Educational psychology Books
Springer Emotionen in der interkulturellen Psychologie:
Book SynopsisDieses Buch gibt in fünf Themenfelder gegliedert einen Überblick über die Emotionsforschung in der kulturübergreifenden Psychologie. Es werden kulturelle Ähnlichkeiten und Unterschiede in verschiedenen Aspekten von Emotionen erörtert – vom emotionalen Ausdruck über die emotionale Anerkennung bis hin zur Emotionsregulation. Die Emotionsforschung aus der Perspektive der interkulturellen Psychologie ermöglicht den Leser:innen eine differenziertere Sicht: Es geht nicht nur um den Unterschied zwischen Individualismus und Kollektivismus, sondern auch darum, wie der breite Kontext viele psychologische Prozesse dazwischen beeinflusst, die wiederum die emotionale Verarbeitung und Reaktion steuern. Das Buch enthält einen systematischen Literaturüberblick auf der Grundlage maschinell generierter Inhalte. Fragen und zugehörige Schlüsselwörter wurden für die Maschine vorbereitet, die sie abgefragt, entdeckt, zusammengestellt und durch Clustering mit künstlicher Intelligenz (KI) strukturiert hat. Springer Nature hat in den letzten Jahren viel zu dem Thema in Zeitschriften veröffentlicht, so dass die Herausforderung für die Maschine darin bestand, die relevantesten Inhalte zu identifizieren und sie in einer strukturierten Weise zu präsentieren. Die automatisch generierten Literaturzusammenfassungen dienen Fachkräften aus den Bereichen Psychologie, Erziehung und Wirtschaft, aber auch Wissenschaftler:innen und Studierenden dazu, sich schnell einen Überblick über die aktuelle Entwicklung des Themas zu verschaffen. Sie sollen außerdem als Anregung und Impuls für aktuelle Forschungsfragen, für neue Strategien sowie für mögliche Lösungen in schwierigen Situationen nützlich sein.Table of ContentsKulturelle Ähnlichkeiten und Unterschiede im Gefühlsausdruck.- Emotionale Anerkennung in verschiedenen Kulturen.- Glück und Wohlbefinden auf der ganzen Welt.- Emotionsregulation in verschiedenen Kulturen.- Umgang mit Emotionsproblemen: wo sich klinische Psychologie und interkulturelle Psychologie treffen.
£29.99
Springer VS LehrerSchülerInteraktion
Book SynopsisGrundlagen der Lehrer-Schüler-Interaktion.- Zentrale Problem- und Anwendungsfelder.
£999.99
Springer Zur Relevanz nicht erfüllter Erfolgserwartungen
Book SynopsisEinleitung.- Relevanz von Erwartungen und erwartungswidrigem Erleben in Konsistenztheorien.- Relevanz von Erwartungen und erwartungswidrigem Erleben in Emotionstheorien.- Relevanz von Erwartungen und erwartungswidrigem Erleben in Motivationstheorien.- Motivational erwartungswidriges Erleben von Erfolgs- und Werterwartungen.- Resümee und Forschungsdesiderata.- Übergeordnete Ausführungen zur Methodik.- Studien.- Zusammenfassung der Befunde und resümierende Diskussion.- Literaturverzeichnis.
£66.49
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Pädagogische Psychologie: Lernen, Motivation und
Book SynopsisDieses praxisrelevante Lehrbuch bietet eine wertvolle Hilfestellung für den Unterricht in Schulklassen, in denen immer häufiger Kinder und Jugendliche mit geringer Motivation, ineffizientem Lernen sowie emotionalen und verhaltensbezogenen Auffälligkeiten vorzufinden sind. Dieser Leitfaden beschreibt theoretisch und empirisch fundiertes Wissen, welches in der konkreten Arbeit zu einem professionellen Umgang mit diesen Problemen verhelfen kann.Nach einer Einführung in die (allgemein-)psychologischen Schulen/Psychotherapietheorien wird Grundlagenforschung zu Motivation und Lernen und deren Praxisimplikationen dargestellt. Anschließend werden Befunde zu Auffälligkeiten, die im Klassenzimmer hohe Relevanz haben wie AD(H)S, Depression, Angst/Prüfungsangst, Ess-Störungen oder Aggression/Mobbing verständlich dargestellt. Auf dieser Grundlage wird erläutert, wie Lehrkräfte die Schüler und Schülerinnen – mit und ohne Auffälligkeiten – im Schulalltag unterstützen können.Das Buch richtet sich in erster Linie an Lehramtsstudierende, Lehrkräfte und Schulpsychologen; auch Bachelorstudierende mit Schwerpunkt Motivation oder Klinische Psychologie können wegen der Übertragung in die Anwendung von der Lektüre profitieren, ebenso wie auch Eltern. Trade Review“Dieses Buch ist nicht eine einfache Einführung in die Pädagogische Psychologie, sondern eine gezielte Hinführung von Lehrerinnen und Lehrern, pädagogisch-psychologisch mit Lernen, Motivation und Auffälligkeiten ihrer Schüler in der Praxis umzugehen. ... Es geht stets darum, Motivation und Interesse bei den Schülern so zu wecken, dass Lernen sinnvoll und möglichst störungsfrei stattfinden kann, und Störungen, wenn sie auftreten, frühzeitig zu erkennen und kompetent zu beheben. ... in einer klaren und verständlichen Sprache geschrieben. Sehr empfehlenswert!” (Peter Jansen, in: Schulmagazin, Heft 11, November 2017)“Das verständlich geschriebene, gut strukturierte und für die schulische Arbeit äußerst hilfreiche Werk regt dazu an, Kinder und Jugendliche mit Lern- und anderen Problemen theoriegeleitet zu unterstützen. ... gibt es zu AD(H)S, spezifischen Lernstörungen, Depression, Angststörungen, Selbstschädigung und Aggression, Mobbing u. a. m. Informationen und Anregungen zur pädagogischen Arbeit ... ” (Alexander Loretto, in: Schule, Heft 293, Mai 2017)“... Das Lehrbuch ist sehr verständlich und übersichtlich verfasst, so dass es sich auch für interessierte Eltern oder Laien, die sich für Auffälligkeiten im Unterricht oder grundlegende Aspekte der Pädagogischen Psychologie und einzelner Störungsbilder interessieren. Ein praktisches Highlight des Buches ist der „LMU-Leitfaden“ – Leitfaden für Lernen, Motivation und Umgang mit Auffälligkeiten von Schülern ...” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 15. November 2016)Table of ContentsEinleitung.- Große Schulen der Psychologie und darauf aufbauende Psychotherapietheorien.- Motivation.- Effektiver Wissenserwerb.- AD(H)S und spezifische Lernstörungen (Lese- und Rechenstörung).- Depression.- Angststörungen und Prüfungsangst.- Ess-Störungen.- Selbstschädigung: Substanz- und Medienmissbrauch sowie selbstverletzendes Verhalten.- Aggression, Mobbing und soziale Ausgrenzung – und Wege zur Streitschlichtung.- L-LMU: Leitfaden für Lernen, Motivation und professionellen Umgang mit Auffälligkeiten von Schülern.
£22.99
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Grief in Schools: Basic Knowledge and Advice on Dealing with Dying and Death
Book SynopsisThe book covers how to deal with grief in schools. Grief reactions of children and adolescents are described and reasons for grief are presented: Death due to chronic illness, sudden deaths such as suicide, accident, and severe targeted violence. Appropriate intervention measures are presented. Finally, the limitations of these intervention measures in schools are discussed. This book is a translation of the original German 1st edition Trauer an Schulen by Matthias Böhmer and Georges Steffgen, published by Springer-Verlag GmbH Germany, part of Springer Nature in 2021. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation. Springer Nature works continuously to further the development of tools for the production of books and on the related technologies to support the authors.Table of ContentsIntroduction.- Grief.- Grief in children and adolescents.- Grief in children.- Grief in adolescents.- Causes of grief.- Chronic illness.- Sudden death.- Suicide.- Accidents.- Violence.- Interventions.- Limits of grief work.
£59.99
Springer Autismus und Schule
Book SynopsisVorwort.- 1. Die Unterrichtsorganisation.- 2. Der Nachteilsausgleich.- 3. Der Wissenserwerb.
£32.99
BoD - Books on Demand Wenn Denken aus der Reihe tanzt
£999.99
BoD - Books on Demand Hilfe Klassenarbeit
£12.90
BoD - Books on Demand Vielleicht hätte ich Sie doch gewähren lassen sollen
£13.53
BoD - Books on Demand Verminderte Anstrengungsbereitschaft Angst und Ausgrenzung betrachtet durch die Brille des systemischen Lehrers
£17.95
Piefke Trading Singapore Memory - What Every Language Teacher Should Know
Book SynopsisMemory: What Every Language Teacher Should KnowHow do we help students remember? If teachers understand how memory works, there is more chance of helping students do well through effective curriculum and lesson planning.This book is an introduction to memory written specifically with language teachers in mind. Taking evidence from the fields of cognitive science and second language acquisition, the authors examine a range of important aspects of memory. These include working memory, phonological memory, long-term memory, cognitive load, implicit and explicit knowledge, prospective memory, metamemory, learning from mistakes, the emotional factors affecting retention and curriculum design with memory in mind.Full references, questions for reflection, and suggestions for further reading and viewing are provided at the end of each of the 16 chapters.The authors apply research evidence to the languages classroom, with suggestions for pedagogy and specific classroom activities.Previous books by the authors are The Language Teacher Toolkit (2016) and Breaking the Sound Barrier: Teaching Language Learners How to Listen (2019)
£24.99
Editions DOM The Learning Revolution
£17.09
£17.95
£13.29
Orbita Media Bestnote ohne Büffeln
£13.29
Orbita Media ALLGEMEINWISSEN Besserwisser auf Knopfdruck
£13.29
Rushd Bookstore 1575157815801575160715751578 15811583161015791577 16011610 15781585157616101577 15751604159116011604 Modern trends in child rearing
£13.50
Clube de Autores Andrélia E A Morte Da Minhoca
£14.27
Clube de Autores Educação Em Crise
£12.23
Clube de Autores Winnicott A Psicanálise Do Brincar
£21.60
Clube de Autores O Menino Que Não Tinha Nada
£9.99
Meta Brasil Educando G nios
£13.76
Meta Brasil Em Que Somos Diferentes
£11.31
Clube de Autores Oceano De Encantos E Valores
£19.27
Clube de Autores A Infância É Prioridade
£11.99
Islam International Publications Ltd. An Explanation of the Last Tenth of the Noble Quran
£22.49
Catedra Externa ABA Espana, Universidad de Cadiz Ciencia y Conducta Humana
£35.09
ABA Espana Vamos a Firmar Un Contrato
£20.69
Clube de Autores Desenvolvimento Educacional
£14.36
Brill University Jubilees and University History Writing: A Challenging Relationship
Book SynopsisResearching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Ďurčanský, Jonas Flöter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan Östling.Trade ReviewUniversities are really fond of birthday parties [...] But why should historians get involved? Or even feel concerned? Is there more to expect from those celebrations than magnificent but Whiggish volumes, full of idealized remembrances and clever branding? Such are the issues at stake in this original and enlightening collection of essays edited by Pieter Dhondt.[...] In his brilliant historiographical introduction, Pieter Dhondt shows how the traditional jubilee history became more than a weapon of propaganda, with the emergence of university history as a scientific field in its own right, broadening its geographical, thematic and chronological horizons – even if this emancipation is still largely in statu nascendi. [...] their book is rewarding and useful: let us hope it paves the way to an even more independent but fully integrated university history. Pierre Verschueren (2016). The British Journal for the History of Science, 49, p. 151-152. doi:10.1017/S0007087416000273Table of ContentsLIST OF ILLUSTRATIONS INTRODUCTION 1. University history writing: more than a history of jubilees? Pieter DHONDT, University of Eastern Finland PART I: UNIVERSITY HISTORY WRITING AS PART OF THE JUBILEE 2. Two great anniversaries, two lost opportunities: Charles University in Prague, 1848 and 1948 Marek ĎURČANSKÝ, Charles University in Prague and Pieter DHONDT, University of Eastern Finland 3. The Royal Frederick University in Kristiania in 1911. Intellectual beacon of the North or a North Germanic provincial University? Jorunn Sem FURE, Telemark Museum 4. Commitment, reserve and self-assertion. The celebration of patriotic anniversaries in Russian and German universities 1912/13 Trude MAURER, University of Göttingen 5. Academic ceremonies and celebrations at the Romanian University of Cluj 1919-2009 Ana-Maria STAN, Babeş-Bolyai University PART II: UNIVERSITY HISTORY WRITING ON THE OCCASION OF A JUBILEE 6. 1968 as a turning point in Trondheim's university history Thomas BRANDT, Norwegian University of Science and Technology 7. University history research at the University of Leipzig Jonas FLÖTER, University of Leipzig PART III: UNIVERSITY HISTORY WRITING BEYOND THE JUBILEE 8. The Humboldtian tradition. The German university transformed, 1800-1945 Johan ÖSTLING, Lund University 9. French academia in a prosopographic perspective: a collaborative joint project Emmanuelle PICARD, Ecole Normale Supérieure de Lyon 10. University history writing as part of the history of education Pieter DHONDT, University of Eastern Finland NOTES ON CONTRIBUTORS INDEX
£132.80
Brill New Perspectives on Yenching University, 1916-1952: A Liberal Education for a New China
Book SynopsisNew Perspectives on Yenching University, 1916-1952, shows how China's preeminent Christian college's promotion of biculturalism, liberal education, and liberal Christianity was a precursor to contemporary modifications of Eurocentric models and refutes claims that a liberal cosmopolitan education is incompatible with nation-building and a modern Chinese identity.
£65.60
Brill “A Pearl of Powerful Learning”: The University of Cracow in the Fifteenth Century
Book SynopsisWinner of The Polish Institute of Arts and Sciences of America's 2018 Oskar Halecki Award and Winner of the Early Slavic Studies Association 2016 Book Prize In “A Pearl of Powerful Learning”, Paul W. Knoll provides a fully developed treatment of the institutional, social, and intellectual life of the University of Cracow, an important late medieval school.Trade ReviewWinner of the Early Slavic Studies Association 2016 Book Prize for most outstanding recent scholarly monograph on pre-modern Slavdom. The work was described by the prize committee as: "A thoughtful, highly-informed, and nuanced history of the University of Cracow, an important institution in a pivotal period of Poland’s history. Knoll's treatment of such important issues as the role of the University in national life and the controversial and highly technical matter of the impact of Humanism are dealt with tactfully and thoughtfully. The book will become the definitive work on this topic, and will ensure that the material will rapidly be absorbed into general histories of education and of universities in the Renaissance." Winner of The Polish Institute of Arts and Sciences of America's 2018 Oskar Halecki Award. This award recognizes a book of particular value and significance dealing with the Polish experience and is named after the distinguished 20th century Polish medieval historian, Oskar Halecki, who was one of the founders of PIASA. Professor Knoll will be recognized for this award during the 77th Annual Meeting of PIASA in Gdansk, Poland in June 2019. "This is a masterful institutional and intellectual history of a university. The writing is clear and sometimes elegant. Brill deserves credit for publishing a very large study with footnotes at a time when some American, British, and Canadian presses are imposing draconian word limits, endnotes, and forcing authors to truncate documentation. This is a model study to be praised and imitated." Paul F. Grendler, University of Toronto, Emeritus, in: Renaissance Quarterly 70.4 (2017), pp. 1467-69. ''Winner of the 2016 Early Slavic Studies Association Book Prize, this monumental tome is a worthy culmination of a career dedicated to making medieval and early modern Polish history accessible to anglophone readers. Although Paul Knoll has written about a variety of subjects during a distinguished career that has spanned more than half a century, the UniversityofCracowwasthetopicofoneofhis first published works and has remained a topic near and dear to his heart throughout his academic career and into retirement. After telling parts of this story over the years in various articles and essays, Knoll now provides a comprehensivehistory,the first in any language in more than a century,of the first 150 years of theUniversity of Cracow. [...] This eagerly anticipated volume is itself a pearl of powerful learning, which I highly recommend to anyone interested not only in Polish history but also in the history of education and the role of universities in medieval and early modern societies. Paul Milliman, in Speculum , 94/1 (2019).
£192.00
Brill Art Therapy in Australia: Taking a Postcolonial, Aesthetic Turn
Book SynopsisArt Therapy in Australia: Taking a Postcolonial, Aesthetic Turn explores and enacts established and emergent art therapy histories, narratives and practices in the specific postcolonial context of contemporary Australia. It is the first published book to attempt to map this terrain. In doing so, the book aims to document important aspects of art therapy in Australia, including how Australian approaches both reiterate and challenge the dominant discourse of art therapy. This book is as much a performance as an account of the potential of art therapy to honour alterity, illuminate possibilities and bear witness to the intrapsychic, relational and social realms. The book offers a selective window into the rambling assemblage that is art therapy in the ‘Great Southern Land’. Contributors are: Jan Allen, Bronwyn Davies, Claire Edwards, Nicolette Eisdell, Patricia Fenner, John Henzell, Pam Johnston, Lynn Kapitan, Carmen Lawson, Sheridan Linnell, Tarquam McKenna, Michelle Moss, Suzanne Perry, Josephine Pretorius, Jean Rumbold, Victoria Schnaedelbach, Lilian Tan, Jody Thomson, Jill Westwood, Amanda Woodford, and Davina Woods.Table of ContentsAcknowledgements List of Illustrations Prologue by Bronwyn Davies An Introduction of Sorts or All Sorts of Introductions Andrea Gilroy, Sheridan Linnell, Tarquam McKenna and Jill Westwood 1 Taking a Turn: An Image-Led Dialogue between Creative Arts Educators and Practitioners in Melbourne, Australia Jan Allen, Jean Rumbold, Victoria Schnaedelbach, Amanda Woodford and Lilian Tann 2 Towards Indigenous Australian Knowing Carmen Lawson, Davina Woods and Tarquam McKenna 3 Desire and the Desert: Moving between Inner and Outer Landscapes Josephine Pretorius 4 Psyche Nullius: Reflections on Art, Psychotherapy and Psychiatry Down Under John Henzell 5 Crossing Bridges, Sowing Seeds: Becoming an Australian Art Therapist Claire Edwards 6 Hybrid Creatures: Art Therapy Education in Australia Jill Westwood 7 Abject Creatures: Exploring the Relationship between Art Psychotherapy and Contemporary Art Suzanne Perry 8 The Work of Art Therapy: An Immersive Visual Analysis Jody Thomson 9 Where Knowing and Not Knowing Touch: Contemporary Art as a Mode of Research, Subjective Transformation and Social Engagement Sheridan Linnell, Suzanne Perry, Josephine Pretorius and Jill Westwood 10 From Broken Circles to Different Identities: An Exploration of Identity for Children in Out-of-Home Care Michelle Moss 11 Talking You Talking Me Talking Aborigine: A Paper for the International Forum on Education in Correctional Systems in Australia, 'Learning for New Life – Not Just Doing Time' Pam Johnston 12 Inter-mission: An Enactment of How Art Psychotherapy and Narrative Therapy Shaped Teamwork and Therapeutic Practice in a Community-based Counselling Service for Young People in Western Sydney Sheridan Linnell 13 A Conversational Model of Art Therapy Nicolette Eisdell 14 Material Sensibility: A Sense of Place in Art Therapy Practice and Theory Patricia Fenner Epilogue: A Letter to Art Therapists of the Future Lynn Kapitan About the Contributors Index
£100.00
Brill Art Therapy in Australia: Taking a Postcolonial, Aesthetic Turn
Book SynopsisArt Therapy in Australia: Taking a Postcolonial, Aesthetic Turn explores and enacts established and emergent art therapy histories, narratives and practices in the specific postcolonial context of contemporary Australia. It is the first published book to attempt to map this terrain. In doing so, the book aims to document important aspects of art therapy in Australia, including how Australian approaches both reiterate and challenge the dominant discourse of art therapy. This book is as much a performance as an account of the potential of art therapy to honour alterity, illuminate possibilities and bear witness to the intrapsychic, relational and social realms. The book offers a selective window into the rambling assemblage that is art therapy in the ‘Great Southern Land’. Contributors are: Jan Allen, Bronwyn Davies, Claire Edwards, Nicolette Eisdell, Patricia Fenner, John Henzell, Pam Johnston, Lynn Kapitan, Carmen Lawson, Sheridan Linnell, Tarquam McKenna, Michelle Moss, Suzanne Perry, Josephine Pretorius, Jean Rumbold, Victoria Schnaedelbach, Lilian Tan, Jody Thomson, Jill Westwood, Amanda Woodford, and Davina Woods.Table of ContentsAcknowledgements List of Illustrations Prologue by Bronwyn Davies An Introduction of Sorts or All Sorts of Introductions Andrea Gilroy, Sheridan Linnell, Tarquam McKenna and Jill Westwood 1 Taking a Turn: An Image-Led Dialogue between Creative Arts Educators and Practitioners in Melbourne, Australia Jan Allen, Jean Rumbold, Victoria Schnaedelbach, Amanda Woodford and Lilian Tann 2 Towards Indigenous Australian Knowing Carmen Lawson, Davina Woods and Tarquam McKenna 3 Desire and the Desert: Moving between Inner and Outer Landscapes Josephine Pretorius 4 Psyche Nullius: Reflections on Art, Psychotherapy and Psychiatry Down Under John Henzell 5 Crossing Bridges, Sowing Seeds: Becoming an Australian Art Therapist Claire Edwards 6 Hybrid Creatures: Art Therapy Education in Australia Jill Westwood 7 Abject Creatures: Exploring the Relationship between Art Psychotherapy and Contemporary Art Suzanne Perry 8 The Work of Art Therapy: An Immersive Visual Analysis Jody Thomson 9 Where Knowing and Not Knowing Touch: Contemporary Art as a Mode of Research, Subjective Transformation and Social Engagement Sheridan Linnell, Suzanne Perry, Josephine Pretorius and Jill Westwood 10 From Broken Circles to Different Identities: An Exploration of Identity for Children in Out-of-Home Care Michelle Moss 11 Talking You Talking Me Talking Aborigine: A Paper for the International Forum on Education in Correctional Systems in Australia, 'Learning for New Life – Not Just Doing Time' Pam Johnston 12 Inter-mission: An Enactment of How Art Psychotherapy and Narrative Therapy Shaped Teamwork and Therapeutic Practice in a Community-based Counselling Service for Young People in Western Sydney Sheridan Linnell 13 A Conversational Model of Art Therapy Nicolette Eisdell 14 Material Sensibility: A Sense of Place in Art Therapy Practice and Theory Patricia Fenner Epilogue: A Letter to Art Therapists of the Future Lynn Kapitan About the Contributors Index
£56.00
Brill Pathways to Belonging: Contemporary Research in School Belonging
Book SynopsisSchool belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.Trade Review´´This book should be key reading for students of education, for teachers and pastoral staff, school and college leadership teams, including SENDCos, and for education policymakers at all levels of government.´´ - Dominic Griffiths, Manchester Metropolitan University, Support for Learning, 35 (1), 121-122 ´´There is repeated recognition in this book of the need to question the universal validity of theory derived from a limited community. If only such humility were more commonly found. In consequence the book, which inevitably is almost entirely derived from work in national systems, forms a rich resource and a valuable tool for any practitioner or researcher in international education.´´ - Richard Pearce, International Education Consultant, in Journal of Research in International Education, 19(2), 176-179Table of ContentsForeword John Hattie Preface Acknowledgements List of Figures and Tables 1. The Varied Pathways to Belonging: An Introduction to School Belonging Kelly-Ann Allen and Christopher Boyle Part 1: The History and Future of School Belonging 2. A Historical Account of School Belonging: Understanding the Past and Providing Direction for the Future Christopher D. Slaten, Kelly-Ann Allen, Jonathan K. Ferguson, Dianne Vella-Brodrick and Lea Waters Part 2: Current Research on School Belonging 3. Student and Staff Perspectives on School Connectedness Annie Gowing and Alun C. Jackson 4. Perceptions of School Climate: The Role of Extracurricular Activities Crystal Coker, Andrew Martinez, Susan D. McMahon, Jonathan Cohen and Amrit Thapa 5. Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools? Kathryn Moffa, Erin Dowdy and Michael J. Furlong 6. “This Reminds Me of My Country”: Exploring Experiences of Belonging at School for Young Children with Refugee Backgrounds Clemence Due, Damien W. Riggs and Martha Augoustinos 7. The Relationship between School Connectedness, Family Functioning, and Resilience Victoria L. McKenzie and Jessica J. E. Smead Part 3: Contemporary Issues for School Belonging 8. The Role of Belongingness in International Students’ Acculturation Process Bini Sebastian and Christopher D. Slaten 9. Belief, Belonging and the Role of Schools in Reducing the Risk of Home-Grown Extremism Sue Roffey and Christopher Boyle 10. School Belonging and Successful Transition Practice: Academic Self-Concept and Achievement Motivation in Primary School Students Daniel Mays, Sebastian Franke, Franka Metzner, Christopher Boyle, Divya Jindal-Snape, Lisa Schneider, Holger Zielemanns, Silke Pawils and Michelle Wichmann Part 4: Interventions for School Belonging 11. Rethinking School Belonging: A Socio-Ecological Framework Kelly-Ann Allen, Dianne Vella-Brodrick and Lea Waters 12. The Path Least Followed: Moving into the Future of School Belonging Research and towards Clearer Interventions Christopher Boyle and Kelly-Ann Allen About the Contributors
£36.00
Brill Pathways to Belonging: Contemporary Research in School Belonging
Book SynopsisSchool belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.Trade Review´´This book should be key reading for students of education, for teachers and pastoral staff, school and college leadership teams, including SENDCos, and for education policymakers at all levels of government.´´ - Dominic Griffiths, Manchester Metropolitan University, Support for Learning, 35 (1), 121-122 ´´There is repeated recognition in this book of the need to question the universal validity of theory derived from a limited community. If only such humility were more commonly found. In consequence the book, which inevitably is almost entirely derived from work in national systems, forms a rich resource and a valuable tool for any practitioner or researcher in international education.´´ - Richard Pearce, International Education Consultant, in Journal of Research in International Education, 19(2), 176-179Table of ContentsForeword John Hattie Preface Acknowledgements List of Figures and Tables 1. The Varied Pathways to Belonging: An Introduction to School Belonging Kelly-Ann Allen and Christopher Boyle Part 1: The History and Future of School Belonging 2. A Historical Account of School Belonging: Understanding the Past and Providing Direction for the Future Christopher D. Slaten, Kelly-Ann Allen, Jonathan K. Ferguson, Dianne Vella-Brodrick and Lea Waters Part 2: Current Research on School Belonging 3. Student and Staff Perspectives on School Connectedness Annie Gowing and Alun C. Jackson 4. Perceptions of School Climate: The Role of Extracurricular Activities Crystal Coker, Andrew Martinez, Susan D. McMahon, Jonathan Cohen and Amrit Thapa 5. Does Including School Belonging Measures Enhance Complete Mental Health Screening in Schools? Kathryn Moffa, Erin Dowdy and Michael J. Furlong 6. “This Reminds Me of My Country”: Exploring Experiences of Belonging at School for Young Children with Refugee Backgrounds Clemence Due, Damien W. Riggs and Martha Augoustinos 7. The Relationship between School Connectedness, Family Functioning, and Resilience Victoria L. McKenzie and Jessica J. E. Smead Part 3: Contemporary Issues for School Belonging 8. The Role of Belongingness in International Students’ Acculturation Process Bini Sebastian and Christopher D. Slaten 9. Belief, Belonging and the Role of Schools in Reducing the Risk of Home-Grown Extremism Sue Roffey and Christopher Boyle 10. School Belonging and Successful Transition Practice: Academic Self-Concept and Achievement Motivation in Primary School Students Daniel Mays, Sebastian Franke, Franka Metzner, Christopher Boyle, Divya Jindal-Snape, Lisa Schneider, Holger Zielemanns, Silke Pawils and Michelle Wichmann Part 4: Interventions for School Belonging 11. Rethinking School Belonging: A Socio-Ecological Framework Kelly-Ann Allen, Dianne Vella-Brodrick and Lea Waters 12. The Path Least Followed: Moving into the Future of School Belonging Research and towards Clearer Interventions Christopher Boyle and Kelly-Ann Allen About the Contributors
£99.20
Brill Doing CHAT in the Wild: From-the-Field Challenges of a Non-Dualist Methodology
Book SynopsisCultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated. Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
£120.80
Brill Who Look at Me?!: Shifting the Gaze of Education through Blackness, Queerness, and the Body
Book SynopsisWho Look at Me?!: Shifting the Gaze of Education through Blackness, Queerness, and the Body explores how we, as a society, see Blackness and in particular Black youth. Drawing on a range of sources, the authors argue that the ability to operationalize the sentiment that #BlackLivesMatter, requires seeing Blackness wholly, as queer, and as a site of subversive knowledge production. Continuing the work of June Jordan and Langston Hughes, and based on their work as a Black queer artist collective known as Hill L. Waters, Who Look at Me?! provides alternative tools for reading about and engaging with the lived experiences of Black youth and educational research for and about Black youth. In this way, the book presents not only the possibilities of envisioning teaching and research practices but presents examples that embrace, celebrate, and make room for the fullness of Black and queer bodies and experiences. This work will appeal to those interested in emancipatory methodological and educational practices as well as interdisciplinary conversations related to sociocultural constructions of race and sexuality, politics of Blackness, and race in education.Trade Review"Who Look at Me?! is a book not only to shift the field, but our humanity. To see Black queer bodies wholeness and complexities at the same time. This book is a love poem of research addressed to the most vulnerable." – Bettina L. Love, Associate Professor, University of Georgia, Department of Educational Theory & Practice "This text shudders with not only the brilliance of these young authors, but also the seismic times in which it has been forged. Do yourself a favor and go buy this book now. Better yet, buy two and give one to a colleague or friend who needs it." – Anne M. Harris, Associate Professor, Australian Research Council Future Fellow and RMIT University, Principal Research Fellow, School of Education and Digital Ethnography Research CentreTable of ContentsAcknowledgements Prologue Why Auto/Ethnography Education and Performance Now: Who Look at me, Now: Reflections on Being Seen Framing Shifting the Gaze The Origins of Shifting the Gaze in Our Work Shifting the Educational Gaze Now: Insisting on Pedagogies of Freedom, Creativity, and Praxis Tools to Engender Gaze Shifting Autoethnography and Education A Note to Our Read(er)s Organization of the Book Reflection Questions & Interactive Exercise Chapter 1: When You See Me: Notes on Terrible Educations Reflections Naming & Unlearning: Pedagogies of Resistance I Am, We Are, Before That: Letters to the Future Reflection Questions Chapter 2: Reflections on Bodies on Display: Exploring the Radical Potential of the Black, Queer Body Dimensions of Body Bodies on Display: Pleasure Learning through the Body: What Being on Display Taught Us Deep Creation Happens with/in the Feminine: A Lesson Reorienting the Gaze: Notes on Pleasure and Blended Scripting Conclusion Reflection Questions & Interactive Exercise Chapter 3: Looking Again: Collective Visions, Collective Sight/Seeing SOLHOT Lesson I: “Just because…Don’t Mean…” SOLHOT Lesson II: Save Yourself First: Recollecting Dirty Work and Wreckless Theatrics Conclusion Reflection Questions Chapter 4: Answering the Call: Manifesting the Spirit of Auto/Ethnography The Contribution of Auto/Ethnography to Qualitative Research Manifesting & Autoethnography: Charting New Directions in the Field Reflection Questions & Interactive Exercise Chapter 5: When We Look at Each Other: An Auto/Ethnography of Togetherness Searching for Collectivity in Auto/Ethnography More than Collaboration, We Love Each Other: Coming to Collective Auto/Ethnography Reflection Questions Conclusion Shifting Sociocultural Gazes: Toward Seeing Blackness Anew Black Scenes/Seen Black Reflection Questions & Interactive Exercise Epilogue Dear Uncle Jimmy References About the Authors Index
£29.77
Brill Who Look at Me?!: Shifting the Gaze of Education through Blackness, Queerness, and the Body
Book SynopsisWho Look at Me?!: Shifting the Gaze of Education through Blackness, Queerness, and the Body explores how we, as a society, see Blackness and in particular Black youth. Drawing on a range of sources, the authors argue that the ability to operationalize the sentiment that #BlackLivesMatter, requires seeing Blackness wholly, as queer, and as a site of subversive knowledge production. Continuing the work of June Jordan and Langston Hughes, and based on their work as a Black queer artist collective known as Hill L. Waters, Who Look at Me?! provides alternative tools for reading about and engaging with the lived experiences of Black youth and educational research for and about Black youth. In this way, the book presents not only the possibilities of envisioning teaching and research practices but presents examples that embrace, celebrate, and make room for the fullness of Black and queer bodies and experiences. This work will appeal to those interested in emancipatory methodological and educational practices as well as interdisciplinary conversations related to sociocultural constructions of race and sexuality, politics of Blackness, and race in education.Trade Review"Who Look at Me?! is a book not only to shift the field, but our humanity. To see Black queer bodies wholeness and complexities at the same time. This book is a love poem of research addressed to the most vulnerable." – Bettina L. Love, Associate Professor, University of Georgia, Department of Educational Theory & Practice "This text shudders with not only the brilliance of these young authors, but also the seismic times in which it has been forged. Do yourself a favor and go buy this book now. Better yet, buy two and give one to a colleague or friend who needs it." – Anne M. Harris, Associate Professor, Australian Research Council Future Fellow and RMIT University, Principal Research Fellow, School of Education and Digital Ethnography Research CentreTable of ContentsAcknowledgements Prologue Why Auto/Ethnography Education and Performance Now: Who Look at me, Now: Reflections on Being Seen Framing Shifting the Gaze The Origins of Shifting the Gaze in Our Work Shifting the Educational Gaze Now: Insisting on Pedagogies of Freedom, Creativity, and Praxis Tools to Engender Gaze Shifting Autoethnography and Education A Note to Our Read(er)s Organization of the Book Reflection Questions & Interactive Exercise Chapter 1: When You See Me: Notes on Terrible Educations Reflections Naming & Unlearning: Pedagogies of Resistance I Am, We Are, Before That: Letters to the Future Reflection Questions Chapter 2: Reflections on Bodies on Display: Exploring the Radical Potential of the Black, Queer Body Dimensions of Body Bodies on Display: Pleasure Learning through the Body: What Being on Display Taught Us Deep Creation Happens with/in the Feminine: A Lesson Reorienting the Gaze: Notes on Pleasure and Blended Scripting Conclusion Reflection Questions & Interactive Exercise Chapter 3: Looking Again: Collective Visions, Collective Sight/Seeing SOLHOT Lesson I: “Just because…Don’t Mean…” SOLHOT Lesson II: Save Yourself First: Recollecting Dirty Work and Wreckless Theatrics Conclusion Reflection Questions Chapter 4: Answering the Call: Manifesting the Spirit of Auto/Ethnography The Contribution of Auto/Ethnography to Qualitative Research Manifesting & Autoethnography: Charting New Directions in the Field Reflection Questions & Interactive Exercise Chapter 5: When We Look at Each Other: An Auto/Ethnography of Togetherness Searching for Collectivity in Auto/Ethnography More than Collaboration, We Love Each Other: Coming to Collective Auto/Ethnography Reflection Questions Conclusion Shifting Sociocultural Gazes: Toward Seeing Blackness Anew Black Scenes/Seen Black Reflection Questions & Interactive Exercise Epilogue Dear Uncle Jimmy References About the Authors Index
£104.80
Brill Trauma Informed Classrooms: What We Say and Do Matters
Book SynopsisThe ability of educators to provide a nurturing environment to support students’ cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators’ personal and professional growth is also included.Table of ContentsPreface Acknowledgments List of Figures and Tables Notes on Contributors Reflections: Exercises 1 Trauma-Informed Early Childhood Classrooms: A Balanced Approach to Fuel Resilience in the Child and Teacher Helen Mele Robinson and Loreta Andersen 2 The Tiniest Tears: Grief and Loss in Childhood Carolyn Taverner 3 Techniques for Creating Trauma-Sensitive Learning Environments for Children Jennifer Lauria 4 Mindfulness in the Trauma Informed Classroom: Using Yoga and Meditation to Infuse Classrooms with Coping Skills, Resilience, Self-Expression, and Safety Deryn A. Susman 5 The Fine Arts and Teaching Efficacy: Creativity and Decision-Making Kathleen M. Palladino 6 The Impact of Social Support on First Year Teacher Development Eman Metwally 7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences Karen Prihoda 8 A Call for Trauma-Informed Understanding at Colleges and Universities Ange Concepcion and Kevin Nadolski 9 Trauma-Informed Classrooms: An Empathic Approach Vanessa Smith-Washington and Edna Aurelus Index
£45.60
Brill Trauma Informed Classrooms: What We Say and Do Matters
Book SynopsisThe ability of educators to provide a nurturing environment to support students’ cognitive, social-emotional, and physical well-being can impact not only the classroom as a learning space but may also have a long lasting effect on children and families. Educators are seeking ways to become better informed on how trauma can affect learners, individually and as a group, while also searching for evidence based practices to support pedagogical decision-making. This book provides readers with the opportunity to critically reflect upon ways research connects to practice while considering how stressors can be minimized to support students. A special section related to educators’ personal and professional growth is also included.Table of ContentsPreface Acknowledgments List of Figures and Tables Notes on Contributors Reflections: Exercises 1 Trauma-Informed Early Childhood Classrooms: A Balanced Approach to Fuel Resilience in the Child and Teacher Helen Mele Robinson and Loreta Andersen 2 The Tiniest Tears: Grief and Loss in Childhood Carolyn Taverner 3 Techniques for Creating Trauma-Sensitive Learning Environments for Children Jennifer Lauria 4 Mindfulness in the Trauma Informed Classroom: Using Yoga and Meditation to Infuse Classrooms with Coping Skills, Resilience, Self-Expression, and Safety Deryn A. Susman 5 The Fine Arts and Teaching Efficacy: Creativity and Decision-Making Kathleen M. Palladino 6 The Impact of Social Support on First Year Teacher Development Eman Metwally 7 Collaboration across Disciplines to Treat Children Exposed to Adverse Childhood Experiences Karen Prihoda 8 A Call for Trauma-Informed Understanding at Colleges and Universities Ange Concepcion and Kevin Nadolski 9 Trauma-Informed Classrooms: An Empathic Approach Vanessa Smith-Washington and Edna Aurelus Index
£124.00
Brill Doing CHAT in the Wild: From-the-Field Challenges of a Non-Dualist Methodology
Book SynopsisCultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated. Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.
£43.20
Bohn,Scheltema & Holkema,The Netherlands Het Herstel Van Het Gewone Leven
£999.99
Bohn,Scheltema & Holkema,The Netherlands Projectonderwijs in Het HBO: de Docent ALS Projectontwikkelaar En Projectbegeleider
£999.99
Bohn Stafleu Van Loghum Opvoeden Met Gezond Verstand: Met Ret Naar Een Positief Gezinsleven
£999.99
Bohn Stafleu Van Loghum Help! Mijn Kind Heeft Faalangst: Gids Voor Ouder En Kind Bij Het Omgaan Met Faalangst En Examenvrees
£999.99
Bohn Stafleu Van Loghum Het Leven Van Sam de K.: Brugklasser En Diabeet
£999.99
Springer Professional Learning Conversations: Challenges in Using Evidence for Improvement
Book SynopsisThis volume provides informed arguments, theory and practical examples based on research about what it looks like when educators, policy makers, and even students, try to rethink and change their practices by engaging in evidence-based conversations to challenge and inform their work. It allows the reader to experience these conversations. Each story reveals the depth of thinking that change requires, showing that change requires new learning and new learning is hard.Table of ContentsAcknowledgements and Contributing Authors,- Acknowledgements,- Contributing Authors,- Chapter 1: Understanding How Evidence and Learning Conversations Work,- Chapter 2: Raising Student Achievement in Poor Communities Through Evidence-Based Conversations,- Chapter 3: Structuring Talk about Teaching and Learning: The Use of Evidence in Protocol-Based Conversation,- Chapter 4: Leadership for Evidence-Informed Conversations,- Chapter 5: A Cross Grade Learner Conversation,- Chapter 6: Evidence Informed Conversations Making a Difference to Student Achievement,- Chapter 7: Honey, Wooden Spoons and Clay Pots: The Evolution of a Lithuanian Learning Conversation,- Chapter 8: Learning to Think and Talk from Evidence: Developing System-Wide Capacity for Learning Conversations,- Chapter 9: Learning Conversations Stillborn: Distrust and Education Policy Dialogue in South Africa,- Chapter 10: Using Conversations to Make Sense of Evidence: Possibilities and Pitfalls.- References,- Index.
£71.99