Educational psychology Books
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£11.77
Springer Lehren und Lernen im Wandel
Book SynopsisVorwort.- Teil I Einleitung.- Teil II Wie kann die Lehrperson in Zeiten des Wandels und der Unsicherheit zurechtkommen und ihren Arbeitsplatz in einer lernenden Organisation (mit)gestalten.- Teil III Wie gestaltet die Lehrperson verstehens- und problemorientierten Unterricht.- Teil IV: Was sind sinnvolle didaktische Reaktionen auf vorfindbare Begabungs- und Leistungsunterschiede.- Teil V Wie verläuft der Weg vom Wissen zum Handeln.
£44.99
Springer Fachmedien Wiesbaden Lehren, Lernen und Fachdidaktik: Theorie, Praxis
Book SynopsisIn diesem Buch geht es um die praktischen und theoretischen Grundlagen des Lehrens und des Lernens, konkretisiert am Beispiel des Informatikunterrichts. Der erste Teil beschreibt kurz, welche Themen für eine systematische Vorbereitung des Unterrichts erforderlich sind. Dazu gehören beispielsweise die Sachanalyse, die Bestimmung von Lernzielen und auch die Theorien aus den verschiedenen erziehungs- und sozialwissenschaftlichen Disziplinen, die hier von Belang sind. Diese Theorien sind Gegenstand des zweiten Teils, nämlich Lern-theorien, Kommunikations- und Kognitionstheorien, Theorien des sozialen Milieus, Aspekte der Gruppendynamik und Theorien sozialer Rollen. Im dritten Teil werden diese Theorien durch Computermodelle präzisiert, die mit Techniken der Künstlichen Intelligenz realisiert worden sind. Lernprozesse und sozio-kognitive Prozesse werden in den Modellen analysiert und ermöglichen dadurch ein tieferes Verständnis der Aspekte, die für Lehren und Lernen von Bedeutung sind. Gleichzeitig werden Anregungen für den Informatikunterricht – und nicht nur für diesen – gegeben, da sich die hier dargestellten Programme auch sehr gut im Unterricht einsetzen lassen. Das gilt auch andere Schulfächer, die mit Hilfe dieser Modelle interdisziplinäre Lehr- und Lernprojekte realisieren können.Table of ContentsAspekte der Unterrichtsvorbereitung, didaktische Modelle, Sachanalyse, Hierarchie von Lernzielen am Beispiel der Informatik, Notwendigkeit interdisziplinärer Ausbildung; Theorien der Sozialisation, des Lernens, der Gruppendynamik, der Kommunikation und Kognition, pädagogisch-professionelles Handeln, soziale Rollen; Computermodelle für den Unterricht und im Unterricht, Künstliche Intelligenz, lernende Programme, vernetztes Denken; Computermodelle sozialer und kognitiver Prozesse.
£31.34
Springer Come impariamo a muoverci nellambiente
Book Synopsis
£29.69
Springer Verlag, Singapore Methodology for Multilevel Modeling in
Book SynopsisThis edited volume documents attempts to conduct systematic and prodigious research using multilevel analysis in educational settings, and present their findings and identify future research directions. It showcases the versatility of multilevel analysis, and elucidates the unique advantages in examining complex and wide-ranging educational issues. This book brings together leading experts around the world to share their works in the field, highlighting recent advances, creative and unique approaches, and innovative methods using multilevel modeling and theoretical and practical aspects of multilevel analysis in culturally and linguistically-diverse educational contexts.Table of ContentsIntroductionHierarchical Linear Modeling and Multilevel Modeling in Educational Research PART I: Theoretical Foundations and Conceptual Frameworks Chapter 2 A Primer for Using Multilevel Confirmatory Factor Analysis Models in Educational Research Chapter 3 Multilevel Model Selection: Balancing Model Fit and Adequacy Chapter 4 Concepts and Applications of Multivariate Multilevel (MVML) Analysis and Multilevel Structural Equation Modeling (MLSEM) Chapter 5 Data Visualization for Pattern Seeking in Multilevel Modeling Chapter 6 Multilevel Structural Equation Model in Educational Research PART II: Methodology for Multilevel Modeling Chapter 7 Analyzing Large-scale Assessment Data with Multilevel Analyses: Demonstration using the Programme for International Student Assessment (PISA) Chapter 8 Multilevel Modeling of International Large-scale Assessment Data Chapter 9 Transparency and Replicability of Multilevel Modeling Applications: A Guideline for Improved Reporting Practices Chapter 10 Multilevel Model and Teaching Force Research: Practices and Promises Chapter 11 Multilevel Modelling with International Large-scale Student Assessments PART III: Multilevel Analysis of PISA and TIMSS Data Chapter 12 Changing Trends in the Role of South African Mathematics Teachers Qualification for Student Achievement: Findings from TIMSS Data Chapter 13 Revisiting the Relationship between Science Teaching Practice and Scientific Literacy: Multi-Level Analysis Using PISA Chapter 14 Family Meals and Academic Performance: A Multilevel Analysis of PISA for Spain Chapter 15 Multilevel Modeling of Nordic Students’ Mathematics Achievements in TIMSS 2019 Chapter 16 Teachers' Perceptions of School Ethical Culture: The Implicit Meaning of TIMSS PART IV: Multilevel Modeling in Educational Research Chapter 17 Teacher Personal Characteristics, Instructional Behavior, and Student Outcomes: Applying Doubly Latent Multilevel Analysis Chapter 18 Daycare Centers’ Composition and Children’s Language Skills at School Entry: Exploring the Nature of Contextual Effects using Multilevel Modeling Chapter 19 Gender Effect at the Beginning of Higher Education Career in STEM Studies Chapter 20 Contextual Factors of Strategy Use in Solving Non-Routine Problems: A Multilevel Modelling Analysis Chapter 21 A Longitudinal and Multilevel Study of Client Satisfaction with Kindergartens in Norway Chapter 22 Multilevel Modeling and Assessment of the Study-relevant Knowledge of First-year Students in a Master's Program in Business and Economics Index
£123.49
Springer Verlag, Singapore Psychodrama in Brazil: Contemporary Applications
Book SynopsisThis book approaches contemporary psychodrama from many contexts and population application from different regions of Brazil. It presents the diversity of local culture, the originality with which psychodramatic philosophy emerges in the Brazilian scenario. It introduces the theoretical-methodological procedures that reaffirm psychodrama as a scientific instrument of social action. The chapters cover the philosophical and theoretical foundations and the new socio-psycho-educational methodologies applied in clinical practices, sociotherapy, politics and society. It is a helpful resource for professionals and academics interested in the development of innovative applications of Psychodrama.Table of ContentsPart 1: Foundations of Brazilian Psychodrama.- Chapter 1: Fundamentals of Brazilian psychodrama, a network of ideas, concepts and practices.-Chapter 2: Theoretical foundations of socionomy.- Chapter 3: Brazilian Spontaneous Theater: scenes that spring from resonances.- Chapter 4: Public Psychodrama: more than a century valuing groups.- Part 2: Clinical Psychodrama.- Chapter 5: Relationship Psychotherapy: a minimalist psychodrama.- Chapter 6: Individual psychodrama with symbolic images and auxiliary objects.- Chapter 7: Psychodramatic Psychotherapy Group and its modalities in Brazil.- Chapter 8: Psychodrama with children in Brazil.- Chapter 9: Who am I? Psychodrama and its possibilities for the recognition of the self of adolescents.- Chapter 10: Psychodrama and Family Therapy: methodological interface.- Part 3: Sociotherapy - psychosocial practices and vulnerable populations.- Chapter 11: Psychodrama and sexuality.- Chapter 12: Psychodramatic resources in psychosocial interventions against sexual violence: victims and offenders.- Chapter 13: Applications of Psychodrama in Brazilian Justice System Protective Measures.- Chapter 14: Psychodrama with the elderly.- Part 4: Psychodrama in education, politics, and society.- Chapter 15: Psychodrama in politics.- Chapter 16: The use of Psychodrama as a pedagogical strategy for the implementation of Public Policies in Health and Education.- Chapter 17: Organizational Psychodrama Andréa Claudia de Souza, Potenciar Consultores Associados.- Chapter 18: On the recognition of ignorance: popular education and the encounter of psychodrama with indigenous people- Chapter 19: Psychodrama from the perspective of a palmarin clinic.- Chapter 20: Brazilian Public Sociodrama without Homophobia: the fearful stage.-Chapter 21: Training in Psychodrama: Democratic Project under Construction.
£104.49
Springer Verlag, Singapore Intersections of Diversity, Literacy, and Learner
Book SynopsisThis book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.Table of Contents1. Premise of the Book: Considering Learner Difference and Literacy.- Section I Literacy Contexts: A Matter of Difference.- 2. “I’m Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise.- 3. Collaboration in career and technical education to support all learners: Reflections and practices from the field.- 4. Effective planning and revising strategies for meeting the needs of students with learning difficulties and literacy needs.- 5. (Re)Framing Difficulty: ELLs and Literacy Instruction.- 6. Listen to their Voices: Early childhood Professionals Reflect on their Experiences Teaching Language Skills to Young Children.- 7. Stories of Teaching (and Learning how to Teach) Literacy to Diverse Learners in a Language Classroom.- Section II It’s Personal: Advocacy and Action.- 8. Learner Differences and Second Language Learning: A Post-Colonial Perspective.- 9. The Construction of Literacy Identity: Alice’s Story.- 10. An Ecological Examination of “Literacies”: A Mother’s Journey.- Section III Moving Forward & Building Bridges.- 11. Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings.- 12. Moving all up at Sireira Moderna Academy.- 13. Final Thoughts: Conversations, Intersections, and Education for All: Where to?.- Afterword.
£85.49
Springer Verlag, Singapore Research and Teaching in a Pandemic World: The
Book SynopsisThis book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic.Table of ContentsIndex of Figures Index of Tables Notes on Contributors An Introduction to Research and Teaching in a Post-Pandemic World PREFACE Research and Teaching in a Post-Pandemic World CHAPTER 1 Introduction to the COVID-19 Pandemic and its Impact on Higher Education CHAPTER 2 A Harmony of Voices: The Value of Collaborative Autoethnography as Collective Witnessing during a Pandemic Academic Identity Development amidst Pandemic-induced Loss, Trauma, and Grief CHAPTER 3 Processing Uncertainty During COVID-19: A Collaborative Autoethnography of Two Stranded International PhD Students CHAPTER 4 Balancing Growth and Grief: Narratives of an Immigrant Doctoral Student Navigating Academia during the COVID-19 Pandemic CHAPTER 5 Rediscovering Myself through Fear of Failure: My Journey as an International Doctoral Student during a Pandemic CHAPTER 6 My PhD Saved My Sanity and My Life Locality and Internationality in Shaping Academic Identities during a Pandemic CHAPTER 7 “Locked Down, But Inspired”: Beginning Our Research Studies During COVID-19 CHAPTER 8 Establishing Academic Identities through Professional Socialisation during the COVID-19 Pandemic: A Doctoral Student, Institutional Member, or Early Career Researcher? CHAPTER 9 An International Student, a Researcher, or a Work-ready Graduate? Exploring the Self-Formation of International Students in Coursework Master’s Programmes CHAPTER 10 Adaptation of Environmental and Sustainability Education During the COVID-19 Pandemic Resilience and Growth – Features of Academic Identity Development during a Pandemic CHAPTER 11 Hajime! はじめ! Karate as Academic Salvation CHAPTER 12 Uncertainty and Autism: How Changing with the Times is Harder for Some CHAPTER 13 Academic Motherhood in Times of Pandemic: Finding Silver Linings CHAPTER 14 Lockdown, Online Learning, and Sense of Coherence: How I Managed to Finish My Master’s Degree During the COVID-19 Pandemic CHAPTER 15 Cognitive Hardiness in the Face of Uncertainty: PhD-ing From Home During a Global Pandemic CHAPTER 16 Mitigating the Challenges of Thesis Writing during the COVID-19 Pandemic: An Autoethnographic Reflection of Two Doctoral Students’ Perezhivanie CHAPTER 17 PhD Candidature During the Pandemic: Hansel and Gretel’s Trip Through the Woods CHAPTER 18 Empowerment in the Crisis: Narratives of COVID-19 Generation Researchers CHAPTER 19 Turning Crisis into Opportunities: New Insights for Academic Experiences During the Pandemic Inspired from a Cultural-Historical and Activity Theory Perspective in an Autoethnography CHAPTER 20 A Shift in Doctoral Students’ Demands and Motives During the COVID-19 Pandemic CHAPTER 21 Entering a Career as an ECR in an Increasingly Shifting Academic Landscape: The Value of Different Forms of Capital CHAPTER 22 The Kitchen Table: Mother-Academics Reconfiguring their Emerging Identities While Aligning Family and Work Doing Research in Times of Change – Methodological Ethnographies of Coping CHAPTER 23 The Effects of the Pandemic on the Research Output and Strategies of Early Career Researchers and Doctoral Candidates CHAPTER 24 (Dis)embodied Learning: Centring the Body and Emotions in Online Professional Learning CHAPTER 25 Leveraging Zoom Video-Conferencing Features in Interview Data Generation during the Covid-19 Pandemic CHAPTER 26 Pixelated Participation: A PhD Student’s Notes of Online Data Generation During the COVID-19 Pandemic CHAPTER 27 The Unforgotten Pre-Service Teachers [Participants]: Did the Pandemic Affect Learning While on Practicum? What Uncompleted Pre-Service Teachers’ Mentoring Experiences [Data] Can Tell Us CHAPTER 28 The Impact of COVID-19 on PhD Research: An Autoethnographic Account by an International Student in Melbourne Supporting Academic Identity Development during a Global Crisis CHAPTER 29 ‘‘Memeing It Up!”: Doctoral Students’ Reflections of Collegiate Virtual Writing Spaces during the COVID-19 Pandemic CHAPTER 30 ‘Intertext’ in a New Context: Lessons Learnt from Collaborating, Contributing, and Connecting Through an Online Interdisciplinary Student-Led Symposium During COVID-19 CHAPTER 31 “Let’s Talk About Wellbeing!”: Fostering Interdependence in Doctoral Communities CHAPTER 32 Tackling a Sense of Insecurity: Enhancing Digital Literacy as a Call to Action for Educators during the Pandemic CHAPTER 33 Education and ICT amidst the COVID-19 Pandemic: Teaching Reflections of Indonesian Educators CHAPTER 34 Reflections on Developing Academic Identity during the Pandemic CODA The Challenges of Establishing Academic Identities During Times of Change
£123.49
Springer Verlag, Singapore Intellectual Development and Mathematics Learning
Book SynopsisThis book introduces the outcomes of author’s 40 years of research, especially the theory of “the Triangular Pyramid Structure of Thinking” that he independently proposed, and the application of his development theory in the field of mathematics education. The book firstly explains the substantial character of intelligence, the development law of intelligence, and the relationship between intelligence development and creativity cultivation. Secondly, it discusses the structure of mathematical thinking of children and adolescents from 0 to 18 years old, and the methods of developing students’ thinking ability and the quality of intelligence through arithmetic learning. In the end, this book also demonstrates the characteristics of the development of mathematical thinking ability of children at age 0-6, elementary school students, and secondary school students, and the related latest research in this field. Based on the theory of “the Triangular Pyramid Structure of Thinking”, a number of examples are given to illustrate how the theory of intelligence development can be used in mathematics teaching to promote the development of students’ thinking abilities and to improve the quality of teaching.This book covers various areas including psychology, mathematics, and education. It has a great reference value for scholars in the field of psychology to study the theory of intelligence and the structure of thinking, providing guidance for parents and mathematics teachers to promote children’s quality of intelligence and mathematical thinking abilities, and to enhance their mathematics learning effects. In addition, it provides examples for psychological research to serve specific subject teaching in elementary and secondary schools.Table of ContentsPart I The Mystery of Intelligence.- Chapter 1: The Nature of Intelligence.- Chapter 2: The Laws of Intellectual Development and Mathematics Learning.- Chapter 3: Intelligence and Creativity.- Part II Mathematics Is the Gymnastics of Human Thinking.- Chapter 4: The Complete Structure of Mathematical Thinking.- Chapter 5: The Development of Students’ Thinking Skills in Arithmetic.- Chapter 6: Differences in the Intellectual Qualities of Students in Arithmetic and Their Development.- Part III The Development of Mathematical Abilities of Children and Adolescents.- Chapter 7: Preschool Children’s Algorithm Thinking Ability and the Early Education of Mathematics.- Chapter 8: Mathematics Learning and Intellectual Development of Elementary School Students.- Chapter 9: Mathematics Learning and Intellectual Development of Middle School Students.
£113.99
Springer Verlag, Singapore Evidence-Based Teaching for the 21st Century Classroom and Beyond: Innovation-Driven Learning Strategies
Book SynopsisThis book serves as an essential intervention where the innovative, evidence based and contemporary teaching, learning approaches, strategies and learning support systems to be incorporated in the learning process are presented, supported with findings. It addresses the complex challenges and limitations in practice supported with evidence, hence providing possible approaches to address them. It also addresses an interesting scope of topics that are both contemporary and essential to almost all academics that have a high responsibility to nurture, develop, train and equip learners both at the undergraduate and post-graduate levels at the university with the relevant skills and competencies.Table of ContentsChapter 1 – Transformation: 21st Century Teaching and Learning Competencies.- Chapter 2 –A blended, flipped classroom and team-based approach: Critical Thinking, Engaging and Collaborative Learners.- Chapter 3 –Authentic Learning Support Systems/interventions for Team-based and flipped classroom for collaborative learning and to assess real-time contributions and participations in class.- Chapter 4 – Social-psychological Intervention to develop Competency and Skills Development in Cognitive Empathy.- Chapter 5 – Student centric learning with Active and Experiential Activity based Learning.- Chapter 6 – Reflective peer review feedback for leadership ability development in students.- Chapter 7 – Online Learning, Learning through social media and e-platforms.- Chapter 8 – Concluding Thoughts on the 21st Century Classroom and Humanistic Management Education as a treadle for a better society.
£80.99
Springer Verlag, Singapore Applying the Science of Learning to Education: An
Book SynopsisThis book provides an overview of the various 'Science of Learning' (SoL) research projects led by researchers at the National Institute of Education, Nanyang Technological University, Singapore, and international research collaborators. It presents the goals and rationale behind the Science of Learning in Education (SoLE) initiative and examines a spectrum of topics relevant to bolstering our understanding of the science underlying learning. The Science of Learning (SoL) is an advancing field, with proponents extolling its potential impact on educational practice. This book investigates the possible correlations or causal relationships between brain functioning and development, physiology, environment factors, and their impact on learning. It promotes an interdisciplinary approach to understanding biological to behavioural mechanisms of learning that are oriented toward optimizing and maximizing every learner’s potential.Table of ContentsDevelopments of science of learning in education.- Part 1: Cognition and emotion for learning.- Brain signatures of reading within different types of learners and across written languages: Evidence and implications for education.- The science of mathematics learning: An integrative review of neuroimaging data in developmental dyscalculia.- The neuroscience of emotion and intrinsic motivation.- A strategic mindset for learning and life.- Part 2: Looking beyond the classroom for learning.- Why should reading (books) be preferable to watching (television)?- Optimizing adult guidance to facilitate children’s learning: Recent advances in developmental and computational cognitive sciences.- Physical activity as a tool for enhancing learning.- Nutrition to raise childhood cognition.- Part 3: Translating from laboratories to classroom.- Exploring the possibilities of eye-trackers in education.- Cognitive inhibition in the classroom.- Affordances of computational thinking activities in the development of spatial reasoning.- Bridging the research and policy/practice gap: Making a case for a bi-directional approach, multidisciplinary partnerships to tighten the nexus between science of learning and education.
£113.99
Information Age Publishing Teaching to Prepare Advocates
Book SynopsisThis book is the fourth volume in the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching. The objective of most other volumes in this series is to help instructors apply and model fundamental principles of learning, assessment, motivation, and development in preparing their students for the diverse, multidimensional, uncertain, and socially-embedded classrooms in which these future educators will teach.This volume is a strong compliment to others in the series as it prepares readers to be better positioned to advocate for principles of psychology in their programs and departments, and to prepare preservice teachers to do likewise in the K-12 classrooms they will soon guide. Even more, this volume will help instructors in shaping pre-service teachers to be stronger advocates for their own students.This volume is organized around two themes: (1) Advocating for principles and practices of educational psychology, and (2) advocating for students. These themes go hand-in-hand. While advocating for educational psychology principles and evidence- based practices in their schools, teachers also are called upon to advocate for and empower historically marginalized groups of students. Topics in Part I include development of intercultural competency, implementation of professional learning communities, culturalizing the curriculum, journalistic learning, incorporation of inquiry learning, and universal design. Topics in Part II include supporting student self-advocacy, creating an allyship with LGBTQ+ students, advocating for victims of bullying, and supporting students with mental health needs.
£51.30
Information Age Publishing Teaching to Prepare Advocates
Book SynopsisThis book is the fourth volume in the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching. The objective of most other volumes in this series is to help instructors apply and model fundamental principles of learning, assessment, motivation, and development in preparing their students for the diverse, multidimensional, uncertain, and socially-embedded classrooms in which these future educators will teach.This volume is a strong compliment to others in the series as it prepares readers to be better positioned to advocate for principles of psychology in their programs and departments, and to prepare preservice teachers to do likewise in the K-12 classrooms they will soon guide. Even more, this volume will help instructors in shaping pre-service teachers to be stronger advocates for their own students.This volume is organized around two themes: (1) Advocating for principles and practices of educational psychology, and (2) advocating for students. These themes go hand-in-hand. While advocating for educational psychology principles and evidence- based practices in their schools, teachers also are called upon to advocate for and empower historically marginalized groups of students. Topics in Part I include development of intercultural competency, implementation of professional learning communities, culturalizing the curriculum, journalistic learning, incorporation of inquiry learning, and universal design. Topics in Part II include supporting student self-advocacy, creating an allyship with LGBTQ+ students, advocating for victims of bullying, and supporting students with mental health needs.
£91.80
Information Age Publishing A psicologia cultural chega à escola:
Book SynopsisEste livro nasce de um movimento de divulgaçao do trabalho de psicologos dialogicos-culturais que vem, ha tempos, construindo saberes sobre as relaçoes entre os campos da psicologia e educaçao. Apos anos de trabalhos conjuntos no Brasil, Dinamarca, Suíça, Italia, dentre outros países, esta obra em Língua Portuguesa foi produzida, tendo em vista a relevante contribuiçao que a psicologia dialogica e cultural oferece ao cenario educacional das escolas. Os capítulos teoricos e empíricos, produzidos de modo didatico e dialogico, discutem as experiencias dos autores e suas ideias orientadas para um novo campo do saber, denominado "Psicologia Cultural da Educaçao". Temas como praticas dialogicas, crenças e valores democraticos, processos de desenvolvimento humano e educacionais, dentre outros, encontram espaço para analise e problematizaçao, a fim de contribuir ao vasto campo da psicologia do desenvolvimento e daeducaçao.ENGLISH TRANSLATION:This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the "Cultural Psychology of Education". Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.
£48.45
Information Age Publishing A psicologia cultural chega à escola:
Book SynopsisEste livro nasce de um movimento de divulgaçao do trabalho de psicologos dialogicos-culturais que vem, ha tempos, construindo saberes sobre as relaçoes entre os campos da psicologia e educaçao. Apos anos de trabalhos conjuntos no Brasil, Dinamarca, Suíça, Italia, dentre outros países, esta obra em Língua Portuguesa foi produzida, tendo em vista a relevante contribuiçao que a psicologia dialogica e cultural oferece ao cenario educacional das escolas. Os capítulos teoricos e empíricos, produzidos de modo didatico e dialogico, discutem as experiencias dos autores e suas ideias orientadas para um novo campo do saber, denominado "Psicologia Cultural da Educaçao". Temas como praticas dialogicas, crenças e valores democraticos, processos de desenvolvimento humano e educacionais, dentre outros, encontram espaço para analise e problematizaçao, a fim de contribuir ao vasto campo da psicologia do desenvolvimento e daeducaçao.ENGLISH TRANSLATION:This book came out as part of the efforts of cultural dialogical psychologists guided to the knowledge construction about the relations between psychology and education. After years of working together, scientists from Brazil, Denmark, Switzerland, Italy, among other countries, collaborate to present this book written in Portuguese, due to the relevant contribution of cultural dialogical psychology to the field of education within school contexts. The authors produced theoretical-empirical chapters using a didactical and dialogical language to discuss their ideas and experiences, which compose the field known as the "Cultural Psychology of Education". Topics such as dialogical practices, democratic values and beliefs and topics concerning education and human development, among others, are therefore analyzed and discussed in order to contribute to the vast field encompassing both developmental psychology and education.
£86.70
Information Age Publishing Health and Well-Being in the Middle Grades:
Book SynopsisCurrent research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress. To date, school leaders and teachers have not been well served by explicit resources for middle grades education that focus on aspects of the health and well-being of young adolescent learners to support the planning of curriculum and teaching and to support teachers and leaders working with this age-group. The purpose of this research – based volume is to fill that gap and to enable school leaders, teachers, academics, and teacher candidates to develop successfully an understanding of the health and well-being aspects of young adolescent learners and provide them with the necessary tools and information to address the health and well-being needs of young adolescent learners.
£51.30
Information Age Publishing Health and Well-Being in the Middle Grades:
Book SynopsisCurrent research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress. To date, school leaders and teachers have not been well served by explicit resources for middle grades education that focus on aspects of the health and well-being of young adolescent learners to support the planning of curriculum and teaching and to support teachers and leaders working with this age-group. The purpose of this research – based volume is to fill that gap and to enable school leaders, teachers, academics, and teacher candidates to develop successfully an understanding of the health and well-being aspects of young adolescent learners and provide them with the necessary tools and information to address the health and well-being needs of young adolescent learners.
£91.80
Information Age Publishing Redesigning the Future of Education in the Light
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£44.61
Information Age Publishing Redesigning the Future of Education in the Light
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£75.95
Information Age Publishing When We Hear Them
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£75.95
Emerald - Information Age Publishing Teaching in Online Distance and NonTraditional
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£50.00
Emerald - Information Age Publishing Teaching in Online Distance and NonTraditional
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£80.75
Createspace Independent Publishing Platform 7 CHAKRAS Auto Sanarse
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£14.10
Almuzara Geniales
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£999.99
Almuzara Arte de Pensar Para Ninos, El
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£17.18
Amazing Books S.L. Acompañamiento Terapéutico: Encuentros Y Desencuentros Entre La Vaca Loca Y El Pato Lógico
£999.99
Machado Grupo de Distribucin Arte psicologa y educacin fundamentacin
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£12.71
Editorial INDE, S.A. Estudio y génesis de la Psicomotricidad
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£17.53
Editorial INDE Creatividad y motricidad
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£15.74
Editorial INDE Cognición y rendimiento motor
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£17.97
Ediciones Aljibe Adaptemos la escuela orientaciones ante la
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£13.17
Editorial Kairos Los Educadores Felices Cambian El Mundo
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£26.44
Wanceulen S.L. Stop Bullying
£15.86
Losada LA SOLEDAD DEL NIO
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£16.19
Novedades Educativas Tratamiento de Los Problemas En El Aprendizaje
£999.99
Taylor & Francis Theories of Human Development A Comparative Approach Mysearchlab Series for Psychology
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£145.51
Taylor & Francis Problem Solving for Teaching and Learning
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£128.25
Taylor & Francis The Professional Counselor
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£123.50
Taylor & Francis Understanding Nurturing and Working Effectively with Vulnerable Children in Schools Why Cant You Hear Me
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£114.00
Taylor & Francis Challenging Early Learning Helping Young Children Learn How to Learn
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£114.00
Taylor & Francis Promoting WellBeing in the PreSchool Years Research Applications and Strategies
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£29.99
Taylor & Francis International Reflections on Approaches to Mental Health Social Work
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£42.99
Taylor & Francis Ltd Conceptual metaphor and embodied cognition in science learning
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£42.99
Taylor & Francis Ltd Psychology and Adult Learning The Role of Theory in Informing Practice
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£114.00
Taylor & Francis Place Pedagogy and Play
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£128.25
Taylor & Francis Place Pedagogy and Play Participation Design and Research with Children
Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning.
£47.49
Taylor & Francis The Architecture of the Child Mind
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£128.25
Taylor & Francis Ltd Motivating Students to Learn
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