Educational psychology Books

Book SynopsisAs divisions grow across political, economic, and social lines, it often feels as though the only belief shared by many is that "the other side is too far gone." An authentic difficult dialogue has the power to mobilize our shared humanity in addressing divisions and making transformative change for a more just society. Decades of social science research on meaningful human exchanges can help make sure you not only engage in a difficult dialogue, but that you can engage authentically for the desired goal of transformative change.A difficult dialogue is an exchange between two or more individuals that are likely to disagree or clash. This book will provide a solid foundation for understanding and engaging in difficult dialogues. As you traverse through the pages, you will develop a better understanding of how desires for power and belonging shape each unique difficult dialogue and recognize how experiences with motivation and defensiveness impact difficult dialogues. Further, you will read about case studies of successful dialogues between children and adults and discover the positive benefits of engaging in difficult dialogues with the youth in your life. Finally, you will be given the opportunity to learn about and practice specific skills to prepare for, engage in, and move forward before, during, and after a difficult dialogue. Given the intellectual foundation you will construct while reading this book, this book includes a workbook section to put your newfound skills to work.If you are left wondering "If difficult dialogues are difficult by nature, is it really worth engaging in one?" This book will shed light on the power dialogue grants you to inspire transformative change. Difficult dialogues show us that very few people are truly "too far gone" to communicate, reflect, transform, and act. We have all bore witness to both massive societal issues and their proliferating repercussions. However, there is hope in that each can begin to be solved and dismantled with the comparatively small task of engaging in authentic difficult dialogues. To address societal ills - to grow - we must be courageous, we must be vulnerable, and we must have authentic difficult dialogues. We must do this for a better world, for a more just world, and this book may serve as a foundation and a reference as you progress in your journey.

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Book SynopsisThis volume traces the socialization processes, professional development, career paths, and theories and research of contemporary pioneers in education and psychology. This volume contains interviews of leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questionspertaining to their childhood socialization, initial interest in education and psychology, role models, research interests and major findings, future direction of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but who found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides helpful sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators andstudents will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisThis volume traces the socialization processes, professional development, career paths, and theories and research of contemporary pioneers in education and psychology. This volume contains interviews of leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questionspertaining to their childhood socialization, initial interest in education and psychology, role models, research interests and major findings, future direction of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but who found homes and teachers who supported them. While in college, they found educators who mentored them.Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides helpful sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators andstudents will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

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Book SynopsisFor more than fifty years, the Frank Porter Graham Child Development Institute has conducted groundbreaking research that revolutionized the field of early childhood care and education. Based on presentations made at FPG’s 50th anniversary symposium, this essential reference looks back on the Institute’s trailblazing history, analyzes contemporary issues in child development, and recommends critical new research directions.More than a dozen high-profile contributors thoroughly examine the three themes of the anniversary symposium: early care and education, diversity, and children with disabilities and their families. Readers will learn from in-depth chapters on: •understanding the social, cultural, educational, and political forces that affect children’s outcomes•meeting the challenge of serving diverse populations as U.S. demographics shift•preparing practitioners to work with young dual language learners•improving connections between the knowledge base and professional practice•strengthening the early childhood workforce through effective professional development •analyzing decades of research and policy and examining ways to support continuous improvementA celebration of progress and a compelling call to action for the next generation of professionals, this important volume is a must for researchers, policy makers, and faculty. Whether used as a textbook or a reference, this book will help shape the future of the early childhood field—and improve outcomes for tomorrow’s young children and families. Table of Contents About the Editors About the Contributors Foreword Hon. James B. Hunt, Jr. Preface Dedication SECTION I. HISTORICAL OVERVIEW AND CONTEMPORARY ISSUES Chapter 1: Children and Their Families: Early Roots Barbara Hanna Wasik and Donna Bryant Chapter 2: Early Childhood Research in a Globalized Society: Accounting for Demographic Shifts and Changes Iheoma U. Iruka SECTION II. THEME A: RACE, ETHNICITY, LINGUISTIC, CULTURAL, AND SOCIOECONOMIC DIVERSITY Chapter 3: African American Boys in Early Childhood: Facing the Challenge of Diversity Oscar Barbarin Chapter 4: Linguistic and Cultural Diversity: Knowledge Utilization in ECE Linda M. Espinosa and Marlene Zepeda Chapter 5: Programs, Practices, and Policies Affecting Diverse Children and Families Barbara BowmanChapter 6: Reflections on Race, Ethnicity, Linguistic, Cultural, and Socioeconomic Diversity Natasha Cabrera, Nicole Gardner-Neblett and Iheoma Iruka SECTION III. THEME B: EARLY CARE AND EDUCATION Chapter 7: The Abecedarian Approach to Full Development in Early Childhood Craig T. Ramey Chapter 8: A Long and Winding Road: Using Knowledge to Inform and Improve Early Care and Education Marilou Hyson Chapter 9: Stuck in Place: A Brief History of Early Childhood Education: Policy and Prospects for Expansion Ron Haskins Chapter 10: From Research to Effective Policy and Practice in Early Care and Education: Lessons from Frank Porter Graham’s 50 Years of Research W.S. Barnett SECTION IV. THEME C: Children with Disabilities and Their Families Chapter 11: Fifty Years of Research on Children with Disabilities and their Families: From Changing Behaviors to Transforming Lives Judith J. Carta and Patricia Snyder Chapter 12: The Early Intervention/Early Childhood Special Education Workforce: Professional Development Issues and Future Directions Pam Winton Chapter 13: Disability Law and Policy: Core Concepts and the Ethical Principles of Family, Dignity and Community Rud Turnbull Chapter 14: Looking Forward: Research and Practice in Programs for Children and Youth with Disabilities and Their Families Samuel L Odom SECTION V. Fifty Years of Progress and Future Directions Chapter 15: Fifty Years of Progress and Future Directions Barbara Hanna Wasik and Mary Ruth Coleman Index

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Book SynopsisEducators and other school professionals can be a critical lifeline for grieving children. With the second edition of this bestselling book, school staff will have the practical guidance they need to provide sensitive support to students of all ages and their families.Author David Schonfeld—a renowned expert on childhood bereavement and school crisis—partners with family therapist Marcia Quackenbush to guide school teams through a child’s experience of grief and illuminate the most powerful ways to make a positive difference. Drawing on both empirical research and extensive professional experience, the authors have enhanced this edition with up-to-date information on grief in the context of school crisis and trauma, suicide loss, social media, and other timely topics. School staff will get real-world tips, strategies, vignettes, and activities to help them skillfully support students as they cope with grief and work their way back to full participation in academic and social life.DISCOVER HOW TO: respond constructively to children’s common feelings and behaviors after a death address the classroom issues that grief may cause learn what to say and what not to say when a child is grieving offer effective guidance to families who are coping with grief provide support to the student body after a death that affects the whole school community address children’s responses to different causes of death, including suicide, illness, and violence use simple commemorative activities at school to help students cope with their feelings manage personal feelings that may arise as you work with grieving students WHAT’S NEW: Expanded online study guide with discussion questions, action steps, and more * Expanded focus on all school personnel, from administrators to support staff * New chapters on suicide loss and providing support in settings outside of K–12 schools * New and expanded information on social media, ambiguous losses, school crisis and trauma, supporting children with disabilities, school policies, line of duty deaths, memorialization, and more * Reflection prompts throughout the book * Insights related to the COVID-19 pandemic * New foreword by Superintendent Robert Runcie of Broward County Public Schools regarding the impact of the shootings at Marjory Stoneman Douglas High School

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Book SynopsisAnxiety rates are skyrocketing among young learners—and their teachers need explicit training on how to understand and support these students. A concise, reader‐friendly guide written especially for teachers, this urgently needed book will prepare early educators to recognize anxiety issues in children ages 3–8, identify the associated behaviors, and work effectively with students who have anxiety symptoms.Teachers will start with a well‐organized primer on the different types of anxiety in children, featuring symptoms, causes, triggers, treatment options, and case stories. Then they'll get expert guidance on addressing anxiety and challenging behaviors in the classroom, with dedicated chapters on key topics like assessment, intervention, and the parents' experience.Ideal for both preservice and in‐service professional development, this introductory guide gives teachers the accessible information they need to understand learners with anxiety and support their success inside and outside the classroom.TEACHERS WILL: Explore seven types of childhood anxiety: generalized anxiety disorder, separation anxiety disorder, social anxiety, selective mutism, OCD, phobias, and anxiety rooted in childhood trauma Review the assessment and evaluation process, and understand the role a teacher should play Recognize co‐morbidities with anxiety—including ADHD, autism, and depression—and how they may affect a child's symptoms and treatment plan Understand the issues and emotions parents face, so that teachers can offer them sensitive support Use effective classroom interventions to meet the needs of children with anxiety and create a nurturing learning environment Learn which strategies to avoid, from unrealistic expectations to excessive reassurance Table of Contents Introduction – James’s Story Part 1 – What is Childhood Anxiety? I. Typical Developmental Milestones and Traditional Childhood Anxiety a. Statistics on childhood anxiety II. Types of Anxiety a. Generalized Anxiety Disorder b. Panic Disorder c. Separation Anxiety Disorder d. Social Anxiety Disorder e. Selective Mutism f. Specific Phobias III. Causes of Anxiety a. Genetics b. Brain Chemistry c. Life Situations d. Learned Behaviors e. Physical Health IV. Anxiety Symptoms a. Physical b. Behavioral c. Cognitive V. Anxiety Triggers a. Antecedent, Behavior, Consequence VI. Trauma, ACEs, and Anxiety Part 2 – Dealing with Childhood Anxiety and Challenging Behaviors in the Classroom I. Assessment and Evaluation Process for Anxiety a. Screening b. Referral c. Assessment II. Anxiety Treatments a. Play-based therapy b. Cognitive behavioral therapy c. Medication III. Co-Morbidities with Anxiety a. Autism b. ADHD c. Depression d. Obsessive Compulsive Disorder e. Oppositional Deficiency Disorder f. Post-Traumatic Stress Disorder IV. Partnering with Parents a. Guiding Parents through the Evaluation Process b. Chronic Sorrow c. Parent Education V. Classroom Interventions a. Creating Routines b. Calming Strategies c. Creating Safe Spaces d. Zones of Regulation e. Incredible 5-Point Scale f. Accommodations for Social Anxiety g. 504s and IEPs VI. Strategies to Avoid a. Excessive Reassurance b. Showing Frustration c. Allowing a Child to Hide from Fears d. Lack of Collaboration with Family

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Book SynopsisRacial Opportunity Cost turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah T. Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success.Gathering first-hand accounts from students, practitioners, and researchers, Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and struggles with racial identity. These personal accounts illustrate the many ways in which the negative effects of racial opportunity cost extend from K–12 education into postsecondary academics and beyond.In this clarifying work, Chambers identifies the factors, such as school culture, intersectionality, and community acceptance that can increase or lessen racial opportunity cost across educational environments. She considers how the individual challenges that high-achieving and high-ability students of color confront reflect larger systemic problems. Chambers’ framework will help educators proactively cultivate change in their classrooms and schools so that they may lower racial opportunity cost and improve student experiences.

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Book SynopsisThis book illustrates the belief that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness.

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Book SynopsisThis book illustrates the belief that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness.

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Book SynopsisTransformative Democracy in Educational Leadership and Policy critiques education policies and practices that failed to deliver on their transformative promises, and explores more rigorous, nuanced transformative approaches within the context of the 2020s and beyond.

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Book SynopsisAfter establishing the Spanish Protectorate in Northern Morocco (1912-1956), Spain needed to create a system of colonial policies for the territory it was now to govern. Education became one instrument among many at the service of colonization. Spain created its own colonial educational model based on Spanish schools, Spanish-Arab schools and Spanish-Jewish schools, which coexisted with Koranic madrasas and Talmudic, Alliance Israelite Universelle and nationalist schools. The institutions created for Moroccans by the Spaniards united tradition the Arabic and Hebrew languages and Muslim and Jewish religions with the models and principles of the schools in Spain at the time. The end goal was to instruct the population according to a pro-Spanish, colonizer-friendly ideology in order to control the society and territory in a way that complemented military policies. The coup d'état led by General Franco in Spain in 1936 brought about a change in policy in the Spanish Protectorate in Morocco. The Franco government's innovation was to Moroccanize the teaching paradigm, which transformed the Spanish-Arab educational model into a Moroccan model. The Spanish-Arab concept gave way to a Moroccan concept, which entailed the recognition of a national identity based on linguistic and religious precepts on the part of Spain. This process of Moroccanization did not develop under the same terms in other parts of the country, which gave the Spanish Protectorate its distinctive traits. Spain developed a policy that combined educational and cultural aspects through a discourse of Spanish-Arab brotherhood. The establishment of cultural institutions was a sign of this symbiosis and the policy became an important part of how the regime presented itself abroad.

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Book SynopsisEveryone has different learning-style preferences, strengths, and challenges in the classroom. This book will give you information about your learning style and your type of autism so you can make a plan for success.Also available in this book:• Complete learning style descriptions• Fun learning games, images & instruction• A complete "Help Guide" to Learning Style: The Clue to You (LS:CY) AssessmentTable of Contents Chapter One: So You Have Autism How It All Began Understanding Autism Autism In The Classroom Chapter Two: You Also Have a Learning Style Where You Learn Matters How You Feel About Your Learning Matters People You Choose To Learn With Matters How Your Body Feels While You Are Learning Matters How You Understand Information Matters Chapter Three: Discovering Your Learning Style: Taking a Test You Can't Fail What Does the LS:CY! Assessment Test Do? Preparing to Take the LS:CY! Discovering Your Learning Style Understanding of Learning Styles The Results Chapter Four: Strategies to Help You Feel More Comfortable While You Are Learning Sound verses Silence Bright light verses Soft Light Warm verses Cool Temperatures Formal Seating verses Informal Seating Chapter Five: Strategies for Using Hands-On Learning: Tactile Learner Take Notice! Materials and Directions for Making Tactile Materials Chapter Six: Strategies for Understanding Ways You Learn Best Understanding Analytical Learning : Step by Step Learning Understanding Global Learning: Looking At the Whole Picture Before Breaking It Down Chapter Seven: Understanding With Whom You Learn Best and Managing Your Time Chapter Eight: Putting It All Together

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Book SynopsisThe University of Florida has an ambitious goal: to harness the power of its faculty, staff, students, and alumni to solve some of society’s most pressing problems and to become a resource for the state of Florida, the nation, and the world.The human brain’s largest and most important developmental phase takes place between birth and age five. These years form the foundation for future physical, emotional, cognitive, and social capabilities, yet they can often be an overlooked time in a child’s life. At the University of Florida’s Anita Zucker Center for Excellence in Early Childhood Studies, researchers are spearheading initiatives to support children’s health, development, learning, and well-being.Born to Learn gives readers an inside look at the bright minds housed in the Center and their collaborative pursuits to provide children with the best possible start in life. Together, these researchers are innovating the field of early childhood studies not only in the United States, but abroad. Find out how researchers in Zambia are striving to deliver quality education to rural children with disabilities. Learn about the challenges parents face when trying to find quality preschools in low-income areas, and how the Center is not only mapping barriers to access but also looking for ways to overcome them. Visit the CHILD Center, a model demonstration site in Gainesville, Florida, where children receive a high-quality education and teachers, researchers, and policymakers study and learn best practices.Through the tireless efforts of its staff, the Anita Zucker Center is enriching the lives of children and their families around the world to create a brighter future for all.The stories chronicled in GATORBYTES span all colleges and units across the UF campus. They detail the far-reaching impact of UF’s research, technologies, and innovations?and the UF faculty members dedicated to them. Gatorbytes describe how UF is continuing to build on its strengths and extend the reach of its efforts so that it can help even more people in even more places.

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Book SynopsisThis book offers the autobiographical reflections of prominent women school psychologists who are at or near completion of their careers. It demonstrates the varied and diverse journeys of these women in their own words. The volume examines the ways in which leading women in the field have evolved from primarily frontline service providers to full contributors at all levels of the profession. Chapters offer insights into school psychology movers and shakers and explores how many found a home in academia, where they became trainers of the next generation. In addition, chapters examine the opportunities and restraints that these women leaders confronted across the years. The book celebrates the success of these women and encourages both women and men to pursue roles in the profession. Women Leaders in School Psychology is an informative read for graduate students and scientist-practitioners as well as researchers, professors and other professionals in child and school psychology, educational policy and politics, family studies, social work, public health, clinical and developmental psychology and all related psychology, mental health, and education disciplines.Table of ContentsChapter 1: Some History.- Chapter 2: An Academic’s Path.- Chapter 3: An Australian Story.- Chapter 4: My Path in School Psychology.- Chapter 5: My Long Days’ Journey into NOW!.- Chapter 6: The Role of Serendipity and Opportunity in Shaping a Career in School Psychology.- Chapter 7: A Career of Rich and Rewarding Compromises.- Chapter 8: Journey Toward Multicultural Consultation and Diversity of Perspectives.- Chapter 9: A Career in School Psychology: Some Themes, Many Variations.- Chapter 10: Bridging Practice, Academe, and Cultures as a School Psychologist in Israel.- Chapter 11: Embracing the Academic Life with All its Highs and Lows.- Chapter 12: Perseverance and Joy: Advancing the Lives of Children.- Chapter 13: A Professional Journey: A Privilege and Responsibility.- Chapter 14: My Journey as a School Psychology Advocate.- Chapter 15: Intertwining Journeys and Professional Passions.- Chapter 16: An Alternative Life in the Mainstream, Revisited.- Chapter 17: An Unforeseen Journey.- Chapter 18: Entrepreneurial School Psychologist.- Chapter 19: On becoming a Culturally Competent School Psychologist .- Chapter 20: All Roads Led Me to School Psychology.

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Book SynopsisThis book is an introduction to the biological basis of behavior, broadly defined, with practical applications for higher education programs that focus on advances in neuroscience. It has a special focus on training practitioners based on American Psychological Association (APA) health service psychology guidelines. It reviews and digests information for clinical, counseling, and school psychologists serving clients of all ages in a variety of settings, such as schools, hospitals, and clinics. Content for all developmental stages, including birth to geriatric practices are highlighted. Some unique features of this book include: The integration of neuropsychological and theoretical foundations for clinical practice. Comprehensive consideration of projective, objective, and interviewing measures. Recent research in neuroimaging as it relates to clinical practice. Psychopharmacology and its effect within the neurosciences. Assessment for intervention in clinical, counseling, school, and neuropsychology. The use of research to guide neuropsychologically-based clinical practice. Eastern and western approaches to integration and case conceptualization. Interventions driven by brain-based scientific understanding. A variety of neuropsychological cases and report styles to improve practice The enduring contribution of psychology into modern times will remain contingent on practitioners' commitment to ethically-based, empirically-focused, evidence-based practice; continuing education; and scientific discovery. This book will help health service psychologists and counselors to meet the needs of an increasingly diverse population by providing cutting-edge, evidence-based, ecologically valid neuropsychological interventions currently lacking within the field. Cultural considerations are provided within each chapter, which is especially important given societal inequity that continues to persist within our world. Implications for the COVID-19 pandemic are also discussed in light of neuroscientific advances in medicine. Table of ContentsIntroduction and Foundations of Clinical Practice.- Understanding the past, present, and future of clinical neuropsychology for professional practice.- Understanding the development of the central nervous system and its relationship to clinical practice.- The importance of understanding functional neuroanatomy.- Understanding neurodevelopment in children and adults.- Neuroimaging and neurodiagnostic procedures.- Assessment for Intervention in Clinical, Counseling, and School Psychology.- Using a standardized model to guide assessment for interventions.- Integrated assessments for intervention in clinical neuropsychology.- Qualitative assessment in clinical neuropsychology.- Using Research to Guide our Neuropsychologically Based Clinical Practice.- Designing single subject—based interventions for clinical neuropsychology practice.- Designing Qualitative Research—Based Interventions for clinical neuropsychology practice.- Designing quantitative research—based interventions for clinical neuropsychology practice.- Interventions Driven by Brain-Based Understanding.- Understanding and using psychopharmacology in clinical practice.- Neurospsychologically driven evidence-based interventions in clinical neuropsychology.- Neuropsychologically driven evidence-based interventions in counseling psychology.- Neuropsychologically driven evidence-based interventions in school psychology.- What we need to learn about the biological basis of behavior for clinical practice.- Appendix A: three sample case reports.

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Book SynopsisThis book synthesizes research about the effects of food insecurity on children, families, and households, emphasizing multiple pathways and variations across developmental contexts. It focuses on emerging new methods that allow for a more refined approach to practice and policy. The volume provides a brief overview of the topic, and additional empirical chapters pose and address unanswered research questions. It concludes with a short commentary, providing recommendations for future research and policy and yielding a significant and timely contribution to advance developmental scientific knowledge and promote its use to improve the lives of children and families. Featured areas of coverage include: The effects of early food insecurity on children’s academic and socio-emotional outcomes. The effects of household food insecurity on children with disabilities. Early childhood access to Women, Infants, and. Children (WIC) and school readiness. Supplemental Nutrition Assistance Program (SNAP) and adolescent mental health. Food Insecurity in Families with Children is an essential resource for policy makers and related professionals as well as graduate students and researchers in developmental, clinical, and school psychology, child, youth and family policy, public health, and social work.Table of ContentsChapter 1. Introduction: Food Insecurity During Childhood.- Chapter 2. Mediators That Explain the Associations Between Food Insecurity and Kindergarten Outcomes.- Chapter 3. The Consequences of Food Insecurity for Vulnerable School-Aged Youth.- Chapter 4. Early Childhood WIC Use, School Readiness, and Outcomes in Early Childhood.- Chapter 5. Food Insecurity, Supplemental Nutrition Assistance Program (SNAP), and Adolescent Mental Health.- Chapter 6. Food Insecurity in Families with Children: Future Directions in Research and Practice.

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Book SynopsisThis book explores technology-supported andragogical and pedagogical approaches that facilitate teamwork, collaboration, communication, and problem-solving opportunities in diverse disciplines. Collaboration and communication skills are not typically developed in traditional STEM instructional practices.The purpose of the book includes expanding the learning science research base regarding how learning principles and strategies, including structured, collaborative, active, contextual, and engaging instructional settings, can support foundational STEM instruction and improve student interest and achievement. The chapters are classified into three categories: (a) empirical studies exploring the manner in which technology-enabled pedagogical principles and practices facilitate student interest in STEM courses, (b) exploration of logistical factors associated with revisioning STEM education and (c) theoretical underpinnings and literature review of digitally-mediated team learning. The book showcases full-length manuscripts advancing transformative approaches for technology-enhanced team learning within STEM disciplines. Contributions have been sought from interdisciplinary researchers, developers, and educators who engage in the research, development, and practice of adaptable digital environments for highly-effective, rewarding, and scalable team-based and collaborative learning. These include such topics as real-time tools for teams in classroom settings; learning analytics; effective technology-enabled pedagogies; and technology-enabled, collaborative, pedagogical approaches to broaden participation in STEM disciplines. Promising approaches and technologies to advance digitally-mediated team and collaborative learning are explored including learning analytics to form effective learning teams. Further, innovative cyber-assisted observation approaches for diagnostic/assessment observation and interaction with student teams, educational data mining of large volumes of collected data, and leveraging. The book will be of interest to Higher Education Faculty in STEM, Learning Scientist, and K-12 educators and learning coaches. Table of ContentsPart I. Pedagogical Perspectives in Digitally-Mediated Team Learning.- Chapter 1. Aligning Teacher Facilitation Tools with Pedagogies in a Real-Time Environment for Mathematics Team Learning.- Chapter 2. Cultivating and Leveraging Continuous Accountability.- Chapter 3. Team Learning in a Technology-Driven Era.- Chapter 4. The Foundations of Collaborative Programming by Elementary-aged Children.- Part II. Tools for Facilitating Digitally-Mediated Team Learning.- Chapter 5. Using Extended Reality to Promote Team Learning.- Chapter 6. All-in-One Team-Based Learning (TBL) Technology: Profiling the www.intedashboard.com Technology Platform.- Chapter 7. Digitally-Mediated Tools for Facilitating High-Quality Team-based Programming Projects.- Part III. Analytics and Social Perspectives of Digitally-Mediated Team Learning.- Chapter 8. Designing Analytics to Support Team Learning.- Chapter 9. Building Rapport and Trust in Collaborative, Team-Based Online Learning Communities.- Chapter 10. Social Presence in WhatsApp as a social space for collaborative teacher development in Brazil.- Chapter 11. Technology-Enabled Team Learning Environments.

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Book SynopsisThis book examines resilience in childhood, focusing on positive functioning and development, often in the face of everyday difficulties and adversities. It highlights critical areas in which children and their families can demonstrate resilience and attain positive social, emotional, academic, and behavioral life trajectories. The book describes key factors related to enhancing resilience for children, such as positive relationships with adults, positive school environments, and meaningful connections with others. It provides practical guidelines for promoting resilience in youth and reviews the critical nature of resilience across various situations, critical issues, and different developmental periods. It offers guidance on strategies for fostering resilience in children.Key topics featured include: Raising children to have grit and tenacity. Fostering resilience in children at school and within their families. Nurturing resilience in children with chronic illnesses and posttrauma. Resilient Children is an essential resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental, clinical, and school psychology, family studies, public health, and social work as well as all related disciplines, including educational psychology, child and adolescent psychiatry, and pediatrics.Table of ContentsChapter 1. Introduction to Resilience in Children.- Chapter 2. Resilience in Children and Families.- Chapter 3. Resilience for Children Recovering from Trauma.- Chapter 4. Grit and Resilience in Children.- Chapter 5. Discovering Resilience and Well-being in School Communities.- Chapter 6. Enhancing Coping for Children Facing Toxic Stress.- Chapter 7. Association Between Family Relationships and Childhood Resilience.- Chapter 8. Promotion of Resilience for Children in Low-Income Countries.- Chapter 9. Interventions to Promote Resilience in Children with Chronic Illnesses.- Chapter 10. Promoting Resilience in Early Childhood.- Chapter 11. Improving Executive Functioning Contributes to Cognitive Performance and Results in Resilience for Children.

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Book SynopsisThis book provides a long overdue conceptual framework for integrating evidence-based principles of school psychology leadership across NASP (National Association of School Psychologists) domains of practice. It explicates the myriad ways in which school psychologists can and should serve as leaders across the NASP domains, examines the leadership role of school psychologists within each NASP domain, and presents both historical and contemporary contexts of the domains of practice. Key areas of coverage include: Concrete examples of school psychologists as leaders in the field. Spearheading initiatives and service delivery models involving consultation and collaboration. Academic intervention planning. Behavioral and mental health services. Crisis intervention and prevention. Consultation, program evaluation, and ethics of professional practice. The book offers a cogent framework for practitioners and trainers of school psychologists to further integrate principles of leadership into their work in the field. The volume culminates with a discussion of the role of school psychologists as advocates for the practice through legislative and social justice policy.Principles of Leadership in School Psychology is an essential resource for researchers, professors, and graduate students as well as professionals in school and clinical child psychology, educational policy and practice, and social work as well as all interrelated disciplines.Table of ContentsChapter1. Theoretical Models of Leadership.- Chapter2. School Psychology Leadership in Academic Intervention.- Chapter3. School Psychology Leadership in Multitiered Systems of Support.- Chapter4. School Psychology Leadership in Behavioral and Mental Health Intervention and Consultation.- Chapter5. School Psychology Leadership in Crisis Intervention and Prevention.- Chapter6. School Psychology Leadership in Ethics and Professional Practice.- Chapter7. School Psychology Leadership for Marginalized Clients.- Chapter8. School Psychology Leadership in Advocacy for the Profession.- Chapter9. School Psychologists as Leaders for Social Justice.- Chapter10. Implications for Training.

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Book SynopsisThis book presents multidimensional knowledge on children of incarcerated parents using Bronfenbrenner’s ecological theory as an organizing framework. It examines the extent to which different levels of the environment are supportive (i.e., leading to resilience) and stress-producing (i.e., contributing to risk). The volume explores four levels of the environment – microsystem, mesosystem, exosystem, and macrosystem – with specific theories and paradigms woven into the inquiry at each. At the level of child and family, it discusses the factors that influence resilience and risk in children from gestation through young adulthood; at the community level, it addresses risk and resilience in the interactions between children and families and the various systems with which they interact (e.g., child welfare). Key areas of coverage include: · A description of the factors that influence the quality of programming for children and their families. · A critical analysis of state and national policies that affect which individuals receive, or fail to receive, specific services. · An overview and evaluation of the state of knowledge and implications for research and practice to improve outcomes for children of incarcerated parents. · An organizing framework to help researchers identify gaps in the existing knowledge base and distills and organizes evidence-based information for practitioners. Children of Incarcerated Parents is an essential resource for researchers, professors, and graduate students as well as practitioners, therapists, and other professionals in child and school psychology, family studies, public health, and all interrelated disciplines, including developmental psychology, criminal justice, social work, educational policy and politics. Table of ContentsTable of Contents Preface Part I. Micro System Chapter 1: Women and Infants Affected by Incarceration: The Potential Value of Home Visiting Program Engagement Chapter 2: Adolescents with Incarcerated Parents: Towards Developmentally-Informed Research and Practice Chapter 3: Family- and School-Based Sources of Resilience among Children of Incarcerated Parents Part II: The Mesosystem Chapter 4: The Forgotten: The Impact of Parental and Familial Incarceration on Fragile Communities Chapter 5: Racial Differences in Female Imprisonment and Foster Care Chapter 6: Language as a Protective Factor: Making Conscious Word Choices to Support Children with Incarcerated Parents Part III: Exo System Chapter 7. Development and Implementation of an Attachment-Based Intervention to Enhance Visits between Children and Their Incarcerated Parents Chapter 8: A Review of Reentry Programs and Their Inclusion of Families Chapter 9: Gender Differences and Implications for Programming During the Reentry of Incarcerated Fathers and Mothers Back into Their Communities Part IV. Macrosystem Chapter 10: We are not collateral consequences: Arrest to re-entry policy solutions for children of incarcerated parents. Chapter 11: Toward a Critical Race Analysis of Positive Youth Development for Adolescents of Color Experiencing Parental Incarceration Chapter 12: Programmatic and Policy Responses to Mothers who are Incarcerated Chapter 13: Incarcerated Parents and their Children: Perspectives from the Smart Decarceration Social Work Grand Challenge Epilogue

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Book SynopsisThis book examines issues relating to postsecondary transition from high school to college or competitive vocational settings for Autistic adolescents and young adults. It details the intervention and consultation services essential to prepare students for postsecondary life. The volume addresses the academic, social, self-regulation, and self-sufficiency skills that adolescents and young adults must develop to ensure a successful transition from high school to college and workplace. It focuses on the role of school psychologists in supporting Autistic students as they enter adulthood but is also relevant across numerous disciplines. Key topics addressed include: Using cognitive and neuropsychological assessment results to inform consultation about college entrance and vocational activities. Evaluating and strengthening academic skills for older Autistic adolescents who plan to enter college or workforce. Helping Autistic students increase their use of social, coping, and behavioral skills. Strengthening Autistic students’ use of self-management and self-sufficiency skills needed to independently perform required tasks in college and the workplace. Selecting an appropriate college and accessing available supports that match student needs. Assisting Autistic students and their families in accessing available services and developing skills that improve employment outcomes. Postsecondary Transition for College- or Career-Bound Autistic Students is a must-have resource for researchers, professors, and graduate students as well as clinicians and other professionals in clinical child and school psychology, special education, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and all interrelated disciplines.Table of ContentsChapter 1. Understanding Adolescents with High-Functioning ASD.- Chapter 2. Barriers to Successful Transition.- Chapter 3. Cognitive and Neuropsychological Assessment of Adolescents with High-Functioning ASD.- Chapter 4. Academic Assessment and Intervention for Adolescents with High-Functioning ASD.- Chapter 5. Social, Emotional, and Behavioral Assessment and School-Based Intervention for Adolescents with High Functioning ASD.- Chapter 6. Self-Management and Self-Sufficiency.- Chapter 7. College Students with ASD.- Chapter 8. Considering College Alternatives.- Chapter 9. Transition-Related Legal and Ethical Considerations.- Chapter 10. Transition Preparation: Providing Building-Level Supports in Middle and High Schools.- Chapter 11. Obtaining Appropriate Services in College.- Chapter 12. Obtaining Appropriate Services for the Workplace.- Chapter 13. Considerations for School Psychology University Faculty.

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Book SynopsisThis book presents and integrates innovative ways in which the disciplines of school, clinical, and counseling psychology conceptualize and approach mental health assessment, prevention, and intervention for promoting child and youth well-being. It describes a synthesized model of clinical reasoning across school, clinical, and counseling psychology that demonstrates how decisions are made with respect to assessment, prevention, and intervention across situational contexts to ensure successful outcomes for children and youth. In addition, the volume examines theoretical,empirical, and practical frameworks and methods with respect to addressing the mental health and well-being needs of children and adolescents within and across school, clinical, and counseling psychology disciplines. In addition, the book presents transformative, constructivist, multicultural, innovative, and evidenced-based approaches for working with children and youth as well as their families relative to the identification of mental health concerns, enhanced service system integration, social justice and advocacy.This book is an essential resource for researchers, clinicians, therapists, practitioners, and graduate students in clinical , counselling,and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, pediatrics and all interrelated disciplines.Table of ContentsChapter 1. Psychological Process and Product of Mental Health Practice for Child and Youth Well-Being.- Section 1. Mental Health Assessment, Prevention, and Intervention in School Psychology.- Chapter 2. Theory and Research-Based School Psychology Practice.- Chapter 3. Cultural Adaptations to Evidence-Based Clinical Treatments.- Chapter 4. Integrated Assessment-to-Intervention Approach to Enhance Mental Health Screening in School.- Chapter 5. Skill-by-Treatment Interaction.- Chapter 6. Assessment of Culturally and Linguistically Diverse Children and Adolescents.- Chapter 7. Thematic Integration of Child and Youth Mental Health Practice in School Psychology.- Section 2. Mental Health Assessment, Prevention, and Intervention in Clinical Psychology.- Chapter 8. Mobilizing Evidence-Based Practices and Programs.- Chapter 9. Value of Practice Guidelines for Mental Health Assessment, Prevention, and Intervention.- Chapter 10. Psychosocial Interventions for Peer Relationship Problems in Youth with Attention Deficit/Hyperactivity Disorder.- Chapter 11. Parenting, Child Temperament, and Risk for Mood and Anxiety Disorders.- Chapter 12. Attachment Relationship and Externalizing Behaviours.- Chapter 13. Thematic Integration of Child and Youth Mental Health Practice in Clinical Psychology.- Section 3. Mental Health Assessment, Prevention and Intervention in Counseling Psychology.- Chapter 14. Counseling Psychology Practice, Social Justice, and Advocacy.- Chapter 15. Assessment as a Therapeutic Intervention in Counseling Psychology.- Chapter 16. Promoting Mental Health and Well-Being in Children and Adolescents.- Chapter 17. Enhancing Mental Health Assessment in Counseling Psychology.- Chapter 18. Vocational Psychology and Mental Health Assessment, Prevention, and Intervention.- Chapter 19. Thematic Integration of Child and Youth Mental Health Practice in Counseling Psychology.- Chapter 20. Future Directions for Research and Practice in Child and Youth Mental Health: Insights and Recommendations from across School, Clinical, and Counselling Psychology.

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Book SynopsisThis book represents the very first, so far unpublished, translation of Piotr Galperin’s (1902-1988) dissertation, defended in 1938 during his employment in the All-Ukrainian Psycho-Neurological Academy (AUPA) in Kharkiv, Ukraine. In his candidate dissertation Galperin examined the differences in tool use between humans and animals and argued that there was a fundamental difference between tools developed and used by humans and the auxiliary means used by animals. Galperin showed that human use of tools totally differs from the way tools are utilised by animals as ‘an extension’ of their limbs. He suggested that tools created and used by humans encapsulate cultural and historical experience developed in human practices which have to be mastered. Human engagement with these tools reorganise the existing and enhance the development of new psychological functions and that human consciousness originates and develops in the external tool-mediated activities. The development of new psychological functions stimulates the systemic and meaningful organisation of human consciousness. In addition, as opposed to animal mind, human consciousness undergoes developmental transformations initiated in tools- and speech-mediated activities.Galperin’s research reveals the unity of the external tool-mediated and the internal psychological activity of humans. These findings are influential as they adopted the foundations of the theory of Vygotsky and extended them without changing the essence of Vygotsky’s legacy. Galperin’s dissertation can be considered as a missing jig-saw puzzle which connects the legacy of Vygotsky, the contribution of Leontiev and their followers who worked in the cultural-historical and activity traditions. This translation of the dissertation in English makes it available for the cultural-historical scholars in the West and provides insights into the invaluable contributions of Piotr Galperin.Table of ContentsAcknowledgements.- Foreword.- Series Editor Preface.- P.Y. Galperin's Psychological Significance and Difference Between Tool use by Humans and Animals; I. Engeness, L. Shestopalova.- Psychological Difference Between Human and Animal Tools.- The Empirical Research.- Manual and Tool Mediated Operations.- Tool Mediated Operations and the Development of Human Consciousness.- Human Consciousness as a Reflection of Human Practical Activity.- P.Y. Galperin's Psychological Significance and Difference Between Tool use by Humans and Animals: Implications for Research and Practice

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Book SynopsisThere can be a lack of understanding of the vulnerable situation of children with disabilities and their families, even among professional caregivers whose mission is to protect the health and wellbeing of these children. Their respectful treatment should include knowledge, empathy, humanity, and an open and sympathetic dialogue. This book provides an overview of knowledge and literature review of children and adolescents with special care needs that contribute to the respect and understanding of children with disabilities and their families. It also explains possible reasons for different outcomes in research studies and why there is a lack of knowledge in some areas concerning these children. Research on children with disabilities is considerable but often can be difficult to access on many levels, which means it does not always benefit those who need this knowledge. This compact book addresses this by presenting the international research in the field in an understandable way for people who work with children with disabilities and their families. The authors provide a broad picture of the background, reality of life, opportunities for professional help and support, as well as outlook of these children and families. Among the topics covered: The Health and Well-being of Children with Disabilities The Health and Well-being of Relatives Occupation On the Road to Adulthood Children with Special Needs: An Overview of Knowledge on Disability is pertinent reading for students in all areas of health care (including nursing and psychology), social work, sociology, and education aimed at children and young people. The text also would be of interest to those who practice in these areas and/or encounter children with disabilities in their daily work.Table of ContentsBACKGROUND Summary Introduction Definitions and prevalence Previous research Stress and treatment References THE HEALTH AND WELL-BEING OF CHILDREN WITH DISABILITIES Summary Case Physical health of children with disabilities Family-Oriented Care Orofacial health of children with disabilities Mental health / illness in children with disabilities References THE HEALTH AND WELL-BEING OF RELATIVES Summary Case Parents Siblings Grandparents References OCCUPATION Summary Case School and education Recreation for Children with Disabilities Relief, support, and assistance References ON THE ROAD TO ADULTHOOD Summary Case Attachment and psychosocial development Transition Inclusion, exclusion, and risk behaviors References WHEN SOMETHING HAPPENS Summary Case Neglect and abuse Deaths References

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Book SynopsisThis book examines the critical nature of engaging families in mental health interventions that promote well-being and resilience in young children, from birth to 8 years of age, with a particular focus on the importance of equity and systems of care. It addresses evidence-based and evidence-informed interventions to promote family engagement to improve behavioral, social, and emotional functioning of infants and toddlers, preschoolers, and children in the early elementary school years. The book is grounded in empirical knowledge on reducing health disparities and promoting equity in mental health care for young children, including equitable access, services, and outcomes. It emphasizes a community-based systems of care approach to family engagement in mental health interventions and highlights the most promising policies and practices.Key areas of coverage include: Mental health interventions for different developmental levels, including infancy and toddlerhood, the preschool years, and in early elementary school. Inequities and gaps in systems of care for young children. Evidence-based and evidence-informed prevention practices and intervention strategies to engage families and support children’s psychological well-being. Family engagement in interventions for young children with special needs or who are recovering from trauma. Family Engagement in Mental Health Interventions for Young Children is a must-have resource for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, child and adolescent psychiatry, family and systems therapy, school and clinical child psychology, social work and counseling, pediatrics and school nursing, and all interrelated disciplines.Table of ContentsPreface.- Chapter 1. Family Engagement in Mental Health Interventions for Infants and Toddlers.- Chapter 2. Family Engagement in Mental Health Interventions for Preschoolers.- Chapter 3. Family Engagement in Mental Health Interventions for Children in the Early Elementary School Years.- Chapter 4. Family Engagement in Mental Health Interventions for Children with Developmental Disabilities.- Chapter 5. Family Engagement in Mental Health Interventions for Children with Chronic Illnesses.- Chapter 6. Family Engagement in Mental Health Interventions for Children Who Have Experienced Trauma.- Chapter 7. Father Engagement in Mental Health Interventions for Young Children.- Chapter 8. Promoting Family Engagement in Mental Health Systems of Care for Young Children.- Chapter 9. Equity in Engaging Families in Mental Health Interventions for Young Children.- Chapter 10. Future Directions in Research and Practice.

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Book SynopsisSection I: Introduction.- Chapter 1: Evidence-Based Practices in Autism: Where We Started.- Chapter 2: The Evolution of Evidence-based Practices in Autism Spectrum Disorder: How can These Begin to Support Individualized, Community-based Practice.- Section II: Evidence-based Comprehensive Programs.- Chapter 3: An Overview of Early Intensive Behavioral Intervention for Individuals Diagnosed with Autism Spectrum Disorder.- Chapter 4: Pivotal Response Treatment.- Chapter 5: The Early Start Denver Model.- Chapter 6: Naturalistic Developmental Behavioral Interventions.- Section III: Evidence-based Intervention Practices.- Chapter 7: Evidence-based Treatments in Communication for Children with Autism Spectrum Disorders.- Chapter 8: A Review of Social Skills Programs and Approaches for Autistic Youth.- Chapter 9: Behavioral Intervention Techniques for Increasing Desirable Behaviors.- Chapter 10: Behavioral Intervention Techniques for Reducing Problem Behavior.- Chapter 11: Cognitive Behavioral Therapy for Youth with Autism: Review and Recommendations for Treatment Development.- Chapter 12: Psychopharmacology in Autism.- Chapter 13: Sensory Interventions: Evidence and Appropriate Use.- Chapter 14: Project ImPACT.- Section IV: Conclusion and Future Directions for Research and Practice.- Chapter 15: Considering Emerging, Complementary, and Alternative Treatments.- Chapter 16: Implementing Evidence-Based Practices in Inclusive School Settings.- Chapter 17: Applications of Evidence-based Practice in Medical Settings.- Chapter 18: Psychiatric Inpatient Treatment for Youth with Autism Spectrum Disorder.- Chapter 19: Applications of Evidence-based Practice in Community Settings for Transition-aged Youth.- Chapter 20: Lessons Learned from Comprehensive Reviews.- Chapter 21: Why, and How, We Produced the Guidelines for Autism in Scotland.- Chapter 22: Final Thoughts.

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Book SynopsisFor 50 years, Star Trek has been an inspiration to its fans around the world, helping them to dream of a better future. This inspiration has entered our culture and helped to shape much of the technology of the early 21st Century.The contributors to this volume are researchers and teachers in a wide variety of disciplines; from Astrophysics to Ethnology, from English and History to Medicine and Video Games, and from American Studies to the study of Collective Computing Systems. What the authors have in common is that some version of Star Trek has inspired them, not only in their dreams of what may be, but in the ways in which they work - and teach others to work - here in the real world. Introduced with references to Star Trek films and television shows, and illustrated with original cartoons, each of the 15 chapters included in this volume provides insights into research and teaching in this range of academic fields.Trade Review“The book is printed on acid free paper, is well designed, and presents its materials in a manner accessible to a general reader while giving guidance for further research to faculty and students alike. It deserves to be widely read.” (Bruce Lindsley Rockwood, SFRA Review, Vol. 50 (1), 2020)Table of ContentsPreface.- Introduction.- "Where Many Books Have Gone Before": Using Star Trek to Teach Literature.- From 'Shalom' Aleichem' to 'Live Long and Prosper': Engaging with Post-War American Jewish Identity via Star Trek: The Original Series.- "Wagon Wheels, Sails, and Warp Cores": Star Trek and American Culture: Between Allegory and Worldbuilding.- Hot to Name a Starship: Starfleet between Anglo-American Bias and the Ideals of Humanism.- The Computer of the 23rd Century: Real-World HCI based on Star Trek.- The Energy System in Star Trek and its Real-Life Counterparts.- "My People once lived in Caves": Pre-modern Societies in Star Trek.- "Ready to Beam Up": Star Trek and its Interactions with Science, Research and Technology.- "Teaching with Trek": Star Trek, the LGBTQ+ Community, and College Composition.- "Resistance is Futile": Using the Borg to Teach Collective Computing.- Telepathic Pathology in Star Trek.- Playing Captain Kirk: Designing a Video Games based on Star Trek.- To Seek Out New Forms of Knowledge: Viewing Star Trek as an Introduction to Cognitive Science and Ways of Thinking about Narrative, Theory of Mind, and Difference.- La Forge's VISOR and the Pictures in Our Heads: Understanding through Star Trek.- "Logic is the beginning of wisdom, not the end": Using Star Trek to Teach Scientific Thinking.- Complete list of Star Trek films, and Televised Episodes (by series).

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Book SynopsisTable of ContentsInhalt: Unterrichtsbeispiele - Die Situation des Mathematikunterrichts in der Grundschule: Kritische Bilanz der Reformbewegung und ein Ansatz zu einer Konsolidierung - Didaktische Analyse zentraler Themen des Mathematikunterrichts in der Primarstufe - Didaktische Fragmente.

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Book SynopsisIm pädagogischen Diskurs erweist sich Aufmerksamkeit als ein vielgestaltiges und uneindeutiges Phänomen. Aufmerksamkeit erscheint sowohl als Voraussetzung wie auch als Ziel, sowohl als Mittel wie auch als Grenze der Pädagogik. In diesem Buch wird dargestellt, wie sich in historischer Perspektive Aufmerksamkeit als Motiv pädagogischer Reflexionen entwickelt und gleichzeitig als Element des pädagogischen Geschehens selbst produziert wird. In theoretisch-systematischer und empirischer Perspektive wird diskutiert, wie Erfahrung als ein Aufmerksam-Geworden-Sein, Lernen als Teilhabe an gemeinsamer Aufmerksamkeit, pädagogisches Handeln als Aufmerksamkeitslenkung aufgegriffen und Lernschwierigkeiten als fehlende Aufmerksamkeit pathologisiert werden. Trade Review“… Es ist die (kultur-)historisch und systematisch dichte Verhandlung von Aufmerksamkeit, die den vorliegenden Band so lesenswert macht. Pädagogische Praxen und Institutionalisierungsformen erscheinen durch die breite Verortung in einem neuen Licht. … Dass der Band zu keiner einheitlichen pädagogischen Theorie kommt, lässt sich durchaus als Stärke – nämlich als Aufmerksamkeit für die Gefahr von Engführungen – lesen.” (Christiane Thompson, in: H-Soz-Kult, hsozkult.de, 23. Januar 2017)Table of ContentsGeschichte.- Theoretische Perspektiven.- Empirie des Umgangs mit Aufmerksamkeit.- Unaufmerksamkeit.- Interdisziplinäre Anschlüsse.

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Book SynopsisDieses einzigartige Lehrbuch stellt die Grundtheorien der Entwicklungspsychologie dar. Alle Kapitel wurden von führenden Experten verfasst. So ist es ideal für Studierende im Bachelor-Studiengang Psychologie, wie auch für alle Studiengänge mit entwicklungspsychologischen Inhalten. Auch für Quereinsteiger auf Masterlevel, sowie Berufseinsteiger und Weiterbildungsteilnehmer im pädagogischen Bereich bietet es einen idealen und fundierten Überblick über die fundamentalen Theorien. Trade ReviewAus den Rezensionen: “… Das Lehrbuch informiert umfassend nicht nur über den aktuellen Wissensstand, die modernen Trends zeigen auch Pfade der zukünftigen Themenschwerpunkte. Das Buch würde auch dann sehr empfehlungswert bleiben, wenn das Arbeiten damit ... Es könnte ein Klassiker werden.“ (Lothar Unzner, in: Praxis der Kinderpsychologie und Kinderpsychiatrie, Jg. 64, Heft 2, 2015)Table of ContentsVorwort.-I. Erklärung von Entwicklung.-Der Entwicklungsbegriff in der Psychologie.-Entwicklung und Kultur.-Entwicklung und Evolution.-II. Wahrnehmung und Wissenserwerb.-Theorien der Wahrnehmungsentwicklung.-Kernwissenstheorien.-Theorien zu Handlungsverständnis und Imitation; Kognitive Entwicklung aus dem Blickwinkel des strukturgenetischen Konstruktivismus.-III. Intelligenz, Gedächtnis und Lernen.-Die Erforschung menschlicher Intelligenz.-Gedächtnisentwicklung im Kindes- und Jugendalter.-Soziales Lernen.-IV. Motivation; Die Erforschung menschlicher Motivation: Allgemeine Perspektiven.-Theorien der Lern- und Leistungsmotivation.-Modelle der Handlungsmotivation zur erfolgreichen Entwicklung.-V. Emotionen und Beziehungen.-Die Erforschung menschlicher Emotionen.-Psychoanalytische Entwicklungsbetrachtungen in der frühen Kindheit.-Psychoanalytische Entwicklungsbetrachtungen der Jugend.-Die Bindungstheorie.-VI. Sprache.- Theorien zum Spracherwerb: Ein Überblick.-Skinner und Chomsky – Zwei Protagonisten der Spracherwerbsforschung.-Exkurs: Erklärungsansätze für Entwicklung: Hinterfragen – Überarbeiten – Erweitern, Die untrennbare Allianz von Entwicklung und Kultur.

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Book SynopsisSind alle Kinder musikalisch? Was ist Musik? Was ist angeboren? Wie können Kinder am besten gefördert werden? Der Begriff Musik löst oft Missverständnisse aus. Vielfach werden unklare oder hohe Ansprüche damit verbunden. Dieses Buch zeigt auf, was kleine Kinder von Natur aus an Musikalität mitbringen und in welcher Weise die musikalischen Grundkompetenzen bei allen Menschen vorhanden sind: Bei der Geburt ist der Säugling bestens vorbereitet, um sich an die Musik und die Sprache seiner Umgebung anzupassen. Er kann hören und die Stimme verwenden und nutzt vor allem die musikalischen Eigenschaften, um innerhalb von zwei bis drei Jahren singen und sprechen zu lernen. Dazu benötigt das Kind eine anregende Umgebung. Welche Art von Musikverständnis ist förderlich für ein Kind? Im Unterschied zur Musiktheorie, definiert dieses Werk den Begriff „Musik“ ausgehend von elementaren Erfahrungen und Funktionen. Die Leserin und der Leser finden hier wertvolle Hinweise, nach welchen Prinzipien die musikalischen Grundeigenschaften geordnet werden können und warum unsere kulturellen Regeln nicht immer gelten. Die Ausführungen zu den Funktionen von Musik zeigen auf, in welcher Weise Musik seit jeher ein wichtiges kulturelles Mittel ist, um das Zusammenleben der Menschen zu gestalten. Diese praxisorientierte Darstellung bietet mit anschaulichen Illustrationen und Fallbeispielen einen aktuellen und leicht verständlichen Überblick über diese Thematik. Trade Review“… sicherlich für jeden lesenswert, der – sei es in musikalischem oder psychologischem Kontext – mit Kindern arbeitet oder sich diesbezüglich für deren Entwicklung bzw. diesen Forschungsbereich interessiert.” (Regina Götz, in: Frühe Bildung, Jg. 5, Heft 3, Juli 2016)“Ziel dieses Buches ist es, die musikalische Entwicklung von Kindern in Bezug auf ihre kulturelle Umgebung darzustellen und zu untersuchen, wie sie die kulturellen Regeln erwerben und welche Bedingungen dabei wirksam sind. ... Wissenschaftlich fundiert und doch gut verstandlich formuliert, angereichert mit Hervorhebungen, Definitionen und grauen Merkkästchen sowie Tabellen und Abbildungen stellt sie das Thema dar ...” (Jana Bürgers, in: nmz Magazin, Jg. 5, Heft 16, Mai 2016)“... Zahlreiche Grafiken, Tabellen und zwei QR-Codes, die den Leser zu Hörbeispielen auf die Verlagswebsite führen, ergänzen den Text. Ein empfehlenswertes Handbuch für alle, die tiefer in das Thema einsteigen wollen.” (Elena Rupp, in: Endeckungskiste, Heft 6, 2015)“... Das trotz aller Theorie gut lesbare Buch stellt einen umfangreichen Überblick über die kindliche Entwicklung dar, pladiert mit wissenschaftlich fundierten Argumenten für ein gutes Sing- und Musikangebot für Kinder von frühem Alter an und bietet als besonderes Bonbon QR-Codes, mittels derer besprochene Fallbeispiele auf dem Smartphone angehört werden können.“ (in: Musica Sacra, Jg. 135, Heft 2, März-April 2015)Table of ContentsBiologische Grundlagen der musikalischen Entwicklung: Hören, Schallwahrnehmung, Gehirnentwicklung.- Rhythmus: Musiktheorie, Wahrnehmung und Produktion (Grob- und Feinmotorik, Koordination, Tanzen).- Harmonik: Musiktheorie (Tonhöhe, Konsonanz, Dissonanz), Wahrnehmung und Produktion (Singen, Instrumente).- Affekte und Musik.- Entwicklung des sprach-musikalischen Ausdrucks (Singen).- Musik und Sprache in der kindlichen Entwicklung.- Hochbegabung und sensible Phasen.-Störungen in der Entwicklung.- Kulturelle Umgebung.- Didaktische Prinzipien der frühen Förderung und der Musikerziehung.

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Book SynopsisWarum haben ca. 5% der Grundschulkinder trotz normaler Begabung und ausreichendem Schulunterricht erhebliche Schwierigkeiten beim Erlernen des Lesens und Schreibens? Wodurch ist eine solche Lese- Rechtschreibstörung gekennzeichnet, wie wirkt sie sich im Schulalltag und im späteren Leben aus? Wie kann man die Lese-Rechtschreibstörung möglichst früh diagnostizieren und wie kann man die betroffenen Kinder optimal fördern? Dies sind zentrale Fragen, die in diesem Buch auf der Basis des aktuellen Standes der internationalen Forschung behandelt werden.Zuerst wird die unbeeinträchtigte Entwicklung der Schriftsprache dargestellt. Dies ist eine wichtige Grundlage für das Verständnis der Lese-Rechtschreibstörung. Dann folgt das Erscheinungsbild der Lese-Rechtschreibstörung mit klinischer Klassifikation und die Analyse von möglichen Ursachen der Lese- Rechtschreibstörung. Dies bildet das Fundament für die Auseinandersetzung mit den dann folgenden praxis-und anwendungsbezogenen Fragen zur Diagnostik und Förderung, wie z.B.: Kann man ein Risiko für Lese-Rechtschreibschwierigkeiten bereits im Vorschulalter feststellen? Welche Verfahren werden für die Diagnostik der Lese-Rechtschreibstörung eingesetzt? Kann man der Entstehung von Lese-Rechtschreibschwierigkeiten vorbeugen? Welche Ansätze zur Intervention gibt es und welche sind besonders vielversprechend?Die ZielgruppenStudierende der Fachrichtungen (Schul-)Psychologie, Logopädie und Patholinguistik sowie Lehramtsstudenten und alle, die sich beruflich mit der Thematik auseinandersetzen, insbesondere Lehrer, Schulpsychologen, Psychologen, Lerntherapeuten, Erzieher, Psychotherapeuten, Kinder- und Jugendpsychiater sowie der interessierte Laie. Trade Review“... ist eine kompakte Einführung in die komplexe Thematik der Lese-rechtschreibstörung. Es liefert Informationen zu theoretischen Grundlagen, Störungsdefinition, Diagnostik und Förderprogrammen. ... Diese liefern einen guten Überblick über die die wichtigsten Konzepte und den Stand der empirischen Überprüfung. ... Der Text eignet sich primär für Studierende und andere Leser, die sich einen Überblick über die Materie verschaffen wollen, kann aber auch Praktikern brauchbare und aktuelle Sachinformationen liefern. ... präziser darstellung und guter Informationsdichte ...” (Dieter Irblich, in: Praxis der Kinderpsychologie und Kinderpsychiatrie, Jg. 64, Heft 3, 2015) "... gibt einen sehr guten und strukturierten Überblick über die sogenannte Lese-Rechtschreibstörung. ... Es ist ein sehr flüssig geschriebenes, gut durchstrukturiertes Buch ... Das Buch bietet aber nicht nur Ärzten, Psychologen, Psychotherapeuten, Erziehern, Lehrern etc. eine gute Informationsgrundlage, sondern ist durchaus auch für interessierte Eltern, die tiefer in diese Thematik einsteigen möchten, aber auch für jene, die Grundlagenwissen erwerben möchten, eine tolle Lektüre! ..." (in: Buchnotiz- & Zeitgeistblog, buchnotizen.wordpress.com, 10. Januar 2015)Table of Contents1. Einleitung.- 1.1 Lese-Rechtschreibstörung als umschriebene Entwicklungsstörung.- 1.2 Streit über diagnostische Kriterien.- 1.3 Lese-Rechtschreibstörung als schulische Herausforderung.- 1.4 Forschung zu Ursachen der Lese-Rechtschreibstörung.- 1.5 Zusammenfassung.- 2. Entwicklung des Lesens und Schreibens.- 2.1 Kognitive Grundlagen des Schriftspracherwerbs.- 2.2 Phasenmodell der Lese-Rechtschreibentwicklung nach Frith (1985, 1986).- 2.3 Lesen und Schreiben nach Abschluss der Schriftsprachentwicklung.- 2.4 Lesesysteme im Gehirn und ihre Entwicklung.- 2.5 Zusammenfassung.- 3. Klassifikation und Erscheinungsbild der Lese-Rechtschreibstörung.- 3.1 Klinische Klassifikationssysteme. 3.2 Klassifikation der Lese-Rechtschreibstörung nach ICD.- 3.3 Kapitelebene F: Lese-Rechtschreibstörung als psychische Störung.- 3.4 Gruppenebene F8: Lese-Rechtschreibstörung als Entwicklungsstörung.- 3.5 Ebene der Einzelkategorie F81: Lese-Rechtschreibstörung als umschriebene Entwicklungsstörung schulischer Fertigkeiten (F81).- 3.6 Ebene der Subkategorie F81.0: Lese- und Rechtschreibstörung.- 3.7 Prävalend der Lese-Rechtschreibstörung.- 3.8 Zusammenfassung.- 4. Ursachen der Lese-Rechtschreibstörung.- 4.1 Genetik der Lese-Rechstschreibstörung.- 4.2 Neurobiologie der Lese-Rechtschreibstörung.- 4.3 Kognitive Ursachen der Lese-Rechtschreibstörung.- 4.4 Zusammenfassung.- 5. Diagnostik kognitiver Grundlagen des Lesens und Schreibens sowie der Lese-Rechtschreibstörung.- 5.1 Diagnostik der kognitiven Grundlagen des Schriftspracherwerbs.- 5.2 Welche Schritte gehören zur Diagnostik der Lese-Rechtschreibstörung?.- 5.3 Warum ist es wichtig, aktuelle Testverfahren anzuwenden?.- 5.4 Verfahren zur Erfassung von Leseleistungen.- 5.5 Verfahren zur Erfassung von Rechtschreibleistungen.- 5.6 Intelligenztests.- 5.7 Zusammenfassung.- 6. Prävention von Lese- und Rechtschreibschwierigkeiten und Intervention bei Lese-Rechtschreibstörung.- 6.1 Evaluation der Wirksamkeit von Förderprogrammen.- 6.2 Prävention von Lese-Rechtschreibstörung. 6.3 Intervention bei Lese-Rechtschreibstörung.- 6.4 Welcher Förderansatz ist besonders vielversprechend?.- 6.5 Zusammenfassung

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Book SynopsisDas Lehrbuch bietet einen umfassenden Einblick in zentrale Aspekte menschlichen Erlebens und Verhaltens. Hierbei stehen Prozesse und Mechanismen der psychischen Vorgänge im Vordergrund, welche aus kognitions- und neurowissenschaftlicher Perspektive betrachtet werden. Inhaltlich werden in diesem Standardwerk folgende wesentliche Themenbereiche dargestellt: Wahrnehmung und Aufmerksamkeit Emotion und Motivation Lernen und Gedächtnis Sprachproduktion und –verstehen Denken und Problemlösen Handlungsplanung und –ausführung Die Kapitel sind von Spezialisten des jeweiligen Gebietes geschrieben. Diese dritte Auflage wurde grundlegend aktualisiert und durch zusätzliche Kapitel zur multisensorischen Verarbeitung, zum logischen Denken, zu Urteilen und Entscheiden, zum motorischen Lernen und zu Embodied Cognition und Agency ergänzt. Die Inhalte werden nun durch konkrete Anwendungsbeispiele – aus der Forschung für die Praxis - und informative, farbige Illustrationen und ein didaktisch ausgereiftes Layout noch stärker veranschaulicht.Wie auch die ersten beiden Auflagen bietet diese Auflage eine kompetente Einführung für Studierende, die ideal ist zur Prüfungsvorbereitung im Bachelor- und Masterstudium. Gleichzeitig ist dieses Werk ein optimales Nachschlagewerk für wissenschaftlich und praktisch arbeitende Psychologen und Personen benachbarter Disziplinen. Über www.lehrbuch-psychologie.de werden für Studierende und Dozenten hilfreiche Online-Zusatzmaterialien zur Verfügung gestellt. Trade Review“... klar, gut strukturiert in verständlicher Sprache. Grau unterlegte Boxen vertiefen den Haupttext, indem sie näher auf Paradigmen, Kontroversen u. a. m. eingehen, Anwendungsbeispiele verdeutlichen Theoretisches, Kernsätze geben abschließend einen Überblick über den Inhalt, Schlüsselbegriffe werden geklärt und weiterführende Literatur regt zur Vertiefung an. Das auf neuen Stand gebrachte Buch wendet sich an psychologisch vorgebildete Leserinnen und Leser, die es als Nachschlagewerk wie auch zur Weiterbildung einsetzen können.” (Alexander Loretto, in: Schule, Heft 294, Juni-Juli, 2017)“... Der Band kann nicht nur Studierenden der Psychologie als Grundlagenband für das Bachelor- und Masterstudium empfohlen werden, sondern auch allen, die ein Nachschlagewerk zur Allgemeinen Psychologie suchen oder sich auf den aktuellen Stand bringen möchten.” (Karl S., in: Weltbild.de, 14. November 2016)Table of ContentsI Wahrnehmung und Aufmerksamkeit. Visuelle Informationsverarbeitung.- Auditive Informationsverarbeitung.- Multisensorische Informationsverarbeitung.- Aufmerksamkeit.- Bewusstsein.- II Emotion und Motivation. Emotion.- Motivation.- Volition und kognitive Kontrolle.- III Lernen und Gedächtnis.- Lernen – Assoziationsbildung, Konditionierung und implizites Lernen.- Kategorisierung und Wissenserwerb.- Gedächtniskonzeptionen und Wissensrepräsentationen.- IV Sprachproduktion und Sprachverstehen.- Worterkennung und –produktion.- Sätze und Texte verstehen und produzieren.- V Denken und Problemlösen.- Logisches Denken.- Problemlösen.- Urteilen und Entscheiden.- VI Handlungsplanung und -ausführung.- Planung und exekutive Kontrolle von Handlungen.- Motorisches Lernen.- Motorische Kontrolle.- Embodiment und Agency.- Handlung und Wahrnehmung.

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Book SynopsisDas Lehrbuch führt in anschaulicher, leicht verständlicher und unterhaltsamer Weise in erziehungswissenschaftliches Denken ein und bietet für Studierende und andere Neugierige den idealen Einstieg in eine der faszinierendsten Wissenschaftsdisziplinen. Eine mehr als zweitausend Jahre umfassende Geschichte der Pädagogik wird ausgebreitet, wobei der Schwerpunkt auf dem modernen Verständnis von Erziehungswissenschaft liegt. Dementsprechend orientiert sich das Lehrbuch am Kerncurriculum Erziehungswissenschaft, wie es den meisten Studiengängen im Bereich der Erziehungswissenschaft an dt. Hochschulen zugrunde liegt. Es werden die Grundbegriffe der Erziehungswissenschaft ebenso behandelt wie ihre wissenschaftstheoretischen und forschungsmethodischen Grundlagen. Bei all dem soll der Spaß beim Lesen nicht zu kurz kommen: Comics und Cartoons, kluge Sprüche aus dem Nähkästchen und Spiele sorgen für eine unterhaltsame Auseinandersetzung mit pädagogischen Fragestellungen und Problemen.Trade Review“... sehr empfehlenswert für Lehramts- und Psychologiestudierende, aber auch für Führungskräfte und Interessierte, da eine Vielfalt von Themen aus dem Bereich der Erziehungswissenschaft verständlich und umfassend erläutert wird.” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 20. Juli 2016)Table of ContentsAllgemeine Pädagogik - Grundlagen der Erziehungswissenschaft.- Gegenstand und Aufgaben der Allgemeinen Pädagogik. Grundbegriffe der Erziehungswissenschaft. Systematische Pädagogik: Wissenschaftstheorie der Erziehungswissenschaft. Vergleichende Erziehungswissenschaft.- Historische Pädagogik – Die Geschichte der Erziehung und Erziehungswissenschaft.- Vor- und Frühgeschichte. Erziehung in der Antike. Erziehung und Bildung im Mittelalter. Erziehung und Bildung in der Neuzeit.- Erziehung und Persönlichkeit –Personalisation und Individuation.- Pädagogische Anthropologie und biologische Grundlagen der Erziehung. Entwicklung und Erziehung – Grundzüge einer Entwicklungspädagogik. Entwicklungsstufenmodelle. Die emotionale Persönlichkeit. Motivation und Individuation. Differenzielle Persönlichkeitsdiagnostik.- Erziehung und Gesellschaft – Sozialwerdung und Sozialmachung des Menschen.- Die Vergesellschaftung des Individuums. Phasen, Instanzen und Dimensionen der Sozialisation. Die „gebildete“ Gesellschaft und der „vergesellschaftete“ Mensch – Grundfragen und Erkenntnisse der Erziehungssoziologie. Sozialerziehung – Pädagogische Soziologie und soziales Lernen.- Bildungspolitik, Bildungsorganisation und Bildungsmanagement.- Bildungspolitik. Bildungsökonomie und Bildungsplanung. Bildungsplanung als strategisches Management. Bildungsmanagement.- Methoden.- Einzeldisziplinen der Erziehungswissenschaft.- Pädagogik der frühen Kindheit. Allgemeine Didaktik. Schulpädagogik. Berufs- und Wirtschaftspädagogik. Hochschuldidaktik. Erwachsenenbildung. Bildungsforschung. Soziale Arbeit, Sozialpädagogik. Sonderpädagogik. Interkulturelle Erziehung und Bildung. Medienpädagogik.

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