persist in this dance of patient inquiry and thoughtful responses in a way that leads to better outcomes for students.The stories integrated throughout the book provide evidence of the many ways teachers make a difference in students' lives. It is a challenging time to be a teacher, and this book provides the inspiration and information teachers need to stay longer, groTrade Review"Pause, Ponder and Persist elicits the question, as an educator, what will be your legacy? Dr. Hasson shares poignant stories that highlight the magic that happens when teachers choose connection and curiosity in lieu of assumptions and judgment. The thought-provoking questions and practical examples at the end of each chapter provide tools for a seamless integration of this framework into practice. The book serves as a beautiful (and timely) reminder that teachers have the incredible ability to influence a child’s life through ordinary moments."—Jen Rafferty, TEDx speaker and Founder of Empowered Educator"Master storyteller Julie Hasson has put her heart into this manuscript guaranteed to supercharge those of us called to be educators. Whether you feel like you are burning the candles at both ends and about to burn out or you're just looking for a multi-vitamin of renewed courage, optimism and hope, this gem will help you harness the power of a three-pronged energy source (Pause. Ponder. Persist.) and leverage it as a lifeline. Put this self-awareness empowerment tool at the top of the list for your next faculty book study."—Barbara Gruener, Educator, Speaker, Author of Mr. Quigley’s Keys "In Pause, Ponder, and Persist in the Classroom, Dr. Julie Hasson masterfully connects personal stories, academic research, and practical execution in schools. The result is an educator’s manual for improvement that is as clear in its analysis as it is empathetic in its delivery. The challenge in Julie’s message is that we must reflect on our own behavior to create a great experience for students. And the hope in Julie’s message is that each challenge we face is a special moment where we can be our best for them."—Ryan Estrellado, Educator, Data Scientist, Author of The K–12 Educator’s Data Guidebook: Reimagining Practical Data Use in Schools"A must read for all educators! Julie possesses the unique art of using a novelistic approach to writing findings from research. Three powerful recommendations for us all: pause, ponder, and persist—and now, there's a book with practical actions and personal reflections for making that happen!"—Dr. Nancy Sulla, Creator of the Learner-Active, Technology-Infused Classroom, author, founder of IDE Corp. and EdQuiddity Inc"Julie Hasson's Pause, Ponder, and Persist in the Classroom is well-timed wisdom for all educators to experience. Julie's warm words and sincere insights resonated with me as I savored each page. All educators need to take the time to reflect on impact and Julie is an empathetic guide. Take this book and cherish the time to reflect on practice, impact, and next steps. Her words will inspire you to elevate your actions in service and support of all learners."—Sean Gaillard, principal, author, podcaster"Educators often read books related to classroom management, education theories, or learning techniques. But Pause, Ponder, and Persist is a book that emphasizes the beauty and passion of education through self-reflection and embracing our challenges in the classroom. I identified with so many stories and anecdotes in this book as it guided me in how to overcome many challenges. A must read."—Dr. Angello Villarreal, Educator, ASCD Emerging Leader, JerseyCAN Teacher Leader Fellow"In her book, Pause, Ponder and Persist, Julie brilliantly captures the complexities, challenges, and immense privileges of our wonderful profession. I am reminded that each and every interaction with students is valuable and has the potential to transform lives. In a time of constant change, we must remember to refocus on those that matter most, our wonderful students. This work is a breath of fresh air."—Mathew Green, Assistant Principal, Host of The Art of Teaching PodcastTable of ContentsAcknowledgements Meet the Author Introduction 1. The Power of a Problem 2. The Power of Pondering 3. The Power of Persisting 4. The Power of Hope 5. The Power of Courage 6. The Power of Compassion 7. The Power of Acceptance 8. The Power of Presence 9. The Power of Rethinking 10. The Power of Purpose 11. Putting It All Together 12. Epilogue
£28.72
Taylor & Francis Ltd Educators as First Responders
Book SynopsisEducators as First Responders is a comprehensive, hands-on guide to adolescent development and mental health for teachers and other educators of students in grades 6-12. Today's schools are at the forefront of supporting adolescents with increasingly complex, challenging psychosocial needs. Moreover, students are more likely to seek out a trusted teacher, advisor, or coach for support than to confide directly in a parent or even a school counselor. Succinct and accessible, this book provides tips and strategies that teachers, coaches, nurses, counselors, and other school professionals can put into immediate use with students in varying degrees of distress. These evidence-based practices and real-world classroom examples will help you understand the whole student, a developing individual shaped not just by parental pressure or psychiatric diagnosis but by school and broader cultural and systemic forces. Trade Review"This is a relevant, current, and timely resource for educators at a moment when supporting the mental and emotional health of adolescents is increasingly and critically urgent! Dr. Offner shares her deep understanding of adolescents and of schools with a distinctly engaging book that provides essential insights, compelling stories, provocative questions, and practical advice for teachers to develop their skills for supporting students and to advocate for improved school culture and policy. A must-read."—Karen Lassey, Ed.D., Assistant Principal at Phillips Exeter Academy, New Hampshire"Deborah Offner has written an important, useful book to help every teacher deal with the psychological storms that sweep through their classrooms. Her clinical wisdom and practical guidance are developmentally sound and totally on target, and her clear writing and vivid examples will be recognized by every teacher. If educators only read one book to help prepare them to aid struggling adolescents, it should be Educators as First Responders."—Michael Thompson, Ph.D., New York Times Bestselling Author and International Speaker and School Consultant"Educators as First Responders provides us with keen insights and practical ways to navigate and address the conflicting currents evident among adolescents today. Dr. Offner’s years of clinical and hands-on experience shines as she guides the reader through topics such as the development of students’ identities, the effects of stress, academic rigor, and technology-influenced social relationships. Dr. Offner’s care and commitment to supporting educators is demonstrated through her masterful yet easy-to-read use of language and anecdotes that engage our minds and speak to our hearts."—Jennifer Peck-Nolte, School Counselor at Princeton Day School, New Jersey "From the outset, Deborah Offner centers her work around the most overlooked and critical parts of our jobs as educators: our relationships with and responses to our students’ social and emotional needs. While we educators know that our students’ well-being is in our hands, we also know that our ability to help a student who reaches out to us in crisis depends on the effectiveness of our response. This is what causes many educators the greatest amount of angst and handwringing, because, as Dr. Offner asserts, we ‘are not trained for this!’Finally, we have a book from a renowned clinical psychologist and school consultant with over twenty years of experience who provides educators with an accessible guide to adolescent development and mental health. Not only does Dr. Offner offer a solid foundation for understanding the adolescent brain, but she also includes scenarios between teachers and students that play out in classrooms every day in order to provide tips and skills that will build teacher confidence and competence and ensure positive outcomes for our students.Now, more than ever, this book fills a void and provides much-needed guidance for educators to respond effectively to students’ myriad social and emotional needs. In acknowledging educators as first responders, Dr. Offner’s book directly addresses the adolescent mental health crisis by equipping school staff with the necessary toolkit to help our students thrive."—Jenny Robertson, English teacher at Newton South High School, MassachusettsTable of ContentsSection I: Educators and Adolescents 1. Educators As First Responders 2. The Adolescent Mind 3. They Did What? Risk, Reward, and Impulsivity 4. Worried, Sad, or Something More? Section II: Outside Forces 5. Race and Culture 6. Socioeconomic Considerations 7. Gender Identity and Sexual Orientation 8. Crisis Section III: Strengthening Their Circle of Support 9. Meet the Parents 10. Encouraging an Emotionally Healthy School
£25.64
Taylor & Francis Ltd Everything New Teachers Need to Know But Are
Book SynopsisGrad programs in education teach you theory and pedagogy, but where do you learn the logistics of your new teaching role? In this unique book, Amber Chandler comes to the rescue as your friendly but honest mentor. She provides answers on everything new teachers need to know but are afraid to ask, such as how to build knowledge about the school's culture, nurture relationships with colleagues and superiors, use social media appropriately, navigate various faculty and parent meetings, handle conflicts, and more. Unlike new teacher books focused on instruction, this one helps you with everyday logistics and teacher life. Each chapter is written in a conversational tone with loads of practical advice to support you in your first year. Each chapter also contains a Mentoring Moments reflection section, so you can discuss the book with your school mentor or in new-teacher induction programs.Table of ContentsMeet the Author Foreword A Letter to Readers Introduction 1. You’re Hired. Now What? 2. The Social (Media) Dilemma 3. You Don’t Know What You Don’t Know: Institutional Knowledge 4. A Meeting For You . . . And Another Meeting For You! 5. Protecting Your Peace 6. Plan Like Dora the Explorer 7. Ask Me Anything Afterword
£28.72
Taylor & Francis Ltd Lets Stop Teaching and Start Designing Learning
Book SynopsisHow can you shift from a focus on content to the creation of active learning experiences? In this practical resource, author Jason Kennedy provides a blueprint to help you stop teaching and start designing learning, so you can improve students' critical thinking, decision making, problem solving, and collaboration with others, preparing them for their futures beyond school doors. The framework for learning design covers components of planning (learning targets), of instruction (the opening, learning task, skills, tools, and success criteria), and of the work session (choices, pathways, feedback, and assessment). Appropriate for teachers of any subject area, the book also offers wide variety of tools to help you implement the ideas in your own setting.Table of ContentsAbout the Author Support Material Introduction and Overview 1. Why We Need to Stop Teaching 2. What Does Stopping Teaching Require? 3. Start Designing with the End 4. The Opening 5. The Work Session 6. The Instruction 7. The Closing 8. Tips, Tools, and Templates
£28.72
Taylor & Francis Ltd Dispositions Are a Teachers Greatest Strength
Book SynopsisDispositions Are a Teacher's Greatest Strength will fuel and reignite your classroom practice. Focusing on 13 dispositions specific to teaching, this book encourages educators to identify, reflect, and develop their dispositions, attitudes, and self-awareness to flourish in the profession. Emphasizing pedagogical knowledge and skills, this text serves as an affirmation of a teacher's commitment to challenging, complex and rewarding work. It invites educators to consider what a unique privilege it is to teachto dive into reading, creating space, and embracing dispositions as a teacher's greatest strength. Each chapter focuses on one of 13 teaching dispositionssuch as curiosity, adaptability, gratitude, resilience, and courageand offers: definitions and contexts for the disposition of focus; concrete applications for teachers to practice and develop dispositions with reader-friendly examples and practical strategies; a pause and reflect sect
£33.12
Taylor & Francis Ltd Visible Learning The Sequel
Book SynopsisWhen the original Visible Learning was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing teaching's Holy Grail. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood and at times misunderstood and what future directions research should take.Visible Learning: The Sequel reiterates the author's desire to move beyond claiming what works to what works best by asking crucial questions sucTrade Review'Reveals teaching's Holy Grail'The Times Educational Supplement"Reveals teaching's Holy Grail"- The Times Educational Supplement"I have no doubt that this final offering will be seen as prophetic, and will be discussed and debated for years to come... its commitment to scientific integrity, particularly with regard to pedagogical models and implementation, make it a touchstone text for teaching and leadership practice."- Robbie Burns, Schools WeekTable of ContentsDedicationAcknowledgementsChapter 1: The ChallengeChapter 2: Meta-analysis and criticisms of Visible LearningChapter 3: The ModelChapter 4: Implementing the Intentional Alignment VL ModelChapter 5: StudentsChapter 6: The Home and FamilyChapter 7: School and SocietyChapter 8: Classroom effectsChapter 9: The TeacherChapter 10: The CurriculumChapter 11: Teaching with IntentChapter 12: Learning StrategiesChapter 13: Teaching StrategiesChapter 14: Implementations using TechnologiesChapter 15: Whole-school and Out-of-school InfluencesChapter 16: ConclusionsAppendix A Appendix B References
£118.75
Taylor & Francis Ltd Understanding Instructionally Useful Assessment
Book SynopsisUnderstanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning. In order to most effectively serve students, it is essential that educators avoid conflating the assessment information that teachers use for instructional purposes and the data that leaders and administrators use for evaluative or monitoring purposes. This book provides classroom teachers as well as school and district leaders with a clear conception of what makes assessmentstheir purpose, design, reporting, and resulting informationuseful or not for informing instruction and how they can select assessment tools suited to specific purposes. Each chapter addresses the knowledge and skills that K-12 staff need in order to challenge claims made by policymakers, test vendors, or even other educators that any assessment can
£36.86
Taylor & Francis Ltd Mentoring Teachers
Book SynopsisMentoring Teachers provides practical guidance for teacher mentors, directly addressing common queries and concerns they may have while acting as a mentor within a diverse range of educational contexts. Drawing upon the author's 30 years of conducting research on mentoring and working with both experienced and new mentors, this essential book provides a detailed picture of the mentoring role. Dividing the mentor role into five key aspects (Support, Acculturator, Model, Sponsor and Educator), this important resource provides step-by-step descriptions of managing mentorials in ways which: support the mentor in scaffolding a mentee's thinking so that they can make their own informed judgements and decisions about teaching develop the mentee's noticing skills for responsive, adaptive teaching guide the mentee towards recognising the relevance of others' ideas or theories' to their own practice and experience leave the mentee with practiTable of Contents1. A pre-mentoring task: How far does your context support mentoring?; 2. Mentor Role 1: Support: Supporting your mentee as a person; 3. Mentor Role; 2. Acculturator: Helping your mentee adjust to the school and the profession; 4. Mentor Role 3 Model: Modelling professionalism; 5. Mentor Role 4 Sponsor: Using your knowledge and contacts to help your mentee; 6. Mentor role; 5. Educator; 7. Dealing with the non-mentor role ‘Assessor’; 8. Developing as a Mentor; 9. Stories
£25.20
Taylor & Francis Challenging the Conventional Wisdom about
Book Synopsis
£39.99
Taylor & Francis Up Your Teaching Game
Book SynopsisUp Your Teaching Game offers K-12 teachers an intuitive and refreshingly fun pathway for creating immersive, story-based games that encourage students to experience the curriculum through play. Regardless of their technical abilities, design acumen, grade level, or domain, todayâs teachers have fresh opportunities to create and implement their own content-based games based on the same techniques that video game designers use to create commercial video games. In five actionable steps, this book prepares educators to design curricular games that teach instead of test, that are derived from content rather than divergent from it, and that motivate students to take ownership over their learning. Programs that most teachers are familiar with, such as PowerPoint and Google Slides, and technologies that may be new to them, such as Twine and Scratch, are addressed alongside the use of their own classrooms and schools as game spaces. Novice and veteran teachers alike, as well as curric
£26.99
Taylor & Francis A New Vision for Early Childhood
Book SynopsisThis innovative and thought-provoking book invites you to move away from strategies of control and toward relationships of trust with young children. This book presents the conceptual foundation for this re-framed relationship as well as pragmatic takeaways for parents and teachers of preschool-aged children. The book offers a concise, critical history of early childhood which is then laid against the authorâs ethnographic research into the daily life of one 2-year-old. This unique and refreshing perspective offers intimate insight into the tension between the adultâs desire for control and the childâs capacity for resistance. The author argues that when the adult-child relationship is defined by control, the child is faced with the same choice on repeat: submit, or resist. Taking action in accordance with personal wants and needs typically requires transgressing adult expectations. For the child, in todayâs hyper-surveilled childhood, to speak up is to resist. Moving these ideas fr
£26.99
Taylor & Francis Ltd Building Competence in School Consultation
Book SynopsisBuilding Competence in School Consultation, Second Edition, directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools. School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Drawing from evidence-based approaches as well as experienced instructors' real-world toolkits, these essential perspectives and activities approach the standard and less common challenges of the school consultant role.Written by two leading experts in consultation, this book brings school psychology research directly to graduate students and both novice and experienced practitioners, providing invaluable context, reflection activities, videos from fellow consultation experts, and resourcesTrade Review"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best it its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UK"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best in its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UKTable of Contents1. Consultation Training: Making It Work 2. Understanding School Culture 3. Consultation Relationships: Building Working Relationships 4. Communication Skills 5. The Consultative Problem-Solving Process: An Introduction 6. Contracting: Making the Invisible Visible 7. Problem Identification and Problem Analysis: Look Before You Leap 8. Designing and Implementing Interventions: It’s Not Magic—It’s Planning, Monitoring, and Performance Feedback 9: Post-Intervention Planning and Closure 10. Collaboration and Consultation on Teams 11. Teleconsultation: Navigating Technology in a Relational Model 12. Learning to Consult: The Roles of Assessment, Feedback, and Deliberate Practice Appendices
£38.99
Taylor & Francis TraumaInformed Teaching in Your Elementary
Book SynopsisResearch has proven that childhood trauma affects school engagement and success while at the same time recognizing that the majority of students have experienced it. This book offers simple strategies, based on evidence-based studies, that elementary educators can use to effectively recognize trauma, teach resilience, and support their students in being ready to learn. The book covers all the tenets of trauma-informed teaching, including understanding the effects of trauma, creating safety and predictability, fostering healthy attachments, and modeling resilience as part of social emotional learning, all of which are framed within cultural humility and competence. Designed for all teachers, professionals, and school administrators working with elementary students, this practical guide is key reading for creating a safe classroom and school environment that is inclusive of all learners and conducive for learning.
£19.99
Taylor & Francis Building Executive Function
Book Synopsis
£26.99
Taylor & Francis Contemporary Issues in Equity Democracy and
Book SynopsisContemporary Issues in Equity, Democracy, and Public Education explores how inequity manifests in public education and social institutions, and how this inequity impacts the health and wellbeing of citizens, including marginalized people. Demonstrating how inequity thereby threatens democracy, this book also poses suggestions for improving equity in U.S. education.Taking a multidisciplinary approach to historical and contemporary sources of inequity that operate in social institutions and public policy, this carefully curated volume shows how disparities in education levels, income, housing, and health have consequences that reverberate through individualsâ lives, and thereby undermine a democratic way of life. Contributions from a wide variety of experts offer approaches to solving these problems, as well as curricular innovations for identifying and alleviating systemic inequities. Part 1 begins by examining the origins and persistence of systemic inequity in U.S. pu
£38.99
Taylor & Francis Transforming Teaching Through
Book SynopsisCreating connections with and among students is at the heart of all good teaching. In order to do this, we must identify and address the obstacles, conscious and unconscious, getting in the way of this goal. Authors Katherine M. Heavers and Valerie Kearns show how to build authentic relationships that focus on trust and voice while honoring the differences in individualsâ experiences and learning styles.This book covers topics such as fostering trust, wielding language with intention, nurturing emotional safety, offering meaningful feedback, unearthing and confronting bias, and promoting student voice. The authors encourage educators to do their own inner work to embrace vulnerability, which can help them to grow personally and, as a result, better nurture student growth. As a byproduct of this deep reflection, the authors intend for you to enjoy heightened psychological flexibility and experience more joy, both of which will enable you to better serve your students. Each cha
£26.99
Taylor & Francis Leading Schools with Embedded Assessment
Book SynopsisLeading Schools with Embedded Assessment Practices prepares PreK-12 leaders to leverage assessment information toward meaningful changes at school.
£37.05
Taylor & Francis Bringing Mindfulness Into the Classroom
Book SynopsisHow can we help our students navigate challenges with confidence, mental well-being, and presence? While many schools implement social emotional learning or guidance programs, this book shows an easy, effective, and sustainable way to incorporate mindfulness into your classroom no matter what grade or subject you teach.Tara Segree, recipient of the 2021 Innovative Educator Award and a collaborator of the Mini Meditations for Kids podcast, shows how mindful practices can help students build confidence, overcome anxiety, focus, engage in learning, find their strengths, and more.Chapters provide tools and activities for incorporating mindfulness into your day-to-day teaching, as well as ideas for partnering with families so students can continue their practice at home. Special features include The 30-Day Mindfulness Challenge to give you an accessible way to try mindfulness with your students, and pages with journal prompts to help you on your own mindfulness journey.
£18.99
Taylor & Francis Contemporary Perspectives on Childhood and
Book SynopsisThis book offers fresh perspectives on childhood, adolescence, human diversity, and learning. With novel theoretical backing of Indian research studies that confirm, bolster, extend, or challenge established theories, it explores connections between prevailing ideas in educational psychology and the issues relevant to young learners of today.Authored by leading scholars and practitioners of Indian education, the volume covers a wide range of topics, including early childhood care and education, sociocultural, philosophical, and psychological perspectives on childhood and adolescence, contemporary lifestyle changes, and concerns about diversity. These concerns range from multilingualism and gender to intelligence and the development of self and identity. Structured in terms of historical progression, each chapter offers a theoretical context, emphasizing contemporary perspectives within the specific area of focus. Additionally, independent research studies are integrated into the chapters to provide a comprehensive framework of the addressed issues rather than existing as standalone research papers.A valuable resource relevant to multiple disciplines, this book caters to educators, researchers, and teacher trainers, as well as students of Education, Psychology, Counselling, Development Studies, Social Work, and Sociology. Itâs also a useful tool for parents, policymakers, and governmental and non-governmental organizations involved in education.
£39.99
Taylor & Francis Tactile Tools for Social Emotional Learning
Book SynopsisMany emotional learning activities â the âœEâ in Social Emotional Learning (SEL) â include self-regulation skills typically led by teachers, but why not empower young people by giving them tools to choose their own self-regulation techniques? This practical and comprehensive book features 52 activities focusing on emotional learning, specifically self-regulation skills that incorporate tactile objects students can store in their personal âœtoolboxes.â Each activity can be taught or guided by a teacher or classroom leader, supporting children to take charge of their own feelings and behavior, and thereby their own learning success. Tactile Tools for Social Emotional Learning is an important addition to any teacherâs toolkit and is key reading for early childhood educators, elementary school teachers, resource/SPED teachers, and pre-service teachers.
£24.99
Taylor & Francis Fundamentals and Flaws of StandardsBased Testing
Book SynopsisWhen put to the test, will standards-based reporting remain as âœfundamentally flawedâ as once feared, or can next-generation approaches refine the system for the better? Fundamentals and Flaws of Standards-Based Testing offers an inside perspective on the technical challenges encountered during each phase of the assessment cycle. Careers in state testing are spent balancing technical, logistical, financial, political, psychological, sociocultural, emotional, and measurement considerations while keeping an eye on the educational goals of the state assessment program. This insightful and comprehensive book draws on measurement foundations and real-life experiences in state testing to discuss critical and still unresolved technical and policy challenges that are being inherited by todayâs assessment specialists and psychometricians.Going beyond core descriptions of psychometric and assessment development procedures and operational best practices in testing, this book exp
£42.99
Taylor & Francis Daily Sparks 180 Reflections for Teacher Resilience
Book SynopsisDaily Sparks: 180 Reflections for Teacher Resilience is a companion for educators who want to care for their own well-being while showing up fully for their students. Rooted in six resilient traitsâBalance, Calm, Change, Happiness, Optimism, and Positivityâthis book offers 180 brief reflections, or âœSparks,â each designed to inspire self-awareness in the midst of a busy teaching life.With warmth, encouragement, and deep respect for the realities of the classroom, these pages invite you to pause, reflect, and build the kind of inner resilience that sustains both heart and practice. After every ten âœSparksâ, a âœPause & Reflectâ page offers space to breathe, write, and notice your own growth along the way.Whether youâre a new teacher or a seasoned educator, this book is a gentle reminder: your well-being matters, your mindset makes a difference, and your resilience is something you can strengthenâone moment, one reflection, one spark at a time.
£22.99
Taylor & Francis Why We Stay
a huge range and FREE tracked UK delivery on ALL orders.
£31.36
Cambridge University Press Pedagogy in Higher Education A Cultural Historical Approach
a huge range and FREE tracked UK delivery on ALL orders.
£94.00
Cambridge University Press The Science of Virtue
Book SynopsisIntegrating psychological and philosophical perspectives, this book provides a conceptually rich, real-world program for virtue science. It offers numerous empirically testable hypotheses to inspire future research among scholars and students studying virtues, drawing on positive, personality, and developmental psychology, and moral philosophy.Trade Review'Despite the proliferation of virtue research within psychology, the field remains fragmented and lacking in engagement with philosophical and developmental theories. This book is a game-changer. Not only is it informed by philosophical virtue theory, it gives a plausible social-scientific account of virtue and its surrounding conceptual parish. Highly recommended.' Kristján Kristjánsson, University of Birmingham'Can there be a science of virtue? Should there be a science of virtue? In this remarkable book, Fowers, Cokelet, and Leonhardt answer both questions with a resounding: 'yes!'. Then, they provide a detailed theoretical framework, full of testable hypotheses, to show us the way. The book is both rich and rigorous, and sophisticated enough philosophically to inspire confidence that the science of virtue will develop as a psychology–philosophy partnership. It is a major achievement.' Barry Schwartz, University of California, Berkeley, and co-author of Practical Wisdom: The Right Way to Do the Right Thing'The Science of Virtue is a major contribution to the emerging literature on virtue measurement. Co-authored by psychologists and a philosopher, it showcases the richness of interdisciplinary collaboration. Of the many interesting discussions it offers, let me mention only four: the development of the STRIVE-4 model, insights on moral development and virtue, an analysis of personality and virtue, and a treatment of values in psychological science. Anyone interested in virtue and psychology will learn a great deal from reading this book.' Nancy Snow, University of KansasTable of ContentsIntroduction: why study moral virtue; Part I. Philosophical Resources and Prospects: 1. Virtue theory; 2. A philosophically informed virtue science; Part II. Psychological Resources and Prospects: 3. Toward reconciling the fragmentation of virtue science; 4. The psychology of moral development and virtue; 5. Personality and virtue; 6. The place of values in virtue science; Part III. Organizing Virtue Research with the STRIVE-4 Model: 7. Virtues as scalar traits; 8. The role sensitivity of virtues; 9. Virtue trait by situation interactions; 10. Values and eudaimonia as guideposts for virtues; 11. The four components of virtue; Part IV. The Science and Practice of Virtue: 12. Virtue science and moral philosophy; 13. Virtue science and psychology.
£28.49
Cambridge University Press Constraints and Creativity
Book SynopsisHow does one study creativity in a scientific manner, what are the relevant data and methods, and how do we conceptualize the knowledge object of this science? Going all the way back to Aristotle, the author penetrates different layers of creativity until reaching its basic, summarizing structure.Trade Review'In this stimulating and thought-provoking book, Feiwel Kupferberg lays the groundwork for a whole new science of creativity, born in a multidisciplinary landscape and with a keen focus on constraints. It is a must-read for everyone interested in explaining creativity in context.' Lene Tanggaard, Professor in Educational Psychology, Aalborg University and Rector of the Kolding Design School, Denmark'… filled with fascinating examples from science, the arts, technology, rhetoric, and the natural world. The author covers trends, particularly in creative domains, focusing on, e.g., the advent of photography and its effect on the visual arts and the emerging movie industry and how in the 20th century, movies targeted a wide audience while visual art became increasingly incomprehensible … all fields of endeavor afford levels of creativity from childhood exploration to pioneering work … Recommended.' R. F. Subotnik, CHOICETable of ContentsPreface; Introduction; Part I. In Search of Creativity Science: 1. Disciplines in the making: What is science and what is creativity and how are the two entangled?; Part II. Elaborating the Theoretical Model: 2. Dimension I. Types of constraints; 3. Dimension II. Levels of creativity; 4. Dimension III. Getting it right; 5. Dimension IV. Protection of vulnerable versions; 6. Dimension V. Structure of creative processes; Part III. Conclusions: First Principles of Creativity Science: 7. Concepts and knowledge object; 8. Data and methods.
£22.99
John Wiley and Sons Ltd Educational Neuroscience
Book SynopsisEducational Neuroscience presents a series of readings from educators, psychologists, and neuroscientists that explore the latest findings in developmental cognitive neurosciences and their potential applications to education.Table of ContentsList of contributors ix Preface xi Foreword: Imaging the Future xiiMichael I. Posner 1. Introduction 1Brian Butterworth and Andy Tolmie 2. Neuroimaging Methods 13Frederic Dick, Sarah Lloyd-Fox, Anna Blasi, Clare Elwell, and Debbie Mills 3. Computational Modeling of Learning and Teaching 46Michael S. C. Thomas and Diana Laurillard 4. Genetics for Education 77Yulia Kovas, Sergei Malykh, and Stephen A. Petrill 5. Research Methods in Educational Psychology 110Andy Tolmie 6. Language Development 134Victoria Knowland and Chris Donlan 7. Literacy Development 172Liory Fern-Pollak and Jackie Masterson 8. Mathematical Development 201Brian Butterworth and Sashank Varma 9. The Development and Application of Scientific Reasoning 237Jonathan Fugelsang and Denis Mareschal 10. Social Development 268Sarah-Jayne Blakemore, Kathrin Cohen Kadosh, Catherine L. Sebastian, Tobias Grossmann, and Mark H. Johnson 11. Emotional Development 297Alice Jones 12. Attention and Executive Control 325Michelle de Haan Afterword 349John T. Bruer Index 364
£31.30
John Wiley & Sons Inc Teaching at Its Best A ResearchBased Resource
Book SynopsisTable of ContentsAbout the Authors xi Preface xv Part 1 Teaching Preparation 1 1 Understanding Your Students and How They Learn 3 The Students in Your Course 3 How People Learn 5 How Structure Increases Learning 7 The Cognitive Development of Undergraduates 10 Encouraging Cognitive Growth 12 Teaching Today’s Students 13 Meeting the Challenge 14 Reflection Questions 14 2 Designing Outcomes- Centered Courses 17 Why Outcomes- Centered Course Design? 18 Writing Outcomes 19 Types of Outcomes 20 Types of Cognitive Outcomes 22 Sequencing Outcomes Into a Learning Process 25 Frameworks for Course Design 28 Showing Students Their Learning Process 30 Outcomes- Centered Course Development 30 The Big Picture 33 Reflection Questions 33 3 Including Critical Thinking Into a Course Design 35 The Many Faces of Critical Thinking 36 Common Ground 37 Critical Thinking Outcomes for Your Students 38 Giving Students Practice in Critical Thinking 40 The Goal: Critical Thinking in Everyday Life 44 Reflection Questions 45 4 Deciding What Technology to Use 47 Choosing Technologies Intelligently 47 Models for Implementing Technology 49 Lecture- Related Software 50 The Learning Management System 52 The Flipped Classroom 55 Social Media 57 Mobile Learning in Class 59 Laptops in Class 59 Web Resources 61 The Future of Educational Technology 62 Reflection Questions 63 5 Building a More Complete Syllabus 65 How Extensive? What Tone? 65 Essential Syllabus Items 67 The Graphic Syllabus 71 Ensuring Your Students Read Your Syllabus 72 Adding a Creative Element 74 Reflection Questions 74 6 Following Copyright Guidelines 77 Where Copyright Does and Does Not Apply 78 Common Copyright Misconceptions 78 Free Use: Fair Use, Facts, and Public Domain 79 Printed Text 79 Images 80 In- Class Performances 81 Recording Broadcast Programming 81 Online Materials 82 Obtaining Permission or a License 83 How Copyright Violations Are Actually Handled 84 For Further and Future Reference 84 Reflection Questions 85 Part 2 The Human Side Of Teaching 87 7 Establishing a Positive Learning Community 89 Planning a Welcoming Classroom 90 A Welcoming First Day of Class 91 Learning Students’ Names 96 Maintaining a Welcoming Environment 97 Reflection Questions 98 8 Becoming an Increasingly Inclusive Teacher 99 Inclusive Climate in the Classroom 100 Diverse Perspectives 103 Representation in Course Content 104 Mitigate Inequities In and Out of the Classroom 105 Teaching So Everyone Learns 108 Universal Design for Learning 110 Building Out Inclusive Teaching Skills 110 Reflection Questions 111 9 Enhancing Student Motivation 113 Intrinsic and Extrinsic Motivation 113 Students’ Perceptions of Motivators in Their Courses 114 Perceived Value of College and Its Impact on Motivation 115 Theories of Motivation 115 Fifty Strategies to Motivate Students 119 No Magic Bullets 122 Reflection Questions 123 10 Managing Productive Groups 125 A Group by Any Other Name 125 The Case for Group Learning 126 Cautions About Group Learning 127 Managing and Troubleshooting In- Class Ad Hoc Groups 128 Setting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129 Team- Based Learning 133 Preparing Students for Life 135 Reflection Questions 135 11 Preventing and Responding to Classroom Incivility 137 What Is Incivility? 138 Why the Incivilities? 138 Preventing Incivility 140 Responding Wisely to Incivility 145 Seeking Assistance 148 Reflection Questions 149 12 Preserving Academic Integrity 151 How Prevalent Is Cheating? 152 Why Do Students Cheat? 153 Detecting Cheating 153 Forty Ways to Catch a Cheater or Prevent Cheating 154 Honor Codes 156 Changing Student Values 157 Reflection Questions 157 Part 3 Tried- And- True Teaching Methods 159 13 Matching Teaching Methods with Learning Outcomes 161 Types of Tools 162 A Tool for Organizing Your Course 171 Has Our Knowledge Changed Our Teaching? 172 Reflection Questions 173 14 Lecturing for Student Learning 175 It Isn’t Lecture Versus Active Learning 176 When Lectures Work and Other Lecture Considerations 176 Preparing an Effective Lecture 178 Delivering an Effective Lecture 180 Combining Lecture with Engagement: The Interactive Lecture 181 Teaching Students to Take Good Notes 185 Making the Lecture Effective 187 Reflection Questions 187 15 Leading Effective Discussions 189 When to Choose Discussion 189 Setting the Stage for Discussion at the Start of Your Course 190 Encouraging Participation 191 Skillful Discussion Management 194 Questioning Techniques 197 Organizing Discussion Questions 198 Turning the Tables 201 Reflection Questions 201 16 Coordinating Experiential Learning Experiences 203 Role- Playing 203 Serious Games and Simulations 206 Service- Learning: Moving Learning Out of the Classroom 209 Maximizing the Value of Structured Participatory Learning Experiences 212 Reflection Questions 213 17 Teaching with Inquiry- Guided Methods 215 Definitions of Inquiry- Guided Learning 215 The Effectiveness of Inquiry- Guided Learning 216 The Need for Student Guidance 216 Objects of Inquiry 217 Modes of Inquiry 218 Types of Inquiry- Based Learning 219 Upcoming Inquiry- Guided Methods 222 Reflection Questions 223 18 Creating Engaging Cases 225 The Effectiveness of the Case Method 225 The Subject Matter and Websites for Cases 226 Types of Cases 227 What Makes a Good Case, and How to Write Your Own 228 Facilitating Cases 230 A Postscript for Pioneers 232 Reflection Questions 232 Part 4 Tools and Techniques To Facilitate Learning 233 19 Helping Students Learn How to Learn 235 Learning as an “Inside Job” 235 The Learner’s Questions 237 The Evidence for SRL 237 Activities and Assignments for Every Occasion 241 Sources for Teaching Your Students How to Learn 245 Reflection Questions 245 20 Enhancing Student Success in STEM Disciplines 247 Why We Are Likely Losing STEM Majors 248 Improving Student Learning in STEM Courses: General Advice 249 Improving Student Learning in STEM Courses: Specific Strategies 251 Getting Real in the Lab 254 Online Resources for STEM Education 256 Why STEM Education Is So Important 256 Reflection Questions 257 21 Ensuring Students Prepare for Class 259 Why Students Don’t Prepare 260 How We Can Equip and Induce Students to Come Prepared 262 Four Tools for Holding Students Accountable 266 Managing Your Workload 269 Reflection Questions 269 22 Integrating Styles and Modes of Learning 271 Learning Styles 271 Learning Styles Myth 272 Modes of Learning 273 Examples of Visuals for Learning 279 Combining Modes 283 Reflection Questions 283 23 Improving Student Performance with Feedback 285 Feedback Fails and Suggestions for Success 285 Metacognition as Feedback 288 Peer Feedback 289 Classroom Assessment Techniques 289 During- the- Term Student Feedback on Teaching 291 The Power of Feedback 292 Reflection Questions 293 Part 5 Assessment and Grading 295 24 Helping Students to Prepare for Exams 297 Importance of Helping Students to Prepare 297 Test Preparation Measures 298 Measures to Ensure Students Understand Our Language 301 Anxiety- Reduction Measures 301 What the Effort Is Worth 302 Reflection Questions 303 25 Constructing Student Assessments for Grading 305 General Testing Guidelines 305 Objective Test Items 307 Constructed- Response Test Items and Assignments 314 Using Assessments to Make Teaching Adjustments 318 Reflection Questions 318 26 Grading Student Assessments 319 Grading Systems 319 Grading Constructed Responses 320 Grading Lab Reports 327 Mechanics of Writing 327 Specifications (Specs) Grading 328 Returning Students’ Work 329 Ungrading 330 Grades Should Make Sense 331 Reflection Questions 331 27 Defining and Documenting Teaching Effectiveness 333 What Is Teaching Effectiveness? 333 What Student Ratings Do and Do Not Measure 334 How to Improve Your Student Ratings 336 Documenting Your Effectiveness 338 A Comprehensive Faculty Evaluation System 344 Complex and Essential 347 Reflection Questions 347 Appendix: Support Resources at Your Institution 349 References 355 Name Index 397 Subject Index 405
£34.19
Palgrave Macmillan Childhood and Sexuality Contemporary Issues and
Book Synopsis1. Introduction.- 2.Theoretical Approaches to the Study of Sexuality.- 3.Law, Policy and Practice: National and International Dimension.- 4.The Age of Consent.- 5.Constructing and Managing Risk: The Example of Teenage Pregnancy.- 6.Sexualisation of Childhood.- 7.Diversity and Difference.- 8.Schooling Sexuality.- 9.Sexual Literacy.- 9.Sex, Sexuality and Social Media: A New and Pressing Danger.- 10.Conclusion: Reconciling Childhood and Sexuality.Table of Contents1. Introduction.- 2. Theoretical Approaches to the Study of Sexuality.- 3. Law, Policy and Practice: National and International Dimension.- 4. The Age of Consent.- 5. Constructing and Managing Risk: The Example of Teenage Pregnancy.- 6. Sexualisation of Childhood.- 7. Diversity and Difference.- 8. Schooling Sexuality.- 9. Sexual Literacy.- 9. Sex, Sexuality and Social Media: A New and Pressing Danger.- 10. Conclusion: Reconciling Childhood and Sexuality.
£89.99
Taylor & Francis Ltd The Spread the Happiness Approach Happy Teachers
Book SynopsisBoth practical and inspiring, this book is designed to empower educators and school leaders to make clear and simple adjustments to their practice for a lasting impact on the happiness and well- being of staff and children and ultimately on academic standards. It includes practical tips and activities to help teachers generate a lasting atmosphere of positivity and happiness in the classroom plus clear strategies to help leaders to embed the Spread the Happiness approach throughout their school and across the curriculum.This book includes detailed case studies, a five-week programme of taster challenges and a section on measuring outcomes and sharing success. The Spread the Happiness approach invites teachers to undertake a 27-day challenge, which encourages problem solving and challenges them to make their immediate workplace happier. It identifies the strengths of adults and children and sets realistic goals to achieve as an individual, as a team and even as a community.Table of ContentsChapter 1: Why Well-being in Schools Requires the Spread the Happiness Approach Chapter 2: From Stab Vests to Superheroes. A Leadership Approach Through Spread the Happiness Chapter 3: Method in the Madness: An International School’s Spread the Happiness Approach Journey Chapter 4: Grassroots teachers using Spread the Happiness Approach Chapter 5: Implementation of the Approach Chapter 6: The 25 Day Challenges with Instructions Chapter 7: The Challenges for use with Evidence Scrapbooks Chapter 8: Celebrations and Happiness Ripples Chapter 9: Second Year of Spread the Happiness Challenges Chapter 10: Kindness is our Superpower for Educational Change Appendices: I. 100 Things to do with Your Child II. 100 things to do before you are six III. 100 things to do before you are six – UAE IV. 100 things to do indoors (from COVID 19) V. 50 things to do this summer (1-5) VI. Counting on Number Songs VII. Year 7 challenges for transition into secondary VIII. Year 7 Evidence Booklet
£34.88
Taylor & Francis Ltd (Sales) Assessment and Treatment of NonSuicidal
Book SynopsisAssessment and Treatment of Non-Suicidal Self-Injury: A Clinical Perspective is the ideal primer for anyone who works with people who self-injure. Profiling who is affected as well as what their behaviour includes, the book explores the range of factors behind why people self-injure, from the influence of social media to the need for self-regulation, and offers recommendations for both assessment and outpatient treatment.Throughout, the book is permeated by profound respect for those who use self-injury in an attempt to live a good life, while conveying a deep understanding of the challenges that self-injury presents for family members and treatment professionals. It recognizes that the behaviour can spread in hospital wards or other institutional setting, introducing the concept of self-injury by proxy, and assesses the range of therapies available, including CBT, MBT, ERGT and family therapy. Each chapter is complemented by clinical vignettes.In an era when a great number of professionals will come into contact with someone who self-injures â including teachers, social workers and nurses as well as therapists â The Assessment and Treatment of Non-Suicidal Self-Injury is an invaluable resource that examines both the causes and the treatments available.Table of ContentsChapter 1. What is self-injury?Direct self-injuryIndirect self-injury Self-injury by proxyDigital self-harmTerminology Typologies of self-injuryChapter 2. Non-suicidal self-injury – an independent diagnosis? Categorizing self-injurers in non-clinical populationsAutonomous diagnosis in DSM-5Differential diagnoses Chapter 3. Epidemiology and gender differencesPrevalence in different age groups Onset, course and prognosisGender differences Women cut, men hit themselvesA literary example of a man who self-injuresChapter 4. Self-injury as a sign of the times Historical descriptions of self-injury Skin Late modern society When perfect becomes the new normalSelf-injury as social pathologyDemedicalizing and normalizing self-injury Social media Chapter 5. Historical theories and new models for understanding non-suicidal self-injuryHistorical theoriesEmotion dysregulation and three theoretical modelsThe benefits and barriers model Vulnerability and resilience factors for the development of self-injurious behaviourRisk factorsResilience factors Diversity in the presentation of self-injuryChapter 6. Attachment, affect regulation and growing up in an invalidating environmentAttachmentInternal working models The Strange situation and patterns of attachment Mind-in-mind and affect regulation Congruent and marked mirroring The alien selfMentalizing Mentalizing, mindfulness and validation Developing a mentalizing capacity Good mentalizing Failure of mentalizing deficit and NSSI Dissociation Dissociation and self-injuryThe biosocial theory and the impact of an invalidating childhood environment Chapter 7. From meaning to function A functional model of NSSI Model for perpetuation self-injuring behaviour Functions of NSSI Chapter 8. Pathophysiology and neurobiological perspectives on self-injury The role of neurotransmitters in NSSI Adrenalin, noradrenalin and cortisolThe low road and the high roadEndogenous opioidsSerotoninOther neurotransmittersChapter 9. Assessment of patients with non-suicidal self-injuryTherapeutic contact with the self-injuring patientAssessing patients with self-injuryAssessment instruments Motivation for treatment Levels of treatmentPrioritizing treatment focusChapter 10. Treatment of non-suicidal self-injury – an overview Problem-Solving Therapy (PST)Manual-Assisted Cognitive Therapy (MACT)Emotion Regulation Group Therapy (ERGT)Mobile apps Family therapyPhysical exercise Medical treatment Core elements in the psychotherapeutic treatment of NSSIChapter 11. Dialectical Behaviour Therapy Dialectical dilemmasTreatment structure The five stages of DBTValidation Change strategies Crisis card Contact between patient and therapist Effect of DBT on NSSI Chapter 12. Mentalization-based therapy – keeping mind in mind Treatment structure Case formulation Treatment principles General interventionIntervention hierarchy Elements of MBTImpact of MBT on NSSIChapter 13. Treating self-injury during hospitalizationEmotional dysregulation during hospitalization SedativesSelf-injury by proxy – mechanical restraintsThe spiral of self-injury – the ‘tacit dialogue’Reactions that may exacerbate self-injuring behaviour NSSI and peer influence Principles of a non-confrontational cultureThe practical organization of the treatment Chapter 14. When a loved one self-injures Walking on eggshellsAccepting the difficult situationSurvivor’s guiltNeutral topics Talk about it Educate yourself online and via the literatureParental burnout Parental relations – GIVEScars
£31.36
Taylor & Francis Classroom Management From the Ground Up
Book SynopsisClassroom management can make or break your teaching, but how can you implement it most effectively? In this crucial book from bestselling authors Todd Whitaker, Katherine Whitaker, and Madeline Whitaker, you’ll gain practical strategies for designing or improving your classroom management from the ground up. Table of Contents1. House Metaphor 2. Effective Instruction 3. The Foundation—Building Relationships 4. The Structure—High and Clear Expectations 5. The Maintenance—Consistency 6. The Reset—Your Last Resort 7. Conclusion: Your Tomorrow
£80.74
Cambridge University Press Analytical Geometry of Three Dimensions
a huge range and FREE tracked UK delivery on ALL orders.
£45.99
Palgrave Macmillan Creativity and Education
Book SynopsisThis book advances an environmental approach to enhancing creativity in schools, by interweaving educational creativity theory with creative industries environmental approaches.Table of ContentsPreface.- Chapter 1. Research.- Chapter 2. Find Patterns.- Chapter 3. Ideate.- Chapter 4. Prototype.- Chapter 5. Iterate.
£74.99
Bloomsbury Publishing PLC Why Do Teachers Need to Know About Psychology
Book SynopsisAs a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development? Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational/child psychology, but also organisational and counselling perspectives. Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher''s roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current pTrade ReviewThis important new book, written be expert educators and psychologists, will provide new and early careers teachers with a much-needed bridge between psychological theory, recent research and practical reflexive stimulus to deepen understanding. The focus on personal, social and emotional perspectives goes beyond the cognitive sciences currently dominating teacher education. * Elaine Wilson, Senior Lecturer in Education, University of Cambridge, UK *A unique text that applies psychological theory and research to teacher development with the dual yet integrated focus on fostering teacher well-being and creating effective teaching-learning contexts to foster student learning and well-being. * Bonnie K. Nastasi, Professor of Psychology, Tulane University, USA *Table of ContentsList of Figures List of Tables Series Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context, Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Lisa Marks Woolfson (University of Strathclyde, UK) and James Boyle (University of Strathclyde, UK) 2. The Professional Self and Psychology, James Boyle (University of Strathclyde, UK), Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK) and Lisa Marks Woolfson (University of Strathclyde, UK) 3. Health and Well-Being in Psychology, Lisa Marks Woolfson (University of Strathclyde, UK) and Stuart Woodcock (Griffith University, Australia) 4. The Social World of the Classroom, Matthew P. Somerville (UCL Institute of Education, University College London, UK) and Ed Baines (UCL Institute of Education, University College London, UK) 5. Effective Interpersonal Communication, Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Linda Crichton (Bi-borough Newly Qualified Teacher Service, UK), and Julie Shaw (Bi-borough Newly Qualified Teacher Service, UK) 6. Resilience, Reflection and Reflexivity, James Boyle (University of Strathclyde, UK) and Elizabeth King (University of Strathclyde, UK) 7. Psychology and the Effective Teacher, Lisa Marks Woolfson (University of Strathclyde, UK), James Boyle (University of Strathclyde, UK) and Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK) References Index
£24.69
Pearson Education Limited Psychology Express Educational Psychology
Book SynopsisThe Psychology Express undergraduate revision guide series will help yourstudents to understand key concepts quickly, revise effectively and make their answers stand out.Table of Contents What is Educational Psychology? Cognition and learning Emotional, social and personal development Learning and motivation Individual differences in education Social and cultural diversity in the classroom Recognising the needs of exceptional learners Classroom management Approaches to assessment Beyond the classroom
£17.56
Guilford Publications Social Skills Training for Children with Asperger
Book SynopsisThis practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with high-functioning autism spectrum disorders (ASD) and Asperger syndrome; the impact on peer relationships, school performance, and behavior; and how social skills training can help. Chapters delve into the nuts and bolts of teaching and reinforcing core skills in classroom, small-group, or individual contexts, emphasizing ways to tailor interventions to each individual's needs. Reproducible forms and worksheets can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewWhat sets this book apart from other social skills manuals is its flexibility; it provides a guiding framework that can be easily adapted to any client's or student's needs. White has integrated useful information on a variety of treatment approaches into a cutting-edge synthesis of the best available research and clinical practices. She addresses everything from how to understand and measure target behaviors to how to structure sessions for success, the type of content to cover, and specific strategies to employ. Many case examples make the information easy to understand, and handouts are provided that can be utilized in treatment or teaching. The end result is a book that is very comprehensive and easy to apply--a 'must read' for anyone doing social skills intervention with children with ASD!--Carla A. Mazefsky, PhD, Department of Psychiatry, University of Pittsburgh School of MedicineWhite's writing reflects an abundance of clinical experience with children and youth with ASD. The book is filled with examples and vignettes illustrating the principles and practices of social skills intervention. This book is a valuable resource for therapists, school-based clinicians, and teachers. It contains a wealth of specific intervention strategies, exercises, and worksheets to aid in the assessment and instruction of social skills. It also will be useful as a text in courses preparing clinicians and educators to work with children and youth with ASD.--Donald Oswald, PhD, Department of Psychiatry, Virginia Commonwealth University This is an easy, enjoyable read. I was particularly impressed by White's ability to blend empirical data with personal experience. The case studies and examples really brought the book to life and assured me that the information was coming from someone who had been 'in the trenches.' Anyone who endeavors to do social skills training with children and adolescents on the spectrum should make this book a staple in their library.--Lauren M. Hutto, PhD, Regional Multidisciplinary Evaluation and Consulting Center, Florida State UniversityBacked by cutting-edge research and considerable clinical experience, White takes the theoretical and makes it practical. The book offers rationales behind tailor-made training methods for individuals and groups and provides a variety of templates and handouts for use with students and their parents. Whether you want to understand the greatest challenges facing students with autism and related conditions, or you want practical strategies you can start using today, this book should hold a prominent place on your desk.--Katherine A. Briccetti, PhD, school psychologist, Piedmont (California) Unified School DistrictA very useful resource for special educators. The book's logical organization makes the information easy to access. The emphasis on using peers as supports will be appealing to educators who are looking for better ways to provide inclusive school experiences for students with ASD. The chapter on running social skills training groups is especially helpful and practical.--Kimber L. Wilkerson, PhD, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison -Serves as a concise, yet thorough, guide to social skills training for children on the higher-functioning end of the autism spectrum….This brief guide contains descriptions of ASD subtypes, various treatment techniques, for differing deficits, social skills training across different settings, and supplemental assessment tools, worksheets, and informational handouts….The clear descriptions of the differing deficits and the various theories explaining ASD symptoms not only give a rationale for social skills training, but also provide readers with a solid foundation on which to determine the most appropriate course of treatment for the children they will be serving.... Dr. White's delicate balance of a strict adherence to empirically driven techniques and provision of real-world examples promotes not only the adoption of strategies supported by research but also provides practical, flexible tips and explanations, making this an appropriate and valuable resource for clinicians and educators alike.--Journal of Autism and Developmental Disorders, 2/1/2013Table of Contents1. Introduction2. Clinical Evaluation and Assessment of Social Skills3. Types of Interventions and Adaptations for ASD4. Social Skills Training Groups5. Strategies for Use in the Classroom6. Strategies for the Clinic7. Promoting Social Skills Training at Home8. Improving Social Competence beyond Childhood
£26.99
Guilford Publications Learning Disabilities Second Edition
Book SynopsisPresenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website. New to This Edition *Heightened emphasis on intervention, including significant new developments in reading comprehension and math. *Chapter on principles of effective instruction and MTSS. *Chapter on automTrade Review"This important work is elegantly crafted by authors who have made significant contributions to research and practice and who are committed to evidence-based solutions to the many challenges associated with diagnosis, assessment, and treatment of LDs. The updated second edition deals with the new discoveries at the intersection of education, psychology, and neuroscience that have been made at a staggering pace, as well as lively debates regarding definitions and criteria setting. Not only is this book timely and authoritative, but it also makes a real contribution to helping us understand where the field is now and where we need to go next. I consider this to be a 'must read' volume for researchers, educators, policymakers, and all others concerned with improving outcomes for children who struggle in the classroom and beyond."--Kenneth R. Pugh, PhD, President and Director of Research, Haskins Laboratories; Department of Psychology, University of Connecticut; Department of Linguistics, Yale University "There are so many books and so little time--yet this one, I assure you, is worth your precious time. Whether your primary interest is teacher training, research, or classroom practice, this book provides the knowledge you need. Building on the exemplary first edition, the second edition features current research on all domains of LDs (math, word reading, writing, reading comprehension) and expanded practical guidance for implementing research-based practices across the grade span. It explains best practices in instruction and assessment in the context of current special and general education policy."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin "Scientific knowledge of LDs has greatly expanded in the dozen years since the first edition was published. The second edition includes a wealth of current information on the types and manifestations of LDs, neurobiological underpinnings, and effective interventions. The coverage is comprehensive; findings are evaluated in terms of the adequacy of their methods and distilled into meaningful summaries of key facets and instructional principles. The many tables and figures underscore important themes and enhance the book’s utility as a professional resource and core text. Beyond its value in updating scientific progress in the field, this work demonstrates both the promise and challenges of broader-scale applications of evidence-based approaches.”--H. Gerry Taylor, PhD, ABPP-CN, Center for Biobehavioral Health, Nationwide Children’s Hospital Research Institute; Department of Pediatrics, The Ohio State University "I have been recommending the first edition of this book to every graduate student I work with, and I look forward to continuing this tradition with the second edition. I especially appreciate the new chapter on the reality of LDs and the updated coverage of interventions. Amid ongoing debates about definitions of LDs, the research literature has at times seemed out of step with the reality we see daily of individuals whose performance improves substantially when provided suitable intervention and accommodations. This second edition provides an authoritative source for appropriate interventions."--Richard K. Wagner, PhD, Robert O. Lawton Distinguished Professor of Psychology, Florida State University; Associate Director, Florida Center for Reading Research "The LD field has never been more conceptually chaotic than it is today--fortunately, the second edition of this seminal book provides much-needed clarity. The authors present models for the identification, prevention, and treatment of LDs that are practical and well grounded in research. In addition to pointing out effective approaches based on solid science, the authors also identify common practices that lack support. This book is well suited for preservice trainees and for practitioners who hope to further develop their skills. The second edition addresses the role of MTSS and provides additional information about dyslexia, both of which are important topics in practice today. It should be widely read and used to improve the lives of children with LDs."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "This second edition is the definitive source for teachers, administrators, and researchers on evidence-based practices for teaching academic skills to students with LDs. Its acclaimed authors provide a detailed, compelling, and nuanced picture of LDs and how to address their impact on students’ learning."--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University -Jack Fletcher and his colleagues have written an impressively comprehensive textbook on [learning disabilities] (LD), consisting of strong opinions and conclusions along with a careful review of research to back them up. The authors are all senior scholars in the LD field, and their ability to synthesize findings from a vast literature is remarkable. (Though this is a second edition of a book initially published in 2007, it is such a major expansion and revision that it is essentially a different book.)…This is a textbook more than a practitioner's manual, but practitioners would nonetheless benefit from this accessible review of research and careful arguments for evidence-based practice in LD.--NASP Communiqué, 5/1/2019ƒƒHighly recommended. Upper-division undergraduates through practitioners. (on the first edition)--Choice Reviews, 6/1/2007Table of Contents1. Introduction 2. Are Learning Disabilities Real? 3. Classification and Definition of Learning Disabilities: The Problem of Identification 4. Assessment of Learning Disabilities 5. Effective Instruction for Students with Learning Disabilities: A Multi-Tiered System of Supports 6. Word-Level Reading Disabilities (Dyslexia) 7. Text-Level Reading Disabilities (Specific Reading Comprehension Disability) 8. Mathematics Disabilities: Calculation and Problem Solving 9. Written Expression Disabilities 10. The Problem of Automaticity 11. Translating the Results of Scientific Research into Educational Practice References Index
£47.49
Guilford Publications The Theory and Practice of Item Response Theory
Book SynopsisNoted for addressing both the hows and whys of item response theory (IRT), this text has been revised and updated with the latest techniques (multilevel models, mixed models, and more) and software packages. Simple to more complex models are covered in consistently formatted chapters that build sequentially. The book takes the reader from model development through the fit analysis and interpretation phases that would be performed in practice. To facilitate understanding, common data sets are used across chapters, with the examples worked through for increasingly complex models. Exemplary model applications include free (BIGSTEPS, NOHARM, Facets, R packages) and commercial (BILOG-MG, flexMIRT, SAS, WINMIRA, SPSS, SYSTAT) software packages. The companion website provides data files and online-only appendices. New to This Edition *Chapter on multilevel models. *New material on loglinear models, mixed models, the linear logistic trait model, and fit statistics.Trade Review"The second edition of the IRT 'bible' is now even more accessible and useful for psychometricians and educational measurement specialists who are new to IRT or want to upgrade their knowledge of the field. It expands on the first edition in meaningful ways, primarily with regard to the implementation of IRT. Virtually every chapter has been expanded with examples of IRT analyses using R, SAS, and/or flexMIRT. A very helpful new chapter covers multilevel IRT models, and new appendices cover the LLTM and mixture Rasch models and discuss contemporary model fit indices and other recent topics. I have been using the first edition in my advanced measurement class since it was first published and it has been well received by my advanced undergraduates and graduate students; the new material in the second edition makes the book even better. In addition, this book will be very informative to measurement specialists--especially those who are not mathematically sophisticated--so that they can produce instruments that benefit from the enhanced measurement power of IRT.”--David J. Weiss, PhD, Department of Psychology, University of Minnesota "This is the most comprehensive and accessible text on IRT. De Ayala does a remarkable job of clearly describing fundamental IRT concepts, basic models, and even advanced models. The text's explanations do not heavily rely on equations; instead, de Ayala takes a conceptual approach and often utilizes graphs to illustrate key ideas. The second edition is up to date on the most frequently applied models and estimation procedures. It includes applied examples using popular IRT software, including R. I highly recommend this book for graduate-level courses focusing on measurement, psychometrics, and IRT, and as a guide for researchers using IRT."--Ojmarrh Mitchell, PhD, School of Criminology and Criminal Justice, Arizona State University "I love this book, and find it quite readable. What sets this text apart are its extensive exposition of technical details related to models and estimation and its detailed explanations of concepts. For example, I had never seen an author decompose the partial credit model and show piece-by-piece computation of the probabilities, which de Ayala does very well. This text is a great contribution to the field of IRT that will be invaluable for both class and personal use."--Karen M. Schmidt, PhD, Department of Psychology, University of Virginia "An excellent treatment of IRT that combines a clear exposition of theoretical concepts with applied examples that are relevant and useful."--Larry R. Price, PhD, Director of Methodology, Measurement, and Statistical Analysis, Texas State University-A must read for practitioners who use item response theory to calibrate test data. It also would serve as a tremendous resource for measurement researchers who daily navigate the circuitous paths of various IRT estimation software programs to analyze and understand their assessment data....Each of the 12 chapters is packed with annotated examples of how to use IRT estimation software and the subsequent output....The author does an excellent job of supplementing explanations of various models with calibration examples and output of multiple data sets using several different IRT calibration software programs including BILOG, MULTILOG, BIGSTEPS, and NOHARM....The book is more practitioner-oriented and applied than previous classic books that provide foundational understanding of IRT models and applications....Would be an excellent text for a graduate level IRT class in which the goal of the course would be to review dichotomous, polytomous, and multidimensional IRT models an how to estimate parameters in the various models using a variety of commercially available software....I would encourage all testing practitioners who work with various IRT models, as well as graduate students who plan to go into the measurement field, to seriously consider this book. It is an excellent resource….I applaud Dr. de Ayala for all the time and effort he has put into this book. He has clearly done the measurement field a great service. (on the first edition)--Journal of Educational Measurement, 12/21/2010ƒƒThe main strength of the text is in the descriptions and elaborations of the common IRT models....De Ayala also covers fundamental relationships that exist between models, such as the relationships between the parameters of the nominal response model and the partial credit model. In addition, the chapters contain practical advice for sample sizes commonly used with each model and how to interpret the parameters. De Ayala also presents results as statistical indices and graphics for various examples across different contexts, which allows readers the ability to see how the models work from several different perspectives....Does a good job of introducing common estimation strategies employed in IRT software packages. Especially helpful are the illustrations de Ayala includes with the code from IRT software packages. (on the first edition)--Psychometrika, 12/01/2010Table of ContentsSymbols and Acronyms 1. Introduction to Measurement - Measurement - Some Measurement Issues - Item Response Theory - Classical Test Theory - Latent Class Analysis - Summary 2. The One-Parameter Model - Conceptual Development of the Rasch Model - The One-Parameter Model - The One-Parameter Logistic Model and the Rasch Model - Assumptions Underlying the Model - An Empirical Data Set: The Mathematics Data Set - Conceptually Estimating an Individual’s Location - Some Pragmatic Characteristics of Maximum Likelihood Estimates - The Standard Error of Estimate and Information - An Instrument’s Estimation Capacity - Summary 3. Joint Maximum Likelihood Parameter Estimation - Joint Maximum Likelihood Estimation - Indeterminacy of Parameter Estimates - How Large a Calibration Sample? - Example: Application of the Rasch Model to the Mathematics Data, JMLE, BIGSTEPS - Example: Application of the Rasch Model to the Mathematics Data, JMLE, mixRasch - Validity Evidence - Summary 4. Marginal Maximum Likelihood Parameter Estimation - Marginal Maximum Likelihood Estimation - Estimating an Individual’s Location: Expected A Posteriori - Example: Application of the Rasch Model to the Mathematics Data, MMLE, BILOG-MG - Metric Transformation and the Total Characteristic Function - Example: Application of the Rasch Model to the Mathematics Data, MMLE, mirt - Summary 5. The Two-Parameter Model - Conceptual Development of the Two-Parameter Model - Information for the Two-Parameter Model - Conceptual Parameter Estimation for the 2PL Model - How Large a Calibration Sample? - Metric Transformation, 2PL Model - Example: Application of the 2PL Model to the Mathematics Data, MMLE, BILOG-MG - Fit Assessment: An Alternative Approach for Assessing Invariance - Example: Application of the 2PL Model to the Mathematics Data, MMLE, mirt - Information and Relative Efficiency - Summary 6. The Three-Parameter Model - Conceptual Development of the Three-Parameter Model - Additional Comments about the Pseudo-Guessing Parameter, Xⱼ - Conceptual Parameter Estimation for the 3PL Model - How Large a Calibration Sample? - Assessing Conditional Independence - Example: Application of the 3PL Model to the Mathematics Data, MMLE, BILOG-MG - Fit Assessment: Conditional Independence Assessment - Fit Assessment: Model Comparison - Example: Application of the 3PL Model to the Mathematics Data, MMLE, mirt - Assessing Person Fit: Appropriateness Measurement - Information for the Three-Parameter Model - Metric Transformation, 3PL Model - Handling Missing Responses - Issues to Consider in Selecting among the 1PL, 2PL, and 3PL Models - Summary 7. Rasch Models for Ordered Polytomous Data - Conceptual Development of the Partial Credit Model - Conceptual Parameter Estimation of the PC Model - Example: Application of the PC Model to a Reasoning Ability Instrument, MMLE, flexMIRT - Example: Application of the PC Model to a Reasoning Ability Instrument, MMLE, mirt - The Rating Scale Model - Conceptual Parameter Estimation of the RS Model - Example: Application of the RS Model to an Attitudes Towards Condoms Scale, JMLE, BIGSTEPS - Example: Application of the PC Model to an Attitudes Towards Condoms Scale, JMLE, mixRasch - How Large a Calibration Sample? - Information for the PC and RS Models - Metric Transformation, PC and RS Models - Summary 8. Non-Rasch Models for Ordered Polytomous Data - The Generalized Partial Credit Model - Example: Application of the GPC Model to a Reasoning Ability Instrument, MMLE, flexMIRT - Example: Application of the GPC Model to a Reasoning Ability Instrument, MMLE, mirt - Conceptual Development of the Graded Response Model - How Large a Calibration Sample? - Information for Graded Data - Metric Transformation, GPC and GR Models - Example: Application of the GR Model to an Attitudes Towards Condoms Scale, MMLE, flexMIRT - Example: Application of the GR Model to an Attitudes Towards Condoms Scale, MMLE, mirt - Conceptual Development of the Continuous Response Model - Summary 9. Models for Nominal Polytomous Data - Conceptual Development of the Nominal Response Model - Information for the NR Model - Metric Transformation, NR Model - Conceptual Development of the Multiple-Choice Model - How Large a Calibration Sample? - Example: Application of the NR Model to a General Science Test, MMLE, mirt - Summary 10. Models for Multidimensional Data - Conceptual Development of a Multidimensional IRT Model - Multidimensional Item Location and Discrimination - Item Vectors and Vector Graphs - The Multidimensional Three-Parameter Logistic Model - Assumptions of the MIRT Model - Estimation of the M2PL Model - Information for the M2PL Model - Indeterminacy in MIRT - Metric Transformation, M2PL Model - Example: Calibration of interpersonal engagement instrument, M2PL Model, sirt.noharam - Obtaining Person Location Estimates - Example: Calibration of interpersonal engagement instrument, M2PL Model, mirt - Example: Calibration of interpersonal engagement instrument, M2PL Model, flexMIRT - Summary 11. Linking and Equating - Equating Defined - Equating: Data Collection Phase - Equating: Transformation Phase - Example: Application of the Total Characteristic Function Equating Method, EQUATE - Example: Application of the Total Characteristic Function Equating Method, SNSequate - Example: Fixed-item and Concurrent Calibration Equating - Summary 12. Differential Item Functioning - Differential Item Functioning and Item Bias - Mantel–Haenszel Chi-Square - The TSW Likelihood Ratio Test - Logistic Regression - Example: DIF Analysis of vocabulary test, SAS CMH - Example: DIF Analysis of vocabulary test, mantelhaen.test and difR - Example: DIF Analysis of vocabulary test, SAS proc logistic - Example: DIF Analysis of vocabulary test, glm and difR - Summary 13. Multilevel IRT Models - Multilevel IRT–Two Levels - Example: Equivalence of the Rasch model and its Multilevel Model Parameterization, proc glimmix - Example: Rasch model estimation, lme4 - Person-Level Predictors for Items - Example: Person-Level Predictors for Items–DIF Analysis, proc glimmix - Example: Person-Level Predictors for Items–DIF Analysis, lme4 - Person-Level Predictors for Respondents - Example: Person-Level Predictors for Respondents–Nutrition Literacy, proc glimmix - Example: Person-Level Predictors for Respondents, lme4 - Item-Level Predictors for Items - Example: Item-Level Predictors for Items - Nutrition Literacy, proc glimmix - Example: Item-Level Predictors
£67.44
Guilford Publications Social Justice in Schools
Book SynopsisThis book guides PreK-12 educators and school-based clinicians on how to embed socially just practices into their day-to-day roles to achieve more equitable outcomes. Social Justice in Schools uses vivid vignettes and personal reflections to demystify complex concepts. It pinpoints ways educators can better understand their racially and ethnically minoritized students, reflect on and challenge implicit bias in assessment and decision making, and build meaningful homeâschool relationships. Chapters begin with clearly framed learning outcomes and close with discussion questions and resources for professional learning. In a convenient large-size format, the book includes reproducible handouts and forms that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This essential book will engage educators across disciplines and at all levels--from preservice teachers to practicing school psychologists. It provides insight into what social justice means in the context of schooling and how educators' daily practices can facilitate social justice for the children, families, and communities they serve. Barrett has created an easy-to-read book that is a call to action for educators concerned with equity, fairness, and opportunity for marginalized students."--Sherrie L. Proctor, PhD, School Psychology Program, Queens College, City University of New York "A toolkit for educators who endeavor to transform their classrooms into just communities. Barrett skillfully weaves theory, research, and social justice practices, and includes thought-provoking exercises at the end of each chapter. The rich stories, helpful diagrams, and community-building activities will help educators develop the needed skill set to practice social justice in the schoolhouse. Drawing on his own experiences as a school psychologist, Barrett has crafted a needed resource aligned with the NASP Practice Model."--Terri N. Watson, PhD, School of Education, The City College of New York "While many social justice books are written from a theoretical perspective that leaves the reader wondering what to do next, Barrett’s book focuses on knowledge and tools that educators can use right away. Case studies, vignettes, resources, and reflection questions aid in understanding specific ways to enact anti-racist ideals. Using the 'Five C's of Equity' described in the book will allow school teams to change practices, policies, and behavior to ensure equitable outcomes. A 'must read'!"--Andria Amador, EdD, NCSP, Senior Director of Behavioral Health Services, Boston Public Schools "Barrett highlights the intersection between theory and practice in order to move equity from talk to action. He provides a roadmap on how to ensure adult issues don’t get in the way of responding to what students need. This text inspires and equips educators in contexts where equity is a collective goal. What resonates with me most as a superintendent is how the book helps us learn more about not just what we think social justice is in schools, but, more important, what we can do with it."--Nyah D. Hamlett, EdD, Superintendent, Chapel Hill–Carrboro City Schools, North Carolina "Social Justice in Schools is a book for this day and time. Barrett adeptly walks the fine line between the prescriptive and descriptive to give educators a framework to appropriately serve the children in their care. This book is for new and veteran teachers, school psychologists, and other school professionals. As a middle school division director and an educational consultant, I found tangible tools for professional development. Run, don't walk, to get this book."--Worokya Duncan, EdD, Head of Upper School, The Cathedral School of St. John the Divine, New York City "Rooted in Bronfenbrenner’s ecological systems theory, this book provides an accessible, resourceful, and thorough framework for centering social justice work in school contexts. Drawing on literature from multiple disciplines and from his own positionalities and life experiences as a Black professional, Barrett challenges the reader to critically reflect about power and to unlearn deficit frames. He invites all educators to a journey of creative co-imagination of systemic change at the level of policy, assessment, and in learning spaces, proposing a transformation that can center all languages and ways of learning."--María Rosa Brea-Spahn, PhD, CCC-SLP, Department of Communicative Sciences and Disorders, New York University-Table of ContentsForeword, Ivory A. Toldson Preface 1. Social Justice: A Framework for Equity in Public Education 2. Social Justice Is About Systems 3. Social Justice Is About Challenging Ourselves and Others 4. Social Justice Is About Privilege, Implicit Bias, and Intersectionality 5. Social Justice Is About More Than Numbers 6. Social Justice Is About the Children, Families, Schools, and Communities We Serve 7. Social Justice Is About Empowering Families 8. A Challenge to Educators 9. Social Justice and Me: The Formation and Evolution of a Professional Identity References Index
£29.99
Taylor & Francis Functional AssessmentBased Intervention
Book SynopsisFrom noted authorities, this book presents a comprehensive approach to designing and implementing evidence-based Tier 3 behavior interventions for K-12 students. The authors' functional assessment-based intervention (FABI) process has been supported by multiple peer-reviewed studies conducted in authentic educational environments. Step by step, chapters spell out proven methods to define target behaviors, determine the function of the undesirable behavior, identify appropriate replacement behaviors, and deliver and monitor intensive interventions. Illustrated with real-world case examples, the book shows how to embed FABI within a school's integrated tiered system of supports. Guidance for scaling FABI district- and statewide is also provided. Ethical issues, professional standards, equity concerns, and cultural and linguistic considerations are addressed throughout. In a convenient large-size format, the book includes reproducible checklists and forms that can also be downlo
£43.69
Springer Handbook of Response to Intervention
Book Synopsis1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & JosTrade Review“This book on best practices for using response to intervention (RTI) within Multi-Tiered Systems of Support (MTSS) covers both assessment and intervention. … The book is replete with figures and tables which help clarify the text. This book fully discusses the multitiered systems of support. This update is justified because of the increase in research studies since the previous edition.” (Gary B. Kaniuk, Doody’s Book Reviews, April, 2016)Table of Contents1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & Joseph F. Kovaleski.- 9. Multi-tiered Systems of Support and Evidence-Based Practices; Karen C. Stoiber & Maribeth Gettinger.- 10. Preservice Teacher Education and Response to Intervention within Multi-tiered Systems of Support: What Can We Learn From Research and Practice?; David H. Allsopp, Jennie L. Farmer, David Hoppey.- 11. Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring; Shane R. Jimerson, Rachel Stein, Aaron Haddock, & Reza Shahroozi.- III. Tier 1 – Assessment, Problem Analysis, and Intervention.- 12. Screening Assessment within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps; Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten, & Myeongsun Yoon.- 13. The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success; Asha K. Jitendra & Danielle N. Dupuis.- 14. Classroom Reading Instruction for All Students; Barbara R. Foorman amd Jeanne Wanzek.- 15. Classwide Intervention Using Peer-Assisted Learning Strategies; Kristen L. McMaster & Douglas Fuchs.- IV. Tier 2 – Assessment, Problem Analysis, and Intervention.- 16. Assessment: Periodic Assessment to Monitor Progress; Benjamin Silberglitt, David Parker, & Paul Muyskens.- 17. Problem-Analysis at Tier 2: Using Data to Find the Category of the Problem; Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas & Lori Helman.- 18. Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2; Lynn S. Fuchs, Douglas Fuchs, & Amelia S. Malone.- 19. Implementation of Tier 2 Reading Interventions in the Primary Grades; Jeanne Wanzek, Stephanie Al Otaiba, & Brandy Gatlin.- V. Tier 3 – Assessment, Problem Analysis, and Intervention.- 20. Progress Monitoring for Students Receiving Intensive Academic Intervention; David A. Klingbeil, Tera L. Bradley, & Jennifer J. McComas.- 21. Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems; Melissa Coolong-Chaffin & Jennifer J. McComas.- 22. Tier 3: Intensive Mathematics Intervention Strategies; Robin S. Codding & Ryan Martin.- 23. Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?; Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanne Wanzek & Joseph Torgesen.- VI. Contemporary Implementation Science.- 24. Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation; George H. Noell & Kristin A. Gansle.- 25. Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response to Intervention Service Delivery Framework; Jeremy Miciak, Jack M. Fletcher, & Karla K. Stuebing.- 26. Contextual Influences and Response to Intervention; Amy L. Reschly & Melissa Coolong-Chaffin.- 27. Using Single Case Design in a Response to Intervention Model; T. Chris Riley-Tillman & Daniel M. Maggin.- VII. Contemporary Implementation Topics.- 28. Technology-Based Assessment and Problem Analysis; Gerald Tindal & Julie Alonzo.- 29. Educational Technology and Response to Intervention: Affordances and Considerations; Janet S. Twyman & Melinda S. Sota.- 30. Response to Intervention for English Learners; Diana Socie & Mike Vanderwood.- 31. Essential Features of Tier 2 & 3 School-wide Positive Behavioral Supports; Barbara S. Mitchell, Allison L. Bruhn, & Timothy J. Lewis.- 32. Implementing Response to Intervention in Secondary Schools; Mark R. Shinn, Holly S. Windram, & Kerry A. Bollman.- 33. Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood; Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley & Jane Atwater.- 34. Teacher Formative Assessment: The Missing Link in Response to Intervention; Linda A. Reddy, Christopher M. Dudek, & Elisa S. Shernoff.- VIII. Effective Contemporary Models.- 35. Challenges Faced by New Implementation sites: The Role of Culture in the Change Process; Dawn Miller & Rachel Freeman.- 36. Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement; Kim Gibbons & W. Alan Coulter.- 37. Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania; Edward S. Shapiro.- 38. Data-Based Decision-Making, the Problem Solving Model, and Response to Intervention in the Minneapolis Public Schools; Doug Marston, Matthew Lau, Paul Muyskens, & Jennifer Wilson.- 39. Implementing Response to Intervention in a Rural Setting; Renee Guy, Amanda Fields, & Lynn Edwards.- 40. Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support; Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden, & Stanley L. Deno.
£374.99
Hodder Education Growth Mindset for the IB PYP: Every child a
Book SynopsisGrowth Mindset Teach for success with this 'must-have' handbook for anyone looking to embed a growthmindset culture essential for supporting agency, physical and emotional well-being, andinquiry-based learning. Take the concept of growth mindset and turn it into a powerful reality with practicalstrategies, lesson plans and extensive examples developed by practising teacher andmindset expert Katherine Muncaster and Co-authored by leading professionaldevelopment expert Shirley Clarke. Create a powerful and inviting learning environment throughout your school withdetailed and practical advice to support the physical and emotional development ofyour students. Easy-to-access classroom video clips provide demonstrations of the impact of thisapproach in lessons
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