Educational psychology Books
Sage Publications Ltd Psychology of Education: Theory, Research and
Book SynopsisEducational psychology applies psychological theories, ideas and methods to education and to understandings of teaching and learning, both in the classroom and beyond. As last few months have shown, psychology can have a huge impact both on and in education. This practical guide applies evidence-based practice to real-life scenarios over a broad range of topics in the psychology of education, from its historical roots to digital learning, and from cognitive development to diversity and cultural differences. Essential reading for students of education, psychology, and educational psychology, as well as teacher trainees and practising educators working with learners of any age, this textbook offers a variety of perspectives and advice on contemporary issues in educational psychology. Janet Lord is Faculty Head of Education at Manchester Metropolitan University. Table of ContentsPart I: Educational Psychology: Background and Basics Chapter 1: History of Education & Educational Psychology - Janet Lord, Adele Fozard and Charlotte McKessy Chapter 2: Policy and Educational Debate - Alex Hay Chapter 3: Psychological Approaches and Ideas within Education - Katie Paddock and Emma Swift Chapter 4: Research Methods in Educational Psychology - Claire L. Fox Part II: Psychological Theories and Approaches in Education Chapter 5: Early Language and Literacy Development - Louah Sirri and Rosie Flewitt Chapter 6: Social and Emotional Development - Steph Ainsworth and Joanna Beaumont Chapter 7: Cognitive Development - Louah Sirri and Janet Lord Chapter 8: Cognitive Models of Learning - Jenni McGahan and Katie Stone Chapter 9: Introduction to Personality & Individual Differences - Cian Carney and Karen Duffy Chapter 10: Diversity and Cultural Differences in Education - Samantha Wilkinson and Catherine Wilkinson Chapter 11: Motivation - Yvonne Skipper Chapter 12: Collaboration and Cooperation in Learning - Justine Bowker and Clare Waddell Part III: Applying Psychology in Educational Settings Chapter 13: Psychology and the Professional Learning of Teachers and Other Educational Professionals - Martin Hagan and Claire Connolly Chapter 14: Assessment and Testing - Nick Garnett Chapter 15: Special Educational Needs and Disability (SEND) and Inclusion - Sara Whalley Chapter 16: Behaviour and Learning - Rachel O’Sullivan Chapter 17: The Effects of Disadvantage - Elizabeth Gregory Chapter 18: Modernising the Classroom: Brains, Bodies and Bots - Steph Ainsworth Chapter 19: Digital and Online Learning - Matthew Thorpe Chapter 20: Social Media, Education and Learning - Lucie Golton Chapter 21: Mental Health and Emotional Well-Being - Charlotte Louise Bagnall Chapter 22: English as a Second Language & Second Language Learning - Gulsah Kutuk Chapter 23: Early Years Education and Psychology - Alicia Bayo-Blanco Chapter 24: Adult and Lifelong Learning - Steve Ingle Chapter 25: And Finally… - Janet Lord
£134.11
Basic Books Mastery
£24.30
Taylor & Francis Ltd Strengthening K-12 School Counselling Programs: A
Book SynopsisStrengthening K-12 School Counseling Programs aims to help school counselors, counselors in training, school administrators, and other members of the school community develop and strengthen developmental school counseling programs. Providing a step-by-step approach to planning and managing a comprehensive developmental counseling program, this book encourages school and community-based counseling teams coordinate their efforts to design coherent, complementary programs rather than competing, fragmented ones.This second edition is significantly expanded, including additional information on preparing the advisory team and building a foundation of core beliefs and governing values. Also included is an example of a Counseling Program Activity Guide, as well as a chapter devoted to examples from the field from school systems in Arkansas, Missouri, Kansas and Tokyo, Japan.Trade Review"Practical. Commonsense. Usable. Accountable. Job-saving. These are some of the words that come to mind to describe the second edition of Donald Rye and Rozanne Sparks's Strengthening K-12 School Counseling Programs: A SupportSystems Approach...School counselors in training and practitioners alike will benefit greatly from the ideas and examples in this edition. And the most important shareholders in the world of K-12 education--students and their parents-- will benefit from the improved counseling and guidance services that will emerge through the implementation of the Rye and Sparks model."-Walter B. Roberts, Jr. Ed.D., L.P.C.Counselor Education, Mankato State UniversityFrom the Foreword."Table of ContentsForeword. Acknowledgements. Strengthening K-12 Counseling Programs. Why Plan? Foundations for Planning. Getting Started. The Advisory Team. Building the Foundation. Needs Assessment, Goals, and Objectives. Evaluation. The Counseling Program Activity Guide. Examples from the field. Bibliography. Index. About the Authors.
£23.79
Guilford Publications Transformative Research and Evaluation
Book SynopsisFrom distinguished scholar Donna M. Mertens, this book provides a framework for making methodological decisions and conducting research and evaluations that promote social justice. The transformative paradigm has emerged from—and guides—a broad range of social and behavioral science research projects with communities that have been pushed to the margins, such as ethnic, racial, and sexual minority group members and children and adults with disabilities. Mertens shows how to formulate research questions based on community needs, develop researcher–community partnerships grounded in trust and respect, and skillfully apply quantitative, qualitative, and mixed-methods data collection strategies. Practical aspects of analyzing and reporting results are addressed, and numerous sample studies are presented. Student- and Instructors-Friendly Features Include:*Commentary on the sample studies that explains what makes them transformative.*Explanations of key concepts related to oppression, social justice, and the role of research and evaluation.*Questions for Thought to stimulate critical self-reflection and discussion.*Advance chapter organizers and chapter summaries.Trade ReviewI've been searching for the right text for my master's-level course entitled Research in Community Settings. I've just finished reading this book, and I think it is terrific! It is just right for a course in which students will be engaging in community-university partnerships as well as learning to think critically about research.--Robb Travers, PhD, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, CanadaAs the world becomes more interconnected and diverse, our research methods need to keep up with changes. Mertens writes beautifully about conducting research in the service of social justice, using a transformative lens and focusing clearly on each step in the process. This book illustrates why Mertens is so highly regarded for her writing that links research methods theory with practice. I highly recommend this book for researchers and graduate students across the social and human sciences.--John W. Creswell, Department of Educational Psychology, University of Nebraska-LincolnMertens focuses on using research and evaluation to transform people’s lives and communities. Including historically excluded and marginalized people in the processes of generating and using knowledge is transformative not only for research participants, but also for the researchers and evaluators who engage with them. The genius of Mertens's comprehensive approach resides in the way she makes transformative inquiry accessible and inclusive yet intellectually robust and methodologically rigorous. She invites us into the transformative process, changing the ways we both think about and conduct research and evaluation. This book is for anyone open to seriously engaging the transformative power of inclusive inquiry.--Michael Q. Patton, author of Utilization-Focused Evaluation, Fourth EditionMertens gets to the heart of how to ground research and evaluation projects in a social justice framework, in line with multiple disciplinary perspectives that embrace a transformative paradigm. This book will challenge students--including those who have not previously questioned their basic societal beliefs and assumptions--to explore diversity and oppression issues in new ways. I appreciated the inclusion of truly diverse groups, including ethnocultural minority groups and others, in the discussions of the various research and evaluation projects. The international examples and perspectives were very refreshing, too.--Gary W. Harper, Department of Psychology, DePaul University With the increase in awareness of diversity, a book like this one is long overdue. This is the first book I have read that comprehensively discusses how to approach evaluation using strategies that are culturally appropriate and inclusive of diverse communities. Mertens provides a holistic and inclusive way of thinking about research methodology. She does a wonderful job of explaining the transformative paradigm in lay language.--Katrina L. Bledsoe, Associate Project Director, Walter R. McDonald & Associates, Washington, DCThis important book assembles the complex array of procedures, perspectives, and priorities associated with transformative research and evaluation. It blends the many voices and illustrations available in the literature to assist the reader in identifying what is possible in this important new paradigm. Significant cross-cultural and international examples of studies that truly warrant the label of 'transformative' are incorporated.--Melvin E. Hall, Department of Educational Psychology, Northern Arizona University- This is the first book that specifically addresses research methodology for the transformative perspective....Although the book prioritizes an educational focus, it has relevance beyond education and scholars from management disciplines can add a practical and penetrating reading to their research toolbox....The audience encompasses novice researchers and evaluators, advanced undergraduate and beginning graduate students, more experienced teachers and evaluators....This book reminds us all that social research is embedded within a system of values and the myth of objective and value-free research should be discharged. It demonstrates how to blend science and action in an attempt to solve specific problems and promote social change. --Organizational Research Methods, 11/1/2008Table of ContentsIntroductionThe Intersection of Applied Social Research and Program EvaluationParadigmsRationale for the Transformative ParadigmBreadth of Transformative Paradigm Applicability1. Resilience, Resistance, and Complexities That Challenge In This ChapterHuman Rights AgendaThe Transformative Paradigm as a Metaphysical UmbrellaNeed for Transformative Research and EvaluationExamples of Transformative Research and EvaluationExamples of Shifting ParadigmsNeed for the Transformative Paradigm and Scholarly LiteratureNeed for the Transformative Paradigm and Public PolicyComplexities That ChallengeEthical ImpetusStriving for Improved ValiditySummary2. The Transformative Paradigm: Basic Beliefs and Commensurate Theories In This ChapterParadigms and Basic Belief SystemsThe Transformative Paradigm and Its Basic Belief SystemsTheories Commensurate with the Transformative ParadigmPolitics and PowerSummary3. Self, Partnerships, and RelationshipsIn This ChapterHuman Relations as Factors Contributing to Research Validity and RigorKnowing YourselfKnowing Yourself in Relation to the CommunityCultural CompetenceStrategies for Developing Relationships/PartnershipsTypes of Partnerships/RelationshipsChallenges in Relationships/PartnershipsRecognizing the Complexity of Culturally Competent WorkPurposes of PartnershipsExamples of Points of Interaction in the Research ProcessBuilding CapacitySummary4. Developing the Focus of Research/Evaluation StudiesIn This ChapterPurposes for the Gathering of Information at This Stage of the InquirySources That Support the Need for Research and EvaluationTheoretical FrameworksMaking Use of SourcesSummary5. A Transformative Research and Evaluation Model In This ChapterCyclical Models: Indigenous PeoplesCyclical Model: PARCyclical Models: Immigrant CommunitiesShort-Term Research and EvaluationTypes of Transformative Research and EvaluationTransformative Intervention ApproachesSummary6. Quantitative, Qualitative, and Mixed Methods In This ChapterMixed- and Multiple-Methods ApproachesCase StudiesEthnographyPhenomenology Participatory Action ResearchAppreciative InquiryExperimental and Quasi-Experimental DesignsSurvey Design and Correlational and Causal-Comparative StudiesGender Analysis: A Mixed-Methods Approach with Potential Transfer to OtherGroups That Experience DiscriminationRigor in the Process of Research and EvaluationSummary7. Participants: Identification, Sampling, Consent, and ReciprocityIn This ChapterSocial Justice: Dimensions of Diversity and Cultural CompetenceRationale for Sampling StrategiesRecruitment of ParticipantsProtection of Human Participants and Ethical Review BoardsSummary8. Data-Collection Methods, Instruments, and StrategiesIn This ChapterReliability and Validity/Dependability and CredibilityLanguage as a Critical IssuePlanning Data-Collection StrategiesSpecific Data-Collection StrategiesSummary9. Data Analysis and InterpretationIn This ChapterTransformative Theories as Guides to Data Analysis and InterpretationInvolving the Community in Analysis and In
£47.49
Prufrock Press Grit in the Classroom
Book SynopsisThe combination of sustained hard work and resiliency, grit is the difference between those who give up and those who don''t. Grit in the Classroom: Building Perseverance for Excellence in Today''s Students assists educators in creating a learning environment that fosters grit development for all students, regardless of ability. Each chapter includes stories to illustrate the research and ideas presented and ends with discussion questions that can be used to continue the conversation. In an era of talent development and the pursuit of excellence, learners must be equipped with the perseverance that is essential to reaching high levels of success. This book provides a rationale for cultivating grit in the classroom with the goal of propelling this topic into discussions of building passion and talent in today''s students.
£19.04
New Harbinger Publications Mindfulness for Preschool and Kindergarten: The
Book SynopsisA powerful SEL mindfulness program to help kids self-regulate, foster social and academic engagement, and bring peace back into the classroom.As a teacher, you know that preschool and kindergarten are difficult periods of transition in kids’ lives. This is true now more than ever, as young children in our world face increasing life challenges—including adverse childhood experiences, trauma, social disconnection, systematic discrimination, and a global pandemic. Students are struggling to balance their emotions and adapt to a classroom environment, the tools outlined in this mindfulness guide can help.Mindfulness for Preschool and Kindergarten offers an effective, adaptable, multisensory, and skills-based social emotional learning (SEL) program to help preschool and kindergarten-aged children learn to self-regulate, ensuring a peaceful and prosocial learning environment in the classroom. The hands-on OpenMind program in this book will help kids cope with stress and trauma, process and understand difficult emotions, and interact positively with others. Kids will also learn how to bounce back from challenges, build resilience, and experience greater social and academic engagement.The OpenMind program’s five foundations go well beyond sequenced lesson plans and strategies to help promote a positive classroom experience. These include: ·Wellness and mindfulness training for teachers ·Practices to help kids build self-regulation, executive function, and engagement ·Planned practices and lessons in response to arising individual and learning environment needs that are anchored to social and academic content ·Scaffolding and modification of practices and lessons to promote learning and active mindful engagement ·A process for transforming challenging behaviors into opportunities for learning, growth, autonomy, and agency You are on the frontlines of helping kids face some of life’s most difficult challenges, and ensuring that they feel valued, protected, and supported. The weight of this responsibility can create stress and feelings of overwhelm for you. Let this guide support both you and your young students in cultivating a loving, safe, and rewarding classroom environment—together.
£29.69
Emerald Publishing Limited Motivational Interventions
Book SynopsisAdvances in Motivation and Achievement, as the premier series in its field, explores current issues at the cutting edge of motivational science and reflects the richness and variety that exists across achievement and motivation research today. It brings together researchers in motivation from around the world to address new directions in measures and methods for motivational research.Table of ContentsAttribution-Based Treatment Interventions in Some Achievement Settings. Intervening to Improve Children’s Reading Motivation and Comprehension: Concept-Oriented Reading Instruction. Harnessing Values to Promote Motivation in Education. Going Beyond the “Whoa! That’s Cool!” of Inquiry: Achieving Science Interest and Learning with the ICAN Intervention. Motivating Students by “Personalizing” Learning around Individual Interests: A Consideration of Theory, Design, and Implementation Issues. Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond. Identity-Based Motivation: Core Processes and Intervention Examples. Design-Based Interventions for Promoting Students’ Identity Exploration within the School Curriculum. An Intervention-Based Program of Research on Teachers’ Motivating Styles. Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement. The Emergence of Mindfulness-Based Interventions in Educational Settings. Copyright page. Motivational Interventions. List of Contributors. Preface. Advances in Motivation and Achievement. Motivational Interventions.
£108.79
Emerald Publishing Academy of the Oppressed
Book SynopsisThe important insights collated here provide guidance to progress towards institutions where academics possess more control of the policies that guide their careers, the knowledge they create, the knowledge they share, the students they inspire, and the communities they aim to serve.
£67.50
Pavilion Publishing and Media Ltd Developmental Coordination Disorder (Dyspraxia):
Book SynopsisPart of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Developmental Coordination Disorder (Dyspraxia) offers a complete introduction to this complex and often misunderstood topic. DCD (historically sometimes called 'dyspraxia', although this term lacks any formal criteria) is a frequently under-detected condition that chiefly affects physical coordination but also impacts on many other areas of life. It is often seen as an 'enigma' due to the lack of clear consensus regarding definitions and terminology. Seeking to dispel myths about DCD, to improve understanding and to point the way to greater independence and participation for those affected, Sue LLoyd and Laura Graham explore the issues, challenges and experiences commonly faced by a young person with DCD - and how parents, carers, teachers and schools can help.Table of ContentsSeries Preface; About the Authors; Authors' Preface; How to Use This Book Part 1: Introduction 1. What is DCD?; 2. Causes and consequences; 3. Resources and assessment 4. IDEAS for effective support; Ten key things to know about DCD Part 2: DCD in context 5. Motor skills and movement; 6. Motor learning stages and underlying sensory systems; 7. Visual perception; 8. Sensory systems as a foundation for function; 9. Cognitive skills and mental health Part 3: Activities of daily living 10. Motivation and mobility; 11. Dressing and chaining techniques; 12. Shoes and clothing; 13. Washing and grooming; 14. Teeth cleaning and toileting; 15. Eating and drinking Part 4: Home and primary school 16. The parents and the home; 17. Communication, play, leisure and games; 18. Primary school; 19. Literacy and Numeracy; 20. Tools used in the primary classroom; 21. Handwriting and hand dominance; 22. Handwriting: process and product Part 5: Secondary school 23. Secondary school; 24. Basic ideas and IDEAS; 25. Strategies for understanding, organisation and communication; 26. Strengths in drama, music, art and design; 27. Strengths in English, science and mathematics; 28. Study skills and examinations Part 6: Sport, exercise and independence 29. Physical activity and its importance; 30. Movement, practice and feedback; 31. Physical activity at school; 32. Staying healthy; 33. Travel, study and work Part 7: Conclusion 34. Summary; 35. A last word to parents and carers; 36. A last word to teachers and schools
£24.95
Learning Sciences International Processing New Information: Classroom Techniques
Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to retrieve, process, and store critical information.
£18.95
Inspire Books To the Issue of Credibility, Relevance, and
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£15.99
Alakai Publishing LLC Cómo analizar a las personas: Psicología Oscura -
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£14.38
Litprime Solutions Natures Mirror Of Symmetry
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£17.99
Workbook Press People: Is Real Change Possible?
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£10.63
Personal Development Publishing Don't Stop, Won't Stop: A 5-Step System to
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£18.05
Springer Nature Switzerland AG Handbook of Childhood Psychopathology and
Book SynopsisThis handbook describes evidence-based methods of assessing psychological, educational, behavioral, and developmental problems in children and adolescents. It provides state-of-the-art analyses of leading assessment tools and methods. Chapters provide an overview of childhood assessment issues, diagnostic classification systems, interviewing and report writing, traditional assessment tools and methods, such as Applied Behavioral Analysis (ABA). In addition, chapters address daily living, academic, and social skills, commonly encountered psychological conditions, and developmental disorders, reviewing definitions and etiology, history of assessment and diagnosis, possible comorbid conditions, and current measures and procedures. The handbook also covers specific childhood disorders that often present assessment challenges in children, such as posttraumatic stress disorder, mood disorders, pain, and feeding and eating disorders. Topics featured in this handbook include: Adaptive and developmental behavior scales. Diagnostic classification systems and how to apply them to childhood problems and disorders. Intelligence testing and its use in childhood psychological assessment. Assessment of Attention Deficit Hyperactivity Disorder (ADHD) in persons with developmental disabilities. Self-Injurious behavior in children. Prevalence and assessment of common sleep problems in children. The Handbook of Childhood Psychopathology and Developmental Disabilities Assessment is an essential resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.Table of ContentsChapter 1. History and Overview of Childhood Assessment.- Chapter 2. Diagnostic Classification Systems.- Chapter 3. Interview and Report Writing.- Chapter 4. Intelligence Testing.- Chapter 5. Adaptive and Developmental Behavior Scales.- Chapter 6. Academic Assessment.- Chapter 7. Neuropsychological Testing.- Chapter 8. The Assessment of ADHD in Persons with Developmental Disabilities.- Chapter 9. Assessment of Autism Spectrum Disorders.- Chapter 10. Assessing Bipolar Disorder and Major Depression.- Chapter 11. Assessment of Anxiety Disorders.- Chapter 12. Post-Traumatic Stress Disorder.- Chapter 13. Tics and Tourette’s Syndrome.- Chapter 14. Aggression and Conduct Disorders.- Chapter 15. Behavioral Assessment of Self-Injury.- Chapter 16. Assessment of Pica.- Chapter 17. Social Skills.- Chapter 18. Communication Disorder.- Chapter 19. Sleep Disorders: Prevalence and Assessment in Childhood.- Chapter 20. Pain.- Chapter 21. Eating Disorders.- Chapter 22. Assessment of Pediatric Feeding Disorders.- Chapter 23. Assessment of Obesity.- Chapter 24. Assessment of Toileting Problems.- Chapter 25. Assessment of Fine and Gross Motor Skills in Children.
£189.99
Springer Nature Switzerland AG The Art of Modelling the Learning Process: Uniting Educational Research and Practice
Book SynopsisBy uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills. The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these types of outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice. This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice.Table of ContentsPart I – Common Questions.- Chapter 1: Learning Processes.- Chapter 2: Study Designs.- Chapter 3: Statistical Learning.- Chapter 4: Anchoring Narratives.- Part II – Variable Types.- Chapter 5 – Pass/Fail and Other Dichotomies.- Chapter 6 – Multicategory Nominal Choices.- Chapter 7 – Ordered Performance Categories.- Chapter 8 – Quantifiable Learning Outcomes.- Part III – Variable Networks.- Chapter 9 – Instrument Structures.- Chapter 10 – Cross-Instrument Communication.- Chapter 11 – Temporal Structures.- Chapter 12 – Longitudinal Assessment Networks.- Part IV – Time Series.- Chapter 13 – Randomised Controlled Experiments.- Chapter 14 – Static and Dynamic Group Structures.- Chapter 15 – Progress Testing in Large Cohorts.- Chapter 16 – Small Samples and Case Studies.- Part V – Conclusion.- Chapter 17: General Recommendations.
£54.99
Springer Nature Switzerland AG Psychology as a Dialogical Science: Self and Culture Mutual Development
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£80.99
Springer Nature Switzerland AG Social Ecology of a Chinese Kindergarten: Where culture grows
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£80.99
Springer Nature Switzerland AG Children with Incarcerated Mothers: Separation, Loss, and Reunification
Book SynopsisThis Brief focuses on children with incarcerated mothers, a growing and vulnerable population. It presents five empirical studies, along with an introduction and summary chapter. The five empirical chapters examine new qualitative and quantitative data on: Typical occurrences when pregnant women give birth during incarceration in contrast with the benefits of a prison doula program for mothers and newborns. A mother’s criminal justice involvement for substance abuse crimes and its effects on children’s protective services involvement and foster care placement. How children cope with separation from their mothers because of their incarceration and how that separation continues to affect children's lives following family reunification. Differences in recidivism trajectories between mothers and nonmothers during the 10 years following release from incarceration. Alternatives to incarceration for women in residential drug treatment and how community supervision mandates can affect, contribute to, or extend mother-child separation. The final chapter integrates the information from the empirical studies and summarizes implications for policy and practice. Children with Incarcerated Mothers is an essential resource for policy makers and related professionals, graduate students, and researchers in child and school psychology, family studies, public health, social work, law/criminal justice, and sociology.Table of ContentsChapter 1: Children with Incarcerated Mothers: An Introduction.- Chapter 2. The Benefits of Doula Support for Women Who Are Pregnant in Prison and Their Newborns.- Chapter 3. Maternal Involvement in the Criminal Justice System and Child Welfare Outcomes.- Chapter 4. Longitudinal Perspectives on Mother-Child Separation as a Result of Incarceration.- Chapter 5. A Longitudinal Examination of Women's Criminal Behavior During the 10 Years After Release from Jail: Implications for Children and Families.- Chapter 6. Managing Motherhood While Under Community Criminal Justice Supervision.- Chapter 7: Incarcerated Mothers and their Children: Implications for Policy and Practice.
£54.99
Springer International Publishing AG Citizen Teachers and the Quest for a Democratic
Book SynopsisThis book explores how citizen teachers can expand our capacities to generate more equitable and just spaces with families by working as community organizers. Paying particular attention to community organizing work in one elementary school, the book weaves stories and examples with theoretical understandings to support emerging citizen teachers in creating more democratic spaces. Each chapter provides key community organizing concepts and skills and offers lessons learned to identify what worked and what did not. By building solidarity with families, citizen teachers can effectively activate more powerful practices grounded in the lives of students, their families, and their communities while articulating a broader response to the conditions impacting educators.Table of Contents1 Citizen Teachers: Why Teachers Should Organize2 Place-Making as Citizen Teachers: Analyzing Using Critical and Racialized Geographies3 The Power of Teacher Organizing4 The Power of Parent Organizing5 The Power of Student Organizing: Public Achievement6 The Power of Teacher Education7 Conclusion
£26.24
Springer International Publishing AG Teaching Refugees and Displaced Students: What
Book SynopsisThis textbook serves as a guide for practitioners whose goal is to enhance refugee students’ learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator. Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.This textbook helps educators to restore hope through the following topics: empowering refugees in school liberating structures in resettlement camps increasing opportunity at university designing compassionate pedagogies leveraging technology connecting the community Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice. Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.Table of ContentsIntroduction.-Part I: Restoring Hope in School.- Where Hope Flourishes: Teaching Refugee Children in Troubling Times; L. Kajee.- Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives; S. Namver, Y. Yildirim.- Compassionate Pedagogy: A Narrative-based Curriculum for Children Who Are Refugees; J. Sochacki, K. I. Case.- Refugees’ Acclimatization and Learning: Educators' Creative Solutions; S. Oladipo, A. Handley, R. Lackey, J. Hallett.- Engaging Refugee Students in an Inclusive School Environment That Promotes Learning; Q. L. Robinson.- Leveraging Multiculturalism and Social Support: Helping Syrian Refugees in Lebanon; I. M. Karkouti.- Poetry "My Father Who..."; A. M. F. Tamayo.- Part II: Restoring Hope through Access and Acceptance in Higher Education.- How Teachers Can Improve the Experiences of Refugee Students with SEND with Higher Education Goals; D. De Araujo.- Higher Education in Refugee Camps via Collaborative Blended Learning: The Impact and Benefits for Refugees and their Student Tutors; P. O'Keeffe.- Cultivating Campus Belonging for Refugee College Students through Effective Academic and Social Integration; M. Elhess, J. Mahfouz, L. Summers.- The Pathway to Unlocking Refugees’ Learning Potential: Current Challenges and Lifelong Learning Solutions; D. Mizza.- Poetry “Northwood Bound”, A.M.F. Tamayo.- Part III: Restoring Hope in the Community.- Promoting the Well-being of Asylum-seeking Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom; M. Karakas, A. Hajar, H. Aydin.- Multicultural School Events: Possibilities and Pitfalls for Refugee Students and Their Families; T-A. Skrefsrud.- Poetry "Elegy to a Refugee Girl", A.M.F. Tamayo.- Part IV: Restoring Hope through Effective Leadership.- Education of Refugee Students: Social Justice Leadership and Ecology of Education; O. Caliskan, H. Buyukgoze.- Leadership for Refugee Education; B. Han, R. Tösten.- School Leadership Makes Hope Possible: Five Things School Administrators Can Do Right Now; T. D. Wolsey, I. M. Karkouti.- Poetry "The Big Blue Sky"; A.M.F. Tamayo.- Part V: Restoring Hope across Generations.- Fostering Hope Through Generations – Overcoming Trauma; T.D. Wolsey.- Conclusion
£66.49
Springer International Publishing AG Empirical Research in Statistics Education
Book SynopsisThis ICME-13 Topical Survey provides a review of recent research into statistics education, with a focus on empirical research published in established educational journals and on the proceedings of important conferences on statistics education. It identifies and addresses six key research topics, namely: teachers’ knowledge; teachers’ role in statistics education; teacher preparation; students’ knowledge; students’ role in statistics education; and how students learn statistics with the help of technology. For each topic, the survey builds upon existing reviews, complementing them with the latest research. Trade Review“The advertised purpose of the booklets was to update readers on recent developments in mathematics education. The booklet at hand attempts to do this in 28 pages … . this booklet might best be used to give researchers an overview of the field. It could also be a gold mine for a graduate student looking for a topic for a dissertation as the authors make numerous references to gaps in past research.” (Robert W. Hayden, MAA Reviews, maa.org, February, 2017)Table of ContentsMain Topics You Can Find in this “ICME-13 Topical Survey”.- Introduction.- Survey on the State-of-the-art.- Summary and Looking Ahead.
£10.63
Springer International Publishing AG Handbook of Rural School Mental Health
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£161.99
Springer International Publishing AG Understanding Children in Foster Care: Identifying and addressing what children learn from maltreatment
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£87.90
Springer International Publishing AG Learning How to Teach Mathematical Modeling in School and Teacher Education
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£80.20
Editora Aleph Ensinando inteligência
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£19.85
Springer Positive Relationships: Evidence Based Practice across the World
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£134.99
Springer The Psychobiology of Childhood: A Profile of Current Issues
Book SynopsisThis volume was inspired by an annual meeting of the American Col lege of N europsychopharmacology held in Maui, Hawaii. A panel on psychobiological issues of childhood was held, with presentations devoted to antidepressant drug levels in depressed prepubertal children, re sponses of normal and hyperactive children to stimulant medication, and the vulnerability of the adolescent offspring of manic-depressive parents to affective illnesses. The session drew a large crowd, and it seemed appropriate to develop these topics in a book. Many of the authors in this volume attended that conference, and the book reflects the fact that psychobiological research in children has moved even further along than was envisioned at Maui. In keeping with developments in the field, this volume surveys key topics of interest, including nosological issues surrounding the attention deficit disorder of childhood, the ontology of neurotransmitter systems in the human brain, and the relation between child psychiatric disorders and sleep patterns. Other studies link the clinical effects of drugs with plasma DBH activity or with attentional measures. The side effects of on growth are examined, as well as the ethical issues involved in drugs on children. These areas continue to be of vital interest.Table of Contents1. Biopsychosocial Aspects of the Hyperactive Child Syndrome.- 2. Ethical Considerations in Psychobiological Research in Children.- 3. The Medical Model: Is It Useful in Child Psychiatry?.- 4. Neurotransmitter Ontogeny as a Perspective for Studies of Child Development and Pathology.- 5. Sleep Studies in Children with Psychiatric Disorders.- 6. Altered Cognitive Processes in Children: Psychobiological Methods of Approval.- 7. Stimulant Related Growth Inhibition in Children: A Review.- 8. Subclassification of Hyperactive Children on the Basis of Minor Physical Anomalies and Plasma Dopamine-Beta-Hydroxylase Activity: An Attempted Replication.- 9. Methylphenidate in Hyperactive and Enuretic Children.- 10. Pilot Trial of Mianserin Hydrochloride for Childhood Hyperactivity.
£44.99
Springer Assessment and Teaching of 21st Century Skills: Methods and Approach
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£107.99
Springer Verlag, Singapore Creativity, Culture, and Development
Book SynopsisThis volume presents a collection of writings on the relations among creativity, culture and development. The editors invited “like-minded” researchers of creativity from around the world to share their respective notions of creativity. Given that human creativity is a potential that can and should be nurtured in the course of lifespan development and across all cultural backgrounds, the volume emphasizes the importance of promoting creativity in all cultures and through societal-educational opportunities, and offers a venue for the authors to make conceptual, empirical and practical inquiries into the relations among creativity, development and culture. The authors represent a varied “mix” of contemporary and emerging creativity researchers who use different methodologies to investigate the importance of culture in creativity development and the reciprocal role of developing creativity and cultural enrichment. The volume represents an attempt on the part of the editors and the authors to broaden our current understanding of creativity in the contexts of human and cultural development, and in so doing to enhance our understanding of creativity, culture and development in the contexts of flourishing human and societal activities. As the first volume in a book series on “Creativity in the Twenty-First Century”, the book invites readers and researchers to engage in future interdisciplinary and intercultural discourses and dialogues on the importance of creativity for human and cultural development.Table of ContentsChapter 1 An Introduction to the Volume of Creativity, Culture and Development.- Part 1 Conceptions of Creativity, Culture and Development.- Chapter 2 Unpacking the Triad of Creativity, Culture, and Development: An Exercise in Relational Thinking.- Chapter 3 Indigenous Chinese Epistemologies as a Source of Creativity.- Chapter 4 The Person in Creativity, Development and Culture from the Perspective of William Stern (1871-1938).- Chapter 5 Affect and Creativity: An Old Topic and New Direction.- Part 2 Empirical Evidence and Practice.- Chapter 6 Gender Differences in Means and Variability on Creative Thinking: Patterns in Childhood, Adolescence and Emerging Adulthood.- Chapter 7 A Case Study to Explore Creativity in Preschoolers through Chinese Reading.- Chapter 8 Children's Affectivity and Efficacies.- Chapter 9 How to Develop Children's Creativity and Intercultural Sensitivity: Around Creativity Compass Program.- Chapter 10 Assessing Schools on Creativity: A Toolbox for U.S. Teachers and Policymakers and a To-Do List for Researchers Worldwide.- Chapter 11 Is Relational Theory a Better Answer to the Psychology of Creativity?.- Part 3 Valuing Creativity.- Chapter 12 Developing Society: Reflections on the Notion of Societal Creativity.- Chapter 13 Organizational Creativity as an Approach towards Leveraging on the Networking and Caring Capacity on the Networking and Caring Capacity of (Vision Rehabilitation) Services.- Chapter 14 Creativity in Musical Performance: Musicians' Notion of Tradition, Originality and Value of Performance.- Chapter 15 Team Processing and Creative Self Efficacy in Professionals from Creative and Non-creative Industries.
£77.46
Springer Verlag, Singapore Early Childhood Pedagogical Play: A
Book SynopsisThis book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child’s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child’s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.Table of ContentsForeword.- Chapter 1 Introduction.- Chapter 2 Re-theorising Play as Pedagogical.- Chapter 3 Examining Play from the Child's Perspective.- Chapter 4 Sustained Shared Thinking in Pedagogical Play.- Chapter 5 Dimensions of Play Activity.- Chapter 6 Play Affordances across Institutional Contexts.- Chapter 7 Imagination in Play: Space and Artefacts.- Chapter 8 In the Everyday Moments of Play.- Chapter 9 Recognising Cultural Influences in Play.- Chapter 10 Contemporary Interpretations of Pedagogical Play.
£116.99
Springer Verlag, Singapore Handbook of Giftedness and Talent Development in
Book SynopsisThis is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature.The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world. Table of ContentsSection I Socio-cultural conceptions.- 1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD.- 2 Being of like-mind: Giftedness in the New Zealand context.- 3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis.- 4 Gifted children at the south of the world: Chilean students' experiences within regular classroom.- 5 Gifted education, talent development and high ability in Mexico.- 6 Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country.- 7 Creativity development: Trends and challenges among selected Asian countries.- 8 Spirituality and giftedness: Independent or interdependent?.- Section II Social and emotional learning and needs.- 9 Dabrowski's theory of positive disintegration: More than overexcitability.- 10 Put them together and see how they learn! Ability grouping and/or Acceleration effects on the self-esteem of academically gifted high school students.- 11 Supporting the social emotional learning of gifted Australian children.- 12 Fostering resilience in 'At-risk' gifted and talented young people.- 13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies.- Section III Diversity in giftedness and talent.- 14 Identification of gifted students: A developmental process for underrepresented students.- 15 Perceptions of academically gifted English langauge learners.- 16 Multi-processes in identification for the gifted and talented.- 17 Identification and curricular place-based adaptations for gifted students in rural communities.- 18 Understandings of twice exceptionality across Australia.- 19 Creativity talent development: Learning from the experiences of creatively gifted students.- 20 Underachiever or selective consumer? A new look at an old topic.- 21 No... Maybe... Yes, but just for myself: Building identity in highly-able/gifted women.- 22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea.- 23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer.- 24 Identifying gifted learning in the regular classroom: Seeking intuitive theories.- Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations.- 25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?.- 26 Inquiry learning: Challenging the gifted to be knowledge producers.- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis.- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual.- 29 Differentiation: 'How' versus 'What'.- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students.- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program.- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design.- 33 How do teachers meet the academic needs of high-ability students' in Science.- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students.- 35 Differentiated instruction strategies in English language teaching for gifted students.- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning.- 37 Research on teacher use of differentiation: What conditions support success.- Section V Talent development, creativity, and other dimensions of gifted education.- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school.- 39 How does gifted education foster students' creativity in Korea?.- 40 Giftedness: The fourth dimension - The ethical nature of the gifted individual.- 41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media.- 41 Growing teacher talent scouts: A model for teacher growth based on talent development.- Section VI Educational contexts and developmental transitions.- 42 Research on and education of migrant supernormal children in Mainland China.- 43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century.- 44 Superkids 2: Contemproary reflections on gifted education.- 45 Gifted and talented education in an inclusive environment.- 46 Lifting leadership minds for gifted adolescents.- 47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students.- 48 Highly able students in international schools.- 49 The gifted student in the higher educational context.- 50 The choice of career: Gifted students.- 51 Transitioning to career: Talented musician's identity development.- Section VII Community-engagement and partnerships.- 51 Counseling provision to support talent development among Malaysian gifted learners.- 52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage.- 53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings.- 54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015.- 55 Addressing giftedness at the pre-service teacher level: Rewards and challenges.- 56 Mentor's perspectives on fostering the development of scientific talent.-
£427.49
Springer Verlag, Singapore Interactions in Early Childhood Education: Recent
Book SynopsisThis book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education. The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices.Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia. Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.Table of ContentsChapter 1 Interactions in learning: Theoretical and empirical overview.- Chapter 2 A conceptual framework for early education: What micro-sociology can contribute to a theoretically and empirically well-founded didactic in early education.- Chapter 3 Sensitive responsiveness: An approach to the analysis and improvement of Teacher-Child-Interactions in early childhood settings.- Chapter 4 Children's use of objects in their storytelling.- Chapter 5 Young children's participation in a new language context: A synthesizing analysis for a holistic perspective.- Chapter 6 Shaping gender relations in early childhood education: Children's interactions and learning about gender.- Chapter 7 A dialogic approach to understanding infant interactions.- Chapter 8 Enhancing interactions: Understanding family pedagogy and funds of knowledge "on their turf".- Chapter 9 "That's not Fair!": Concepts of fairness in New Zealand and Japanese early childhood education.- Chapter 10 Strategies for teacher learning and development over child-adult interactions in ECE settings.- Chapter 11 The importance of professional knowledge for learning support in German ECEC settings.- Chapter 12 Learning about interactions and their role in learning in early childhood education: Lessons from research.
£89.99
Springer Verlag, Singapore Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age
Book SynopsisThis book is open access under a CC BY 4.0 license.This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education.Table of Contents1 Introduction.- 2 China.- 3 China: Commentary.- 4 India.- 5 India: Commentary.- 6 Russia.- 7 Russia: Commentary.- 8 South Africa.- 9 Commentary on Open and Distance Education in South Africa.- 10 South Korea.- 11 Commentary on Open and Distance Education in South Korea.- 12 Turkey.- 13 Commentary on Open and Dsitance Education in Turkey.- 14 The Current State of Open and Distance Education.
£17.09
Austin Macauley Challenge Yourself Be the Hero of your Life
Book Synopsis
£22.35
Independently Published English Sentence Exercises (Part 1): Word-Order
Book Synopsis
£7.49
American Psychological Association Empowered Learning in Secondary Schools
a huge range and FREE tracked UK delivery on ALL orders.
£66.60
Harvard Educational Publishing Group What Are Preschoolers Thinking?: Insights from
Book SynopsisWhat Are Preschoolers Thinking? dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps.Judith A. Schickedanz, Molly F. Collins, and Catherine Marchant, educators and researchers with combined decades of experience in early childhood education, argue that preschool-aged children are more cognitively competent than they are often given credit for. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop. They then show how these errors of thought reveal preschoolers' means of knowledge acquisition and patterns of thinking.Better understanding of how our youngest students' minds work, the authors assert, leads to better instruction. They make the case that achievement gaps are caused not by differences in cognitive capacity but by knowledge gaps between students with demographic differences, such as those between students from low-income and high-income families. The authors demonstrate that well-designed, developmentally appropriate preschool activities not only in still beginning literacy and basic numeracy skills for all students but can also set the foundations for greater knowledge content and afford opportunities for higher-level thinking. This broader and deeper approach to early learning is crucial to sustaining later elementary progress.What Are Preschoolers Thinking? enables readers to fully understand PreK students so they may help nurture their cognitive potential. This enlightening book confirms that preschool matters.
£34.16
Taylor & Francis Magic in the Middle
a huge range and FREE tracked UK delivery on ALL orders.
£31.36
Cambridge University Press Creativity
Book SynopsisThis textbook is a systematic and straightforward introduction to the interdisciplinary field of creativity research. Each chapter is written by one of the world's experts and features an introduction, critical thinking questions, and key terms to aid learning.Trade Review'This wide-ranging book serves both as an introduction to the study of creativity and as an up-to-date survey of research in the field by those at its forefront.' Howard Gardner, Harvard Graduate School of Education'This volume delivers ground-breaking research in a timely and relatable manner for the study of creativity and development. A much-needed textbook for advanced undergraduates, graduates, and researchers.' Luanne Witkowski, University of Massachusetts'The editors write and gather an eclectic assortment of essays on creativity that awaken the reader to the centrality of creation in all serious human endeavor. This is a brilliant, necessary work.' Robert Olen Butler, Pulitzer-Prize-winning author of A Good Scent from a Strange Mountain'A useful asset to those teaching and learning about the concept and phenomenon of creativity. It hits the sweet spot of offering thorough topical coverage within creativity research, but not being so broad as to overwhelm a non-expert reader. In addition to an overview encapsulating the field of creativity today, the textbook thoughtfully reinforces the applicability of research on creativity and the idea that creativity is an essential, boundary-crossing phenomenon.' Lauren Jin Woo, Arizona State University and Danah Henriksen, Michigan State UniversityTable of ContentsPreface James C. Kaufman and Robert J. Sternberg; 1. Creativity: a historical perspective Vlad P. Glăveanu and James C. Kaufman; 2. An overview of creativity theories James C. Kaufman and Vlad P. Glăveanu; 3. Creativity in society Dean Keith Simonton; 4. Assessment of creativity Jonathan A. Plucker, Matthew C. Makel and Meihua Qian; 5. A lifespan developmental approach to creativity Anna N. N. Hui and Mavis W. J. He; 6. Neuroscience of creativity Oshin Vartanian; 7. Creativity and cognition, divergent thinking, and intelligence Anne M. Roberts, Robert J. Sternberg, Mark A. Runco, Selcuk Acar, Thomas B. Ward, Yuliya Kolomyts and James C. Kaufman; 8. Cultural perspectives on creativity Todd Lubart, Vlad P. Glăveanu, Herie de Vries, Ana Camargo and Martin Storme; 9. Personality, emotions, and creativity Jessica Hoffmann, Zorana Ivcevic and Gregory Feist; 10. Motivation and creativity Beth A. Hennessey; 11. Creativity and mental health Shelley Carson, Ellen Yang and Marie Forgeard; 12. Creativity in K12 schools Ronald A. Beghetto; 13. Improving creativity in organizational settings Roni Reiter-Palmon, Ryan P. Royston and Kevin S. Mitchell; 14. Enhancing creativity Robert J. Sternberg; Index.
£41.79
Basic Books Frames of Mind The Theory of Multiple
Book Synopsis
£19.56
Taylor & Francis Ltd A Nurturing Resilience Card Deck
Book SynopsisThis colourful deck of playing cards is an easy-to-use resource designed to support building the resilience of children and young people in school settings. The cards offer a playful, child-friendly way to assess a young person's resilience and are particularly useful for schools wanting to offer early interventions in order to support the resilience of students who are vulnerable because of their exposure to adverse childhood experiences. The resource includes:52 'School Resilience' cards15 'Child Resilience' cardsNurturing Emotional Resilience mini guideThe Roots of Resilience Tool (a downloadable, printable resource)The cards have been designed for use in groups or on a 1:1 basis by teachers, professionals and parents. They can be used independently or alongside the book Nurturing Emotional Resilience in Vulnerable Children and Young People (Ttofa, 2018), which elaborates on the research supporting the cards in more depth. An indispensable resource, the cards place a strong emphasTable of ContentsThe resource includes: 52 ‘School Resilience’ cards 15 ‘Child Resilience’ cards Nurturing Emotional Resilience mini guide
£24.48
Taylor & Francis My Residential School Trip
Book SynopsisMy Residential School Trip Activity Book is most effective when delivered alongside the accompanying My Residential School Trip Facilitatorâs Guide.This activity book is designed for 7â12-year-olds and is full of engaging, strength-based activities that encourage the child to colour, decorate, and annotate the book to make it their own, as well as to reflect on how they feel about their forthcoming trip.The text normalises worry as a response to something new and helps children to understand their worries and build bravery as they work through the book. Pages look at how to get ready for the trip and compile a âtoolboxâ of effective coping skills to embrace challenge. The book also provides an opportunity for post-trip reflection and concludes with activities that bring together the journey through the pages, helping to solidify engagement with the text and increase wellbeing and self-esteem.Best introduced about eight weeks before departure, this is a must-have resource to help children build bravery, so that they have the best experience on their residential school trip.
£17.59
Hogrefe Publishing Giftedness and Talent: What Educators and Psychologists Need to Know
Book Synopsis* Answers common questions of professionals and trainees * Presents the state-of-art of theory, research, and practice * Explores the characteristics of gifted studentsTrade ReviewThis book is a joy to read and extraordinarily well written. It is an excellent text for educators and psychologists that has the potential to change the entire field of gifted education and talent development around the world! by Leonie Kronborg, PhD, School of Educational Psychology & Counselling, Faculty of Education, Monash University, Australia.Table of Contents1 What Is Giftedness? 1.1 Introduction 1.2 Theories and Models of Giftedness and Exceptional Achievement 1.2.1 Expertise 1.2.2 Models of Giftedness 1.2.3 Performance Definitions Versus Potential Definitions 1.2.4 Unidimensional Definitions 1.2.5 Multidimensional Definitions and Models 1.2.6 Systems Theory Models 1.2.7 Mega Model 1.2.8 TAD Framework 1.2.9 Conclusions 1.3 The Role of Intelligence in Models of Giftedness 1.3.1 What Is Intelligence? 1.3.2 The Intelligence Quotient 1.4 The Role of Creativity in Models of Giftedness 1.4.1 Creativity: Definition and Models 1.4.2 Creativity as a Systemic and Relational Phenomenon 1.4.3 Creativity and Intelligence 1.5 Conclusion 2 Pioneering Studies and Methodological Challenges in Giftedness Research 2.1 Selected Longitudinal Studies on Gifted Students 2.1.1 Terman Study 2.1.2 Study of Mathematically Precocious Youth 2.1.3 The Marburg Giftedness Project 2.2 Methodological Challenges in Researching Giftedness 2.2.1 Sample Selection and Groups Not Selected 2.2.2 Using an Appropriate Control or Comparison Group 2.2.3 Participants' Knowledge of Their Own Aptitude 2.2.4 Intervention Versus Pure Observation 2.2.5 Different Definitions and Operationalizations of Giftedness 2.3 Conclusion 3 Characteristics and Development of Gifted People 3.1 Achievement-Related Characteristics 3.1.1 Relationship Between Intelligence and Achievement 3.1.2 Studies on the Academic Development of Gifted Students 3.1.3 Threshold Hypothesis on the Relationship Between Intelligence and Achievement 3.2 Personality-Related Characteristics 3.2.1 Implicit Theories: Everyday Conceptions About Gifted People 3.2.2 Socioemotional Adjustment of Gifted Individuals 3.2.3 Personality Traits 3.2.4 Gender Differences 3.3 Underachievement 3.3.1 Concept 3.3.2 Possible Causes 3.3.3 Progression 3.4 Peculiarities in the Development of Gifted Children 3.4.1 Asynchronous Development 3.4.2 Special Features of Exceptional Giftedness 3.4.3 Persistent Underchallenge in School 3.4.4 Perfectionism 3.4.5 Increased Sensitivity (Overexcitability) 3.4.6 Fear of Prejudice and Stigmatization 3.5 Family Background of Gifted Individuals 3.5.1 Giftedness as a Stressor for the Family? 3.5.2 Gifted Children From Lower Income Families and Minoritized Students 3.6 Conclusion 4 Giftedness Identification and Assessment 4.1 Introduction and Overview 4.2 Intelligence Tests in Giftedness Identification and Assessment 4.2.1 Possibilities and Limitations of Intelligence Tests in Giftedness Identification and Assessment 4.2.2 Assessment Strategies for Identification of Minoritized Students 4.2.3 Description of Intelligence Tests With Regard to Their Suitability for Use With the Gifted 4.3 School Achievement Assessment 4.3.1 Gifted Identification 4.3.2 Selection of Suitable Students for Special Programs 4.3.3 Recognizing Underachievement 4.3.4 School Grades 4.3.5 Standardized School Achievement Tests 4.4 Assessing Underachievement 4.4.1 Statistical Methods for Identifying Underachievement 4.4.2 Nomination Methods for Identifying Underachievement 4.5 Assessment of Creativity and Divergent Thinking 4.6 Nominations and Checklists 4.6.1 Nominations by Teachers 4.6.2 Nominations by Parents 4.6.3 Peer Nomination and Self-Nomination 4.7 Selection Process for a Gifted Class as an Example of Multimethod and Multimodal Approach to Identify Giftedness 5 Support in School and Early Childhood Education 5.1 Introduction 5.2 Support of Gifted Children at School 149 5.2.1 The Four Pillars of School-Based Support for Gifted Students 5.2.2 Differentiation Within the Classroom 5.2.3 Acceleration 5.2.4 Enrichment 5.2.5 Combination of Acceleration and Enrichment: Early Entrance Programs 5.2.6 Ability Grouping for Gifted Students in Special Classes and in School 5.3 Support in Early Childhood and Preprimary Education 5.3.1 Gifted Children in Early Childhood and Preprimary Education 5.3.2 Support Opportunities in Early Childhood Education 5.4 Conclusion
£42.46
Cambridge University Press The Cambridge Companion to Vygotsky
a huge range and FREE tracked UK delivery on ALL orders.
£41.32
Solution Tree Press Five Paths of Student Engagement: Blazing the Trail to Learning and Success (Your Guide to Promoting Active Engagement in the Classroom and Improving Student Learning)
£23.40
Rowman & Littlefield Publishers Pragmatism and Educational Research Philosophy
Book SynopsisThis work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. It focuses on the work of John Dewey, and examines the relationship between pragmatism and educational research.Trade ReviewBiesta and Burbules's Pragmatism and Educational Research is the best book I have seen on the implications of pragmatism for social and educational research. It offers a sophisticated yet clear exposition of Dewey's work on experience, knowledge, inquiry, and truth, among other subjects. His pragmatism is then put to work, throwing light on current controversies in educational research. The upshot is a way of approaching educational research that is simultaneously scientific and humane and avoids the polarizing pitfalls of positivism, post-positivism, and post-modernism. This book deserves to have a major influence on the way educational research is conceived. -- Eric Bredo, University of VirginiaThis well-crafted and accessible volume delivers a vivid account of the central themes of John Dewey's philosophy as they apply to educational research. Biesta and Burbules present a Dewey who is relevant for educators at every level and of every methodological persuasion. -- Larry A. Hickman, Southern Illinois University, CarbondaleThis volume is a wonderfully concise and lucid exposition of the pragmatic theory of learning and knowing. * Teachers College Record *This is a book that will find a wide readership in doctoral programs in education; this is especially true of those, like ours at Michigan State, which require students to take a general inquiry course as part of their research preparation. This book provides ideal intellectual fare for such a course. -- Richard Prawat, Michigan State UniversityTable of ContentsChapter 1 Series Preface Nicholas C. Burbules Chapter 3 1. What is Pragmatism? Chapter 4 2. From Experience to Knowledge Chapter 5 3. The Process of Inquiry Chapter 6 4. Consequences of Pragmatism Chapter 7 5. Pragmatism and Educational Research
£35.38
