Educational psychology Books

Book SynopsisThe purpose of Grammar for Teachers is to encourage readers to develop a solid understanding of the use and function of grammatical structures in American English. It approaches grammar from a descriptive rather than a prescriptive approach; however, throughout the book differences between formal and informal language, and spoken and written English are discussed. The book avoids jargon or excessive use of technical terminology. It makes the study of grammar interesting and relevant by presenting grammar in context and by using authentic material from a wide variety of sources.Table of ContentsWhat is Grammar?.- Morphology.- The Noun Phrase.- Adjectives and Adverbs.- to Verbs and Verb Phrases.- Time, Tense, and Aspect of Verbs.- Modal Auxiliary Verbs and Related Structures.- Basic Sentence Patterns and Major Variations.- Compound Sentences and Introduction to Complex Sentences: Adverbial Clauses.- Complex Sentences Continued Relative Clauses.- Complex Sentences Continued: Noun Clauses.- Verbal Constructions.- Erratum.

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Book SynopsisA revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base - theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) ReporTrade ReviewFrom the reviews:“Provides a fascinating insight into ways in which positive behaviour support has been, and could be, developed and applied. … if you want to see the potential range of application of positive behaviour support, and the various components which may be involved, then you will find this fascinating. And if you are interested in the theoretical trajectory which has been followed by behaviourism, this book will give you plenty of food for thought.” (Jenny Webb, International Journal of Positive Behavioural Support, Vol. 2 (1), Spring, 2012)Table of ContentsOrigins and History of Positive Behavior Support.- The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development.- Positive Behavior Support and Early Intervention.- Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention with Families of Children with Developmental Disabilities.- Positive Behavior Support and Early Intervention for Young Children with Autism.- Integrating a Positive Behavior Support Approach within Head Start.- Empirically-Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings.- A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings.- Integrating PBS, Mental Health Services, and Family-Driven Care.- Optimistic Parenting.- Families Facing Extraordinary Challenges in Urban Communities.- Delivering Behavior Support in the Foster Care System.- Defining and Describing School-Wide Positive Behavior Support.- Sustainability of Systems-Level Evidence-Based Practices in Schools.- Increasing Family Participation Through School-wide Positive Behavior Supports.- Primary Tier Interventions and Supports.- Secondary Tier Interventions and Supports.- Function-Based Supports for Individual Students in School Settings.- Implementation of School-wide Positive Behavior Support in Urban Settings.- Positive Behavior Support in Alternative Education, Community-Based Mental Health and Juvenile Justice Settings.- Behavior Supports in Non-classroom Settings.- Facilitating Academic Achievement through School-Wide Positive Behavior Support.- Using a Problem-Solving Model for Data-Based Decision Making in Schools.- Finding a Direction for High School Positive Behavior Support.- Systems Change and the Complementary Roles of Inservice and Preservice Training in School-Wide Positive Behavior Support.- Sustaining Positive Behavior Support in a Context of Comprehensive School Reform.- Completing the Continuum of School-Wide Positive Behavior Support.- Implementing Function-Based Support within School-Wide Positive Behavior Support.- Response to Intervention (RtI) and Positive Behavior Support.

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Book SynopsisIn this greatly expanded and extensively updated edition of a widely popular resource you see how teachers'' individual and collective capacities for continuing self-improvement are strengthened over time through Cognitive Coaching. You gain essential skills, protocols, guidance, research and resources to use when implementing Cognitive Coaching principles and values in your own school setting.Working toward the goals of making school better places where more students succeed and satisfaction in learning and teaching prevail, Costa and Garmston let you know about their own learning, and how new research and practice can support individuals and schools in reaching higher, more satisfying, and more holistic performance. Organized into four sections, the book clearly and effectively presents these concepts: the meanings of cognitive coaching; the basics of teaching excellence; strategies and tactics for engaging in coaching; and how to integrate Cognitive Coaching throughout the system.Trade ReviewThey’ve done it again! Art Costa and Bob Garmston have provided an update on their seminal work in cognitive coaching, updating it in response to the culture of professional accountability and rigorous student learning standards. I appreciate particularly their application of coaching techniques to “calibrating conversations,” to help teachers internalize standards of practice, incorporating teachers’ own self-assessment into reflective conversations. This enables teachers themselves to drive the aspiration towards higher levels of teaching practice. The third edition, like its predecessors, is a major contribution to the field. -- Charlotte Danielson, The Danielson GroupJust when I thought I knew something about coaching, I read this book and my knowledge and my work was enlightened! Art and Bob are masterful coaches and, in this book they offer great clarity about the why, what, and how of coaching practices. The book combines the practical with the theoretical in an easy to read manner. I look forward to facilitating a book study on this one. It should foster new meanings for leaders in our schools. -- Bena Kallick, co-founder and co-director, Institute for Habits of MindBob and Art are national treasures for public education and their latest work will not disappoint. If improving the performance of individuals and school systems is your goal, then the protocols and resources in this book are essential for working with adult learners. A foundational resource for working with teachers, principals, and school district-level leaders must be the 3rd edition of Cognitive Coaching: Developing Self-Directed Leaders and Learners by Costa and Garmston! -- Gary Whiteley, EdD, director, The Alaska Administrator Coaching ProjectTable of ContentsForeword Preface Acknowledgements Cognitive Coaching Resources PART I: EXPLORING THE MEANINGS OF COGNITIVE COACHING Chapter 1: Discovering the Meanings of Cognitive Coaching Chapter 2: Identity Chapter 3: The Mediator’s Skills Chapter 4: Mediating for Self-Directed Learning Chapter 5: Repertoire of Support Functions PART II: SOURCES OF EXCELLENCE Chapter 6: Developing and Maintaining Trust Chapter 7: States of Mind Chapter 8: Teacher Cognition Chapter 9: Inquiring into the Knowledge Base of Teaching PART III: ENGAGING IN COACHING Chapter 10: Human Diversity In Meaning-Making Chapter 11: The Maps of the Planning and Reflecting Conversations Chapter 12: Resolving Problems: The Third Coaching Map Chapter 13: Calibrating Conversations PART IV: THE IMPACT OF COGNITIVE COACHING Chapter 14: Cognitive Coaching: A Synthesis of the Research by Jenny Edwards Chapter 15: How Leaders Support Learning in the Agile Organization APPENDICES APPENDIX A: Suggestions for Teachers Own Standards APPENDIX B: Inner Coaching APPENDIX C: Mediative Questioning APPENDIX D: Calibrating Conversation Script APPENDIX E: Sources of Standards of teacher & leader performance APPENDIX F: Other Resources About Self-Directedness APPEDIX G: List Of Videos, Topics And Length of Time In Minutes. About the Authors Glossary of Terms References Index

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Book SynopsisThe proposed book explores the theme of identity, specifically as applied to its role and development in virtual worlds. factors that support the development of identity in virtual worlds; managing multiple identities across different environments and creating an online identity for a physical world purpose.Table of ContentsIdentity: A Primer.-The Self and Second Life, A Case Study Exploring the Emergence of Virtual Selves.-Liminal Phases of Avatar Identity Formation in Virtual World Communities.-Encountering Oneself and The Other: A Case Study of Identity Formation in Second Life.-Virtual Fashion Play as Embodied Identity Re/assembling: Second Life.-Fashion Bloggers and Their Avatar Body Images.-Embodying Self in Virtual Worlds.-Is That Your Boyfriend? An Experiential and Theoretical Approach to Understanding Gender Bending in Virtual Worlds.-Constructing Disability in Online Worlds; Conceptualising Disability in Online Research.-As Long as They Don’t Know Where I Live.-Multiple Personality Order.-Comparing Avatar and Video Representations.-What is my Avatar? – Who is my Avatar? The Avatar as a Device to Achieve a Goal: Perceptions and Implications.- Situated Learning in Virtual Worlds and Identity Reformation.-Safe Harbours for Identity Exposition and Exploration

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Book SynopsisI Number Words.- 1 Introduction and Overview of Different Uses of Number Words.- 2 The Number-Word Sequence: An Overview of Its Acquisition and Elaboration.- II Correspondence Errors in Counting Objects.- 3 Correspondence Errors in Children's Counting.- 4 Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Act.- 5 Effects of Object Variables and Age of Counter on Correspondence Errors Made When Counting Objects in Rows.- 6 Correspondence Errors in Children's Counting: A Summary.- III Concepts of Cardinality.- 7 Children's Early Knowledge About Relationships Between Counting and Cardinality.- 8 Later Conceptual Relationships Between Counting and Cardinality: Addition and Subtraction of Cardinal Numbers.- 9 Uses of Counting and Matching in Cardinal Equivalence Situations: Equivalence and Order Relations on Cardinal Numbers.- IV Number Words, Counting, and Cardinality: The Increasing Integration of Sequence, Count, and Cardinal Meanings.- 10 Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality.- 11 An Overview of Changes in Children's Number Word Concepts from Age 2 Through 8.- References.- Author Index.Table of ContentsI Number Words.- 1 Introduction and Overview of Different Uses of Number Words.- 2 The Number-Word Sequence: An Overview of Its Acquisition and Elaboration.- II Correspondence Errors in Counting Objects.- 3 Correspondence Errors in Children’s Counting.- 4 Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Act.- 5 Effects of Object Variables and Age of Counter on Correspondence Errors Made When Counting Objects in Rows.- 6 Correspondence Errors in Children’s Counting: A Summary.- III Concepts of Cardinality.- 7 Children’s Early Knowledge About Relationships Between Counting and Cardinality.- 8 Later Conceptual Relationships Between Counting and Cardinality: Addition and Subtraction of Cardinal Numbers.- 9 Uses of Counting and Matching in Cardinal Equivalence Situations: Equivalence and Order Relations on Cardinal Numbers.- IV Number Words, Counting, and Cardinality: The Increasing Integration of Sequence, Count, and Cardinal Meanings.- 10 Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality.- 11 An Overview of Changes in Children’s Number Word Concepts from Age 2 Through 8.- References.- Author Index.

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Book SynopsisPreface; S. L. Christenson, A. L. Reschly, and C. Wylie.- SECTION I: WHAT IS STUDENT ENGAGEMENT?.- Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct; A. L. Reschly and S. L. Christenson.- Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience; E. A. Skinner and J. R. Pitzer.- Engagement across Developmental Periods; D. Mahatmya, B. J. Lohman, J. L. Matjasko, and A. Feldman Farb.- Ethnicity and Student Engagement; G. E. Bingham and L. Okagaki.- Student Engagement:  What is it?  Why does it matter?; J. D. Finn and K. Zimmer.- Section I Commentary: So What is Student Engagement Anyway: Commentary on Section I; J. Eccles and M. Wang.- SECTION II: ENGAGEMENT AS LINKED TO MOTIVATIONAL VARIABLES.- A Self-Determination Theory Perspective on Student Engagement; J. Reeve.- Achievement Goal Theory, Conceptualization of ability/Intelligence, aTable of ContentsPreface; S. L. Christenson, A. L. Reschly, and C. Wylie.- SECTION I: WHAT IS STUDENT ENGAGEMENT?.- Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct; A. L. Reschly and S. L. Christenson.- Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience; E. A. Skinner and J. R. Pitzer.- Engagement across Developmental Periods; D. Mahatmya, B. J. Lohman, J. L. Matjasko, and A. Feldman Farb.- Ethnicity and Student Engagement; G. E. Bingham and L. Okagaki.- Student Engagement: What is it? Why does it matter?; J. D. Finn and K. Zimmer.- Section I Commentary: So What is Student Engagement Anyway: Commentary on Section I; J. Eccles and M. Wang.- SECTION II: ENGAGEMENT AS LINKED TO MOTIVATIONAL VARIABLES.- A Self-Determination Theory Perspective on Student Engagement; J. Reeve.- Achievement Goal Theory, Conceptualization of ability/Intelligence, and Classroom Climate; E. M. Anderman and H. Patrick.- School Identification; K. E. Voelkl.- Self-Efficacy as an Engaged Learner; D. H. Schunk and C. A. Mullen.- A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications; T. J. Cleary and B. J. Zimmerman.- Academic Emotions and Student Engagement; R. Pekrun and L. Linnenbrink-Garcia.- Students’ Interest and Engagement in Classroom Activities; M. Ainley.- Section II Commentary: Motivation and Engagement: Conceptual, Operational, and Empirical Clarity; A. Martin.- SECTION III: ENGAGEMENT AND CONTEXTUAL INFLUENCES.- Parental Influences on Achievement Motivation and Student Engagement; J. Bempechat and D. J. Shernoff.- Families as Facilitators of Student Engagement: Toward a Home-School Partnership Model; J. N. Raftery, W. S. Grolnick, and E. S. Flamm.- Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions; R. C. Pianta, B. K. Hamre, and J. P. Allen.- The Role of Peer Relationships in Student Academic and Extracurricular Engagement; J. Juvonen, G. Espinoza, and C. Knifsend.- Understanding Student Engagement with a Contextual Model; S. Lam, B. P. H. Wong, H. Yang, Y. Liu.- Allowing Choice and Nurturing an Inner Compass: Educational Practices Supporting Students' Need for Autonomy; A. Assor.- The Engaging Nature of Teaching for Competency Development; R. Hipkins.- Assessment as a Context for Student Engagement; S. Nichols and H. Dawson.- Section III Commentary: Socio-Cultural Contexts, Social Competence, and Engagement at School; K. Wentzel.- SECTION IV: ENGAGEMENT AND STUDENT OUTCOMES.- The Relationship between Engagement and High School Dropout; R. W. Rumberger and S. Rotermund.- High School Reform and Student Engagement; M. H. Davis and J. M. McPartland.- The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students; R. Brooks, S. Brooks, and S. Goldstein.- The Relations of Adolescent Student Engagement with Troubling and High-Risk Behaviors; A. Griffiths, E. Lilles, M. Furlong, and J. Sidwha.- Trajectories and Patterns of Student Engagement: Evidence from a Longitudinal Study; C. Wylie and E. Hodgen.- Instructional Contexts for Engagement and Achievement in Reading; J. T. Guthrie, A. Wigfield, and W. You.- A Self-regulated Learning Perspective on Student Engagement; C. A. Wolters and D. J. Taylor.- Classroom Strategies to Enhance Academic Engaged Time; M. Gettinger and M. J. Walter.- Deep Engagement as a Complex System: Identity, Learning Power and Authentic Enquiry; R. Deakin Crick.- Section IV Commentary: Outcomes of Engagement and Engagement as an Outcome: Some consensus, divergences and unanswered questions; M. Janosz.- SECTION V: MEASUREMENT ISSUES, INSTRUMENTS, AND APPROACHES.- Measuring Student Engagement: The Development of a Scale for Formative Use; C. W. Darr.- Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument; J. J. Appleton.- Finding the Humanity in the Data: Understanding, Measuring & Strengthening Student Engagement; E. Yazzie-Mintz and K. McCormick.- The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-Report Instruments; J. A. Fredricks and W. McColskey.- Issues and Methods in the Measurement of Student Engagement: Advancing the Construct through Statistical Modeling; J. Betts.- Section V Commentary: Possible New Directions in the Measurement of Student Engagement; K. Samuelsen.- Epilogue; S. L. Christenson, A. L. Reschly and C. Wylie.

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Book SynopsisChapter 1 Introduction.- Chapter 2 From Piaget's Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chapter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliography.- References.- Index.Trade Review“This book is clearly intended to persuade researchers to consider adopting an APOS-based approach. … the authors describe APOS theory as a Kuhnian paradigm, and set out to explain the paradigmatic questions, assumptions, and methods that within-paradigm researchers adopt. … In sum, for a reader interested in understanding APOS theory, this is an excellent book. It lays out APOS’s theoretical assumptions and standard research methods with clarity and precision, and it gives helpful examples of research conducted within the programme.” (Matthew Inglis, International Journal of Research in Undergraduate Mathematics Education, Vol. 1, 2015)Table of ContentsChapter 1 Introduction.- Chapter 2 From Piaget’s Theory to APOS Theory: Reflective Abstraction in Learning Mathematics and the Historical Development of APOS Theory.- Chapter 3 Mental Structures and Mechanisms: APOS Theory and the Construction of Mathematical Knowledge.- Chapter 4 Genetic Decomposition.- Chapter 5 The Teaching of Mathematics Using APOS Theory.- Chapter 6 The APOS Paradigm for Research and Curriculum Development.- Chapter 7 Schemas, Their Development and Interaction.- Chapter 8 Totality as a Possible New Stage and Levels in APOS Theory.- Chapter 9 Use of APOS Theory to Teach Mathematics at Elementary School.- Chapter 10 Frequently Asked Questions.- Chapter 11 Conclusions.- Chapter 12 Annotated Bibliography.- References.- Index.

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Book SynopsisThe Global Perspective.- The Impact of Global Economic, Political, and Social Transformations on the Lives of Children.- Globalization in Cross-Cultural Perspective.- The Status of Children in International Law.- Democratization and Children's Lives.- Global Trends in Children's Lives.- Children and Family Life.- Civic Participation by Children and Youth.- The Effects of Political and Economic Transformations on Children.- Children and the Media.- Developmental-Ecological Considerations.- Applying the Lens of Global Change to the Actual Lives of Children.- The Transition to Democracy in Latin America.- Promises Kept, Promises Broken.- The Effects of Structural Adjustment Programs on the Lives of Children in Jamaica.- Conclusions.- Conclusions.Table of ContentsThe Global Perspective.- The Impact of Global Economic, Political, and Social Transformations on the Lives of Children.- Globalization in Cross-Cultural Perspective.- The Status of Children in International Law.- Democratization and Children’s Lives.- Global Trends in Children’s Lives.- Children and Family Life.- Civic Participation by Children and Youth.- The Effects of Political and Economic Transformations on Children.- Children and the Media.- Developmental-Ecological Considerations.- Applying the Lens of Global Change to the Actual Lives of Children.- The Transition to “Democracy” in Latin America.- Promises Kept, Promises Broken.- The Effects of Structural Adjustment Programs on the Lives of Children in Jamaica.- Conclusions.- Conclusions.

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Book SynopsisKids are important They need safe places to live, and safe places to play. For some kids, this means living with foster parents. In simple words and full-color illustrations, this book explains why some kids move to foster homes, what foster parents do, and ways kids might feel during foster care. Children often believe that they are in foster care because they are bad. This book makes it clear that the troubles in their lives are not their fault; the message throughout is one of hope and support. Includes resources and information for parents, foster parents, social workers, counselors, and teachers.

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