Educational psychology Books
Springer Learning Together
Book SynopsisPart I Sociocultural Perspectives on Learning and Development.- Chapter 1: The situated nature of human activity.- Chapter 2: Analysing human interaction in sociocultural contexts.- Chapter 3: Understanding and Enhancing Learning and Development.- Part II Dialogic Interactions and Multiliteracies as Social Practices.- Chapter 4: The significance of promoting dialogic interactions in educational contexts.- Chapter 5: Multiliteracies as dialogic meaning-making social practices.- Chapter 6: Promoting apprentices’ participation in socioscientific practices through dialogic inquiry.- Part III Educational Implications: Cultivating Communities of Dialogic Inquiry.- Chapter 7: Learning Together: A methodological framework for cultivating Communities of Dialogic Inquiry.- Chapter 8: Putting it all into action: illustrating the implementation of Inquire in an educational setting.- Chapter 9: Enhancing dialogic inquiry in the context of implementing Inquire.- Chapter 10: Afterword: Origins of Learning Together and a reflection on its potential.
£98.99
Kohlhammer Beratung in Psychosozialen Arbeitsfeldern:
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£41.65
Kohlhammer Psychologie: Wissenschaftstheorie, Philosophische
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£37.80
Kohlhammer Deutsch ALS Zweitsprache in Der Schule:
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£22.50
Kohlhammer Sprachbildung Und Sprachsensibler Fachunterricht
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£28.80
Kohlhammer Diversitat Der Altersbildung: Geragogische
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£30.40
Springer International Publishing AG Grammar for Teachers: A Guide to American English
Book SynopsisUpdated and revised with more examples and expanded discussions, this second edition continues the aim of providing teachers with a solid understanding of the use and function of grammatical structures in American English. The book avoids jargon and presents essential grammatical structures clearly and concisely. Dr. DeCapua approaches grammar from a descriptive rather than a prescriptive standpoint, discussing differences between formal and informal language, and spoken and written English. The text draws examples from a wide variety of authentic materials to illustrate grammatical concepts. The many activities throughout the book engage users in exploring the different elements of grammar and in considering how these elements work together to form meaning. Users are encouraged to tap into their own, often subconscious, knowledge of grammar to consciously apply their knowledge to their own varied teaching settings. The text also emphasizes the importance of understanding grammar from the perspective of English language learners, an approach that allows teachers to better appreciate the difficulties these learners face. Specific areas of difficulties for learners of English are highlighted throughout.Table of ContentsChapter 1 What Is Grammar?.- 1.1 Section 1: Grammarians and Grammar.- 1.2 Section 2: Language and Change.- 1.3 Section 3: Linguists and Grammar.- Chapter 2 Morphology: Words and Their Parts.- 2.1 Section 1: Word Classes.- 2.2 Section 2: Morphology.- Chapter 3 The Noun Phrase.- 3.1 Section 1: Identifying Nouns.- 3.2 Section 2: Count, Non-Count, and Crossover Nouns.- 3.3 Section 3: Structure Words That Signal Nouns.- 3.4 Section 4: Pronouns.- Chapter 4 Adjectives and Adverbs.- 4.1 Section 1: Adjectives.- 4.2 Section 2: Adverbs.- Chapter 5 Overview of Verbs and Verb Phrases: The Heart of the Sentence.- 5.2 Section 2: Main Verbs Versus Auxiliary Verbs.- 5.3 Section 3: Transitive and Intransitive Verbs.- 5.4 Section 4: Verbs Followed by Gerunds and Infinitives.- 5.5 Section 5: Phrasal Verbs.- Chapter 6 Time, Tense, and Aspect of Verbs.- 6.1 Section 1: Verbs and Inflections - 6.2 Section 2: Present.- 6.3 Section 3: Past.- 6.4 Section 4: Future.- 6.5 Section 5: The Perfect.- Chapter 7 Modal Auxiliary Verbs and Related Structures.- 7.1 Section 1: Meanings and Use.- 7. 2 Section 2: Would and the Conditional.- Chapter 8 Basic Sentence Patterns and Major Variations.- 8.1 Section 1: Types of Sentence Constituents.- 8.2 Section 2: Questions.- 8.3 Section 3: The Passive.- 8.4 Section 4: Substitution.- Chapter 9 Compound Sentences and Introduction to Complex Sentences: Adverbial Clauses.- 9.1 Section 1: Compound Sentences.- 9.2 Section 2: Complex Sentences.- 9.3 Section 3: Reduced Adverbial Clauses.- Chapter 10 Complex Sentences Continued: Relative Clauses.- 10.1 Section 1: Relative Clauses and Relative Pronouns.- 10.2 Section 2: Relative Adverbs.- 10.3 Section 3: Reduced Relative Clauses.- Chapter 11 Complex Sentences Continued: Noun Clauses.- 11.1 Section 1: Noun Clauses.- 11.2 Section 2: Reported Speech.- Chapter 12 Verbal Constructions.- 12.1 Section 1: Gerunds and Gerund Phrases.- 12.2 Section 2: Participles and Participial Phrases.- 12.3 Section 3: Infinitives and Infinitive Phrases.- Glossary.- Appendices.- Appendix A: Some Patterns of Common Irregular Verbs.- Appendix B: The Eight Functions of The Inflectional Morphemes.- Appendix C: Essential Spelling Rules: Inflections.- Appendix D: The Minor Categories: The Structure Words.- Appendix E: Gerunds After Verbs.- Appendix F: Wh-question Words.- Appendix G: Common Adverbial Subordinators.- Appendix H: Summary of Major Learner Difficulties
£75.99
Vandenhoeck & Ruprecht GmbH & Co KG Autorität durch Beziehung: Gewaltloser Widerstand
Book SynopsisHaim Omers erstes Werk »Autorität ohne Gewalt« erschien 2002 auf Deutsch, das kurze Zeit später veröffentlichte Buch »Autorität durch Beziehung« wird nun auch schon seit nahezu zwanzig Jahren nachgefragt. Das Konzept, die Prinzipien des gewaltlosen Widerstands in Therapie und Beratung einzuführen, ist inzwischen theoretisch und empirisch besser fundiert und hat Eingang in eine Vielzahl neuer Anwendungsfelder gefunden. All dies ist genug Anlass für ein Update zur Entwicklung des Ansatzes, der heute knapp mit dem Begriff »Neue Autorität« gefasst wird. Haim Omer legt in seinem zehnten Buch bei Vandenhoeck & Ruprecht, in bewährter Co-Autorenschaft mit Arist von Schlippe, ein Werk vor, das dezidiert die Entwicklung von »elterlicher Präsenz« bis hin zur »Ankerfunktion« nachzeichnet. Die Bandbreite der Anwendungsfelder wird dargestellt, Forschungsergebnisse sowie Wirksamkeitsnachweise werden referiert. So wird der Anspruch eines Handbuchs ganz und gar erfüllt. Haim Omer legt eine inspirierende Zusammenschau seines Ansatzes vor, der sich in der konkreten Praxis seiner Teams über Jahrzehnte immer weiter ausdifferenziert hat. Der »aktuelle Stand« zeigt einmal mehr den hohen Anspruch Omers an die Achtung vor den Problemen von Eltern, Kindern, Jugendlichen, jungen Erwachsenen, aber auch anderen Erziehungspersonen bis hin zu Problemkonstellationen in gemeinwesenorientierten Zusammenhängen, sowie den Respekt vor der Autonomie derjenigen, die im Fokus von Hilfsangeboten stehen. Es gibt kein grundlegenderes Werk zur „Neuen Autorität“ in allen Facetten der Entwicklung und Anwendung.
£26.09
Vandenhoeck & Ruprecht Praxisbuch mentalisierungsbasierte PÃdagogik
Book SynopsisJede foÌrderliche paÌdagogische Interaktion setzt eine mentalisierende pÃdagogische Fachkraft voraus!
£28.80
Vandenhoeck & Ruprecht Handbuch Mentalisierungsbasierte Padagogik
Book SynopsisâPÃdagogische Kontexte kommen ohne das Mentalisierungskonzept nicht aus
£31.50
Springer Musiktherapie und Autismus: Zur Anwendung ausgewählter Methoden der Leiborientierten Musiktherapie
Book SynopsisDas Hauptanliegen des Buches besteht in der Überprüfung der praktischen Anwendung unterschiedlicher Methoden der Leiborientierten Musiktherapie in der Musiktherapie bei Menschen mit Autismus. Dies geschieht auf der Grundlage einer Videoanalyse von sechs zufällig ausgewählten Videos. Die Leiborientierte Musiktherapie ist eine neue, noch weitgehend unbekannte Schule, die jedoch als neues Mitglied in das Orchester der Musiktherapie aufgenommen werden sollte. Was sie mitbringt, ist ein neues Grundverständnis auf der Basis der Phänomenologie und der Humanistischen Psychologie sowie eine Vielzahl neuer Methoden.Table of ContentsGrundlagen zum Autismus und zum Musikerleben autistischer Menschen.- Musiktherapeutische Ansätze in der Arbeit mit Autisten.- Grundlagen zum Verständnis der Leiborientierten Musiktherapie.- Leiborientierte Musiktherapie und Autismus.
£52.24
Springer Fachmedien Wiesbaden Praktiken des Komponierens: Soziologische, wissenstheoretische und musikwissenschaftliche Perspektiven
Book SynopsisDie Autoren untersuchen kompositorische Schaffensprozesse, wobei weder einzelne KomponistInnen noch ihre Werke im Vordergrund stehen. Sie erweitern die Selbstbeschreibungen der KomponistInnen beziehungsweise deren Ich-Perspektiven durch einen soziologisch und wissenstheoretisch inspirierten Ansatz, um Inhalte herauszuarbeiten, die sonst im Hintergrund der situativen Aufmerksamkeit bleiben. Somit richtet sich das Interesse der Autoren auf jene Komponenten und Bedingungen, die künstlerische Handlungsfähigkeit konstituieren. Kompositionsprozesse werden folglich als offene und dynamische Vorgänge betrachtet. Hören, Fühlen, Vorstellen, Suchen, Entwerfen, Ausprobieren, Spielen, Nachdenken, Notieren und Korrigieren stellen eine kleine Auswahl der vielschichtigen kompositorischen Aktivitäten dar. Künstlerisch-praktisches Können bildet sich aus einer steten Verzahnung solcher Aktivitäten, denen kognitive, sinnliche, körperliche und erfahrungsgeleitete Wissensformen zugrunde liegen.Trade Review“… empfehle ich dieses Buch auch Menschen in Organisationen, besonders jenen in Führungsfunktionen und deren Beratern. … Dieses Buch schenkt dafür viele Anregungen.” (Tasos Zembylas, in: Kunst und Wirtschaft, kunstundwirtschaft.wordpress.com, 17. April 2017)Table of ContentsTopografie von Kompositionsprozessen.- Die Prozesshaftigkeit des Komponierens.- Die Orchestrierung verschiedener Wissensformen.- Musikwissenschaftliche Perspektiven auf den Kompositionsprozess.
£37.99
Springer Metaphorische Aspekte der Selbststeuerung bei
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£52.24
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen
Book SynopsisDas Handbuch vermittelt einen umfassenden Überblick über den aktuellen Erkenntnisstand zu Ansätzen und Befunden zur systematischen Gestaltung von Lernumgebungen in deutscher Sprache. Es präsentiert theoretische und methodische Grundlagen der Forschungsdisziplin Bildungstechnologie und stellt darüber hinaus konkrete Überlegungen an, wie diese wissenschaftlichen Grundlagen in praktischen Lehr-Lern-Kontexten umgesetzt werden können. Neben der systematischen Konzeption von Lernangeboten (Instructional Design) liegt ein weiterer Schwerpunkt beim Einsatz aktueller Informations- und Kommunikationstechnik, insbesondere digitaler, interaktiver Medien im Bildungswesen.Trade Review“... Das Buch gibt einen umfassenden, gut lesbaren Überblick über den Stand der aktuellen wissenschaftlichen Debatte. ... Es führt ein in Theorie und Empirie und ist dank praktischer Beispiele auch für Laien auf dem Gebiet der Bildungstechnologien ein empfehlenswerter Ratgeber.” (Alexander König, in: on. Lernen in der digitalen Welt, Heft 4, 2021)“... Dieses Buch, so die Herausgeber, basiert auf der „breit gefächerten wissenschaftlichen und praxisbezogenen Expertise“ der beteiligten Autorinnen und Autoren. Damit wird eine Brücke geschlagen zwischen den dargestellten wesentlichen wissenschaftlichen Aspekten der Bildungstechnologie(n) und den dahinterstehenden Praxisbezügen. ... Insgesamt bietet das Handbuch eine wissenschaftliche Grundlage für Praxisentscheidungen im Bildungsbereich ...” (Bildungsbrief, Heft 5, 2020)“... Insgesamt bietet das Buch also eine geeignete Anlaufstelle, um sich mit Prinzipien des Einsatzes und der Erforschung bildungstechnologischer Lehr- und Lernmittel in verschiedenen Bildungskontexten vertraut zu machen. Aufgrund der zahlreichen Versuche, theoretische und praktische Perspektiven miteinander zu verknüpfen, ist das Handbuch Bildungstechnologie sowohl Wissenschaftler und Wissenschaftlerinnen als auch pädagogischen Praktiker und Praktikerinnen zu empfehlen, die einen soliden Überblick über die Bandbreite bildungstechnologischer Forschung und einen Startpunkt für tiefergehende Auseinandersetzungen mit dem Thema gewinnen wollen.” (Jan Theurl, in: Medienimpulse, Jg. 58, Heft 4, 2020)Table of ContentsGrundlagen.- Modelle des Instruktionsdesigns.- Szenarien und Formate.- Strukturierung.- Qualitätssicherung, Evaluation und Forschungsmethoden.- Ökonomische, rechtliche und technische Aspekte.- Bildungstechnologie in unterschiedlichen Lehr-Lern-Kontexten.
£85.49
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Jugendliche im Übergang zwischen Schule und Beruf: Psychische Belastungen und Ressourcen
Book SynopsisIm Zentrum dieses Buchs steht die psychische Gesundheit junger Menschen im Übergang von der Schule zum Beruf. Diese Übergangsphase ist für viele Jugendliche eine eher schwierige Phase. Das Buch zeigt die Hintergründe der Schwierigkeiten auf und verdeutlicht, warum gering qualifizierte Jugendliche oder diejenigen mit psychischen Belastungen besondere Mühe haben, Anschluss zu finden. Tatsächlich steigt in Übergangsphasen, so auch in der Adoleszenz, das Risiko, eine psychische Erkrankung zu entwickeln. Zudem bringt der im Jugendalter erfolgende Wechsel zwischen Ausbildung und Arbeitswelt einen Anstieg von beruflichen und persönlichen Anforderungen mit sich, den nicht alle bewältigen können. Für Jugendliche und junge Erwachsene ist es jedoch essenziell, im Arbeitsprozess Fuß fassen zu können und integriert zu bleiben, um sich gesund entwickeln zu können. Dieses Buch präsentiert unterschiedliche empirische Arbeiten, die sich mit vielfältigen Aspekten der Übergangsphase zwischen Schule und Arbeit befassen. Die empirischen Befunde werden von relevanten Akteuren aus der Praxis kommentiert. Das Thema dieses Buchs ist von besonderer Bedeutung für die verschiedenen Berufsgruppen aber auch Familienangehörigen, welche Jugendliche in diesem Übergang begleiten, z.B. Eltern, Lehrer oder Coachs. Herausgeberinnen Filomena Sabatella, lic. phil. studierte Psychologie an der Universität Zürich. Zurzeit arbeitet sie am Psychologischen Institut der ZHAW. Ihre Forschungsschwerpunkte liegen vor allem in der Förderung der gesunden psychischen Entwicklung bei Kindern und Jugendlichen und im Bereich der Arbeitsintegration.Prof. Dr. Agnes von Wyl. Leiterin der Fachgruppe Klinische Psychologie und Gesundheitspsychologie des Psychologischen Institut der ZHAW. Langjährige Erfahrung im Bereich der Psychotherapieforschung, Entwicklungspsychopathologie und psychische Gesundheit. Sie ist auch tätig als psychoanalytische Psychotherapeutin. Table of Contents1 Reif für den Beruf? Schwierigkeiten und Ressourcen von Jugendlichen im Berufswahlprozess.- 2 Stress und soziale Unterstützung im ersten Jahr einer Berufsausbildung.- 3 Ist eine App der richtige Weg, um die psychische Gesundheit von Jugendlichen zu fördern? Erfahrungen aus dem Companion-App-Projekt.- 4 Arbeitslosigkeit und psychische Belastung.- 5 Sind Schüler in Brückenangeboten psychisch belastet? Explorative Untersuchung zum Bedarf von unterstützenden Maßnahmen in Brückenangeboten.- 6 Psychische Gesundheit von jugendlichen Arbeitslosen in Motivationssemestern.- 7 Früherkennung psychisch auffälliger Jugendlicher in der Beratung: eine Vorstudie bei institutionellen Anlaufstellen.- 8 10 Jahre IFBB: zur beruflichen und persönlichen Entwicklung der Programmteilnehmerinnen.- Anhang: Jugendberatungsstellen Schweiz.- Beratungsstellen Deutschland.
£29.99
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Mathe lernen 2 nach dem IntraActPlus-Konzept:
Book SynopsisAuf „Mathe lernen nach dem IntraActPlus-Konzept“ für Klasse 1 folgt nun eine Serie von Arbeitsheften für die zweite Klasse! Dieses Lernmaterial deckt in 6 Arbeitsheften den vollständigen Lernstoff der Grundschulklasse 2 ab. Heft 2 vermittelt das Addieren von Einern und Zehnern bis 100. Das Lernkonzept baut auf der experimentellen (lernpsychologischen und neurowissenschaftlichen) Grundlagenforschung auf, ist äußerst strukturiert und führt die Kinder in kleinen, sicheren Schritten hin zum mathematischen Denken. Daraus resultieren folgende Vorteile für Kinder, Eltern und alle, die mit Kindern Mathematik üben: schnelleres und leichteres Lernen für normal- und hochbegabte sowie lernschwache Kinder. Kinder sind erfolgreicher und dadurch motivierter. Mathematik wird frühzeitig mit einem guten Gefühl verbunden. Richtiges Lernen von Anfang an macht das Gehirn für Mathe kompetent. Weniger Streit, Widerstände und Belastung im Zusammenhang mit Mathematik.Table of ContentsHilfestellungen für das Üben.- Zehner addieren.- Zehner und Einer addieren.
£9.99
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Mathe lernen 2 nach dem IntraActPlus-Konzept:
Book SynopsisAuf „Mathe lernen nach dem IntraActPlus-Konzept“ für Klasse 1 folgt nun eine Serie von Arbeitsheften für die zweite Klasse! Dieses Lernmaterial deckt in 6 Arbeitsheften den vollständigen Lernstoff der Grundschulklasse 2 ab. Heft 4 vermittelt Multiplikation und Division. Das Lernkonzept baut auf der experimentellen (lernpsychologischen und neurowissenschaftlichen) Grundlagenforschung auf, ist äußerst strukturiert und führt die Kinder in kleinen, sicheren Schritten hin zum mathematischen Denken. Daraus resultieren folgende Vorteile für Kinder, Eltern und alle, die mit Kindern Mathematik üben: schnelleres und leichteres Lernen für normal- und hochbegabte sowie lernschwache Kinder. Kinder sind erfolgreicher und dadurch motivierter. Mathematik wird frühzeitig mit einem guten Gefühl verbunden. Richtiges Lernen von Anfang an macht das Gehirn für Mathe kompetent. Weniger Streit, Widerstände und Belastung im Zusammenhang mit Mathematik.Table of ContentsHilfestellungen für das Üben.- 2er-Reihe.- 10er-Reihe.- 5er-Reihe.- Tauschen.- 4er-Reihe.- 8er-Reihe.- 3er-Reihe.- 6er-Reihe.- 9er-Reihe.- 7er-Reihe.
£11.56
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Mathe lernen 2 nach dem IntraActPlus-Konzept:
Book SynopsisAuf „Mathe lernen nach dem IntraActPlus-Konzept“ für Klasse 1 folgt nun eine Serie von Arbeitsheften für die zweite Klasse! Dieses Lernmaterial deckt in 6 Arbeitsheften den vollständigen Lernstoff der Grundschulklasse 2 ab. Heft 6 vermittelt das Lesen der Uhr und das Rechnen mit Uhrzeiten. Das Lernkonzept baut auf der experimentellen (lernpsychologischen und neurowissenschaftlichen) Grundlagenforschung auf, ist äußerst strukturiert und führt die Kinder in kleinen, sicheren Schritten hin zum mathematischen Denken. Daraus resultieren folgende Vorteile für Kinder, Eltern und alle, die mit Kindern Mathematik üben: schnelleres und leichteres Lernen für normal- und hochbegabte sowie lernschwache Kinder. Kinder sind erfolgreicher und dadurch motivierter. Mathematik wird frühzeitig mit einem guten Gefühl verbunden. Richtiges Lernen von Anfang an macht das Gehirn für Mathe kompetent. Weniger Streit, Widerstände und Belastung im Zusammenhang mit Mathematik.Table of ContentsHilfestellungen für das Üben.- Die Uhr.- Der Stundenzeiger.- Der Minutenzeiger.- Viertel- und Dreiviertelstunde, halbe Stunde.- Rechnen mit Stunden.- Rechnen mit Minuten.- Über die volle Stunde rechnen.- Gemischte Sachaufgaben.- Besondere Bezeichnungen.
£9.99
Springer Rechtschreiben lernen 1 nach dem
Book SynopsisLektion 1.- Lektion 2.- Lektion 3.- Lektion 4.- Lektion 5.- Lektion 6.- Lektion 7.- Lektion 8.- Lektion 9.- Lektion 10.- Lektion 11.- Lektion 12.- Lektion 13.- Lektion 14.- Lektion 15.- Lektion 16.
£11.77
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Digitale und analoge Lehre an der Hochschule das Beste aus beiden Welten
£52.24
Springer Leadership, Coaching and Followership: An Important Equation
Book SynopsisThis volume presents evidence-based ideas on all three converging forces to suit an array of individuals and their organisations. The volume is thick with evidence, detail and case studies that the reader can draw upon and apply to their own situations. Defining exactly what is leadership has been a persistent problem for researchers and theorists. Discovering how to create or produce leaders likewise has been a difficult challenge over the years. Written by an academic, executive and coach, the author focuses on three important converging aspects: leadership, followership and coaching. Focus on leaders is disproportionate to what actually occurs within most organisations especially the relationship between the leader and the followers. That leadership is tantamount with being in control of a situation is challenged, together with the belief that leadership capability is primarily shaped in line with a set of success criteria. The coach plays a significant part in this process although rarely visible. Table of ContentsChapter 1. Leadership, Followership and Coaching: Asking the Questions.- Chapter 2. Leadership: What is It and How Can We Learn from This Knowledge.- Chapter 3. Coaching Leaders and Followers for Learning: Understanding the How and Why.- Chapter 4. Followership.- Chapter 5. Gendered Leadership.- Chapter 6. Practising Leadership and Coaching.- Chapter 7. Leadership and Coaching: Over the Frontier.- Chapter 8. Ethical Leadership and Followership.- Chapter 9. Let the Leaders Speak for Themselves.- Chapter 10. Concluding Note.- Appendix.- Index.- Glossary.
£89.99
Robert Simon Englisch lernen leicht gemacht Teil: für
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£52.49
Voltaire Lumiere Google Meet For Beginners: The Complete Step-By-Step Guide To Getting Started With Video Meetings, Businesses, Live Streams, Webinars, Etc
£20.82
Emerald Publishing Limited New Perspectives on Conceptual Change 5 Advances
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).
£108.99
The University of Chicago Press The University of Chicago
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£29.45
The University of Chicago Press Building a New Educational State Foundations
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
£45.60
University of Chicago Press The Rise of the Research University A Sourcebook
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£28.00
Indiana University Press Teaching as if Learning Matters
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
£70.55
Indiana University Press Teaching as if Learning Matters
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
£35.10
WW Norton & Co Positive Psychology in the Elementary School
Book SynopsisUse the neuroscience of emotional learning to transform your teaching.Trade Review"In Positive Psychology in the Elementary School Classroom, Patty O’Grady offers enriching information that will help teachers instruct the whole child. . . . It is not just about feeling good, and far more than just ‘being happy.’ It is about finding your individual strengths and personal motivations. Teachers who implement it can use academic subjects to teach about life lessons – about feelings, strengths, friendships, meaning, and pride in accomplishments. . . . [A] great read for therapists, parents, school counselors, and school personnel. . . . And, if you do lead a class, it just may make your teaching more memorable." -- PsychCentral"[A] formative resource for those in teacher education as a means of influencing their view of classroom practice. . . . [S]hould feature on the reading lists for teacher trainees as a means of enhancing their understanding of the complex interrelationship between learning and teaching – and learners and teachers." -- Primary Science (UK)"Through the use of positive psychology, teachers model and reinforce nonviolent behaviors and pro-social skills, thus providing students with a safe, caring, and inclusive environment in which every child can learn to become a respectful and responsible citizen. This book is an excellent resource for classroom teachers who want to integrate positive psychology values into their curriculum. Research has demonstrated that children who feel safe and cared for are predisposed to learning, and Patty O’Grady’s book provides readers with the tools to provide this care." -- Bev Dekker, The Society for Safe and Caring Schools & Communities"There is a growing consensus in thoughtful schools about the advantages of incorporating ‘positive psychology’ into teaching and learning. Now we have a guide to implementing this approach at the earliest stages. This book is a must-read for parents and teachers who seek guidance in finding a student's strengths rather than focusing on learning deficiencies." -- Patrick F. Bassett, President, National Association of Independent Schools"Positive Psychology in the Elementary School Classroom provides a thorough examination of neuroscience research, educational theory, and teaching strategies that can be combined to produce a school climate that helps children grow both cognitively and emotionally. In addition to explaining the science behind the connection between emotional and academic competence, this book also teaches the reader about specific classroom activities that will enable children to develop confidence and enjoy an ‘accomplished life.’" -- Cheryl Scott Williams, Executive Director, Learning First Alliance
£22.00
WW Norton & Co Teaching to Every Kids Potential
Book SynopsisTeachers hold the potential to provide a student with frustration or opportunity every dayand those states are closer together than you might think.
£20.89
WW Norton & Co Mindfulness in the Secondary Classroom
Book SynopsisMindfulness includes qualities of mind and heart; it provides a strong foundation for other social and emotional skills.
£15.99
WW Norton & Co Five Pillars of the Mind Redesigning Education to
Book SynopsisA revolutionary look at teaching and learning via the logical pathways of the brain.
£19.99
WW Norton & Co Assessing Students Social and Emotional Learning
Book SynopsisAn essential guide to using social and emotional assessment in support of teaching and learning.
£15.99
WW Norton & Co SEL Every Day Integrating Social and Emotional
Book SynopsisSEL is not separate from academics or instruction; it is integral to quality teaching and learning.
£15.99
WW Norton & Co Teacher Burnout Turnaround
Book SynopsisHope for overcoming teacher burnout from a mindfulness expert.
£23.74
WW Norton & Co SEL from the Start Building Skills in K5 Social
Book SynopsisLessons to begin using from the first day of school.
£15.99
Harvard University Press Older and Wiser
Book SynopsisAdult volunteers try to do their part by mentoring young people in need, but ample empirical research shows that their efforts rarely pay off. Psychologist Jean Rhodes offers evidence-based suggestions for better mentorship. Above all, she argues, mentors should focus on building rapport while also teaching useful skills.Trade ReviewRhodes has demonstrated why she is regarded as the foremost authority on youth mentoring in the U.S. and internationally. Her singularly broad and deep knowledge of the science and her unparalleled understanding of the program and policy implications of mentoring research are crystallized magnificently in this important and timely book. Accessible to scholars, practitioners, students, parents, and other caregivers, this book will quickly be seen as a classic. -- Richard M. Lerner, Director, Institute for Applied Research in Youth Development, Tufts UniversityRhodes is not only a pioneer in mentoring research but she has always looked around corners for where the power of relationships can be harnessed most effectively so our young people can thrive and strive. She sheds light on innovative approaches that can amplify and refine mentoring to do what it has the potential to do at its best: provide the connections that meet young people where they are with the personalized support we all need for healthy development. -- David Shapiro, CEO, MENTOR: The National Mentoring PartnershipThe definition of insanity is doing the same thing over and over again and expecting different results. In Older and Wiser, Rhodes forces us to slam the brakes on ineffective practices; not to blame or criticize but to prove and improve an industry that is devoted to the potential of our nation’s children. We’re thrilled to watch how this candid new research and the author’s concrete recommendations will disrupt and redefine how to build social capital and create new pathways to opportunity for youth in greatest need. -- Michael D. Smith, Executive Director, My Brother’s Keeper Alliance, and Director of Youth Opportunity Programs, The Obama FoundationThis engaging and well-written book is a significant advance in our understanding of when and how mentoring matters. Mentoring is widely recommended as a strategy to help disadvantaged kids get a fairer start in life, but research has often failed to support that strategy, because of conceptual confusion about what ‘mentoring’ means. Jean Rhodes’s new book clears away this confusion and lays the foundations for an approach to mentoring that is both rigorous and rich in new ideas. -- Robert D. Putnam, author of Our Kids: The American Dream in CrisisA wonderfully thoughtful, engaging, and interesting read. With a lifetime devoted to the study of mentoring, Rhodes delivers a powerful assessment of what is needed to best help young people today. She challenges us to consider a supportive accountability model focused on technology-delivered interventions that may significantly improve outcomes for mentees. -- Pam Iorio, President and CEO, Big Brothers Big Sisters of America
£15.15
Harvard University Press The Graduate School Mess What Caused It and How
Book SynopsisAmerican graduate education is in disarray. Graduate study in the humanities takes too long and those who succeed face a dismal academic job market. Leonard Cassuto gives practical advice about how faculty can teach and advise students so that they are prepared for the demands of the working worlds they will join, inside and outside the academy.Trade ReviewThere are many books offering graduate students a guide to academe, but there has never been a book for graduate faculty, advisors, and program directors—until now. Cassuto’s thorough account of the mess, from admissions to comprehensive exams and dissertations, will be required reading for everyone who wants to understand how we got into this mess, and how we can get out of it. -- Michael Bérubé, Pennsylvania State UniversityGraduate education in the humanities needs to change at every level; Cassuto’s lucid, frank, and informative book explains why. He traces the history of institutions that seem eternal, shows how and when they came into being, and makes clear that they no longer serve the needs of our students. Everyone concerned with graduate teaching should ponder his concrete and sensible proposals for reform. -- Anthony Grafton, Princeton UniversityThis is an important book that will engage anyone with a stake in higher education. Cassuto’s diagnosis will spark a lively debate, but the questions he is asking cannot be ignored. -- James Grossman, Executive Director, American Historical AssociationCassuto presents astute summaries of the history of graduate education in America as a foundation for specific approaches to reconceiving it…A thoughtful, clearly written analysis aimed at university professors but speaking to a broader public. -- Elizabeth Hayford * Library Journal *With rising costs, longer time frames to get PhDs, and uncertain job prospects at the end of it all, more and more students are questioning the wisdom of getting the advanced degree…Cassuto offers a thoughtful and well-researched look at the broader ills of academia through the lens of graduate education programs. -- Vanessa Bush * Booklist *Cassuto clearly presents the challenges facing graduate institutions, including antiquated admissions policies; incoherent course offerings; esoteric, gatekeeping qualifying exams; long times to degrees; and failure to prepare students for diverse career outcomes…The novelty of his treatment is in identifying broader and more encompassing forms of teaching as a solution. -- Johanna Gutlerner * Science *Cassuto does more than just map the problems facing graduate students and graduate departments today. He examines the assumptions that perpetuate these problems, and he makes recommendations for extensive reforms to graduate education. -- Sara Rodrigues * PopMatters *The volume is richly referenced and moves in soup-to-nuts fashion from graduate admissions to qualifying exams, the dissertation, the degree, and the job market. Prospective humanities graduate students, program directors, and faculty will probably find spending a few hours with Cassuto’s book worth the investment. -- A. R. Sanderson * Choice *
£22.46
Harvard University Press How Girls Achieve
Book SynopsisThis bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls feminist schools, deliberately designed to provide girls with achievement-oriented identities. And she shows why doing so would help all students, regardless of their gender.Trade ReviewNuamah presents extensive research on the educational challenges that still exist forgirls…Her solution is ‘feminist schools,’ designed to foster ‘achievement-oriented identities’ in all students and teach skills like self-confidence, moral fortitude and bravery. Nuamah’s earnest writing style and persuasive research will leave you wondering not why, but when we should start constructing such schools. * Ms. *Deeply inspiring. Nuamah introduces us to exceptional schools in the United States, Ghana, and South Africa, takes us into the lives of determined Black girls, and shows us how to produce hope through teaching the key skills of confidence, strategy, and transgression. This book holds profound lessons for students, parents, and educators. -- Jane J. Mansbridge, author of Why We Lost the ERAThis book provides a timely and much-needed discussion on the status of girls’ education. The recommendations and strategies that Nuamah provides throughout are concrete actions that scholars, practitioners, and policymakers can take up to support girls’ learning and positive life trajectories. -- Charlotte E. Jacobs, coauthor of Teaching GirlsHow Girls Achieve makes an urgent case for feminist schools: anti-sexist and anti-racist schools in which the most marginalized are encouraged not only to do well academically, but also to transgress social norms and to disrupt the status quo. Drawing on ten years of research across three countries, Nuamah demonstrates the limitations of educational solutions that emphasize individual resilience and provides compelling examples of institutional changes that can dismantle systemic racial and gender barriers and make schools safe and empowering places at which girls can become agents of social change. -- Dara Z. Strolovitch, Princeton UniversitySally Nuamah’s How Girls Achieve blazes new trails in the study of the lives of girls, challenging all of us who care about justice and gender equity not only to create just and inclusive educational institutions but to be unapologetically feminist in doing so. Seamlessly merging research with the stories and voices of girls and those who educate them, this book reminds us that we should do better and inspires the belief that we can. It is the blueprint we’ve been waiting for. -- Brittney C. Cooper, author of Eloquent RageIf you’re not already conscious about how gender shapes life outcomes and access to opportunity, then this book will help you. Sally Nuamah is a fierce advocate for girls’ educational rights and access to quality schooling without the reproduction of narrow gender constructions that marginalize them and impede their chances to step into their full realization as beings. How Girls Achieve is on a dynamic mission that reveals and compels. -- Prudence L. Carter, author of Keepin’ It Real: School Success beyond Black and WhiteNuamah makes a compelling and convincing case for the development of the type of school that can not only teach girls but also transform them. In so doing, she offers not only a chronicling of problems but also a vision forward. An essential read for all educators, policymakers, and parents invested in a better future. -- Joyce Banda, former President of the Republic of MalawiResearch shows that schools are the most important institutions for improving life trajectories of the disadvantaged. How then,…Nuamah asks, can we transform schools to more equitably serve girls?...Her clear prose and approachable style make this a book for a broad audience. * Booklist (starred review) *When girls achieve, economies, global systems, and institutions achieve, making winners of us all. This is the crux of this carefully analyzed, inspirational book informed by Nuamah’s passion to tell girls’ stories. This book will impact education, equality, and the exigencies of life for girls worldwide. -- Beatrix Allah-Mensah, Senior Country Operations Officer, The World Bank–Ghana[An] incisive work that examines how schools could become safer and more equitable places for black female and nonbinary students. * Library Journal *This book is a must read for every woman. -- Bruna Morais * Girly Book Club *Makes a compelling case that, to achieve the prosperity that comes with effective school environments, girls deserve feminist schools that aim to diminish the unequal experiences girls endure while endeavoring to simultaneously construct and achieve a solution to gender inequality. -- Megan Sullivan * Journal of Youth and Adolescence *
£17.95
John Wiley & Sons Inc The Boys and Girls Learn Differently Action Guide
Book SynopsisThe landmark book Boys and Girls Learn Differently! outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now The Boys and Girls Learn Differently Action Guide for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child''s brain and allows both boys and girls to gain maximum learning opportunities. This important and easy-to-use guide is based on the latest scientific scholarship on the differences between boy''s and girl''s brains, neurological development, hormonal effects, behavior, and learning needs and offers information on what all children need to be able to learn effectively. Michael Gurian and his colleagues applied these recent discoveries in the field during a two-year Gurian Institute pilot program in Missouri that led to measurably better academic performance and improved Table of ContentsAcknowledgments xv Introduction 1 Applying Brain-based Research 1 Boys and Girls Learn Differently! 2 Using this Guide 2 The Contents of this Guide 3 1 Background: How the Brain Learns 7 Inherent Differences between Boys’ and Girls’ Brains 8 Developmental and Structural Differences 9 Chemical and Hormonal Differences 10 Functional Differences 11 Differences in Processing Emotion 13 Why there are Differences between Male and Female Brains 14 A Brief History of Brain Differences 14 Hormones in Utero and at Puberty 15 How Brain-based Differences Affect Boys and Girls 16 Learning-Style Differences 16 Learning Differences and the Intelligences 21 Applying Brain-based Gender Research 23 Academic Performance and Classroom Behavior 23 Reading and Writing Competence 24 Test Scores 24 Psychological, Learning, and Behavioral Disorders 25 Maturity, Discipline, and Behavior 26 Educational Aspirations 26 Athletics and Extracurricular Activities 27 Cultural Gender Bias 27 Sexual Abuse and Violence 28 2 Bonding and Attachment 29 Preschool and Kindergarten 29 Handling Children’s Emotional Stress 30 Bonding and Attachment Solutions 30 Elementary School 34 Bonding and Attachment Activities 34 Handling Students’ Emotional Stress 37 The Role of the Mentor 40 Middle School 42 The Early Adolescent’s Drop in Self-Esteem 42 Handling Students’ Emotional Stress 44 Community Collaboration 47 High School 50 Showing Interest in Students 50 Communication and Conflict Resolution 51 Peer Leadership, Not Peer Pressure 52 Mentoring 53 3 Discipline and Related Issues 55 Boys and Aggression Nurturance 55 Preschool and Kindergarten 56 Dealing with Aggressive Behavior 56 Elementary School 59 Learning from Past Mistakes 59 Discipline Techniques After an Offending Act 61 Techniques to Prevent Undisciplined Behavior 64 Conflict and Anger Management 66 Motivational Techniques 68 Character Education 68 Dealing with Cruelty, Hazing, and Violence 70 The Role of Media 73 Middle School 74 Strategies for Providing Discipline 74 Community Collaboration 77 Character Education 78 High School 79 Techniques to Prevent Undisciplined Behavior 79 Character Education and Service Projects 81 Helping Young Males to Manage Aggression 82 Techniques to Encourage Learning 83 4 Math, Science, and Spatial Learning 83 Preschool and Kindergarten 83 Self-Directed Activities 85 Integrated Use of the Physical Environment 85 Games to Encourage Logical-Mathematical Thinking 87 Elementary School 89 Techniques to Encourage Learning 89 Using Manipulatives Whenever Possible 90 Mixing Modalities and Strategies 92 Use of Computers and Other Media 93 Middle School 94 Techniques to Encourage Learning 95 Boys and Girls Need Some of the Same Things 96 Computer Science and Gender in Middle School and High School 96 High School 99 5 Language, Reading, Writing, and Social Science 103 Preschool and Kindergarten 103 Using Movement, Manipulatives, and Props 103 Elementary School 105 Techniques to Encourage Learning 105 Using Manipulatives 108 Providing Various Learning Modalities 109 Middle School 110 Techniques to Encourage Learning 111 High School 115 Teaching Reading 115 Teaching Language 116 Teaching Social Science 118 6 Physical Learning and Nutrition 121 The Need for Physical Activity 121 Preschool and Kindergarten 122 Developing Fine Motor Skills 122 The Outdoor Classroom 122 Elementary School 124 Movement and Motor Skills 124 Sports and Athletics 125 The Outdoor Classroom 126 Middle School and High School 127 Sports and Athletics 127 Mixed-Gender Sports 128 The Outdoor Classroom 129 Nutrition and Learning 129 Obesity 129 Carbohydrates, Proteins, and the School Day 130 Fatty Acids 131 7 Special Education 133 A Program for Reading and Writing 133 Preschool and Kindergarten 134 Bonding and School-Home Alliances 134 Use of Psychotropic Medication 135 Elementary School 137 Techniques to Encourage Learning 137 Spatial Stimulants, Movement, and Multisensory Approaches 139 The Multisensory Approach to Reading Problems 141 Middle School 141 Factors in the Need for Special Education 141 Techniques to Encourage Learning 142 The Underachiever 144 High School 145 Techniques to Encourage Learning 145 8 Planning your Own Experiential Activities 147 Introducing Experiential Learning 147 The Natural Learning Process 148 The Teacher as Facilitator 151 Experiential Learning Techniques 152 Important Factors in Planning Experiential Learning 155 Purpose(s) 155 Students 155 Timing 156 Involvement 156 Preferred Input Modes 156 Instructions 157 Modes of Expression 157 Psychological Safety 157 Equipment, Manipulatives, and Props 157 Planning Activities and Games to Enhance Learning 158 Developmental Themes for Creating Learning Techniques and Activities 159 9 Structural Innovations 165 Preschool and Kindergarten 165 Innovations to Encourage Learning 165 Parent-Involvement Programs 166 Elementary School 167 Use of School Time 167 Class Size and Number of Teachers 168 Use of Group Dynamics and Group Work 169 Standardized Testing 170 Middle School 171 Separate-Sex Education 171 Psychosocial Education 173 Rites of Passage 174 Uniforms and Dress Codes 175 Other Innovations to Encourage Learning 176 High School 178 Class Size 178 Team Teaching and Homerooms 178 Use of School Time 179 Uniforms and Dress Codes 180 Innovations Students Want 181 Full Psychosocial Education 184 Rites of Passage 188 Counterinnovations 189 Appendix: Working with Parents 191 Preschool and Kindergarten 191 Elementary School 192 Middle School 192 High School 193 References and Resources 195 Publications 195 Organizations, Programs, and Services 198 The Authors 201 The Gurian Institute 203 Index 205
£13.46
Stanford University Press The Strange Child
Book SynopsisTrade Review"The Strange Child offers a lucid and compassionate analysis of the increasingly uncertain lives of children and young adults in post-bubble Japan. With extreme rigor and effortless grace, Arai shows us how the institutions of the state, family, school, law enforcement, and psychology encroach into the lives of youth. The Strange Child is a must read for scholars of Japan studies and anyone interested in process of subject-formation deployed on children and young adults in the contemporary global political-economy of uncertainty."—Miyako Inoue, Stanford University"The Strange Child is a stunning interpretative articulation between historical analysis and detailed ethnographic reporting on an everydayness that brackets its history. In Arai's reckoning, Japan's late 20th century economic recession produced symptoms of unease that were unburdened on the figure of the child, undermining a postwar representation of a managed national identity promoting dependence. She has both constructed a brilliant accounting of how the child was constituted as a problem for restructuring a new collective identity and defined the role played by psychology and education in formulating a remedial ideology recommending greater independence to meet the demands of neoliberal capitalism."—Harry Harootunian, Columbia University"Andrea Arai's highly anticipated book how the Japanese state and a range of diverse institutions imbushowsed the figure of the 'child' with the myriad anxieties of economic recession, beginning in the 1990s. The Strange Child powerfully critiques the deleterious effects of neoliberal reforms on Japanese society, particularly children and youth, yet also reveals unexpected possibilities for creativity and community among the 'strange children' now transforming Japan in the aftermath of ongoing financial uncertainty, political restriction, and nuclear disaster."—Marilyn Ivy, Columbia University"Based upon initial fieldwork from 1999 through 2001, and extended with return visits to Tokyo, Kobe, and Kochi through 2014, this book has benefitted greatly from the processes of long-term research resulting in a complexly woven engagement with Japan as it scrambles to make sense of its own dislocation.The best monographs are those that generate questions because they draw us in and make us think. Indeed, The Strange Child does this."—Christine R. Yano, Journal of Japanese Studies"Arai's analysis is highly persuasive, weaving together her wealth of ethnographic data with insights drawn from her extensive reading of the educational, sociological, and cultural studies literature....Arai's contribution is to show how psychological pseudoscience and moralistic grandstanding have been used to frame mainstream understandings of the national predicament. She argues convincingly that these discourses have helped legitimize a radically regressive redistribution of wealth and opportunity and have engendered a disturbing tilt toward nationalism. Ind doing so, she brings considerable sophistication and depth to debate over education."—Edward Vickers, Monumenta Nipponica"The book is a valuable contribution to the ongoing debates within Japan and scholars of Japan regarding the role of public policy and corporate strategies in overcoming the apparent weaknesses in Japanese governance and schooling."––June A. Gordon, Pacific Affairs
£98.60
Stanford University Press The Strange Child
Book SynopsisTrade Review"The Strange Child offers a lucid and compassionate analysis of the increasingly uncertain lives of children and young adults in post-bubble Japan. With extreme rigor and effortless grace, Arai shows us how the institutions of the state, family, school, law enforcement, and psychology encroach into the lives of youth. The Strange Child is a must read for scholars of Japan studies and anyone interested in process of subject-formation deployed on children and young adults in the contemporary global political-economy of uncertainty."—Miyako Inoue, Stanford University"The Strange Child is a stunning interpretative articulation between historical analysis and detailed ethnographic reporting on an everydayness that brackets its history. In Arai's reckoning, Japan's late 20th century economic recession produced symptoms of unease that were unburdened on the figure of the child, undermining a postwar representation of a managed national identity promoting dependence. She has both constructed a brilliant accounting of how the child was constituted as a problem for restructuring a new collective identity and defined the role played by psychology and education in formulating a remedial ideology recommending greater independence to meet the demands of neoliberal capitalism."—Harry Harootunian, Columbia University"Andrea Arai's highly anticipated book how the Japanese state and a range of diverse institutions imbushowsed the figure of the 'child' with the myriad anxieties of economic recession, beginning in the 1990s. The Strange Child powerfully critiques the deleterious effects of neoliberal reforms on Japanese society, particularly children and youth, yet also reveals unexpected possibilities for creativity and community among the 'strange children' now transforming Japan in the aftermath of ongoing financial uncertainty, political restriction, and nuclear disaster."—Marilyn Ivy, Columbia University"Based upon initial fieldwork from 1999 through 2001, and extended with return visits to Tokyo, Kobe, and Kochi through 2014, this book has benefitted greatly from the processes of long-term research resulting in a complexly woven engagement with Japan as it scrambles to make sense of its own dislocation.The best monographs are those that generate questions because they draw us in and make us think. Indeed, The Strange Child does this."—Christine R. Yano, Journal of Japanese Studies"Arai's analysis is highly persuasive, weaving together her wealth of ethnographic data with insights drawn from her extensive reading of the educational, sociological, and cultural studies literature....Arai's contribution is to show how psychological pseudoscience and moralistic grandstanding have been used to frame mainstream understandings of the national predicament. She argues convincingly that these discourses have helped legitimize a radically regressive redistribution of wealth and opportunity and have engendered a disturbing tilt toward nationalism. Ind doing so, she brings considerable sophistication and depth to debate over education."—Edward Vickers, Monumenta Nipponica"The book is a valuable contribution to the ongoing debates within Japan and scholars of Japan regarding the role of public policy and corporate strategies in overcoming the apparent weaknesses in Japanese governance and schooling."––June A. Gordon, Pacific Affairs
£25.19
Teachers' College Press Race and the Origins of Progressive Education
Book Synopsis
£34.20
John Wiley & Sons Hands On Minds On How Executive Function Motor
Book SynopsisDescribes the importance of children's foundational cognitive skills for academic achievement in literacy and mathematics, as well as their connections with other areas of school readiness, including physical health and social and emotional development. The book also examines the growing evidence in favour of guided object play.Trade Review“Although based on the US education system, the content is relevant to UK educators looking for a structure and rationale to support high-quality early education that recognises the significance of paying explicit attention to, and intervention in, children’s foundational cognitive skills. This book summarises extensive research in a user-friendly format.” – SEN Magazine
£27.54
Teachers' College Press Coaching with ECERS Strategies and Tools to
Book SynopsisPresents best practices for coaches to use in their work with teachers and administrators to help them improve classrooms and teaching practices. The author includes guidance and activities for facilitating group meetings, professional learning communities, and staff workshops. Appropriate for use with ECERS-3 and ECERS-R.
£22.79
John Wiley & Sons Developing Inviting Schools A Beneficial Framework for Teaching and Leading
a huge range and FREE tracked UK delivery on ALL orders.
£26.96
University of Pennsylvania Press Education Is Translation
Book SynopsisThrough an unusual weaving not only of disciplinary but also of personal and academic, poetic, and analytical perspectives, Alison Cook-Sather argues that education can be understood as a process of translation through which every learner is both the translator and the subject of her own translation.Trade Review"This book provides an intriguing and reflective analysis of its subject at a time when many individuals seem to have confused learning of the most narrow, technical, and superficial sort with true education." * Margaret Smith Crocco, Teachers College, Columbia University *"The depth and resonance with which the author explores the metaphor of translation and the freshness of insights about learning and teaching which the metaphor opens to the reader are truly impressive. I would literally stop in the course of my reading, with a sense of awe, pondering the diverse implications of the metaphor-which is exactly what the author invites the reader to do." * Frederick Erickson, University of California at Los Angeles *"The book is enriching and inspiring . . . It is with the utmost enthusiasm that I read and appreciate the enlightening connections Education Is Translation presents to translation scholars and educators alike." * Lillian DePaula, Universidade Federal do Espírito Santo, Brazil *"Different readers will gain different insights from this complex and thought-provoking book." * Samantha Caughlan, Teachers College Record *"Beautifully written. It really is one of the most exciting education books I've read in a while." * Katherine Schultz, University of Pennsylvania *Table of ContentsPreface: Only Connect 1. Living Translation 2. A Metaphor for Change in Learning and Teaching 3. Translating Compositions and Selves 4. Translating Within and Against Institutional Structures 5. Translating Between Student and Teacher 6. "Desiring the Exhilarations of Changes" Appendix: A Sampling of Educational Metaphors Notes Bibliography Index Acknowledgments
£21.59
