Educational psychology Books

Book SynopsisWhy are so many students intellectually disengaged? Mark Carnes says it is because students are so deeply absorbed in competitive social play. He shows how month-long role-immersion games in the curriculum can channel those competitive impulses into transformative learning experiences, and how bricks-and-mortar colleges can set young minds on fire.

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Book SynopsisTable of ContentsIntroduction xiii STEP 1: The Alphabet 1 Chapter 1: Next Time Won’t You Sing with Me? 3 Chapter 2: The #1 Well-Intentioned Literacy Mistake and How to Avoid It 9 Chapter 3: Where to Start with Teaching the Alphabet 17 Chapter 4: Your Alphabet Questions Answered 23 Chapter 5: What Learning the Alphabet Looks Like 33 Chapter 6: Alphabet Reflection 41 STEP 2: Print Awareness 47 Chapter 7: What Is Print Awareness? 49 Chapter 8: What Does Learning Print Awareness Look Like in the Classroom? 57 Chapter 9: Print Awareness Reflection 69 STEP 3: Phonological Awareness 75 Chapter 10: Phonological Awareness: What It Is and Why It’s Important 77 Chapter 11: Where to Start with Phonological Awareness 83 Chapter 12: Your Phonological Awareness Questions Answered 89 Chapter 13: What Learning Phonological Awareness Skills Looks Like 95 Chapter 14: Phonological Awareness Reflection 103 STEP 4: Oral Language 111 Chapter 15: Oral Language: What It Is and Why It’s Important 113 Chapter 16: Where to Start with Oral Language 117 Chapter 17: Oral Language Reflection 127 Chapter 18: Case Studies 135 Chapter 19: What’s Next? 143

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Book SynopsisChildren and adolescents with disruptive behavior disorders struggle both in and outside the classroom. This book gives school practitioners vital tools for supporting students' positive behavior as well as their academic and social success. Chapters review effective behavioral interventions at the whole-class, targeted, and individual levels; parent training programs; and strategies for building adaptive skills. Core evidence-based techniques are illustrated with vivid, concrete examples. Ways to integrate the strategies into a school's multi-tiered model of prevention and intervention are discussed. In a large-size format for easy photocopying, the book includes 14 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Fabiano’s book is well organized and appropriate for many audiences, including school psychologists, teachers, and students interested in learning about evidence-based behavioral interventions. The topics are grounded in the theoretical and empirical literature, and situated within current frameworks used in psychology and education. The book provides a comprehensive review of the evidence; describes all the necessary ingredients for understanding and addressing disruptive behavior; and presents step-by-step descriptions of function-based assessment, parenting interventions, classroom interventions, and child skills-building interventions. The examples make the content come to life. What a resource to have this information all in one place!"--Julie Sarno Owens, PhD, Professor of Psychology and Co-Director, Center for Intervention Research in Schools, Ohio University "Fabiano eloquently and authoritatively maps out how practitioners and educators can best treat disruptive behavior by using proven, functionally driven approaches. In an engaging and highly accessible style, the book weaves together the latest scientific findings with clinical and educational best practices for assessing and treating disruptive behavior and building competencies. The volume is chock-full of case examples, easy-to-follow assessment and treatment plans, strategies for tailoring approaches within a multi-tiered framework, and empirically supported tools and tips. This is an exemplary resource for bringing evidence-based practices to the homes and schools of youth struggling with disruptive behavior."--Linda J. Pfiffner, PhD, Department of Psychiatry, University of California, San Francisco “This book beautifully achieves its goal of providing critical information to support educators, clinicians, and parents in addressing disruptive behavior disorders. The special focus on the involvement and perspective of the family offers a tremendous addition to the available literature. Fabiano’s incorporation of examples and personal reflections brings meaning to the science and reflects his years of experience working with children and their families in diverse settings. In addition to serving as a valuable resource for current practitioners, the book will be a useful training tool for graduate students planning to work in schools."--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut "It is clear from reading this book that Fabiano truly understands what it is like to live with, teach, or treat a child with a disruptive behavior disorder. Based in research, the book is written in a down-to-earth way, with realistic suggestions for educators and clinicians. The broad focus on evidence-based techniques is important and unique. Although many effective packaged interventions for this population are available, they are all largely based on the same important behavioral principles. Fabiano cogently conveys those core principles so that educators and clinicians can apply them flexibly to a broad range of problems across multiple settings."--Joshua M. Langberg, PhD, Department of Psychology, Virginia Commonwealth University -Offers useful tools for school practitioners who are looking to hone their skills in managing disruptive behavior and select research-driven interventions that have been proven effective. Fabiano's style is clear, concise, and accessible, and the examples dispersed throughout the text helpfully illustrate the strategies he suggests. A number of forms and handouts for assessment and intervention, which are behavior analytic in nature, are provided. Medicine interventions are covered in a practical manner, and the book provides helpful suggestions for narrowing the gap between behavioral and pharmacological interventions. Interventions for Disruptive Behaviors: Reducing Problems and Building Skills is an achievement in advancing evidence-based interventions for disruptive behavior in schools and will likely play an important role in disseminating interventions to school practitioners.--PsycCRITIQUES, 7/10/2017Table of Contents1. Introduction 2. A Function Based Approach to Intervention 3. Overview of Assessment for Informing Intervention 4. Parent Training Interventions 5. School Interventions 6. Training Interventions in Adaptive Skills 7. Maintenance and Generalization of Intervention Effects 8. Medication Interventions 9. Targeting Hard to Reach Groups 10. Implementing Behavior Management Strategies within a Multi Tiered Model of Prevention and Intervention

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Book SynopsisEngage students as true partners in learning Instead of disruptions, avoidance, and withdrawal, your learners could be participating, investing, and driving their learning experience. It's time to reimagine student engagement! Focused around three essential goals, Reimagining Student Engagement develops a new vocabulary for real classrooms, proposes an engagement model positioning students as active partners in the learning process, and embeds the concept of engagement into the teaching and learning process. Inside you'll find: Reflection prompts that connect ideas to experiences Vignettes illustrating common conceptions of engagement as well as challenges Case studies showcasing real teachers using engagement strategies with learners Practical classroom strategies and tips for application When you reimagine student engagement, you'll see your students as true agents of their own learning and provide them with the motivational resources that fuel collaboration and school success.Trade Review"Engagement is not an either/or situation. In this book, Amy Berry describes a continuum of engagement that can be taught to students so that they can monitor and adjust the choices they make to engage. As students learn to drive their leaning, they become active agents in their education and develop strong self-regulation strategies. In doing so, they learn more and better and are able to reach the high expectations they, their families, and educators have for them." -- Doug Fisher, PhD"Reimagining Student Engagement by Amy Berry is a welcome additional to every teacher’s personal library. It provides a research-based and common-sense approach to understanding student engagement (and dis-engagement), and includes practical processes, ideas, and approaches for enhancing student engagement in learning. When I work with teachers in classrooms across the country, I often hear laments about how difficult it is to engage unmotivated students. This book will be a helpful guide for any teacher struggling to engage all students consistently. Through her Continuum of Engagement, Berry provides a helpful way for educators to understand and describe the different types of student engagement they experience during teaching and learning, from students who strive to disrupt learning to students who seem to be able to drive the learning all on their own. When teachers have a better understanding of the different ways students engage in learning, it empowers them to develop strategies and approaches to strengthen meaningful and productive engagement during instruction that they design. In addition, two aspects of Berry’s book particularly stand out and set it apart from other books on engagement. First is Berry’s willingness to provide thoughtful and effective ways for teachers to understand why students disengage from learning and what they can do to improve this. Second is Berry’s emphasis on the role of the teacher in collaborating and partnering with students in order to optimize engagement. In sum, and particularly because of both of these features, this book is a must read for all new teachers and should become a staple for pre-service teacher programs across the country." -- Kevin Perks"Amy Berry’s work on engagement has been nothing short of transformative for me. She has transformed our understanding by moving us forward from its psychological roots to its classroom expressions. The engagement continuum, and most importantly, the teaching that accompanies it, are changing students’ relationships with learning and with their teacher. This book is a gold mine for every caring educator who is looking for ways to redefine what schooling looks like. Let’s stop relying on low-level compliance as a measure. This is a road map for truly partnering with students." -- Nancy FreyTable of ContentsForeword by John Hattie Introduction: Why Engagement? Chapter 1: What Do We Mean By Engagement? The Illusion of Consensus Chapter 2: Engagement as a Partnership Chapter 3: Developing a Process for Engagement Chapter 4: Let’s Get Engaged! Chapter 5: Let’s Tackle Disengagement! Chapter 6: Peers as Partners in Engagement Chapter 7: Cultivating a Culture of Engagement

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Book SynopsisBringing together cutting-edge research from over 50 leading international scholars, this forward-looking Research Handbook offers theoretical and empirical insights into the student experience in higher education. The team of expert contributors shed light on the diverse factors that can influence student participation, learning and engagement in higher education, drawing on multiple disciplinary lenses including history, philosophy, sociology, psychology, human development and educational studies. Examining contemporary research on university curricula and pedagogy, learning outcomes and transitions to careers, and issues of diversity and inclusion, chapters present a wide-ranging overview of the current state of knowledge in the field and offer critical insights into the emerging challenges for student learning across the globe. Bridging theory and practice, the Research Handbook demonstrates the diversity of students entering higher education and the diversity of their experiences. Providing in-depth analysis of student engagement and outcomes in a global context, this erudite Research Handbook will be an authoritative reference for higher education researchers and educators. Its timely and practical insights will support institutional leaders and policymakers to make evidence-based decisions to enhance the student experience.Trade Review‘What does it mean for a student to experience higher education in today’s world? This is the best one-stop-shop for an in-depth exploration of the student experience as it covers the critical topics, is written by esteemed scholars, and thus is the most valuable resource for those seeking to enhance the quality of education and support provided to students.’ -- John Hattie, University of Melbourne, AustraliaTable of ContentsContents: Preface xix PART I UNDERSTANDING THE STUDENT EXPERIENCE 1 What is ‘the student experience’? 2 Chi Baik and Ella R. Kahu 2 The ‘student experience’ in the history of English-speaking universities 13 James Waghorne 3 A theory of student agency in higher education 25 Manja Klemenčič 4 Four elements of higher education as student self-formation 41 Simon Marginson 5 Fostering student engagement: the importance of relationships and belonging face-to-face and online 58 Ella R. Kahu 6 Student wellbeing and students’ experiences in higher education 74 Chi Baik and Wendy Larcombe 7 Measuring and reviewing the student experience 89 Malcolm Tight PART II CURRICULUM, LEARNING AND PEDAGOGY 8 Understanding and enhancing the university student experience of learning: key aspects in a contemporary context 103 Robert A. Ellis and Michael Prosser 9 The importance of knowledge and curriculum in understanding students’ educational experiences of higher education 122 Paul Ashwin 10 Transition pedagogy for 21st-century student success 132 Sally Kift 11 Integrative learning: the lost opportunity in WIL curricula and what we can do about it 149 Calvin Smith 12 Learner-led approaches in higher education 166 Ann-Merete Iversen, Annie Aarup Jensen, Lone Krogh and Anni Stavnskær Pedersen 13 Self-regulated learning and the student experience in online higher education 179 Jaclyn Broadbent and Paula De Barba 14 The transformative potential of student-faculty partnerships 191 Alison Cook-Sather 15 Curricular service-learning by and for students 206 Lori E. Kniffin, Haden M. Botkin, Brandon C. Whitney, Patti H. Clayton, and Robert G. Bringle 16 How intergroup dialogue works: critical-dialogic foundations and extensions 223 Biren (Ratnesh) A. Nagda and Patricia Gurin 17 Generative pedagogy: learning to become response-able 237 Aliki Nicolaides and Chang-kyu Kwon 18 Academic advising and personal tutoring for student success 252 Kathryn Woods PART III LEARNING OUTCOMES AND CAREERS 19 Examining the effects of first-year high-impact practices on student outcomes 268 Matthew Mayhew and Eric McChesney 20 Assessing student learning outcomes of higher education 283 Ou Lydia Liu 21 The impact of diversity experiences on undergraduate student outcomes 296 Nicholas A. Bowman and Kari E. Weaver 22 Researching professional identity development: an arts-informed approach 312 Franziska Trede 23 The PhD: a time to develop career literacy to enhance mobility potential? 325 Lynn McAlpine PART IV DIVERSITY AND INCLUSION 24 A capability approach to undergraduate student experiences of race and belonging in South African higher education 345 Talita Calitz 25 Supporting Indigenous student persistence: empowering student’s cultural integrity while transforming higher education 360 Michelle Pidgeon 26 The international student experience in Australia 377 Sophie Arkoudis and Samantha Marangell 27 International student education in China and its connections with local and global society 392 Wen Wen and Die Hu 28 Modifying an integration framework to enhance refugee student engagement in settlement higher education contexts: the case of Australia 404 Sally Baker and Samah Shda 29 Ubuntu philosophy as a framework for disability-inclusive education in South Africa and Zimbabwe 420 Oliver Mutanga 30 LGBT+ students in higher education 437 Kristen A. Renn 31 Parent, partner, carer, breadwinner and student: the multi-layered identities of mature-age women returning to education 452 Cathy Stone 32 Being a student or becoming a graduate? Contemporary student experiences through the lens of ‘commuters’ 466 Liz Thomas 33 Being working class in higher education: class, place and feeling “at home” 482 Alexandra Coleman 34 Rural student experiences in higher education 494 Ashley Stone PART V CHALLENGING FUTURES 35 The student experience in times of major crises: key lessons from an international scoping review 507 Tracii Ryan, Samantha Marangell, Ben Symon, Karena Waller, Claudia Rivera Munoz, Jiadi Cai, Dina Uzhegova, Sophia Arkoudis and Chi Baik 36 Student experiences of higher education for sustainability and for intellectual independence 524 Kerry Shephard 37 The student in an age of anxiety: the case for agentic entanglement 538 Ronald Barnett Index 551

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Book SynopsisThe #1 mindfulness-based program combining mindfulness and character strengths * Detailed primer on combining mindfulness with character strengths * Step-by-step guidance through the 8-session program * Full of inspiring quotes and storiesTrade ReviewOutstanding...insightful...path breaking.; reviewed by James O. Pawelski, Director of Education and Senior Scholar at the Positive Psychology Center, University of Pennsylvania, Philadelphia, PA,from the Foreword of the first edition;Ryan Niemiec shows how merging the awareness of character strengths with intentional mindfulness can enhance both practices.The book is structured to facilitate a comprehensive understanding of the MBSP (mindfulness-based strengths practice) program. Meticulously outlined, complete with objectives, activities, and discussions, Niemiec explains each concept and how to use it, as well as providing research evidence for why it works. This could have been a dry text, but instead it is both engaging and accessible, with inspiring quotations and real-life stories that can help theoretical aspects of the book resonate.Practitioners will know what to do but also why it works. This balance is crucial for professionals in psychology, education, coaching, and management who seek reliable methods backed by empirical evidence.Reviewed by Sherri Fisher, MEd, MAPP, Washington, DC, in Positive Psychology News (Jan. 2024);Table of ContentsPraise for the First Edition of This Book Dedication Acknowledgments Foreword to Second Edition Preface Section I: Primers Chapter 1: A Primer on Mindfulness Chapter 2: A Primer on Character Strengths Section II: Integration Chapter 3: The Integration of Mindfulness and Character Strengths Chapter 4: Practice I: Strong Mindfulness (Bringing Strengths to Mindfulness) Chapter 5: Practice II: Mindful Strengths Use (Bringing Mindfulness to Strengths) Section III: MBSP Overview Chapter 6: Overview of MBSP: Science and Practice Section IV: MBSP Sessions Session 1: Mindfulness and Autopilot Session 2 : Your Character Strengths and Signature Strengths Session 3 : Obstacles and Struggles Are Opportunities Session 4: Strengthening Mindfulness in Everyday Life Session 5: Your Relationship With Yourself and Others Session 6: Mindfulness of the Golden Mean Session 7: Authenticity and Goodness Session 8: Your Engagement With Life Section V: MBSP Retreat, MBSP Leader Insights, Other Features, and Adaptations Chapter 7: MBSP Retreat Chapter 8: MBSP Leader Insights, Additional Features, and MBSP Adaptations References Section VI: Resources Appendix 1: Notes on Supplementary Material Appendix 2: About the VIA Institute on Character Appendix 3: MBSP Fact Sheet Appendix 4: Character Strengths Q&A Appendix 5: MBSP Certification Appendix 6: Pathways to a Full Life - The VIA Classification of Character Strengths and Virtues, and Valued Outcomes Appendix 7: MBSP Session-By-Session Summary and Centerpiece Activities Appendix 8: MBSP Learning Objectives Appendix 9: What Is New and Improved in MBSP in the 2nd Edition Appendix 10: Reading Activity 1.1: Overview of Mindfulness-Based Strengths Practice Appendix 11: Practice Worksheets for Character Strengths 360 Appendix 12: MBSP Feedback Form

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Book SynopsisAbout our authors Geoffrey E. Mills is a native of Australia, Geoff moved to the USA in 1986 to undertake doctoral studies at the University of Oregon. After completing his Ph.D. in 1988, Geoff accepted his first teaching position at Southern Oregon State College (now Southern Oregon University). After 12 years of teaching, Geoff moved into university administration and was Dean and Professor of Education in the School of Education for 12 years. Geoff returned to teaching at Southern Oregon University in 2012 and now teaches educational leadership and educational research. Geoff has traveled extensively and given invited presentations in Australia, New Zealand, Greenland, United Kingdom, Canada and many states in the US. Geoff is also the author of Action Research: A Guide for the Teacher Researcher.Table of ContentsTable of Contents PART I: FOUNDATIONAL CONCEPTS AND PROCESSES Introduction to Educational Research Ethics in Educational Research Selecting and Defining a Research Problem Reviewing the Literature Preparing and Evaluating a Research Plan Selecting a Sample Selecting Measuring Instruments PART II: RESEARCH DESIGNS Survey Research Correlational Research Causal-Comparative Research Experimental Research Single-Subject Experimental Research Narrative Research Ethnographic Research Case Study Research Mixed Methods Research: Integrating Qualitative and Quantitative Methods Action Research PART III: WORKING WITH QUANTITATIVE AND QUALITATIVE DATA Descriptive Statistics Inferential Statistics Qualitative Data Collection Qualitative Research Data Analysis and Interpretation PART IV: REPORTING AND CRITIQUING RESEARCH Preparing a Research Report Evaluating a Research Report

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

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Book SynopsisAs individual subjects, creativity and personality have been the focus of much research and many publications. This Cambridge Handbook is the first to bring together these two topics and explores how personality and behavior affects creativity. Contributors from around the globe present cutting-edge research about how personality traits and motives make creative behavior more likely. Many aspects of personality and behavior are examined in the chapters, including genius, emotions, psychopathology, entrepreneurship, and multiculturalism, to analyse the impact of these on creativity. The Cambridge Handbook of Creativity and Personality Research will be the definitive resource for researchers, students and academics who study psychology, personality, and creativity.Trade Review'The Cambridge Handbook of Creativity and Personality Research deserves to be on the bookshelves of all who 'dream by day' - not only those who dream of the things that are yet to be created by the human mind, but also those who dream of the ways that we can further understand and nurture the creative personality.' Shelley H. Carson, PsycCRITIQUES'… the individual chapters … are clearly written, with thorough scholarship and well-defined points of contact with the content of other chapters. All told, the book's scope is pretty impressive, covering the main lines of scholarship and justifying the editors' assessment of this research nexus as vibrant and healthy.' Aaron Kozbelt, Evolutionary Studies in Imaginative CultureTable of Contents1. Introduction. The personal side of creativity: individual differences and the creative process Gregory J. Feist, Roni Reiter-Palmon and James C. Kaufman; Part I. Process and Structure of the Creative Personality: 2. Openness/intellect: the core of the creative personality Victoria C. Oleynick, Colin De Young, Elizabeth Hyde, Scott Barry Kaufman, Roger Beaty and Paul Silvia; 3. Sweet dreams are made of this: the role of openness in creativity and brain networks Rex Jung and Christine Meadows; 4. The curious dynamic between openness and interests in creativity Sang Eun Woo, Melissa Keith, Rong Su, Rachel Saef and Scott Parrigon; 5. Personality, behavioral thresholds and the creative scientist Gregory J. Feist; 6. Creative self-concept: a surface characteristic of creative personality Maciek Karwowski and Izabela Labuda; 7. Where do diversifying experiences fit in the study of personality, creativity, and career success? Rodica Damian; 8. Rethinking the mutlicultural experiences-creativity link: the interactive perspective on environmental variability and dispositional plasticity Jen-Ho Chang, Jenny C. Su and Hsueh-Chih Chen; 9. An integrative approach to the creative personality: beyond the Big Five paradigm Guillaume Fürst and Todd Lubart; Part II. Creativity and Personality: Emotion, Motivation and Psychopathology: 10. Creativity and personality: nuances of domain and mood Christa Taylor, Alexander S. McKay and James C. Kaufman; 11. Emotions and creativity: from states to traits and emotion abilities Zorana Ivcevic and Jessica Hoffmann; 12. Innovation motivation: a social learning model of originality Stephen Joy; 13. Creative genius and psychopathology: creativity as positive and negative personality Dean Keith Simonton; 14. Personality traits, personality disorders and creativity Adrian Furnham; Part III. Creativity and Personality: Measurement and Social Influences: 15. Creativity and the Big Five personality traits: is the relationship dependent on the creativity measure? Jason Hornberg and Roni Reiter-Palmon; 16. What are funny people like? Exploring the crossroads in humor ability and openness to experience Emily C. Nusbaum and Paul Silvia; 17. Much more than selfies: autophotography, individuality, and creativity Stephen J. Dollinger; 18. Can teams have a creative personality? Rob Litchfield, Lucy Gilson and Christina Shalley; 19. The entrepreneurial personality: individual differences and social capital in work-related innovation Reece Akhtar, Gokran Ahmetoglu and Tomas Chamorro-Premuzic; 20. Effects of creativity training programs on individual characteristics Denise Fleith; 21. Creativity and personality research: themes and future directions Patricia O'Rourke, James C. Kaufman, Gregory J. Feist and Roni Reiter-Palmon.

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Book SynopsisThis second edition of the renowned Cambridge Handbook of Creativity expands on the first edition with over two thirds new material reaching across psychology, business, entrepreneurship, education, and neuroscience. It introduces creativity scholarship by summarising its history, major theories and assessments, how creativity develops across the lifespan, and suggestions for improving creativity. It also illustrates cutting-edge work on genetics and the neuroscience of creativity, alongside creativity''s potential for both benevolence and malevolence. The chapters cover the related areas of imagination, genius, play, and aesthetics and tackle questions about how cultural differences, one''s physical environment, mood, and self-belief can impact creativity. The book then examines the impacts on creativity of behaviour by teachers, managers, and leaders in particular.Trade Review'Three quarters of a century ago, creativity was hardly on the radar screen for social science. Today, thanks to the contributions in this handbook, any energetic reader can survey the remarkable progress that's been made on many fronts.' Howard Earl Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and Education, Harvard Graduate School of Education, Massachusetts'Somewhat to my surprise, and very much to my fascinated delight, I have found that the second edition of The Cambridge Handbook of Creativity, has explained me to myself. This is a remarkably rich and nuanced book, which will benefit my own work. I return to my writing desk enlightened and expanded.' Robert Olen Butler, Francis Eppes Distinguished Professor, Florida State University, USA, and winner of the Pulitzer Prize for Fiction (1993) and the F. Scott Fitzgerald Award for Outstanding Achievement in American Literature (2013)'Each and every chapter provides a concise contemporary summary of research by leaders in the field. The Cambridge Handbook of Creativity, second edition, is a must read for anyone doing research on the topic of cognitive abilities. It is ideal reading for an advanced undergraduate or graduate-level seminars on intelligence.' Andrew R. A. Conway, Claremont Graduate University, California'In light of the ever-changing landscape of interest in the study, evolution, understanding, and application of creativity and creative thinking, this volume is not only valuable as a foundational textbook, it is a wonderful and vital resource for researchers, specialists, and professional development program developers. Its approach answers the 'who, what, where, why, and how?' of it all, while delivering impressive scholarly and timely research in the field. This book is a must-have!' Luanne E. Witkowski, Instructor for the Critical and Creative Thinking Graduate Program, University of Massachusetts'In short, if you are limited to a single recent book about the psychology of creativity, the present Handbook is absolutely the one to check out.' Aaron Kozbelt, Academic Studies PressTable of ContentsAn introduction to the second edition: divergences and some convergences James C. Kaufman and Robert J. Sternberg; Part I. An Introduction to Creativity; Section 1. The Nature of Creativity: 1. Creativity: a historical perspective Vlad P. Glăveanu and James C. Kaufman; 2. A review of creativity theories: what questions are we trying to answer? James C. Kaufman and Vlad P. Glăveanu; 3. Assessment of creativity Jonathan A. Plucker, Matthew C. Makel and Meihua Qian; 4. Understanding the development of creativity across the lifespan Anna N. N. Hui, Mavis W. J. He and Wan Chi Wong; 5. Enhancing people's creativity Robert J. Sternberg; Part II. Underpinnings of Creativity; Section 1. Biological Underpinnings: 6. Evolutionary approaches to creativity Aaron Kozbelt; 7. The genetic basis of creativity: a multivariate approach Baptiste Barbot and Henry Eff; 8. Neuroscience of creativity Oshin Vartanian; Section 2. Cognitive Underpinnings of Creativity: 9. Creative cognition Thomas B. Ward and Yuliya Kolomyts; 10. Creativity and cognitive control Mathias Benedek and Emanuel Jauk; 11. Divergent thinking Mark A. Runco and Selcuk Acar; Section 3. Affective Underpinnings of Creativity: 12. In the mood for creativity Matthijs Baas; 13. Emotions and creativity: from process to person and product Zorana Ivcevic and Jessica Hoffmann; 14. Creativity and mental illness Shelley H. Carson; 15. Creativity and healing Marie Forgeard; Part III. Differential Bases for Creativity; Section 1. Individual Differences in Creativity: 16. The relation of creativity to intelligence and wisdom Robert J. Sternberg, James C. Kaufman and Anne M. Roberts; 17. The function of personality in creativity: updates on the creative personality Gregory J. Feist; 18. Motivation and creativity Beth A. Hennessey; 19. Creative self-beliefs Maciej Karwowski, Izabela Lebuda and Ronald A. Beghetto; Section 2. Environmental Differences in Creativity: 20. Cultural perspectives on creativity Todd Lubart, Vlad P. Glăveanu, Henrie de Vries, Ana Camargo and Martin Storme; 21. Eastern-Western views of creativity Weihua Niu; 22. Creativity's role in society Dean Keith Simonton; 23. The physical environment and creativity: a theoretical framework Jan Dul; Part IV. Creativity in the World; Section 1. Collaborative Creativity: 24. Improving creativity in organizational settings: applying research on creativity to organizations Roni Reiter-Palmon, Kevin S. Mitchell and Ryan Royston; 25. Leading for creativity: a tripartite model Michael D. Mumford, Robert Martin, Samantha Elliott and Tristan McIntosh; 26. Individual and group creativity R. Keith Sawyer; Section 2. Contexts for Creativity: 27. Creativity in classrooms Ronald A. Beghetto; 28. Play and creativity Sandra W. Russ and Ellen A. Doernberg; 29. The creative city Richard Florida; 30. Creativity's role in everyday life Katherine N. Cotter, Alexander P. Christensen and Paul J. Silvia; Section 3. Manifestations of Creativity: 31. Creative genius Dean Keith Simonton; 32. Creativity and malevolence: past, present and future David H. Cropley and Arthur J. Cropley; 33. Creativity and aesthetics Pablo P. L. Tinio; 34. Imagination is the seed of creativity Rebecca J. M. Gotlieb, Elizabeth Hyde, Mary Helen Immordino-Yang and Scott Kaufman; 35. What is and what can be: the scope and possibilities of creativity and creativity research James C. Kaufman, Vlad P. Glăveanu and Robert J. Sternberg

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Book SynopsisThis book provides a history of the origins of industrial-organizational (I-O) psychology, focusing on the late nineteenth century and early twentieth centuries. Taking an international perspective, The Early Years of Industrial-Organizational Psychology examines the context in which the field emerged, and its origins in the measurement of individual differences. Andrew J. Vinchur covers the initial applications of psychology in advertising, the study of fatigue, and especially employee selection, as well as the role industrial psychology played in World War I and the post-war expansion of the field. He also examines the education of industrial psychologists, their efforts to establish industrial psychology as a profession, and the beginnings of the organizational side of the field.Trade Review'This book provides a compelling look at the extent of research on applied topics in the early years of the 20th century and at how it affected current theory and research. In unfolding industrial and organizational psychology, the author links the work of the applied psychologists to the major historical figures in psychology, showing that the connection between theory and application was closer than is apparent from standard histories. This book is a welcome addition to the history of applied psychology.' B. C. Beins, Choice'This is, in one sense, a very ambitious book, aiming to provide a 'comprehensive picture' of the early years of what is now known as industrial-organizational (IO) psychology. It has a global scope (although the United States receives most attention) and covers roughly half a century, from the late 1800s to the 1930s … it is impressive in its offerings and scope.' Maarten Derksen, IsisTable of Contents1. Work, psychology, and history; 2. Historical context and influence; 3. Measurement, individual differences, and psychological testing; 4. Initial forays into industry; 5. Industrial psychology and the Great War; 6. The post-war expansion of industrial psychology; 7. Employee selection in the 1920s; 8. The education of industrial psychologists; 9. Establishing a profession; 10. The beginnings of organizational psychology; 11. Reflections on the early years of I-O psychology.

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Book SynopsisThis book provides a path for resolving challenges related to access, diversity, equity, and other issues facing higher education admissions. It illuminates current higher education admissions practices in a global context, highlighting common obstacles. The chapters outline decision-making models used in college admissions, details those assessments commonly employed in admissions, and provides innovative perspectives on the future of admissions. The book''s multidisciplinary approach defines much-needed changes in admissions brought about by shifts in the makeup of student populations and in higher education itself. Rationales for moving away from traditional assessments used in admissions and expanding the criteria used to ensure a student''s academic success are discussed. Readers will come away with an understanding of the current issues, philosophies, and historical circumstances facing higher education admissions across the globe and will be equipped to contemplate and react to Table of ContentsPart I. Global Challenges and Common Admissions Models María Elena Oliveri: 1. An overview of higher education admissions processes Rochelle Michel and Simone Pollard; 2. Comparing college aspirations across PISA countries: are 17 percent oranges less than 75 percent apples? Matthias von Davier and Hak Ping Tam; 3. Merit-based admissions in higher education Christina Wikström and Magnus Wikström; 4. The open admissions model: an example from the United States Kevin M. Williams and Cathy Wendler; 5. Character-based admissions criteria in the United States and in Europe: rationale, evidence, and some critical remarks A. Susan M. Niessen and Rob R. Meijer; 6. Cross-cultural and global competencies and their role in admissions policies and practices Stephanie McKeown, Adrienne Vedan, Jackson Traplin, Leah Sanford and Cynthia Bourne; Part II. Country-Specific Admissions Practices Cathy Wendler: 7. Admission policies and practices and the reshaping of access patterns to higher education in Africa Ibrahim Oanda; 8. Chile's admissions tests: pending changes and revisions Mladen Koljatic and Mónica Silva; 9. Issues of perceived fairness in admissions assessments in small countries: the case of the Republic of Cyprus Elena C. Papanastasiou and Michalis P. Michaelides; 10. Higher education admissions practices in Israel Avi Allalouf, Yoav Cohen and Naomi Gafni; 11. Access, equity, and admissions in South African higher education Naziema Jappie; 12. Admissions practices in Sweden Per-Erik Lyrén and Christina Wikström; 13. Revisions of admissions testing in Vietnam: from elite to mass higher education Duy Ngoc Pham and Hong Cong Sai; Part III. Assessments Used in Higher Education Admissions María Elena Oliveri: 14. General academic and subject-based examinations used in undergraduate higher education admissions Rosemary Reshetar and Martha Pitts; 15. Language proficiency assessments in higher education admissions Thomas Eckes and Hans-Joachim Althaus; 16. Measuring student character: modernizing predictors of academic success Nathan Kuncel, Khue Tran and Shu Han Zhang; Part IV. Rethinking Higher Education Admissions Cathy Wendler: 17. The ACT holistic framework® of education and workplace success Jeremy Burrus, Jason Way, Becky Bobek, Kristin Stoeffler and Ryan O'Connor; 18. Using mathematical models to improve access to postsecondary education Rebecca Zwick; 19. After admissions: what comes next in higher education? María Elena Oliveri, Robert J. Mislevy and Norbert Elliot.

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Book SynopsisThe world is simultaneously facing many crises that humanity is failing to solve. Yet, at the same time, humans are smarter (with IQs on average thirty points higher than a century ago) and more knowledgeable (with the world''s knowledge base at our fingertips), and scientific advances are accelerating. However, intelligence and knowledge are not enough: wisdom harnesses these strengths to serve the common good. Education is focused on acquiring knowledge, but schools would do better also to teach and test for the development of wisdom. To a lot of people, wisdom is an abstraction, but there is a growing body of scientific research into what wisdom is and how it works. This introduction sets out why wisdom is so important. Drawing on insights from psychology, philosophy, science, and common sense, this book provides a complete account of wisdom and how we can develop it throughout our lives.Trade Review'Two world leaders in the science of wisdom have teamed up to write the first broad survey of the field, considering what wisdom means in this growing field, why it matters, how it can be measured, how it develops, and how it can be cultivated in ourselves and in society. Written in an easy and engaging style, this book has something to offer everyone, from those newly interested in wisdom to seasoned researchers exploring this topic for themselves.' Michel Ferrari, Associate Professor of Developmental Psychology and Education, University of Toronto, Canada'Robert J. Sternberg and Judith Glück are pioneers in wisdom research. Their new book is full of deep insights needed in the polarized and uncertain world of today. Instead of viewing wisdom as an unattainable ideal bestowed on selected few, these authors show that most of us can cultivate wise thinking in our daily lives.' Igor Grossmann, Director of the Wisdom and Culture Laboratory and Associate Professor of Psychology, University of Waterloo, Canada'We urgently need a wiser world. I hope this book helps bring it about.' Nicholas Maxwell, Emeritus Reader in Philosophy of Science, University College London, UK'You can't get much better than Robert J. Sternberg and Judith Glück to introduce people to the psychological concept of wisdom. They are among the pioneers who have transferred this ancient concept from the realm of philosophy to the science of psychology. Their conversational style will entice many readers to an understanding of the considerable erudition they have to offer.' Bernard McKenna, Emeritus Associate Professor of Business Communication, University of Queensland, Australia'This book explains how psychological science contributes to our understanding of wisdom. We have come far and it is time to apply what we have learnt to mastering the big challenges of the twenty-first century. Robert J. Sternberg, a pioneer of psychological wisdom research, and Judith Glück, one of the stars of wisdom research today, combine forces to respond to this need.' Ursula M. Staudinger, Rector, Dresden University of Technology, Germany'Wizards in their own right, when Robert J. Sternberg and Judith Glück join forces, magic happens! In this book, they provide a highly relatable, deeply insightful, and characteristically playful introduction to the psychological science of wisdom that might just make you a little wiser.' Nic M. Weststrate, Assistant Professor of Human Development and Learning, University of Illinois-Chicago, USATable of Contents1. What is wisdom?; 2. Why is wisdom important and why doesn't society always see it that way?; 3. How has wisdom been studied in psychology?; 4. How is wisdom measured?; 5. How does wisdom develop?; 6. How do we cultivate wisdom?; 7. How is wisdom related to other psychological characteristics?; 8. Am I wise?; Epilogue; Index.

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Book SynopsisCollege students are subject to a massive input of stresses which require successful and ever-changing coping strategies. These stresses include inside and outside pressures by the world to succeed, financial worries, concerns about uncertain futures, social problems and opportunities since college is often the meeting place for future mates, and homework and tests in multiple and complex subjects requiring preparation and focus with often conflicting priorities. Unsuccessful coping often results in anxiety, heavy drinking, depression and a host of other mental health problems. This book presents new and important research in this important field.

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Book SynopsisThe field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the "normal, average" student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This new book presents the latest research advances in the field.

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Book SynopsisThe field of educational psychology is primarily concerned with teaching and learning. Educational psychology has a long historical past and an extensive record of conducting empirical research into the teaching/learning process. Educational psychology has also been involved with the topics of motivation, intelligence, memory, cognition, intellectual development and evaluation and assessment. Over the past 50 years, educational psychology has been predominantly involved with the learning processes of the "normal, average" student. However, over the past 20 years, mainstreaming and later inclusion has presented an additional challenge for educational psychologists and classroom teachers. This book presents new and important research in the field.

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Book Synopsis'Indelible and extraordinary, a powerful reckoning with just how far we've allowed reality to drift from our ideals.' Tara Westover, New York Times Book ReviewWe're told that universities are our greatest driver of social mobility. But it's a lie.The Inequality Machine is a damning exposé of how the university system ingrains injustice at every level of American society.Paul Tough, bestselling author of How Children Succeed, exposes a world where small-town colleges go bust, while the most prestigious raise billions every year; where overstretched admissions officers are forced to pick rich candidates over smart ones; where black and working-class students are left to sink or swim on uncaring campuses. Along the way, he uncovers cutting-edge research from the academics leading the way to a new kind of university - one where students succeed not because of their background, but because of the quality of their minds.The result is a call-to-arms for universities that work for everyone, and a manual for how we can make it happen.'Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education' New YorkerTrade ReviewA readable kiss-and-tell study . . . Tough finds that higher education, which has the potential to increase upward mobility, has become an obstacle that perpetuates social rigidity. The poor remain poor and the rich get richer . . . this study is laced with deep anger. * Times Higher Education *Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education * New Yorker *[Tough] writes movingly about students who are trying to navigate the confounding, expensive, and intimidating process of getting into and staying in college. * WIRED *Important . . . Among his book's many vital contributions are its portraits of schools and programs that model a better way. * New York Times *Paul Tough is a beautiful reporter and writer and a deeply moral guide to understanding the situation of children in our heartless meritocracy . . . A great book that should start a necessary conversation. -- George Packer, author of THE UNWINDING

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Book SynopsisBeginning with an introduction to the nature and scope, and the various schools of psychology, the book discusses the systems propounded by Freud, Adler, Piaget and Jung taking into account their critical importance to the subject.

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Book SynopsisThe concept of "the quality school" is one that replaces "bossing" with a system of management that brings students and teachers together. Based on his work on choice theory, this text by William Glasser offers teaching techniques which emphasize co-operation and creativity.

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Book SynopsisArgues that schools, and children, can only be saved by radically retooling teaching methods. Based on his work on choice theory, this work offers teaching techniques which emphasize co-operation and creativity. It provides ideas for improving the success of teachers and the enthusiasm of students.

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

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

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

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Book SynopsisYouth violence and aggression continue to give concern throughout society. This book bridges the gap between science and practice, providing school professionals with the information they need to coordinate efforts and enhance communication between parents, other educators, administrators, and social services providers.Table of ContentsCauses.- Incidence and Associated Conditions.- Case Finding, Screening, and Referral.- Diagnostic Assessment.- Psychoeducational Assessment.- Treatment.

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Book SynopsisIn today's unsure, and often unsafe, school environment, professionals need brief but thorough strategies to handle any classroom imbalance.

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Book SynopsisFor centuries, experts have argued that learning was about memorizing information: You're supposed to study facts, dates, and details; burn them into your memory; and then apply that knowledge at opportune times. But this approach to learning isn’t nearly enough for the world that we live in today, and in Learn Better journalist and education researcher Ulrich Boser demonstrates that how we learn can matter just as much as what we learn.In this brilliantly researched book, Boser maps out the new science of learning, showing how simple techniques like comprehension check-ins and making material personally relatable can help people gain expertise in dramatically better ways. He covers six key steps to help you “learn how to learn,” all illuminated with fascinating stories like how Jackson Pollock developed his unique painting style and why an ancient Japanese counting device allows kids to do math at superhuman speeds. Boser’s witty, engaging

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

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

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

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

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

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Book SynopsisA review of advances in cognition and educational practice that examines conceptual issues in research in intelligence.

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

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

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