Educational psychology Books

Book SynopsisEmotion Coaching (EC) is a universal communication strategy which supports children and young people to self-regulate and manage their stress responses. Originally noticed as an effective way parents communicated with their children around challenging behaviours, Emotion Coaching has been shown to be highly successful in educational settings too. This is why the authors pioneered the research and application of Emotion Coaching into UK (primary and secondary) schools and community settings. The book includes straightforward descriptions and practical tips, with signposting to resources, case studies and vignettes to illustrate its practical application in educational settings. It supports adults to promote empathetic responses to challenging behaviours and situations, helping children and young people to understand their emotions and learn to manage them and their behavior in the longer-term.Trade ReviewResearch suggests that classroom learning, memory recall and social functioning are all affected by the process of emotion. If a child is not emotionally ready to learn then no amount of work differentiation or punitive threats will ameliorate this issue. In 'Emotion Coaching with Children and Young People in Schools', educational and community practitioners are offered a clear and structured guide to supporting learners with emergent social, emotional and mental health needs. Professionals are encouraged to regain control of their own emotional responses in the first instance, before engaging with distressed children 'in the moment' using the evidence based Emotion Coaching approach. Informed by Bowlby's Attachment Theory and located within a paradigm that includes nurturing schools, Theraplay, restorative practices and zones of regulation, Emotion Coaching offers a direct and powerful intervention that explicitly teaches children how to label emotions, to process emotions and to find solutions. If emotions are 'the glue and gunpowder' of human connectedness, then coaching children how to regulate their emotions should be prioritised in every school curriculum. This accessible and practical book is the ideal place to start. -- Dr David Colley, Oxford Brookes UniversityThe authors effortlessly bring the concept of neuroscience into daily practice and all areas of life, through Emotion Coaching. This practical guide is second to none in its scientifically proven approach to nurturing children's behavioural development. -- Dr Mine Conkbayir, Early Years Author, Researcher and TrainerBased on neuroscientific evidence and own research finding, the authors have placed emotions and relationships at the centre of Emotion Coaching. Written in an accessible and engaging manner, with plenty of examples from practice, this volume provides sound foundations of the science behind brain development and its application to practice for emotional regulation. The publication is highly recommended for professionals, who work with children of all ages and across different settings (e.g., schools, family, and community) and seek meaningful frameworks to anchor their intervention strategies. -- Dr Theodora Papatheodorou, Research Fellow - Norland CollegeEmotion Coaching: An inclusive, evidence-informed, empathic and relational approach. This book provides practical guidance and a model for practitioners and parent/carers on 'how to' work with children and young people's development of recognising emotions and regulating feelings, helping them regulate their behaviours. -- Mohammed Bham, Principal Educational Psychologist, Leicester UKIn Staffordshire we set out on our emotion coaching journey to support the educational experiences of our children in care. The huge win for us was that we found whole school communities were transformed with more attuned relationships between children and adults leading to demonstrably improved education outcomes. Please read this book, we need Emotion Coaching now more than ever! -- Sarah Rivers, Head Teacher of Staffordshire Virtual School for Looked After and Previously Looked After ChildrenA vital resource for schools who want to address behaviours that challenge in a way that truly enhances the child's social and emotional development at the same time. The book not only explores the 'why' of emotion coaching but vitally the 'how to do it', illustrated throughout by deeply moving examples. A fabulous read that just flows off the page, supporting best practice for all school staff. -- Dr Margot Sunderland, Director of Education Centre for Child Mental Health and Co-Director Trauma Informed Schools UK.Using emotion coaching in schools is emerging as highly successful. This clear and accessible book, drawing on research and enriched with practical examples, provides direction for school staff and others. Emphasising the importance of a relational approach to children's development of self-regulation, it makes a potentially outstanding contribution to their learning. -- Judy Sebba, OBE, Emeritus Professor of Education, University of OxfordEmotion Coaching is a catalyst for change so needed in education. It empowers schools to move from purely managing to understanding behaviour. It inspires schools to empathise, counsel and guide with kindness, to be relational with everyone. This book offers a way forward to change a mindset. -- Daniel Thrower CEO and Anne Oakley Strategic and Systemic Lead for Attachment and Trauma, The Wensum Educational Trust, NorwichAs a parent and as a professional, as a friend and a spouse - in every aspect of my life - Emotion Coaching has had a hugely positive impact. This book is really accessible, clear and as valuable to adults in understanding and managing their own emotional and stress responses as it is in enabling them to support all children and young people to do the same. -- Anne Cameron, Schools Partnership Programme Lead, Education Development TrustA very thorough, accessible book that gets the right balance between being informative and highly relatable. Teachers have an important role to play in raising emotionally competent children - this book provides an easy-to-understand rationale for why it is critical to focus on children's emotions and guide them to learn about feelings - in a similar way that teachers might guide children to learn their A B C's! -- Professor Sophie Havighurst, PhD Principal Researcher Tuning in to Kids programTable of ContentsAcknowledgements; Foreword by John Gottman; Introduction; 1. Why do Emotion Coaching?; 2. What is Emotion Coaching?; 3. How to do Emotion Coaching; 4. Using Emotion Coaching Effectively; 5. Applying Emotion Coaching to your Everyday Practice; 6. Supporting Strategies; Glossary; References

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Book SynopsisWhen we learn, we change what we believe and how we interact with the world. This changes who we are as people and what we can achieve.Many people grow up being told they are not a maths person' or perhaps not smart'. They come to believe their potential is limited.Now, however, the latest science has revealed that our identities are constantly in flux; when we learn new things, we can change our identities, increase our potential and broaden our capacity to receive new information.Drawing from the latest research, Professor Boaler followed thousands of school students, studied their learning practices and examined the most effective ways to transform pupils from low to high achievers. Throughout her study, Boaler has collaborated with Stanford University neuroscience experts, harnessing their expertise to reinforce her advanced understanding of learning and educational development.In Limitless Mind, Boaler presents original groundbreaking research that proves that limiting beliefs rea

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Book Synopsis[A] creative and original book on resilience through crises' DAVID MILIBAND [A] fascinating book is full of insights I highly recommend it' KATE RAWORTH, AUTHOR OF DOUGHNUT ECONOMICSFrom a leading international crisis management expert, a breakthrough book about performance under pressure that will change the way you think about stressWhen we experience too much stress, we often feel like shutting down and escaping the source: we downshift'. With too little stress, we become apathetic and disengaged. But what happens in the middle zone when we experience what psychologists call positive stress' and how can we use it to overcome extraordinary barriers and perform at our peak?From his role as a globally recognised change-maker at the likes of the United Nations, the International Red Cross and the World Bank, Ben Ramalingam has a unique vantage point from which to identify the key principles that can enable anyone to use stress as an opportunity for change. We learn how a switch in mentality helps musicians dazzle huge crowds against all odds; how astronauts focus on originality to overcome life-threatening incidents; and how discovering a sense of purpose allows emergency health workers and aid experts to deal with unprecedented crises.Through a sweep of fascinating interviews, in-depth research and inspiring human stories, Upshift provides us with an everyday toolkit that can help to improve our work, relationships and mindset, and places us on the road to success. Taking readers on an epic journey from early humans' survival of the Ice Age to how modern social movements emerge and propagate in the digital world, Upshift is a reminder that creative solutions to complex problems will always exist as long as we're ready to innovate.Trade Review Next Big Idea Club, Must Read 2023 Non-Obvious Books Top 100 Business Books 2023 ‘Ben Ramalingam has brought all of his considerable passion and experience to write this creative and original book on resilience through crises. I will be looking for Upshifters from now on!’ David Miliband ‘How can we experience stressful situations not as a threat to avoid, but as a challenge to rise to? This fascinating book is full of insights from Ben Ramalingam's rich personal and professional experience of responding to crisis. I highly recommend it’ Kate Raworth, author of Doughnut Economics ‘A fascinating and inspiring read for everyone who aspires to harness creativity in the face of extreme constraints – which in today’s runaway world is every single one of us’ Jaideep Prabhu, author of Frugal Innovation ‘Upshift is an inspired book about those moments when operating on the edge of your comfort zones, when you discover not only who you really are but who you have the potential to be. It's essential for you – and for those around you’ Mike Adamson, Chief Executive Officer, British Red Cross ‘A thoughtful and insightful journey through the reality of crises and the power and value of our mindsets.’ Dr Sabrina Cohen-Hatton, Chief Fire Officer ‘A reassuring guide to empowerment’ Kirkus

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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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Book SynopsisTrade Review"Ainsley Arment has emerged as one of the most prominent voices in a grass-roots community that, long before social distancing, decided to reject mainstream schooling and rather educate within the family…. The Call of the Wild and Free, part memoir and part manifesto, encourages mothers who are considering home-schooling and those who are ready to give up… suggesting that parents are the most intuitive educators of their kids." — The New York Times "If you’re curious about homeschooling or wondering if it’s something you might be able to do, this is a low-pressure, easy read that’s also super inspiring." — Book Riot

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Book SynopsisHandbook of Special EducationTable of ContentsPreface. The Nature and Nurture of Gifted and Talented Youth. Introduction. Identification of gifted and talented youth. Meeting the needs of gifted students through use of acceleration. Research on enrichment of efforts in gifted education. Social-emotional development and adjustment of gifted children. Research on special populations of gifted learners. Issues Affecting Students With Severe Disabilities. Introduction. Augmentative systems for communication with severely disabled students. Determining the acceptability of behavior support plans. Issues in health care in the education of students with the most severe disabilities. Transition from school to integrated work and community living. Policy implications of emergent full inclusion models for the education of students with severe disabilities. Children and Youth at Risk. Introduction. Risks associated with poverty: an analysis of problems and reform needs of urban schools. Challenges for limited English proficient students and the schools. Risks associated with students' limited cognitive mastery. Families and academic achievement: risks and resilience. Author index. Subject index.

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Book SynopsisDiscusses the analysis, comparison and integration of computational approaches to learning and research on human learning. This book aims to provide the reader with an overview of the prolific research on learning throughout the disciplines. It also highlights the important research issues and methodologies.Trade ReviewEphraim Nissan, University of Greenwich The title of this book accurately describes its editors' ambition: outstretching both arms wide open to get hold of as diverse foci as learning in humans, versus what the discipline of machine learning (ML) within artificial intelligence (AI) actually amounts to in the main...Used properly...this volume can be a trove. A trove of leads to lead you outside the grasp of its compass. To the extent that the book can do that for the reader, it has fulfilled its purpose. No other single book, to my knowledge, would do the same for us on this global subject. Pragmatics & Cognition A certain unity (in this publication's) approach, focusing on the analysis of phenomena in their compexity and developing a "flexible" vision of learning, integrating the role of context, goals and previous knowledge, gives an undeniable coherence to this work. L'Annee PsychologiqueTable of ContentsChapter headings: Towards an Interdisciplinary Learning Science (P. Reimann, H. Spada). A Cognitive Psychological Approach to Learning (S. Vosniadou). Learning to Do and Learning to Understand: A Lesson and a Challenge for Cognitive Modeling (S. Ohlsson). Machine Learning: Case Studies of an Interdisciplinary Approach (W. Emde). Mental and Physical Artifacts in Cognitive Practices (R. Saljo). Learning Theory and Instructional Science (E. De Corte). Knowledge Representation Changes in Humans and Machines (L. Saitta and Task Force 1). Multi-Objective Learning with Multiple Representations (M. Van Someren, P. Reimann). Order Effects in Incremental Learning (P. Langley). Situated Learning and Transfer (H. Gruber et al.). The Evolution of Research on Collaborative Learning (P. Dillenbourg et al.). A Developmental Case Study on Sequential Learning: The Day-Night Cycle (K. Morik, S. Vosniadou). Subject index. Author index.

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Book SynopsisBrings together the research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. This book addresses four main themes that include traditional cognitive views on knowledge acquisition and socioconstructionist perspectives.Table of ContentsPreface. Cognitive, Developmental and Motivational Aspects. Conceptual change research: state-of-the-art and future directions (S. Vosniadou). The development of ontological categories: stable dimensions and changing concepts (S. Pauen). Motivational beliefs as resources for and constraints on conceptual change (P.R. Pintrich). Situational Aspects. Conceptual change and contextualization (O. Hallden). Systems of signs and conceptual change (T. Nunes). Concepts, cognition and discourse. From mental structures to discursive tools (R. Saljo). Knowledge, belief, and opinion: a sociologist's view of conceptual change (D. Kalekin-Fishman). Domain-Specific Aspects. Knowledge restructuring in an economic subdomain: banking (A.E. Berti). Conflicting data and conceptual change in history experts (M. Limon, M. Carretero). When change does not mean replacement: different representations for different contexts (J.I. Pozo et al.). Children's conceptions about the role of realworld knowledge in mathematical modelling: analysis and improvement (L. Verschaffel et al.). Instructional Aspects. Task-dependent construction of mental models as a basis for conceptual change (W. Schnotz, A. Preus). Constraints on the effectiveness of diagrams as resources for conceptual change (R. Lowe). Computer-assisted instructional strategies for promoting conceptual change (J.A. Biemans). Conceptual change approaches in science education (R. Duit).

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Book SynopsisExamines how knowledge is socially constructed and shared through discursive interactions within the classroom community. This book discusses the meaning of the cognitive, emotional and social discourses that exist between teachers and learners and suggests how teachers can create an effective learning partnership to stimulate children.Table of ContentsChapter headings: Introduction (H. Cowie, G.M. van der Aalsvoort). Studying social interaction in instruction and learning: methodological approaches and problems (G.M. van der Aalsvoort, F.J.H. Harinck). Institutional framings in thinking, learning and teaching (M. Grossen). Identity and social interaction in a community of inquiry (E. Elbers, L. Streefland). Collective argumentation: a sociocultural approach to reframing classroom teaching (R.A.J. Brown, P.D. Renshaw). The development of children's social representation of the primary school curriculum (G.M. Ivinson). Learning for communication skills and social processes of peer support: a case-study of good practice (P. Naylor, H. Cowie). Co-construction in kindergarteners' free play: effects of social, individual and didactic factors (P.P.M. Leseman et al.). Activity and interaction in pedagogical contexts (J. Ireson). Mapping the dynamics of peer group interaction: a method of analysis of socially shared learning processes (K. Kumpulainen, M. Mutanen). Deep processing in a collaborative learning environment (C. van Boxtel et al.). Language for thinking: a study of children solving reasoning test problems together (R. Wegerif, N. Mercer). Guided Participation, discourse and the construction of knowledge in Mexican classrooms (S. Rojas-Drummond). Overview and new perspectives (G.M. van der Aalsvoort et al.).

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Book SynopsisThis book opens up new theoretical perspectives and practical possibilities to analyze the learning opportunities emerging in the transitional zones between educational institutions and workplaces. International contributors draw on a range of ideas developed within constructivistic, socio-cultural and activity theory and focus in different ways on the processes of transition, transfer and boundary crossing as central to learning, especially in vocational and professional education contexts. The book begins with four chapters which locate the renewed interest in transfer and the emerging interest in boundary crossing in the context of knowledge society in terms of the following: the historical development of learning theories, the theoretical advances made in socio-cultural approaches as regards learning, transfer and boundary crossing, and sociological approaches to links between school and workplace learning. Part II contains seven chapters that present studies on learning and transfTable of ContentsBoundary Crossing as a Theoretical Basis for Research on Transfer. Learning and Transfer in Vocational Education. Learning in Workplaces.

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Book SynopsisDrawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. It addresses topics such as: foundations of conceptual change research, examines the influence that personal beliefs have on conceptual change, and focuses on mathematics learning and teaching.Table of ContentsAcknowledgments Contributors Preface The Conceptual Change Approach and its Re-framing PART 1: The Foundations of the Conceptual Change Approach: Kuhns Enfluence in Philosophy, History of Science and Psychology The Philosophical Foundation of the Conceptual Change Approach: An Introduction In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science Kuhn's Philosophical Successes? Conceptual Change and Scientific Realism: Facing Kuhns Challenge Background 'Assumptions and the Grammar of Conceptual Change: Rescuing Kuhn by Means of Wittgenstein Commentaries Reflections on Conceptual Change Conceptual Change as Structure Change: Comment on Kuhns Legacy PART 2: Personal Epistemologies and Conceptual Change Personal Epistemology and Conceptual Change: An Introduction Epistemological Threads in The Fabric of Conceptual Change Research Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Influences, and Knowledge Objects Conceptual Change in Physics and Physics-Related Epistemological Beliefs: A Relationship under Scrutiny Effects of Epistemological Beliefs and Learning Text Structure on Conceptual Change Conceptual Change Ideas: Teachers Views and their Instructional Practice Commentary First Steps: Scholars Promising Movements Into a Nascent Field of Inquiry PART 3: Extending the Conceptual Change Approach to Mathematics Learning and Teaching Extending the Conceptual Change Approach to Mathematics Learning and Teaching: An Introduction "When we Clashed with the Real Numbers": Complexity of Conceptual Change in Number Concept How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line Students Interpretations of Literal Symbols in Algebra Teaching for Conceptual Change: The Case of Infinite Sets Commentaries Nurturing Conceptual Change in Mathematics Education Reconceptualizing Conseptual Change

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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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Book SynopsisAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of The Element ''As we face an increasingly febrile future, the answer is not to do better what we''ve done before. We have to do something else . . . We must urgently re-imagine education and schools'' Imagination and creativity are at the root of every uniquely human achievement and those achievements have brought us to this present moment. As we reckon with the extractive practices that have depleted our natural resources and threaten our survival as a species, Sir Ken Robinson argues that we must also find a better way of cultivating human potential in order to navigate our uncertain future. This incisive book distills the thought and expertise that underpinned Sir Ken''s influential work as educator, speaker and adviser; grounded in his unwavering belief in the indispensable value of human potential. Imagine If . . .Trade ReviewA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *He makes us rethink what real schooling, learning and creativity means -- Malala YousafzaiThe world's most well-known education luminary * Forbes *

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Book SynopsisThis book is a collection of fifty such questions that made him pause, along with a bouquet of answers, anecdotes, stories and notes from his journey of teaching human wisdom for a decade. Strikingly fresh, tender, yet searing, these questions will make you reflect and inspire you to push beyond your boundaries.

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Book SynopsisExecutive Function in Childhood: Development, Individual Differences, and Real-Life Importance examines executive function during infancy and early childhood through the lenses of developmental psychology, neuropsychology, and educational psychology. Co-authored by three experts in the field, this concise book is aimed at early undergraduate students and, as well as providing an up-to-date overview of executive function, illustrates a range of core concepts around psychological assessment of infants and children, including neuroimaging. The text is accessible for students with limited prior knowledge, and will enable them to acquire more in-depth understanding from literature in the field.Trade ReviewExecutive functions are critical for all aspects of development, success in school and in life, and good mental and physical health. Given how important executive functions skills are, this book which explains what executive functions are, how they develop, social and emotional influences on, and consequences of, executive functions, and how executive functions look in atypical populations could not be more timely. * Professor Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, Canada Research Chair Professor of Developmental Cognitive Neuroscience, University of British Columbia *Executive Function in Childhood is a phenomenal, succinct, approachable overview of executive function and its development. Including up-to-date research and practical considerations, this book is a great resource for teaching and learning the basics of executive function and why we should care about it. * Andrew Ribner, University of Pittsburgh *Table of Contents1: What is Executive Function? 2: The emergence of Executive Function from infancy to preschool 3: Advances in Executive Function from primary school to adolescence 4: Understanding the origins of individual differences in Executive Function 5: Understanding social and academic consequences of individual differences in Executive Function 6: Executive Function and developmental disorders

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Book SynopsisTrade ReviewReaders are provided with practical techniques to help them connect closely with this student population...readers will find original case studies and guided questions accompanying each chapter for further reflection on professional practice. * R. Wartalski, CHOICE *With its emphasis on using a positive and developmental lens to better understand the strengths and challenges of traditional-aged college students who are emerging adults, Cultivating Student Success provides an invaluable holistic perspective and much-needed resource for college educators. Its chapters on technological skills, communication styles, the role of family, and the mental health needs of emerging adults give readers a nuanced view of this diverse generation, as well as practical strategies for equipping students to succeed in college. * Laurie A. Schreiner, Professor and Chair of the Department of Higher Education, Azusa Pacific University *Cultivating Student Success provides postsecondary educators with helpful insights and advice for working with todays traditional-age students. This book covers key topics that have become increasingly important for offering effective support, including mental health, relationships with parents, use of technology, forms of communication, and identity development. * Nicholas A. Bowman, Mary Louise Petersen Chair in Higher Education, University of Iowa *Table of ContentsSeries Foreword Contributors Introduction: Not a Younger Version of You: How an Understanding of Emerging Adulthood Applies to Work with Today's College Students Tisha A. Duncan Allison A. Buskirk-Cohen Chapter 1: "I Am ____________": Self-Awareness, Self-Efficacy, and Self-Motivation in Emerging Adults Joel A. Lane Deanna N. Cor Chapter 2: "I Just Can't": Why are Emerging Adults Feeling More Anxious and Uncertain? Alan Meca Kelsie Allison Julie Rodil Kenneth Ayers Kyle Eichas Chapter 3: "We Got In!": The Influence and Role of Family on Relationships and Decision-Making Kayla Reed-Fitzke Elizabeth R. Watters Chapter 4: "I Took a Screenshot": Experiences with Technology In and Out of the Classroom Joan S. Swanson Allison A. Buskirk-Cohen Chapter 5: "^^ KWIM? BRB": How Do Emerging Adults Communicate Differently than Previous Generations? Heather T. Rowan-Kenyon Adam M. McCready Ana M. Martínez Alemán Allison Yarri Chapter 6: "You're My Person": Building Meaningful Relationships with Emerging Adults Thuha (Ha) Hoang Lindsey (Ellen) Caillouet Chapter 7: "I've Never Had to Do This on My Own": Support to Address Retention and Success for Emerging Adults Kevin Correa Sylvia Symonds Chapter 8: "Guiding My Success": Providing a Developmental Lens to Strengthen the Whole Person Larry J. Nelson

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Book SynopsisAs part of the Oxford Series in Positive Psychology, Positive Education: The Geelong Grammar School Journey is the story of one school''s development of a more holistic approach to education: one with student wellbeing at its heart. Balancing academic findings from the thriving field of Positive Psychology, whilst exploring the adaptation of this science into an innovative radical new approach to teaching called Positive Education, ^iPositive Education: The Geelong Grammar School Journey ^rprovides an explanation of the key tenets of Positive Psychology and examines the practical application of this research, leading to the Geelong Grammar School''s cultivation of the ground-breaking Positive Education program.With a foreword by Martin Seligman and contributions from such well-recognised names in the field as Roy Baumeister, Tal Ben-Shahar, Barbara Fredrickson, Craig Hassed, Felicia Huppert, Sue Jackson, Nansook Park, Karen Reivich, Pninit Russo-Netzer, and George Vaillant, this book fills a crucial space between academic theory and practical application making it a landmark publication on Positive Education.Positive Education: The Geelong Grammar School Journey will provide academics and students of Positive Psychology with an invaluable resource. Moreover, the book offers educational practitioners the key facets of the approach so as to inspire them to embark on their own journey with Positive Education.Table of ContentsDedication to Christopher Peterson ; Foreword ; Acknowledgements ; Guide to the Reader ; Introduction ; 1. Geelong Grammar School: Four Brave Steps ; 2. The Fifth Brave Step: Positive Education ; 3. The Model for Positive Education ; 4. Flourishing ; 5. Character Strengths ; 6. Positive Relationships ; 7. Positive Emotions ; 8. Positive Health and Resilience ; 9. Positive Health and Mindfulness ; 10. Positive Engagement ; 11. Positive Accomplishment ; 12. Positive Purpose ; 13. Research and Evaluation ; 14. Looking to the Future ; Expert Biographies ; Glossary ; Index

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Table of Contents1. Becoming an Expert The "Thinking" Triangle What Is An Expert Teacher? What Do We Know About Expert Learners? How Educational Psychology Helps Create Expert Teachers and Learners I. HUMAN DEVELOPMENT 2. Cognitive Development Cognitive Development: Concepts for Teaching Piaget's Stage Theory of Cognitive Development Vygotsky's Sociocultural Theory of Cognitive Development Information Processing Theories: Examining Learning and Memory Skills Three Major Approaches to Cognitive Development: A Comparison Theory of Mind Language Development Brain Development 3. Personal, Gender, Social, and Moral Development Why Understanding Personal, Gender, Social, and Moral Development Is Important to Teachers Personal Development: Becoming Unique Temperament Sexual and Gender Development: Acquiring Gender Roles Social Development: Learning to Interact with Others Moral Development: Acquiring a Sense of Right and Wrong Identifying, Understanding, and Managing Developmental Risks II. HUMAN DIVERSITY 4. Individual Differences: Intelligence, Cognitive and Learning Styles, and Creativity Why Understanding Individual Differences Is Important to Teachers Understanding Individual Differences in Intelligence Current Educational Controversies in Intelligence Cognitive Styles and Learning Styles Understanding Individual Differences in Creativity 5. Individual Differences: Exceptional Children Why Understanding Exceptional Children Is Important to Teachers Teaching Exceptional Children Extremes of Intellectual Functioning: Giftedness. Extremes of Intellectual Functioning: Mental Retardation Challenges to Learning 6. Group Differences: Socioeconomic Status, Ethnicity, Gender, and Language Why Understanding Group Differences Is Important to Teachers Socioeconomic Diversity Ethnic and Racial Diversity Gender Diversity Language Diversity Multicultural Education III. THINKING, LEARNING, AND MEMORY 7. Behavioral Approaches to Learning Why Understanding Behavioral Learning Is Important to Teachers Learning by Classical Conditioning Learning by Operant Conditioning Social Learning Cognitive-Behavioral Modification 8. Cognitive Approaches to Learning Why Understanding Cognitive Approaches to Learning Is Important to Teachers The Standard Memory Model Alternative Models of Memory Retrieving Information Constructivist Approaches. 9. Thinking: Concept Formation, Reasoning, and Problem Solving Why Understanding Thinking Is Important to Teachers Concept Formation Reasoning Problem Solving Transfer Decision Making Teaching for Thinking IV. MOTIVATION AND INSTRUCTION 10. Motivating Students Why Understanding Motivation Is Important to Teachers Intrinsic and Extrinsic Motivation Four Ways to Understand Motivation The Role of Arousal Level The Role of Student Goals The Role of Student Needs The Role of Student Attributions and Beliefs Motivating Challenging Students 11. Classroom Management Why Understanding Classroom Management Is Important to Teachers How Effective Teachers Manage Their Students Developing and Implementing Rules and Procedures Maintaining Control and Preventing Problems Special Approaches to Classroom Management 12. Classroom Teaching Why Understanding Classroom Teaching Is Important to Teachers. Principles of Teacher-Centered Teaching Principles of Student-Centered or Constructivist Teaching V. ASSESSMENT 13. Standardized Testing Why Understanding Standardized Testing Is Important to Teachers What Are Standardized Tests? Types of Standardized Tests Assessing Test Quality Interpreting Standardized Test Scores Issues and Concerns in Standardized Testing 14. Classroom Assessments Why Understanding Classroom Assessments Is Important to Teachers Traditional Assessments Authentic Assessment Grading and Reporting References Name Index Subject Index

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Book SynopsisBuilding a New Educational State examines the dynamic process of black education reform during the Jim Crow era in North Carolina and Mississippi. Through extensive archival research, Joan Malczewski explores the initiatives of foundations and reformers at the top, the impact of their work at the state and local level, and the agency of southerners including those in rural black communities to demonstrate the importance of schooling to political development in the South. Along the way, Malczewski challenges us to reevaluate the relationships among political actors involved in education reform. Malczewski presents foundation leaders as self-conscious state builders and policy entrepreneurs who aimed to promote national ideals through a public system of education efforts they believed were especially critical in the South. Black education was an important component of this national agenda. Through extensive efforts to create a more centralized and standard system of public education aime

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Book SynopsisTrade ReviewColumbians-and all readers-will love and be moved by Mike's inspiring and personal story and his remarkable contributions to a great university during turbulent-and not so turbulent-times. The range of adventures extends to many notables-from Ruth Bader Ginsburg and Salman Rushdie to Joe DiMaggio, Harry Belafonte, and the Rolling Stones. The most notable, of course, is Michael Sovern: student, professor, dean, provost, president, and celebrated intellectual. -- David Stern, commissioner, National Basketball Association, and chair emeritus, Columbia University Board of Trustees There really is nothing 'improbable' at all about the life of Michael Sovern, one of the finest leaders of higher education this country has produced. His brilliance and principled character are apparent on every page of this wonderful memoir. -- Vartan Gregorian, president, Carnegie Corporation of New York Although the peak of his career was as president of Columbia University, Michael Sovern was first and foremost a teacher. His memoir certainly demonstrates this fact. All readers, whether Columbians or not, will find something to learn from his remarkable life story. From his childhood in the South Bronx to becoming the youngest full professor in Columbia's history to almost becoming a Supreme Court nominee, Mike's life story is riveting, illuminating, and educational. -- Bill Campbell, chair, Columbia University Board of Trustees, and chair of the board, Intuit, Inc.Table of ContentsList of Illustrations Foreword by Walter F. Mondale Foreword by Lee C. Bollinger 1. A Shared Story 2. Riot 3. Rebuilding 4. Aftermath 5. Condoms and Wrinkle Cream 6. Becoming a Dean 7. Litigating: Tuskegee and the Supreme Court 8. Provost 9. Building an Administration 10. Beginnings 11. Columbia College 12. Columbia Law School 13. Minnesota 14. Coming Home 15. Publishing and Moonlighting 16. Climbing Out of a Hole 17. Ceremonies 18. Doing the Right Thing: Coeducation, Charter Revision, and Columbia Football 19. The Pulitzer Prizes 20. Reagan Versus Mondale 21. Disappointing My Peers: Divestiture and Earmarks 22. City Corruption and Columbia Unrest 23. A Sabbatical Leave and a Return to Celebrations 24. Remembering Malcolm X and Working with the Community 25. International Guests, Anniversaries, Dedications, and a New Campaign 26. Closing a School 27. Salman Rushdie at Risk 28. Hail and Farewell 29. The Last Year 30. A Backward Glance 31. There Is Life After a Presidency 32. Shubert-a Great Gig 33. Almost a Justice 34. Sotheby's 35. America's Challenge 36. What Next? Acknowledgments Notes Index

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Book SynopsisTrade ReviewThese pocket-sized guides are ideal gifts for anyone whose thirst for knowledge knows no bounds * How it Works *

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Book SynopsisThe classic account of a lost boy''s emotional breakthrough, from a renowed child psychotherapist''I welcome this book with all my heart'' D. W. WinnicottWhen renowned psychotherapist Virginia Axline first encountered Dibs at his New York School, he was a little boy lost to the world. He would not talk. He would not play. He sat alone, defying every attempt at interaction. Axline was the last resort. This is her seminal account of how, through weekly play therapy sessions over the course of one year, Dibs''s extraordinary character, and the reason for his silent withdrawal, were gradually revealed. Dibs in Search of Self is a classic of child therapy, and a moving story of transformation.''A very empowering and kind book'' Tanya Byron''It should be the law that you have to read this book'' Adjoa Andoh, BBC Radio 4Trade ReviewIt should be the law that you have to read this book * BBC Radio 4 *I welcome this book with all my heart -- D.W. WinnicottWhat this book does is to beautifully and sensitively describe how we can unlock this little person and enable him to be understood and be the best little person he can be. I think it is a very empowering and kind book -- Tanya Byron

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Book SynopsisTrade Review"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins CollegeTable of ContentsAcknowledgmentsIntroduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine KearnsI. My Teaching and My Identity, by Valerie Dean O'Loughlin1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. KokeII. My Students and My Classroom, by Laura Plummer8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado14. Making Students Part of the Conversation, by Adam Coombs15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane WuenschIII. My Teaching and My Field, by Jennifer Meta Robinson17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo24. Critical Thinking and Signature Pedagogies, by Mack HagoodIV. My Journey to My Postgraduate Life, by Katherine Kearns25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche30. There is No "Right" Road, by Lauren Miller Griffith31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. SullivanEpilogueEditor and Contributor BiographiesIndex

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Book SynopsisTrade Review"The editors of Teaching as if Learning Matters have convened a group of experts -who happen to be graduate students- to use their collective voice to both contextualize and challenge academic discourse about college teaching and graduate student development. These experts are at once teachers and learners. In these chapters, they generously make public their own processes of becoming – becoming not only postsecondary educators, but becoming the reflective scholar-leaders we need to tackle some of the most pressing cultural, social and environmental challenges facing communities around the world."—Melissa McDaniels, University of Wisconsin-Madison"Blending personal narratives and critical synthesis, this book makes a significant and novel contribution to the literature on both graduate education and SoTL. Teaching as if Learning Matters will challenge and inspire anyone interested in graduate students, new faculty, SoTL, or teaching in higher education."—Peter Felten, Elon University"Learning as if Teaching Matters offers a welcome and timely look at how graduate students today are learning to teach. Engaging essays by graduate students and their mentors examine how new scholars are tapping higher education's growing teaching commons for ideas to enrich their classroom practice. Highlighting the training pathways these graduate students have travelled, this volume completes the circuit by bringing insights from their experience as instructors and scholars of teaching and learning back to the wider community of college and university educators."—Mary Taylor Huber, Contributing Editor, Change: The Magazine of Higher Learning"27 years after Barr and Tagg proposed "a new paradigm for undergraduate education" by provocatively imagining a shift "from teaching to learning," this book chronicles a new paradigm for graduate education with an integrated vision of "teaching as if learning matters." More broadly, this integration of learning—the teacher-authors' and their students'—into the work of teaching, the book reminds us that good teachers are always becoming."—Nancy Chick, Rollins CollegeTable of ContentsAcknowledgmentsIntroduction, by Jennifer Meta Robinson, Valerie Dean O'Loughlin, Laura Plummer, and Katherine KearnsI. My Teaching and My Identity, by Valerie Dean O'Loughlin1. Death Studies and Learning Communities: Rethinking Professionalism, by Leslie E. Drane2. Who am I? How I Reconciled My Identity as a Woman in Science and Education through Pedagogy Courses and Evidence-Based Teaching, by Natalie Christian3. The Complexities of Teaching: Navigating Empathy and Authority, by Maureen Chinwe Onyeziri4. Disrupting Silence and Positionality: Reframing Visions of Equity in College Teaching, by Francesca A. Williamson5. How a Multidisciplinary Doctoral Student Instructor Network Became a Tool for Teaching, Professional Development, and Personal Growth, by Keely Cassidy, Laura Clapper, and Alyssa M. Lederer6. Building Confidence and Experience within a Graduate Student Teaching Community, by Sarah M. Keesom, Jacquelyn Petzold, and Lisa Wiltbank7. Professorial Power: Or, Limiting My Classroom Control to Create Opportunities for Others, by Andrew M. KokeII. My Students and My Classroom, by Laura Plummer8. Forming Community with Students: Eliminating Language Barriers as an International Associate Instructor, by Jing Yang9. The Graduate Student Learning Community: A Place to Develop Your Teaching Identity and Authority, by Letizia Montroni10. Experimenting with a Flipped-Class Method of Instruction in a Medical Histology Course, by Barbie Klein11. Facilitating Learning outside the Classroom: Field Trips and Service-Learning, by Elizabeth Konwest12. The Courage to Try Something New: What Collaborative Learning Has Brought to My Classroom and Me, by Kristyn E. Sylvia13. Endeavoring a Democratic Pedagogy: Tensions and Possibilities in Ambiguity, by Polly A. Graham and Sarah Socorro Hurtado14. Making Students Part of the Conversation, by Adam Coombs15. Disarming Student Defensiveness: Slowing Approaching Controversial Topics in the Classroom, by Kristen Hengtgen16. The Unpredictability of Teaching and the Helpfulness of Classroom Assessments, by Juliane WuenschIII. My Teaching and My Field, by Jennifer Meta Robinson17. A Classroom Ritual, Kairos, and Evidencing Student Learning, by Mark S. Nagle18. Of Rich Points and Reflexive Teaching: Minding My Own Social Business as an Anthropology Instructor, by J. Christopher Upton19. "If I Have a Role": The Classroom as a Performative Space, by Silja Weber20. Teaching the Physicality of Filmmaking: Learning through the Body in Motion Picture Production, by Javier Ramirez21. Engaging College Students Using Story-Structured Lessons: In Search of "Evidence", by Ryan G. Erbe22. Avoiding the Easy Way Out: How We Pushed Ourselves and Our Students to Try Something New, by Natalie Christian and Michelle R. Marasco23. Pedagogy Classes: A Space for the Formation of Teaching Philosophies and Collaborative Work among Graduate Students, by Jessica Leach, Kristen Hengtgen, and Maksymilian Szostalo24. Critical Thinking and Signature Pedagogies, by Mack HagoodIV. My Journey to My Postgraduate Life, by Katherine Kearns25. How Becoming a Critical Friend Can Lead to Academic Fluency, by Tyler Christensen26. The Teacher as Student and Student as Teacher: Lessons Learned from Developing, Instructing, and Evaluating a Public Health Pedagogy Course, by Alyssa Lederer27. Transitioning from Clinician to Educator: Reflections on Teaching and Learning, by Laura J. Carpenter28. Aligning Values, Language, and Practice in the Classroom, by Jonathan P. Rossing29. Benefit of the Doubt: Building Confidence, Community, and Courage in the Transition from Graduate School to Faculty Life, by Rachel La Touche30. There is No "Right" Road, by Lauren Miller Griffith31. The Serendipitous Detour: Finding My Way into Educational Development, by Carol S. SullivanEpilogueEditor and Contributor BiographiesIndex

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Book SynopsisA lively introduction to MIT hacks, from the police car on the Great Dome to the abduction of the Caltech cannon.An MIT hack is an ingenious, benign, and anonymous prank or practical joke, often requiring engineering or scientific expertise and often pulled off under cover of darkness—instances of campus mischief sometimes coinciding with April Fool's Day, final exams, or commencement. (It should not be confused with the sometimes non-benign phenomenon of computer hacking.) Noteworthy MIT hacks over the years include the legendary Harvard-Yale Football Game Hack (when a weather balloon emblazoned “MIT” popped out of the ground near the 50-yard line), the campus police car found perched on the Great Dome, the apparent disappearance of the Institute president's office, and a faux cathedral (complete with stained glass windows, organ, and wedding ceremony) in a lobby. Hacks are by their nature ephemeral, although they live on in the memory of both perpetrators

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