Educational psychology Books

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Book SynopsisA dynamic new look at the legendary college that was a major incubator of the arts in midcentury AmericaTrade Review"The richly illustrated catalog . . . offers a visual record of the early efforts of such eminences as choreographer Merce Cunningham, composer John Cage, and the painters Cy Twombly and Robert Rauschenbeg."—Wall Street Journal, 2015 'Best Books for Art Lovers'Finalist for the 2015 George Wittenborn Book Award, given by the Art Libraries Society of North AmericaWon an honorable mention for the 2016 Dedalus Foundation Exhibition Catalogue Award"I cannot praise the show’s beautiful and accessible catalog highly enough. It will have a long life, and will ensure that Leap Before You Look will be looked back on for years to come as the landmark event that it is."—Sebastian Smee, Boston Globe"Strikingly desiged and weighty . . . [the authors] have delved deeply into the history of the unconventional North Carolina art school."—Introspective: The 1stdibs Magazine, 2015 Holiday Book Roundup

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Book SynopsisOffers research about the mind and the brain that provides answers to a number of compelling questions. This book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. The knowledge calls into question concepts and practices firmly entrenched in our education system.Table of Contents1 Front Matter; 2 I INTRODUCTION; 3 1 Learning: From Speculation to Science; 4 II LEARNERS AND LEARNING; 5 2 How Experts Differ from Novices; 6 3 Learning and Transfer; 7 4 How Children Learn; 8 5 Mind and Brain; 9 III TEACHERS AND TEACHING; 10 6 The Design of Learning Environments; 11 7 Effective Teaching: Examples in History, Mathematics, and Science; 12 8 Teacher Learning; 13 9 Technology to Support Learning; 14 IV FUTURE DIRECTIONS FOR THE SCIENCE OF LEARNING; 15 10 Conclusions; 16 11 Next Steps for Research; 17 References; 18 Biographical Sketches of Committees' Members and Staff; 19 Acknowledgments; 20 Index

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Book SynopsisClearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersand learnersevery waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses:Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. Table of ContentsFront MatterExecutive Summary1 Introduction2 What Does the Science of Learning Contribute to Early Childhood Pedagogy?3 The Importance of Individual and Cultural Variations4 Preschool Program Quality5 Curriculum and Pedagogy: The What and the How of Early Childhood Education6 Assessment in Early Childhood Education7 The Preparation of Early Childhood Professionals8 Program and Practice Standards9 Findings, Conclusions, and RecommendationsAppendix: Scientific EvidenceReferencesBiographical SketchesIndex

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Book SynopsisIn recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy. The contributors to Philosophy and Pedagogy of Early Childhood explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are addressed in very different ways, each invokes a call to teachers to consider their own position in the dialogical process of learning, and suggests that pedagogy is necessarily situated, provisional, compositional, and discursive. Such critical and philosophical inquiry is a welcome antidote in an era of pedagogical certainty and standards-based agendas. This book was originally published as a special issue of Educational Philosophy and Theory. Table of ContentsIntroduction: Philosophy and Pedagogy of Early Childhood 1. ‘These Happen To Be My Own’: The loss of childhood identity and the idea of a self 2. ‘How Early is Early?’ Or ‘How Late is Late?’: Thinking through some issues in early intervention 3. My Feelings: Power, politics and childhood subjectivities 4. Creating Space for Infants to Influence ECEC Practice: The encounter, écart, reversibility and ethical reflection 5. Sensory Pedagogy: Understanding and encountering children through the senses 6. ‘Are You ‘Avin a Laff?’: A pedagogical response to Bakhtinian carnivalesque in early childhood education 7. The Theory of ‘Belonging’: Defining concepts used within Belonging, Being and Becoming – The Australian Early Years Learning Framework 8. Well-Being Narratives and Young Children 9. An encounter with ‘sayings’ of curriculum: Levinas and the formalisation of infants’ learning 10. {Le Théâtre de la Cruauté} or When Caring ‘Is’

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Book SynopsisWhat are the goals of Early Years education? A lot of people ask this question and receive answers ranging from keeping children safe; introducing them to the values of society; encouraging a love of language; giving them experience of socialising, harmonising and behaving appropriately. This book shares the best strategies to help children grow into even more curious, resilient, happy, articulate and thoughtful learners.Challenging Early Learning takes James Nottingham's tried and tested and acclaimed 'learning to learn' methodology and applies it to teaching three- to seven-year-olds. Each chapter includes: Colourful and stimulating learning activities that will help children learn how to learn. Practical 'Now Try This' sections that encourage readers to think about current practice and explore new ideas. A Review section that focuses on building a broad tool kit of teaching strategies. Covering a ranTable of ContentsForeword Preface The Language of Learning Chapter 1: Creating the Conditions for Early Learning 1.0 Challenging Early Learning 1.1 Encouraging Growth in A Nursery 1.2 Learning How to Learn 1.3 The ASK Model 1.4 ASK Model: Attitudes 1.4.1 The Marshmallow Experiment 1.5 ASK Model: Skills 1.6 Learning Detectives 1.7 Chapter Summary Chapter 2: Children’s Response to Challenge 2.0 Which Path Would You Choose? 2.1 Why Do Children Pick the Easier Path? 2.2 Persuading Children Out of Their Comfort Zone 2.3 The Learning Challenge 2.4 Learning Challenge Stage 1: Identify Concepts 2.5 Learning Challenge Stage 2: Creative Cognitive Conflict 2.5.1 Wobblers 2.5.2 Comparisons 2.5.3 Prepared Questions 2.6 Learning Challenge Stage 3: Construct Understanding 2.6.1 Concept Targets 2.6.2 Ranking 2.6.3 Venn diagrams 2.6.4 Opinion Lines 2.6.5 Opinion Corners 2.7 Learning Challenge Stage 4: Consider the Learning 2.8 Chapter Summary Chapter 3: Developing Dialogue with Young Children 3.0 Using Dialogue to Develop Children’s Language 3.1 Different Types of Talk 3.2 Cumulative Talk 3.3 Disputational Talk 3.4 Exploratory Talk 3.5 Encouraging Exploratory Talk 3.6 Repeating, Reflecting, Rephrasing, and Extending 3.7 Chapter Summary Chapter 4: Engaging Children’s Thinking Skills 4.0 Learning How to Think 4.1 Transporter 4.2 Odd One Out 4.3 That Is What I Was Thinking 4.4 The Three Whys (Men) 4.5 A Reasonable Holiday 4.6 What If? 4.7 Storyboarding 4.8 Fortunately; Unfortunately 4.9 Chapter Summary Chapter 5: Listening, Thinking and Questioning 5.0 Patience for Listening 5.1 Trust and Respect 5.2 Listening and Thinking (rather than Listening and Talking) 5.3 Developing Questioning 5.4 Open Questions 5.5 Socratic Questions 5.6 Who, What, Where, When, Why, How 5.7 Question Stems 5.8 Thinking Progress 5.9 Chapter Summary Chapter 6: Making Progress 6.0 Focus on Progress 6.1 Progress in Terms of The SOLO Taxonomy 6.2 The SOLO Taxonomy and Learning 6.3 The SOLO Taxonomy and The Learning Challenge 6.4 Progress and a Growth Mindset 6.5 Mindset and Praise 6.6 Ways to Praise 6.7 Other Ways to Build a Growth Mindset 6.8 Self Efficacy 6.9 Chapter Summary Chapter 7: Feedback and Learning Goals 7.0 The Impact of Feedback 7.1 What Is Feedback? 7.2 Feedback and Praise 7.3 Learning Goals and Feedback 7.4 Timing 7.5 Sitting Beside Your Children 7.6 Encouraging the Right Type of Feedback 7.7 Seven Steps to Feedback Success 7.8 The Seven Steps to Feedback – Some Final Thoughts 7.9 Chapter Summary Chapter 8: Early Learning Activities Activity 1: What Is a Toy? Activity 2: People Who Help Us Activity 3: The Gingerbread Man Activity 4: Why Is Teddy Feeling Unwell? Activity 5: Decisions, Decisions Activity 6: Shape Activity 7: Fairy Tales Activity 8: Being A Good Friend Appendix 1 Coded Transcript Relating to Section 3.6

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Place, Pedagogy and Play connects landscape architecture with education, psychology, public health and planning.

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Book SynopsisWritten specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.Table of Contents1. Introduction to Motivation to Learn 2. What Is It That I Want to Do? Classroom Goals 3. What Am I Supposed to Do? Extrinsic Goals and Incentives 4. Is This Important and Enjoyable to Do? Intrinsic Motivation and Values 5. Is This Important and Enjoyable To Do? Making Learning Attractive and Interesting 6. Can I Do It? What Causes Success and Failure? Beliefs about Ability, Causality, and Control 7. Does Anybody Care? Relationships and Classroom Community 8. Stimulating Students’ Motivation to Learn 9. Motivational Challenges: Strategies for Working with Alienated and Discouraged Students 10. The Role of Family and Culture in Motivation to Learn 11. Motivation to Teach 12. Looking Back and Ahead: Integrating Motivational Goals into Your Planning and Teaching

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Book SynopsisThe first self-care book designed specifically for the early childhood field, Culturally Responsive Self-Care Practices for Early Childhood Educators is filled with helpful strategies and tools that you can implement immediately.Recognizing that self-care is not one size fits all, the authors present culturally responsive strategies drawn from diverse early childhood staff working in a range of roles across communities and contexts. By tying the importance of educator self-care to goals of social justice and equity, this book advocates for increased awareness of the importance of self-care on both an individual and institutional level.Through key research findings, effective strategies and personal anecdotes, this accessible guide helps readers understand and engage with the critical role self-care and wellness-oriented practices play in creating strong foundations for high quality early learning programs.Trade Review"Rooted in a clear understanding of how systemic racism and oppression impacts one’s ability to prioritize and implement self-care, this book is a tremendous resource for early childhood professionals, and for anyone who wants to learn about self-care from a culturally responsive perspective. The accessible writing helps the reader understand and make personal and professional connections to very complex topics, and highlights culturally diverse self-care practices that the reader can explore to find what works for them. This book should be required reading for all early childhood professionals, because as the authors remind us, self-care is truly the foundation of equity in early childhood education."Takiema Bunche Smith, MPA, MS Ed, Executive Director at the Center on Culture, Race and Equity at Bank Street College"Caring for the self is the core requirement for caring for young children with love and grace. The authors of Culturally Responsive Self-Care Practices for Early Childhood Educators remind us what effective self-care and community wellness look like when grounded in a broader palette of cultural practices, traditions, and expressions. This guide is a must for making space for the care and feeding of the adults watching over our youngest minds. It honors authentic cultural expressions of wellness and self-care without othering, marginalizing, or stereotyping the different ways we take care of mind, body, and spirit." Zaretta Hammond, Author of Culturally Responsive Teaching and the BrainTable of ContentsIntroduction 1. The Impact of Stress and Trauma in the Lives of Early Educators 2. Foundations of Culturally Responsive Self-Care 3. Building a Culturally Responsive Self-Care Toolbox 4. Case Studies: Applying Ideas Throughout the Book to Your Practice 5. Conclusion Resources References

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Book SynopsisDrive boredom out of your classroom â and keep it out â with the student-engagement strategies in this book. Youâll learn how to gain and sustain the attention of your students from the moment the bell rings. Perfect for teachers of all subjects and grade levels, these ready-to-use activities go head-to-head with student boredom and disengagement, resulting in class time thatâs more efficient, more educational, and loads more fun! Contents include: Strategies to Begin a Lesson Strategies to End a Lesson Strategies for Solo/Independent Work Strategies for the Whole Group Strategies for Engaging Reluctant Learners Bonus: The book also features a Quick Guide to Parent Engagement, with loads of suggestions for increasing student engagement by partnering with families. Companion Book Available! For more strategies, donât miss the companion book Battling Boredom, Trade Review"The Fort Worth Independent School District Professional Learning and Innovation team used the strategies from Battling Boredom as the material for a district professional learning day. Over 1200 teachers engaged with a variety of strategies from the book. Many teachers shared that it was the best professional learning they had experienced! They loved the engagement and focus on student-centered strategies to promote and support learning in the classroom. Battling Boredom is a wonderful resource for new teachers who want to start their careers strong and for experience teachers who want to incorporate new strategies that promote student engagement. The book is easy to read, understand and apply in lesson design and delivery. A must-have tool in your teacher toolkit!" — Dr. Lezley C. Lewis, Executive Director, FWISD Professional Learning & InnovationTable of Contents1. Strategies to Begin a Lesson 2. Strategies to End a Lesson 3. Strategies for Solo/Independent Work 4. Strategies for the Whole Group 5. Strategies for Partners and Small Groups 6. Strategies for Student Movement 7. Bonus Strategies for Reluctant Learners 8. Quick Guide to Parent Engagement

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Book SynopsisInstead of simply following the current neoliberal mantra of proclaiming economic growth as the single most important factor for maintaining well-being, Education and Schmidâs Art of Living revisits the idea of an education focused on personal development and the well-being of human beings. Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of living for today's students. Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmidâs concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschersâ work is sure to spark a debate about the direction of educational policy and practice in the 21st century. Education and Schmidâs Art of Living is essential reading for academics and students with an interest in education. Given the importance of such topics as the relationship between education and society, teacher education and how best to structure schools and learning environments, Teschersâ work will appeal to academics and students in a diverse range of fields, including education, philosophy, sociology and psychology.Trade Review‘Teschers introduces the reader to the work of Wilhelm Schmid, a German theorist who urges us to develop our own art of living in order to live a beautiful life. With this pedagogical aspiration in mind, Teschers takes seriously the idea that we are individuals living in a social context and that learning is something we do throughout our lives, and not solely in the classroom. Using a clear and accessible writing style, Teschers offers practical and theoretical suggestions as to what a contemporary education should look like, and invites us to reflect upon individual and societal values as we aim at developing practical wisdom. This book will be of interest to a wide audience, particularly those interested in philosophy, education, psychology and well-being.’ – Laura D’Olimpio, Senior Lecturer in Philosophy, The University of Notre Dame, Australia. ‘Teschers’ Education and Schmid’s Art of Living is a welcomed perspective to education at a time that tends to be dominated by narrow economic interests. Teschers’ book reinvigorates the ancient but perennial quest to seek a happy and good life – or in today’s terms, a sense of well-being. This rich and holistic notion of the good life involves engaging philosophically with emotions, feelings, attitudes, cognition, meaning-making, purposefulness, wisdom and spirituality, both for individuals and for society more generally. He explores these mainly through a dialogue between positive psychology and Schmid’s approach to a beautiful life. The result is a formulation of an art of living for education which is able to empower individual persons and all of society. Not only does an art of living require students to take a responsible role, but Teschers also explains how teachers might be able to offer a pedagogy that is able to educate for such an artful enterprise. I thoroughly recommend this book for those who are seeking how to make human life more meaningful and how education may once again serve this quest.’ – Scott Webster, Senior Lecturer in Curriculum and Pedagogy, Deakin University, Australia‘In this scholarly and readable work, Christoph Teschers brings the thoughts and ideas of contemporary German philosopher Wilhelm Schmid to an English–speaking audience. Drawing on rich philosophical traditions, which include the classical thinkers, Kant, and Foucault, Teschers argues that an education for the art of life is valuable, as it challenges the instrumentalist and economistic discourses dominating education, particularly at school level. Teschers builds a convincing case for showing that suffering and despair are part of human life, and can indeed be educative. The context of twenty-first century life that challenges traditional approaches to knowledge, opens the way to thinking differently about how to live life. How one may wish to live, rather than what it is one will do in life, is a central concern for Christoph Teschers, and this book makes a commendable contribution to addressing that concern.’ – Leon W. Benade, Senior Lecturer and Coordinator of Research, School of Education, AUT University, New ZealandTable of ContentsList of Figures Acknowledgements Preface 1. Introduction 2. Philosophical Concepts of the Art of Living 3. Emotions and the Good Life 4. Positive Psychology and the Art of Living 5. “Lebenskunst” - Schmid’s Concept of the Art of Living 6. Lebenskunst and Positive Psychology in Dialogue 7. An Educational Approach to the Art of Living 8. Beyond Schooling 9. Life-Pedagogy - An Education for Life Concept 10. Conclusion Bibliography

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Book SynopsisThe âGet to Know Meâ resources aim to support children, along with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs, and encourage empathy and understanding. Developed by child psychologist Louise Lightfoot, the Guidebook, Picture book and Draw-along book in this three-part set will help key adults support children with depression. Practical guidance, tools and strategies are supported by a narrative picture book and a draw-along version, which explore the thoughts, feelings and sensations experienced by many children with depression.

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Book SynopsisThe âGet to Know Meâ resources aim to support children, along with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs, and encourage empathy and understanding. Developed by child psychologist Louise Lightfoot, the Guidebook, Picture book and Draw-along book in this three-part set will help key adults support children with OCD. Practical guidance, tools and strategies are supported by a narrative picture book and a draw-along version, which explore the thoughts, feelings and sensations experienced by many children with OCD.

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Book SynopsisTeaching Diversity Relationally: Engaging Emotions and Embracing Possibilities offers process-oriented guidance for negotiating the psychological and relational challenges inherent in teaching about race, privilege, and oppression. Grounded in the philosophy of Transformative Education and incorporating psychological theories, the authors present concrete strategies for effectively teaching diversity and social justice courses. The authors develop an intersectional social justice framework for Transformative Education that emphasizes five emotional-relational pillars of successful teaching for diversity: cultivating reflexivity and exploration of positionality; engaging emotions; fostering perspective taking and empathy; promoting community and relational learning; and encouraging agency and responsibility. They provide guidance on how to prepare for social justice education that fosters the growth of learners and educators by addressing intersecting leTrade ReviewBy centering emotional and relational dynamics in the classroom from a social justice perspective, Kim, Donovan, and Suyemoto engage the reader in a conversation about teaching diversity and transformational learning. More specifically, the authors personally invite those who have been hesitant to participate in this work, as well as those who have been doing this work for years, to join the conversation. The ongoing dialogue between the authors and their readers makes these discussions especially approachable, interactive, and humanizing. All faculty who read this book are certain to find new ways of thinking about their teaching and learning, their students, and themselves. Tara L. Parker, Chair, Leadership in Education and Professor, Higher Education, University of Massachusetts BostonAn excellent thought-provoking publication that challenges educators to transform themselves to transform their pedagogy! This work is timely and essential given the shift in the sociopolitical climate, as state legislators approve bills that prohibit the study of critical race theory in education settings. With a social justice lens, this book inspires pedagogical strategies to be informed by relational, developmental, and emotion-focus processes and are critical in education reform.Tiffany R. Williams, Assistant Professor, Department of Psychology, Tennessee State University Teaching Diversity Relationally intersects the fields of clinical psychology and critical studies to advance an anti-racist education with a focus on social justice and grounded in the pedagogy of being human, in relationship and vulnerable. The text is an invitation to a collegial conversation of care and connection framed around the developmental arc of the academic semester and the educator learning "how" to do this work well and with heart. It is a text that partners with the reader, educators and leaders, to lean into their vulnerability toward their liberation in justice-centered teaching and learning practices to cultivate a parallel liberatory process for our students and ultimately our society. Wendi S. Williams, Dean, School of Education, Mills CollegeTable of Contents1: Purpose, Postulations, and PositionalitiesSection One: Foundations2: Transformative Education: Purpose, Process, and Psychology3: Psychological Pillars of Transformative Education: Emotional and Relational ProcessesSection Two: Transformative Education Across the Arc of a Semester4. Before You Begin: Proactive Planning for Effective Transformative Education5. The First Week(s): Establishing a Relational Learning Community6. The Beginning Arc: Establishing Foundations7. The Middle Arc I: Holding Emotional Intensity and Struggle8. The Middle Arc II: Facilitating Brave Conversations (aka Difficult Dialogues)9. The Middle Arc III: Promoting Empathy and Hope10. Endings and New Beginnings: Encouraging Agency and Sustaining the JourneySection Three: Considering Contexts and Conclusion11. Considering Contexts: Geography, Institutional Nature, Student Diversity, Faculty Rank12: Final Thoughts: Our Hopes for Your Future

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Book SynopsisThis highly accessible guide to the varied aspects of Vygotsky's psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications.Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky's publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky's determination to create a psychology that is capable of explaining all aspects of the development of mind. Vygotsky the TeachTrade Review"This book shows Vygotsky in a new light - not only as an outstanding scientist, the creator of the revolutionary theory of the development of human consciousness but also as a magnificent practitioner, educator, and a teacher. I am glad that this brilliantly written book continues the discovery of Vygotsky’s theory and practice for the 21st century. The book shows that Vygotsky's ideas are not outdated and even now can serve as a fundamental basis for transforming existing educational practices for the sustainable development of humans and society." - Nikolai Veresov, Associate Professor of Early Childhood Education, Monash University. Author of Undiscovered Vygotsky"With elegance and meticulous attention to detail, Myra Barrs takes us on a careful path through the writings of Vygotsky that have come to light at various points over the last 80 years. She gives us a rich and nuanced understanding of the complex interplay of emotion, cognition and art in Vygotsky’s work, revealing, as she does so, how limited and one-dimensional are many earlier accounts." - Henrietta Dombey, Professor Emerita of Primary Literacy at the University of Brighton. Author of Teaching Writing: What the Evidence Says"Vygotsky is usually considered one of the most original psychologists of the last century, but often his theoretical perspective is highlighted rather than the concrete application of his ideas. Instead Myra Barrs, through a systematic analysis of the original Vygotskyan texts and the most up-to-date literature on the Russian psychologist, definitively shows the close circular relationship between theory and practice in his thought: Vygotsky is a "teacher" not only for his personal experience in schools and universities, but also for his promotion of the psychological and social growth of new generations, a perspective of increasing relevance for contemporary psychology." - Luciano Mecacci, Former Professor of General Psychology, University of Florence, Italy. Author of Lev Vygotskij: sviluppo, educazione e patologia della mente "Myra Barrs's book sails right into areas that have been at the centre of controversy in recent times, and she puts everything in the context of the whole of Vygotsky's work. It would seem that she has produced a definitive textbook on Vygotsky's ideas for his principal readership, teachers." - Andy Blunden, author of Hegel for Social Movements"It is a book [that] cannot be recommended too highly. Barrs’ account combines biography with just the right amount of historical analysis. She writes from critical awareness of the corpus of Vygotsky’s writings, including an understanding of the issues of editing and different versions...The core of her approach is an engagement with key texts and a chapter-by-chapter exposition of Vygotsky’s concepts and developing thought. The outcome is an intellectual biography that is gripping, scholarly, and accessible. It is a brilliant synthesis, crisp, lucidly written, ‘a companion’, in the publisher's words, to one of the key influences in any serious work in language, learning, and literacy." - Tony Burgess, Changing EnglishTable of Contents1. Beginnings 2. The Psychology of Art 3. Vygotsky and Defectology 4. The Crisis in Psychology 5. Tool and Symbol 6. The Development of Higher Psychological Functions 7. Vygotsky and Pedology 8. Play, Imagination and Creativity 9. The Zone of Proximal/Proximate Development 10. Thinking and Speech 1: Word Meaning Develops 11. Thinking and Speech 2: The Final ‘Why’ 12. After Vygotsky

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Book SynopsisReligious Education (RE) holds a unique place within the state education system. Yet, the teaching of RE has often been criticised for its tendency to present simplified and stereotypical representations of religions. Bringing together the theory of metacognition with RE curriculum content, this book offers a coherent and theoretically supported approach to RE and beyond that is applicable to a range of subjects and students of various age groups.Metacognition, Worldviews and Religious Education seeks to support teachers in creating a new and exciting classroom approach. With a focus on putting children and teachers' worldviews back on the RE agenda and developing awareness of these through metacognitive processes, it includes Tables, frameworks and checklists to make it easy for teachers to adapt the approach to their own context Concrete examples of how the approach can work in the classroom, including case studies from teachers Call-out boxes foTable of ContentsList of tables About the authors Acknowledgements Introduction 1 Creating a metacognitive environment 2 Meta-thinking zone Teacher voice 1: Creating a meta-thinking zone in my RE classroom (Helen) 3 The worldview zone Teacher voice 2: Promoting children’s views of the world (Jeanette) 4 Resources zone and lesson planning 5 A practitioner’s approach Teacher voice 3: A teacher’s view of using the lessons (Cari) 6 The project and assessment Teacher voice 4: Teachers’ views of being involved in the RE-flect project 7 Pupils and teachers developing metacognition 8 Conclusion Bibliography Index

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Book SynopsisIf you're an educator experiencing burnout, compassion fatigue, or vicarious trauma, this book will help you embrace tangible self-care practices to improve your well-being both in and out of the classroom. Using the framework of the window of capacitythe zone of the nervous system arousal in which a person is able to function most effectivelythe authors illustrate not only the why of self-care, but also the how. Chapters explore how stress at school impacts personal life, the way teacher self-care benefits students, and ways in which schools can implement and support well-being. The book includes a variety of tips and interactive activities to help you identify your own needs and implement helpful practices. You'll leave with a toolbox of information and simple practices to effectively advocate for your well-being in educational spaces and beyond.Table of Contents1. Introduction 2. Stress at Home and School 3. The Impact of Teacher Self-Care on Students 4. Implementation and Support for Teacher-Wellbeing

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Book SynopsisDiverse international perspectives on the ways in which young childrenâs learning and care may be supported converge in this book. Traversing the field of early childhood education and care from its established philosophical underpinnings to 21st century research, policies, and practices, the contributions to this volume draw together past and present discourses as a basis for shaping future trajectories. In spite of a growing international consensus on the strong influence of early childhood experiences on lifetime outcomes, the nineteen chapters reveal contemporary early childhood pedagogy as a collection of spaces characterised by plurality, complexity, and dissonance. These characteristics signal the importance of recognising early childhood pedagogies: multiple models of practice for the many diverse learning and care contexts that have the capacity to value young children as individuals and enable each to flourish now and throughout their lives. Moreover, such characteristics disrupt notions that a single âoptimalâ early childhood pedagogy is either possible or desirable. This exciting global collection of empirical research reports and discursive papers provides inspiration to spark new reflections, fresh debates, and innovative endeavours among early childhood students, practitioners, researchers, and policymakers around the world. This book was originally published as a special issue of Early Child Development and Care. Table of Contents1. Early childhood pedagogies: spaces for young children to flourish 2. Who cares? Infant educators’ responses to professional discourses of care 3. Maternal thinking and beyond: towards a care-full pedagogy for early childhood 4. Pedagogy with babies: perspectives of eight nursery managers 5. Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter 6. Pedagogical positioning in play – teachers being inside and outside of children’s imaginary play 7. Child-initiated pedagogies in Finland, Estonia and England: exploring young children’s views on decisions 8. Children’s agentive orientations in play-based and academically focused preschools in Hong Kong 9. Estonian preschool teachers’ aspirations for curricular autonomy – the gap between an ideal and professional practice 10. Can we have an international approach to child-centred early childhood practice? 11. Developmentally universal practice: visioning innovative early childhood pedagogy for meeting the needs of diverse learners 12. An international perspective on value learning in the kindergarten – exemplified by the value forgiveness 13. Integrating praxeology: engaging early childhood students in service-learning pedagogy 14. Being a tour guide or travel companion on the children’s knowledge journey 15. Family pedagogy: parent–child interaction in shared book reading 16. Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary 17. ‘Pedagogic Strategies’: a conceptual framework for effective parent and practitioner strategies when working with children under five 18. Preschool teachers’ perceptions of children’s rough-and-tumble play (R&T) in indoor and outdoor environments 19. Outdoor play in preschools in England and South Korea: learning from polyvocal methods

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Book SynopsisThis accessible handbook offers an in-depth exploration of the distinctive features of the play, development and learning of children from birth to three years old. Key theoretical ideas relating to social, emotional, cognitive and physical development are discussed in relation to everyday practice, offering a wealth of information and guidance on working with this unique age group. The book emphasises the connections between all aspects of a childâs experience and development; addressing key questions of what babies and young children need, enjoy and have a right to experience. It demonstrates how early years educators can develop their practice and organise their provision in a way that is positive for babies and young children and their families. Focusing on the holistic nature of early development, chapters explore the following: The importance of interactions and relationships between educators and children How to develop a holistic pedagogy that gives equal consideration to childrenâs care, play and learning The value of the connections that children make with the world around them, and how educators can create an environment conducive to nurturing these connections Observation and self-evaluation of practice and provision Each chapter features case studies, links to key aspects of practice and practical tasks to help readers apply the ideas to their own context. The book is accompanied by an extensive companion website (www.routledge.com/cw/Manning-Morton) containing video explainers, reflection points, practice tasks, downloadable resources, quizzes and more. Opening a window on what it is like to be a baby or young child in an early years setting, this is an essential tool for all early years educators and students on a wide range of early years courses. It will also be of interest to parents.

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Book SynopsisSchool-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies. Table of Contents1. Introduction 2. Differential Reinforcement 3. Token Economy 4. Time-Out 5. Premack's Principle and Visual Schedules 6. Video Modeling 7. Behavioral Skills Training and Positive Practice 8. Behavioral Momentum 9. Response Effort and Overcorrection 10. Response Cost Raffle and Mystery Motivator 11. Self-Monitoring 12. Cognitive Behavioral Therapy 13. Exposure Therapy 14. Behavioral Activation 15. Good Behavior Game 16. Timely Transitions Game 17. Positive Peer Reporting 18. Color Wheel 19. Check-In Check-Out/Behavior Report Card 20. Social StoriesTM 21. Functional Analysis

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Book SynopsisClosing the Attainment Gap in Schools explores the experience and history of teachers who have a determined, no-nonsense approach to providing an excellent standard of education to all young people from differing backgrounds. Using professional conversations, voices are given to schools and teachers striving successfully to address this important issue through evidence-based practices. Linked with the Ad Astra Primary Partnership, what these teachers do with their schoolchildren will resonate with all schools in any location. From Superstar Assemblies to encourage their dreams and aspirations; to Munch ân Mingle sessions to encourage healthy eating; to Marvellous Me software to encourage the use of open-ended questions and parent-child conversations at home; and through to the use of skilled specialists to develop their handwriting skills, this book: explores the rich complexity of teacher learning; contains numerous case studies and examples of success; reflects upon and considers evidence-based pedagogy, practical wisdom, teacher-research, self-improving school systems and social justice; proposes a rich array of approaches and suggests ways forward. Offering first-hand, invaluable and practical advice this wide-ranging book will encourage and enable any teacher to develop their own practical wisdom and a âcan doâ approach whilst never shying away from the very real issues within education.Table of ContentsForewordAlison PeacockChapter 1 Forging Ahead in The East MidlandsChapter 2Caledonia Rising: The Scottish Attainment Challenge Chapter 3East Midlands and BeyondChapter 4Pilgrim’s Progress Through Evidence-Based PracticesChapter 5Audaces Fortuna Juvat: Fortune Favours the BoldChapter 6Op Weg Naar Emmaus: On the Way to Emmaus Chapter 7Deep Diving: Research SchoolingChapter 8A Journey of PraxisChapter 9Strategic Conversations: Backward and ForwardChapter 10Conversation in UnionChapter 11Collaboration for Collective Impact

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Book SynopsisFind out how you can use your talents as an educator to make extra money on the side! In this helpful book, top Instagram influencers share how they've had success with selling lesson plans, handouts, t-shirts, and more, while maintaining careers as teachers and school leaders. You'll hear from these inspiring educators: Lisa Dunnigan and Tosha Wright @thewrightstuffchics Jen Jones @hellojenjones Michelle Ferré @pocketfulofprimary Kisha Mitchell @bethelightinc Bryce Sizemore @theteachingtexan Kristen Donegan @easyteachingtools Cynthia Frias @followsocialone Kayse Morris @kaysemorris Eric Crouch @adventureswithmrc If you've always dreamed of having a side hustle but weren't sure you had the time or the know-how, this is the book for you. Each chapter offers tons of practical tips to help you get started, along with humorous anecdotes and words of wisdom to keep you motivated on your journey.Table of Contents1. Getting to Know the Wright Stuff Chics by Lisa Dunnigan & Tosha Wright 2. Too Legit to Quit: Hello Business Basics by Jen Jones 3. The Great Balancing Act: Fitting It All In by Bryce Sizemore 4. Lights, Camera, Hustle! by Michelle Ferré 5. Write the Book Already! by Kisha Mitchell 6. From Teacher to Content Creator by Kristen Walker 7. Navigating Social Media by Cynthia Frias 8. The Millionaire Teacher’s Mindset by Kayse Morris 9. Switching Lenses by Eric Crouch

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Book SynopsisThis timely and accessible volume explores how our understanding of research in child development can help cultivate the knowledge, skills, and attitudes children need for informed and thoughtful participation in society by viewing the curriculum through a developmental lens. Gordon Biddle and Garcia-Nevarez cover a range of key topics including characteristics of physical, cognitive, and psychosocial development of children; heritable and environmental influences on children's developing self; language and literacy development; mathematical cognition; growth mindsets; and evidence-based positive behavioral interventions and supports. The expert team of contributors offers an advanced exploration of developmental science and how this applies to learning and education in order to create inclusive environments that support children with a range of abilities, including those with the most significant medical, intellectual, and developmental delays. Each chapter contains bTable of ContentsChapter 1: Developmental Learning Theories Chapter 2: Positive Behavior Interventions and Supports Chapter 3: Engaging Students’ Learning and Thinking Through Reading Ch. 4: Language and Literacy Development Chapter 5: Mathematics Chapter 6: Social and Emotional Learning Ch. 7. Movement, Visual, and Performing Arts Chapter 8: Embracing Diversity to Humanize the Classroom Environment Chapter 9: Developmental Diversity in the Classroom Chapter 10: Assessment and Evaluation Chapter 11: Parent, Families, and Community Engagement Chapter 12: Educational Policy in Context

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Book SynopsisCritical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.Table of ContentsSection 1: Theoretical Foundations 1. Applying Intersectionality to School Psychology: Implications for Research, Practice, and Advocacy 2. Foundations of Critical Race Theory: Migration from Law to the Social and Applied Sciences 3. DisCrit: Disability Critical Race Theory 4. Queering School Psychology: A Queer Theory for School-Based Practice 5. Towards a Critical Study of Whiteness Section 2: Theory to Practice 6. When They Don’t See Us: Using Intersectionality to Examine Black Girls’ Discipline Experiences 7. Use of Critical Race Theory to Understand Exclusion of Indigenous Students from Gifted Education 8. DisCrit Theory: Emotional & Behavioral Disturbance Assessment & Identification 9. Queer Theory and School-Based Counseling for LGBTQ Students 10. Interrogating Cognitive Assessment Using a Critical Study of Whiteness Lens Section 3: Theory to Supervision 11. Infusing Intersectionality Theory into Multicultural Supervision Practices: A Case Narrative Centering Latinx, LGBT-QIA+, and Undocumented Structural Identities 12. Preparing Supervisees to Support Students Experiencing Microaggressions: Application of Critical Race Theory to Clinical Supervision 13. DisCrit Theory Applied to Clinical Supervision for Minoritized Students with Social, Emotional, and Behavioral Concerns 14. Queer Theory and Intern Supervision: The Harm of Heteronormative Supervision 15. Critical Study of Whiteness to Dismantle School to Incarceration Pathways for Racially Minoritized Students Through Supervision

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Book SynopsisThe Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life.Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comTrade Review**Learning Ladders Best Books for Educators Summer 2021 Awards**We’re delighted that The Teacher and the Teenage Brain has made the shortlist at Learning Ladders. It was shortlisted alongside 40 other books from a longlist of over 100 entries for its dedication to enriching the lives of educators with writing. The awards panel featured teachers, school leaders, and EdTech entrepreneurs including Learning Ladders’ founder, Matt Koster-Marcon, who is also Chair of the EdTech Special Interest Group at BESA. We’re proud to be included in the list and congratulate the other shortlisted books for their work. ‘John Coleman’s book is beautifully written, thoughtful and creative, and could have a real and positive impact on teachers', parents' and students' lives. He describes the recent science on the teenage brain, from hormones and sleep to risk-taking and social interaction to mental health and mental illness, and how this evidence is relevant for the classroom. Not only does this book provide a succinct overview of the evidence, it also dispels myths, and provides novel and creative suggestions for teachers, students and parents, including lesson plans and workshop ideas. Coleman writes about scientific findings in a way that will engage anyone interested in teaching and nurturing young people.’Professor Sarah-Jayne Blakemore, University of Cambridge, UK‘This book should be a compulsory part of all teacher training. If you are looking for an essential primer on all matters relating to the adolescent brain, learning and development, read this book. In schools, we are still in the foothills of appreciating how understanding the teenage brain will transform education. The Teacher and the Teenage Brain brought together all my disparate thoughts together into one highly accessible read. Throughout, John Coleman’s compassion for, and understanding of, young people shine through, offering evidence-based research and practical strategies. As a Headteacher, I feel that, if this book was turned into an INSET day, my staff would come away feeling enlightened and enthused.’Rob Shadbolt, Headteacher, Wood Green School, Witney, UK‘For children who have had adverse childhood experiences in those famously vital early years, how empowering to know there are also important teenage years for the brain's development. It's not all fixed. We can yet make a difference and assist the restructuring going on. Let's get this information into the hands of educators, parents and carers, and create agency for our teens.’Sylvia Jennings, Assistant Head, and Matt Warren, Headteacher, Presdales School, Hertfordshire, UK‘What is the teenage brain trying to do? What does it feel like to have one? What can go wrong? In his book, The Teacher and the Teenage Brain, trained clinical psychologist John Coleman asks whether neuroscience can actually lead to more effective teaching and learning. His answer is a categorical YES – because it changes the way we understand young people. Direct translation from neuroscience to education is challenging, but Coleman is a perfect example of how it can be done well. Reviewing the latest (and sometimes surprising) findings across areas crucial to the development of the teenage brain – cognitive skills, decision-making around risk, sensitivity to rewards, social skills and peer influence, emotion regulation, and sleep – he shows how new neuroscience findings can help teachers understand their pupils, teenagers gain an insight into the changes they are going through, and parents understand and perhaps interact better with their children. This is delivered in the form of concrete lesson plans for each of these interested parties. This book is a great example of how education can be advanced by multiple contributions of the social and biological sciences.’Professor Michael S. C. Thomas, Director, University of London Centre for Educational Neuroscience, UK‘In this book John Coleman manages to combine an impressive knowledge and understanding of the brain with his outstanding skill in communicating complex ideas to a wide audience. The book reflects the author’s lifelong work with teenagers, a passionate commitment to education, to working with teachers, and a deep knowledge of the most recent advances in brain science. A ‘must-read’ for students of education and for teachers, The Teacher and the Teenage Brain provides compelling and easily accessible information and insight into one of psychology’s great challenges.’ Professor Ingrid Lunt, University of Oxford, UK‘John Coleman’s 'The Teacher and the Teenage Brain' provides an accurate and up-to-date primer on the essentials of how the brain functions, from its neurochemistry to the multiple brain areas that affect learning. As such, it is a highly useful source of professional knowledge for any teacher. It also draws on recent research to explore several contemporary issues, and it was wonderful to see accurate coverage of the neuroscience of social interaction, sleep, and risk taking, to name just a few. It’s rare to see a book focusing on the neuroscience of the teenage learner in particular, and as well as informing readers it will help to dispel a few myths.’ Jonathan Firth, University of Strathclyde, UK ‘Complex topics are explained brilliantly, using simple language, interesting facts and questions to stoke curiosity, and solid research to support findings…With each chapter, you are left with greater insight into how to better relate to, engage or teach teenagers through this challenging time... During this critical period of brain development, teachers and parents have opportunities to support young people and help them become more confident individuals and better learners despite their starting points.’ Yvette Reinfor, co-founder, More Curricular, UKTable of Contents1. Ten Things Every Teacher Needs to Know About the Teenage Brain 2. A Brief Introduction to Teenage Development 3. From "My Baby’s Brain" to "My Teen Brain" 4. Learning and Memory 5. Risk and Reward 6. The Social Brain 7. Stress and Mental Health 8. Teenagers and Sleep 9. The Teenage Brain for Teachers: Planning a Workshop 10. The Teenage Brain for Students: A Lesson Plan 11. The Teenage Brain for Parents: Engaging Families in New Knowledge

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Book SynopsisDesigned to assist educators of young children in building awareness of their roles as members of a global community in an increasingly divided world, this essential guide is an illuminating resource which answers the question: Is it possible to teach global citizenship in the first five years of life? Global Citizenship Education for Young Children takes a close look at the practice of two preschools with vastly different histories, curricula and demographics and introduces readers to the range of possibilities that exist within early childhood global citizenship education. Snapshots of practice, strategies to employ and opportunities for self-reflection provide readers with concrete guidance for how to build learning environments that encourage global citizenship in the first years of life. Table of ContentsPart 1: Development, Early Education and Global Citizenship Education 1. Early Childhood Development 2. Theories Relevant to Early Childhood Global Education 3. What is Global Citizenship Part 2: Global Citizenship Education in Practice: Little Sun People 4. Little Sun People: The Context of Community 5. Little Sun People: Lessons in Power 6. Little Sun People: Self Esteem Development Part 3: Global Citizenship Education in Practice: Mid-Pacific Institute 7. Mid-Pacific Institute: The Context of Community 8. Mid-Pacific Institute: Membership in Community 9. Mid-Pacific Institute: Stewardship Part 4: The Work of Teachers 10. Self-Reflection 11. Collaboration

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Book SynopsisShaking Up Special Education is an easy-to-use instructional guide to the essential things you need to know about working with students with exceptionalities.Interactive, collaborative, and engaging, this go-to instructional resource is packed with the top instructional moves to maximize learning for all students. Featuring sample activities and instructional resources, chapters cover topics ranging from specially designed instruction, to co-teaching, to technology, to social-emotional learning and self-care.Designed with special educators in mind, this book is also ideal for any general educator looking to increase student achievement and revitalize their practice. Shake up your teaching and learn how to build a more inclusive classroom!Table of ContentsPart One: The Introductory Dance Moves 1. Bunny Hop: The Inclusive and Equity-Based Classroom 2. Cha Cha: Effective Collaborative and Co-teaching Practices Part Two: Spicing Up the Rhythm 3. Jitterbug: The 'Special' in Special Education Teacher 4. Kathak: Choice and Multiple Learning Modalities 5. Hip Hop: Assessment Practices That Work for All Part Three: Making Your Mark 6. Waltz: The Social-Emotional Learning Connection 7. The Superhero’s Dance: Take Care of You, So You Can Take Care of Them Conclusion Appendices: Templates and Planning Resources References

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Book SynopsisThe Psychology of Teaching and Learning Music introduces readers to the key theoretical principles, concepts, and research findings about learning and how these concepts and principles can be applied in the music classroom. Beginning with an overview of the study of teaching and learning, and moving through applying theory to practice, and reflective practice in the process of personal growth, this text focuses on music learning theories, behavioral approaches, cognitive, social-cognitive development, and constructive views of learning. It includes culture and community, learning differences, motivation, effective curricular design, assessment, and how to create learning environments, illustrated by practical case studies, projects, exercises, and photos. Showing students how to apply the psychology theory and research in practice as music educators, this book provides a valuable resource for undergraduate and graduate music education students and faculty.Table of ContentsIntroduction 1. The Study of Teaching and Learning 2. Becoming a Reflective Teacher Part I: Theories of Learning and Teaching Music 3. Behaviorism: Learning Theory and Applications to Teaching 4. Cognitivism: Learning Theory and Applications to Teaching 5. Social Learning Theory and Applications to Teaching 6. Humanism: Learning Theory and Applications to Teaching 7. Brain-Based Learning Theory and Applications to Teaching Part II: Theory Applied to Practice 8. Cognitive Approaches in Teaching and Learning 9. Sociocultural Characteristics of Learning in the Music Classroom 10. School Music Curriculum Design Part III: Applications to the Music Classroom 11. Effective Instructional Design 12. Assessment and Evaluation in the Music Classroom

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Book SynopsisExams are important. The results can change lives and stressing about them can damage performance and undermine young peoples' confidence. This exam stress management programme requires very little time or effort to use and provides a straightforward, practical guide to exam stress management. Written by an experienced educational psychologist, this short, explanatory book is accompanied by simple, easy to follow audio files which lead the listener through a sequence of five relaxation sessions to reduce stress, increase focus and plan for success. Using the book as a guide you simply listen to the audio tracks and follow what they say. All tracks have been designed so that they are easy to digest and applicable in the middle of a busy day. To sum up, this book:â Provides practical and easy to follow steps to help anyone cope with exam stressâ Teaches relaxation techniques that can be used to reduce stress wherever you find it â Offers a real stress knowledge base to teachers and family members supporting students with exam stressThis important guide is suitable for secondary school students as well as college and university students. The easy to follow relaxation sessions will be of interest to anyone studying for examinations who wishes to lower their exam stress levels.Table of ContentsIntroduction 1. A Brief Overview of the Stress Management Programme 2. The Contents of a Stress Management Session 3. Life Can be Stressful 4. Getting to Grips with Stress 5. The Big Picture on Stress 6. What the Experts Say about Stress 7. Students Relaxing Together 8. I Am Too Busy for Stress Management 9. Choosing What to Think 10. Unpacking the Philosophy Scripts for Relaxation Recordings References Disclaimer

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Book SynopsisCognitive Neuroscience Foundations for School Psychologists provides a comprehensive overview of brain-behavior relationships relevant to the support of students at all ability levels. Carefully attuned to the shared language between neuroscience, psychology, and education, this book covers basic neuroanatomy, brain development in student academic performance, and general assessment and pedagogical implications and interventions in the classroom. School psychologists will be prepared to apply judicious neuroscientific findings to the initial stages of instruction through assessment and intervention, clearly linking best practices for classroom instruction, formative and summative assessment, and evidence-based intervention.Trade Review"This book represents an excellent integration of biological bases of behaviour and the practice of school psychology. Readers are taken on a journey from basic biological principles to academic and mental health assessment and intervention. The theme is that an underpinning in cognitive neuroscience provides the strongest possible scientific foundation to support effective school psychology service delivery. This is a comprehensive and highly readable volume for students or anyone wanting to know how knowledge of cognitive neuroscience can improve the practice of school psychology."—Steven R. Shaw, Associate Professor in the Department of Educational and Counselling Psychology at McGill University, Canada"I love this book! Its diverse case studies and brain ‘cheat sheets’ help the reader to understand the complex brain-behavior relationships underlying learning and academic functioning. Further, the authors provide pragmatic recommendations for how to share this information with teachers and collaboratively tailor interventions to better support children with developmental, medical, and environmentally based learning differences. The book also provides suggestions for additional readings, lists of relevant resources, and neuromyth-busting. It allows the reader to build a strong neurodevelopmental foundation and pushes them into actively engaging and integrating the concepts, furthering their mastery."—Hilary Gomes, Licensed Psychologist in the State of New York and Board-Certified Pediatric Neuropsychologist"This text is a compendium of translational research that should prove to be an invaluable addition to all psychological, neuropsychological, and educational training programs. Clearly written and comprehensive in scope, the manuscript journeys from cells and circuits to learning and behavior by weaving between contemporary research and neuromyths in the field. Case study examples along with poignant questions will challenge the reader to interpret data from a brain-based perspective to better inform intervention decision making for struggling students."—Steven G. Feifer, Educational Neuropsychologist and Nationally Certified School Psychologist"An insightful, approachable neuroscience text that presents complex topics of neuroanatomy and cognitive function in a consumable format. Through the use of case studies that promote further exploration and discussion, visual aids, and real-world examples, this text offers a thorough understanding of the brain and, in particular, behaviors and functioning as they appear in children and adolescents. Neuroscience cannot be ignored in assessment, diagnosis, or intervention. This text will prepare school psychologists to be the necessary conduit between brain structure, function, and learning. The text is realistic, conversational, and provides strategies for immediate classroom implementation."—Julie A. Gettman, Owner of Mindworks Assessment LLC, Associate Director of the School Neuropsychology Institute, Licensed School Psychologist, and Nationally Certified School Psychologist"As a clinician who has been practicing in the field for more than 35 years, I can only say it is about time that we had a practical textbook that brings to the forefront how brain processes are intrinsically connected to learning and to many disorders. This book beautifully weaves current research with case studies to punctuate important points. It is easy to understand and a wonderful summative guide for those who are training to work in education or psychology as well as those seasoned professionals who wish to refresh and broaden their knowledge."—Melissa S. Cait, Licensed Psychologist, and Founder and Clinic Director of Cornerstone Psychological Services, Canada"This book represents an excellent integration of biological bases of behaviour and the practice of school psychology. Readers are taken on a journey from basic biological principles to academic and mental health assessment and intervention. The theme is that an underpinning in cognitive neuroscience provides the strongest possible scientific foundation to support effective school psychology service delivery. This is a comprehensive and highly readable volume for students or anyone wanting to know how knowledge of cognitive neuroscience can improve the practice of school psychology."—Steven R. Shaw, Associate Professor in the Department of Educational and Counselling Psychology at McGill University, Canada"I love this book! Its diverse case studies and brain ‘cheat sheets’ help the reader to understand the complex brain-behavior relationships underlying learning and academic functioning. Further, the authors provide pragmatic recommendations for how to share this information with teachers and collaboratively tailor interventions to better support children with developmental, medical, and environmentally based learning differences. The book also provides suggestions for additional readings, lists of relevant resources, and neuromyth-busting. It allows the reader to build a strong neurodevelopmental foundation and pushes them into actively engaging and integrating the concepts, furthering their mastery."—Hilary Gomes, Licensed Psychologist in the State of New York and Board-Certified Pediatric Neuropsychologist"This text is a compendium of translational research that should prove to be an invaluable addition to all psychological, neuropsychological, and educational training programs. Clearly written and comprehensive in scope, the manuscript journeys from cells and circuits to learning and behavior by weaving between contemporary research and neuromyths in the field. Case study examples along with poignant questions will challenge the reader to interpret data from a brain-based perspective to better inform intervention decision making for struggling students."—Steven G. Feifer, Educational Neuropsychologist and Nationally Certified School Psychologist"An insightful, approachable neuroscience text that presents complex topics of neuroanatomy and cognitive function in a consumable format. Through the use of case studies that promote further exploration and discussion, visual aids, and real-world examples, this text offers a thorough understanding of the brain and, in particular, behaviors and functioning as they appear in children and adolescents. Neuroscience cannot be ignored in assessment, diagnosis, or intervention. This text will prepare school psychologists to be the necessary conduit between brain structure, function, and learning. The text is realistic, conversational, and provides strategies for immediate classroom implementation."—Julie A. Gettman, Owner of Mindworks Assessment LLC, Associate Director of the School Neuropsychology Institute, Licensed School Psychologist, and Nationally Certified School Psychologist"As a clinician who has been practicing in the field for more than 35 years, I can only say it is about time that we had a practical textbook that brings to the forefront how brain processes are intrinsically connected to learning and to many disorders. This book beautifully weaves current research with case studies to punctuate important points. It is easy to understand and a wonderful summative guide for those who are training to work in education or psychology as well as those seasoned professionals who wish to refresh and broaden their knowledge."—Melissa S. Cait, Licensed Psychologist, and Founder and Clinic Director of Cornerstone Psychological Services, CanadaTable of Contents1. Introduction 2. Cells and Circuits 3. Brain Development Basics 4. Executive Functioning, Reasoning, Learning, & Memory 5. Language 6. Reading 7. Written Expression 8. Mathematics 9. Learning Disabilities Summary 10. Social Emotional Development and Mental Health 11. Common Childhood Disorders 12. Technology

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Book SynopsisWritten to accompany the third edition of Todd Whitaker's bestselling title, What Great Teachers Do Differently, this study guide can be used by facilitators and participants in workshops, webinars, book study groups, or other professional development events. The guide features a variety of strategies and activities that will help teachers apply the bookâs concepts to their own classroom situation, so they can get the most out of the book and increase their impact in the classroom. Each chapter includes:Key ConceptsDiscussion QuestionsJournal PromptsGroup ActivitiesApplication StrategiesWith this study guide, teachers will have a fun, collaborative, meaningful tool to assist with professional growth.Table of ContentsChapter 1 Why Look at Great?Chapter 2 It’s People, Not ProgramsChapter 3 The Power of ExpectationsChapter 4 If You Say Something, Mean ItChapter 5 Prevention versus RevengeChapter 6 It Is More Than RelationshipsChapter 7 Choose The Right ModeChapter 8 High Expectations—for Whom?Chapter 9 Who Is the Variable?Chapter 10 Focus on Students FirstChapter 11 Ten Days Out of TenChapter 12 Be the FilterChapter 13 Don’t Need to Repair—Always Do RepairChapter 14 The Ability to IgnoreChapter 15 IntentionalnessChapter 16 Base Every Decision on the Best PeopleChapter 17 In Every Situation, Ask Who Is Most Comfortable and Who Is Least ComfortableChapter 18 Put Yourself in Their PositionChapter 19 What About These Darn Standardized Tests?Chapter 20 Make It Cool to CareChapter 21 Clarify Your CoreNineteen Things That Matter Most

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Book SynopsisThis is a book about teachers' classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating.To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to supportnamely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: How to, overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an Trade Review"Finally a motivation book not based on pushing or pulling the student into the class activity, but based on the premise that students are already motivated and it is more about students answering ‘Why do this or that?’ Motivation is about direction and striving, about developing deeper levels of autonomy and competence, and the teachers role is to stand in the students shoes to understand their motivations, to be inviting, to show patience, and to create classroom learning activity that provide students with an opportunity to become motivated to learn. Based on the best theory of psychological being, grounded in 20 years of workshops to show how to engage students to thrive and strive, and with a perfect blend of practical and theoretical excellence."- John Hattie, Emeritus Laureate Professor, Director of the Melbourne Education Research Institute, University of Melbourne, Australia"In this engaging and very accessible book, the authors provide convincing evidence why teachers do well to invest in autonomy-supportive teaching. Importantly, they also go to great lengths to provide specific recommendations how teachers can apply this motivating approach in their daily teaching, to the benefit of their students and themselves."- Maarten Vansteenkiste, Professor, Department of Developmental Psychology, Personality, and Social Psychology, Ghent University, Belgium"This is an important and interesting book that should be on the shelf of every teacher who would like to apply recent insights from rigorous research to their everyday practice. We really need such books, and we do not have enough of them."- Avi Assor, Professor Emeritus, Department of Education, Ben-Gurion University, IsraelTable of ContentsPart 1: Introduction 1. Origins 2. Student Motivation Part 2: Supporting Motivation 3. Motivating and Demotivating Teachers 4. Motivating Style 5. Measuring Motivating Style Part 3: "How to" 6. Take the Students' Perspective 7. Invite Students to Pursue Their Personal Interests 8. Present Learning Activities in Need-Satisfying Ways 9. Provide Explanatory Rationales 10. Acknowledge and Accept Negative Feelings 11. Rely on Invitational Language 12. Display Patience 13. Discipline, Structure, and Behavior Change Part 4: Workshop 14. The Workshop 15. Does the Workshop Work? 16. Why the Workshop Works Part 5: Benefits 17. Student Benefits 18. Classroom Benefits 19. Teacher Benefits Part 6: Getting Started 20. Can All Teachers Become Autonomy Supportive? 21. Must Teachers Do All The Work? 22. Teachers' Professional Development 23. Conclusion

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Book SynopsisAgainst the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions.This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership andTable of ContentsIntroduction Part I Mapping the theoretical landscape 1. Overview of affect and emotions in supervisory relations and in principal-teacher relations Part II Emotions as principals' managerial tool 2. Principals’ transformational leadership behaviors and teachers’ emotional wellness at work 3. Transformational school leadership, emotional reframing, and teachers' motivation and commitment Part III Interpersonal emotional support of teachers by principals 4. Principals' emotional support of teachers and teachers' occupational identity 5. Principals’ communication practices and teachers' emotional distress 6. Psychological distance from principals and teachers' help-seeking intentions Part IV Synthesis of findings and future research 7. Toward a new model of emotional leadership in schools Conclusions

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Book SynopsisNow in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.Table of ContentsPart I: Understanding Creativity 1. Creativity in Classrooms 2. Models and Early Thoughts 3. Theories Today: Context, Systems, and Cognition 4. Creative People and Their Lives Part II: Creativity and Classroom Life 5. Building Creative Classrooms 6. Creativity in the Content Areas: Language Arts and Social Studies 7. Curriculum for Creativity in the Content Areas: Science, Math, and Engineering 8. Teaching Creative Thinking Skills and Habits 9. Assessment and Creativity 10. Building Creative Schools Appendix: Problem-Finding Lessons

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Book SynopsisThe way students learn changes when they have access to digital tools. The Digital Classroom demonstrates that using technology to enhance studentsâ learning is not dependent on a specific learning management system or software â it is about changing the pedagogy with the help of an arsenal of useful tools and methods. This practical book introduces easy to use methods to all teachers in digital classrooms with the intention to make it simple, accessible, and achievable for everyone. It is not only about the tools, and the how and why, but also about changing the pedagogy making the learning more relevant to the students. When you open the classroom to the rest of the world, the teacher becomes more important than ever. Topics in the book include: Technology and deeper learning Social media in the global classroom Building a personal learning network The flipped classroom and cooperative learning The use of iPads in primary and middle school Teaching with videogames Special education Digital citizenship Digital tools can play a key role in making learning happen and what the teachers know about the use of technology is key. The Digital Classroom will be of great interest to teachers and trainee teachers who wish to develop their digital competency by using the book as part of their professional learning.Trade Review‘Ann Michaelsen’s insightful book gives a terrific overview, as well as specifics, about how education is being transformed in the new, post-pandemic era. This book will give you great ideas for both classroom and administrator perspectives on improving outreach to students online.’Barbara Ann Oakley, Professor of Engineering, Oakland University, USA‘Teachers will never be replaced by technology. But after COVID-19, teachers who don't use some technology will be replaced by ones who do. Ann Michaelsen's timely book gets beyond the divided opinions of digital technologies in the classroom to set out, from a teacher's and leader's perspective, a level-headed look at when and how technology can and does enhance learning, and when it can be a distraction or get in the way. Thoughtful, practical, and magnificently sensible, this is a book that educators will not want to put down once they start it.’Andy Hargreaves, Visiting Professor, University of Ottawa, Canada‘The best part about this book is that the author has put in her own experiences on how she herself has used technology as an effective tool for teaching and learning, and therefore it's like a very helpful guide for those who argue that technology doesn't help and also for those who want to use it more effectively as educators or as learners.’Shakeel Ahmad, Co-founder Mind Mingle, India‘Ann is a global role model for workable pedagogical approaches to online learning and technology use in the classroom. Her perspective and knowledge comes from vast experience as a global educator and collaborator in the classroom and beyond. Her ability to blend curriculum-based ideas with pedagogy with technology results in pages of sage advice, tips, strategies and practical applications to the classroom. This book therefore is a vital addition to an educator's professional library. The focus on both tools and pedagogy provides an essential bridge into teaching and learning modes that are digital, online and networked. In today's chaotic education landscape, being digital and going online is now part of the learning environment in every classroom. There are no excuses left, and nowhere to hide, every teacher must upskill and become confident in digital-first learning, and this book leads the way in supporting that requirement.’Julie Lindsay, Associate Director, Digital Learning Innovation, University of Southern Queensland, Australia‘The global pandemic has hit education like an earthquake, with aftershocks continuing to rattle expectations of what school should be. Teachers, students, and parents have all had to reconsider when, where, and how learning happens. The digital classroom--long a goal of edtech pioneers--has become a necessity. By sharing lessons learned, this book from Ann Michaelsen will help us seize the opportunity for lasting transformation of teaching and learning.’Suzie Boss, Author of Reinventing Project-Based Learning, 3rd Edition‘Ann Michaelsen’s insightful book gives a terrific overview, as well as specifics, about how education is being transformed in the new, post-pandemic era. This book will give you great ideas for both classroom and administrator perspectives on improving outreach to students online.’Barbara Ann Oakley, Professor of Engineering, Oakland University, USA‘Teachers will never be replaced by technology. But after COVID-19, teachers who don't use some technology will be replaced by ones who do. Ann Michaelsen's timely book gets beyond the divided opinions of digital technologies in the classroom to set out, from a teacher's and leader's perspective, a level-headed look at when and how technology can and does enhance learning, and when it can be a distraction or get in the way. Thoughtful, practical, and magnificently sensible, this is a book that educators will not want to put down once they start it.’Andy Hargreaves, Visiting Professor, University of Ottawa, Canada‘The best part about this book is that the author has put in her own experiences on how she herself has used technology as an effective tool for teaching and learning, and therefore it's like a very helpful guide for those who argue that technology doesn't help and also for those who want to use it more effectively as educators or as learners.’Shakeel Ahmad, Co-founder Mind Mingle, India‘Ann is a global role model for workable pedagogical approaches to online learning and technology use in the classroom. Her perspective and knowledge comes from vast experience as a global educator and collaborator in the classroom and beyond. Her ability to blend curriculum-based ideas with pedagogy with technology results in pages of sage advice, tips, strategies and practical applications to the classroom. This book therefore is a vital addition to an educator's professional library. The focus on both tools and pedagogy provides an essential bridge into teaching and learning modes that are digital, online and networked. In today's chaotic education landscape, being digital and going online is now part of the learning environment in every classroom. There are no excuses left, and nowhere to hide, every teacher must upskill and become confident in digital-first learning, and this book leads the way in supporting that requirement.’Julie Lindsay, Associate Director, Digital Learning Innovation, University of Southern Queensland, Australia‘The global pandemic has hit education like an earthquake, with aftershocks continuing to rattle expectations of what school should be. Teachers, students, and parents have all had to reconsider when, where, and how learning happens. The digital classroom--long a goal of edtech pioneers--has become a necessity. By sharing lessons learned, this book from Ann Michaelsen will help us seize the opportunity for lasting transformation of teaching and learning.’Suzie Boss, Author of Reinventing Project-Based Learning, 3rd EditionTable of ContentsIntroduction: A significant change in teaching and learning Chapter 1: Learning in the digital classroom Chapter 2: Digital Tools for the classroom Chapter 3: Social media in the global classroom Chapter 4: Tablet PCs in primary and middle school Chapter 5: Cooperative learningChapter 6: The flipped classroom Chapter 7: Teaching with video games Chapter 8: Digital citizenship Chapter 9: Special needs education Chapter 10: The digital classroom: what is the insight from contemporary educational research?

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Book SynopsisThis guide has been written to accompany the book The Silent Selkie, a children's story about trauma and offers gentle, creative ways for adults to work with children and young people who have faced adverse childhood experiences. This guidebook: explores the themes of the story and offers guidance to the adult as they use expressive arts to give the child or young person a way to process their emotional experiences. supports trusted adults around the child or young person to understand trauma, its impact and how to respond appropriately and sensitively to the child. provides techniques, exercises, and activities to encourage healthy creative expression and to help the child or young person to understand trauma, its impact and what can help. Using this guide may be a first step on a young person's journey towards healing, making this an ideal tool for adults working with children who have experTrade Review"An excellent contribution and resource for those working with the troubled child. This hauntingly beautiful story will appeal to many children who have suffered from a variety of traumatic experiences. It will help them to make sense of their situation and reassure them that they are not alone in their inner pain. The accompanying guide book will provide understanding of adverse childhood experiences and offer valuable skills and ideas for the adult who wishes to work alongside such children in a creative way."Eunice Stagg,President – Association for Sandplay Therapy. BACP Snr Accredited Counsellor, Essex, UKTable of ContentsPart One: For The Helper, Part Two: For the Child or Young Person

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Book SynopsisThe Silent Selkie describes a character who is unable to communicate in words and whose only way of communicating is through the weather, which leads to disastrous consequences not only for the Selkie, but also for everyone around her. But behind her golden scales, the Selkie hides a secret wound that even she is unaware of, and it is only when the Selkie's skin becomes uncovered by the force of the sea that she remembers the terrible story of what caused her hurt, long ago. Only then can the Selkie come to terms with her wound and begin a journey of healing that will bring her face-to-face with what she has needed all along. Beautifully illustrated and sensitively written, The Silent Selkie deals with the effects of trauma on a young person including hypersensitivity and emotional reactivity. The story uses the metaphor of trauma as a hidden wound', which in reality is an emotional or psychological pain that needs both acknowledgement and expression, wiTrade Review"An excellent contribution and resource for those working with the troubled child. This hauntingly beautiful story will appeal to many children who have suffered from a variety of traumatic experiences. It will help them to make sense of their situation and reassure them that they are not alone in their inner pain. The accompanying guide book will provide understanding of adverse childhood experiences and offer valuable skills and ideas for the adult who wishes to work alongside such children in a creative way." Eunice Stagg,President – Association for Sandplay Therapy. BACP Snr Accredited Counsellor, Essex, UKTable of ContentsThe Silent Selkie: A Storybook to Support Children and Young People Who Have Experienced Trauma

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Book SynopsisThis book provides a solution-focused approach to working alongside students, parents, and teachers that decreases misbehaviors, encourages mental health and growth mindset in students, and provides social emotional learning opportunities.Grounded in the notion that focusing on problems often leads to frustration when tried and true remedies fail, the book provides an efficient and simple three-step approach to having solution-focused conversations with students, parents, and in response to intervention (RTI) and team meetings. This systemic approach enlists the client rather than the counselor to conjure a preferred plan for success, consequently reducing future counseling visits and promoting independent success in students. Each chapter includes a specific topic that was developed from the issues and situations faced by school counselors today, including consideration for working with all students, including LGBTQ students, and those with traumatic experiences or substance abuse.Complete with specific dialogues for students of all ages, and case studies, this text provides school counselors with a road map to looking beyond problems and seeking solutions with students, creating grit and resilience.Trade Review "An indisputable classic in the field- newly updated and more relevant than ever! This book should be read by everyone who works in schools." -Anne Hearon Rambo, professor/director of M.S. Graduate Certificate and Undergraduate Programs, co-author of Doing Well while Doing Good. "As Dr. Metcalf says in her introductory note, using the solution focused approach with students and young people isn’t just the application of certain tools such as the Miracle Question but about ‘honoring the goodness in people’ and this attitude informs everything she writes. On practically every page we are treated to fascinating examples of work in schools that clearly demonstrate how we can maintain our hope and respect for our students regardless of the extent of their problems. Dr. Metcalf also puts considerable emphasis on systemic thinking (‘always, always, always involve the system!), a valuable reminder as to the importance of connecting with teachers and parents. This excellent book will be of great value to everyone working in the field of education." -Harvey Ratner, BRIEF, London, co-author of Solution Focused Brief Therapy: 100 Key Points and Techniques and Solution Focused Practice in Schools: 80 Ideas and Strategies. "An indisputable classic in the field- newly updated and more relevant than ever! This book should be read by everyone who works in schools." Anne Hearon Rambo, professor/director of M.S. Graduate Certificate and Undergraduate Programs, co-author of Doing Well while Doing Good "As Dr. Metcalf says in her introductory note, using the solution focused approach with students and young people isn’t just the application of certain tools such as the Miracle Question but about ‘honoring the goodness in people’ and this attitude informs everything she writes. On practically every page we are treated to fascinating examples of work in schools that clearly demonstrate how we can maintain our hope and respect for our students regardless of the extent of their problems. Dr. Metcalf also puts considerable emphasis on systemic thinking (‘always, always, always involve the system!), a valuable reminder as to the importance of connecting with teachers and parents. This excellent book will be of great value to everyone working in the field of education." Harvey Ratner, BRIEF, London, co-author of Solution Focused Brief Therapy: 100 Key Points and Techniques and Solution Focused Practice in Schools: 80 Ideas and StrategiesTable of ContentsForeword by Bill O’Hanlon; Part 1: Basics Behind the Approach; Chapter 1: Learning to Think with A Solution Focus; Chapter 2: Creating Possibilities Through Language; Chapter 3: Solution Focused Conversations; Chapter 4: Reviving Piaget: Helping Teachers to Become Solution- Focused; Chapter 5: Setting the Stage for Miracles; Part 2: Applications of The Approach; Chapter 6: Supporting All Students Through Challenges; Chapter 7: Grit, Growth Mindset and College Readiness; Chapter 8: Working with Teams and Families; Chapter 9: Rethinking How We Prevent School Violence; Chapter 10: Guiding Students Through Dangerous Habits and Crises.

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Book SynopsisThe K-12 Educator's Data Guidebook is a comprehensive field guide for school professionals learning to use data. Non-data people, rejoice! Requiring no prior proficiency in data tools and programming, this book validates the implicit challenges of learning to use data to empower educators and features original real-world examples from in-service educators to illustrate common problem-solving. Each chapter uses stories, humor, and a human approach to set the tone for a safe and fun learning experience. Through this highly practical foundation, everyday educators can better engage school initiatives, professional development, and instructional challenges that require competent data use for improving school systems.Trade Review"When it comes to data in education, The K-12 Educators Data Guidebook addresses the elephant in the room: experts other than classroom teachers use data to make important decisions about what teachers and students do. Ryan Estrellado’s key argument is that data use can be accessible and meaningful teachers. Highly readable and invitingly humorous, this book will become a foundational resource for educators looking power up their use of data. It will also provide researchers, data analysts, and policymakers with a lens to consider what a more humane data literacy in K-12 educational contexts could look like."—Joshua Rosenberg, Assistant Professor of STEM Education at the University of Tennessee, Knoxville, USA"My parents, career educators, believed that only central office administrators used data. They never imagined that they could use data to improve their teaching, to address disparities, and to empower their students. I wish this book had existed when they were in the classroom. It provides an approachable guide for all educators to understand and harness the power of data for good."—Miriam Greenberg, Director of the Strategic Data Project at the Center for Education Policy Research at Harvard University, USA"The K-12 Educator's Data Guidebook provides concrete examples, reflections, and activities to help educators accurately and effectively interpret, describe, and use data. Well-organized and accessible even to new users of data, this excellent resource is filled with valuable insights on how to use data to answer specific questions in schools."—Cara Jackson, Senior Associate in the Social and Economic Policy Division at Abt Associates"Grounded in Ryan Estrellado’s practical experience, this book provides accessible tools for using data to inform decision making in schools."—Amanda Datnow, Professor of Education Studies at University of California San Diego, USA"Some people might pick up this book because they think it is 'good for them' to understand how to use data for advancing the goals of K-12 schools. When they read it, they'll get a deeper, more personal, and, dare I say, more fun experience than they bargained for. Ryan Estrellado helps us recognize that data can transform how we see the world. I am excited for teachers and administrators to read this book because they will be able to unlock their data-driven superpowers to understand our students and systems better. They, too, can become data storytellers, improving the K-12 experience for students, teachers, and communities based on insights from data."—Ji Son, Professor of Psychology at California State University, Los Angeles, USATable of ContentsPart 1: You and Data: A Relationship 1. Discovering Your Data Gifts 2. Why Tests Aren’t Enough 3. Rewriting Your Data Story 4. Time is the Problem Part 2: Your Data Field Guide 5. Charts 6. Tables 7. Student-Level Data 8. Accountability Data Part 3: Process Made Practical 9. Using Data Questions 10. Practical Is Personal 11. Reflect and Revise Part 4: A New Direction 12. When Intuition and Data Meet 13. Go Deep, Go Wide, Go Out

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Book SynopsisWith this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for elementary school educators at any level of experience, the book will help you develop positTable of ContentsForewordAcknowledgmentsMeet the AuthorDirectory of TermsIntroduction1. An Approach, Not a Program 2. Three Steps for Getting Started 3. SEL-Informed Classroom4. Framing SEL 5. Implementation and Integration6. SELF (Intrapersonal) Practices 7. SOCIAL (Interpersonal) Practices 8. Crafting SEL Stories 9. Recruiting Your AdministratorAppendix

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Book SynopsisWith this bestselling book from educational consultant Carla Tantillo Philibert, youâll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. Youâll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educatorsâ and studentsâ socio-emotional well-being. Perfect for middle school educators at any level of experience, the book will help you develop positive Table of ContentsIntroduction 1. An Approach, Not a Program 2. Three Steps for Getting Started 3. SEL-Informed Classroom 4. Framing SEL 5. Implementation and Integration 6. SELF (Intrapersonal) Practices 7. SOCIAL (Interpersonal) Practices 8. Crafting SEL Stories 9. Recruiting Your Administrator

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Book SynopsisEco-Rational Education proposes an educational response to climate change, environmental degradation, and desctructive human relations to ecology through the delivery of critical land-responsive environmental education. The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using philosophical analysis, particularly environmental philosophy, pragmatism, and ecofeminism, the book develops an understanding of contemporary issues in education, especially inquiry-based learning as pedagogy, diversifying knowledge, environmental and epistemic justice, climate change education, and citizenship education. Eco-Rational Education will be of interest to researcTrade Review‘At the core of Simone Thornton’s concerns is the development of eco-rational thinking as central to environmental education aimed at purposeful engagement in identity formation towards ecological citizenship. Eco-Rational Education: An Educational Response to Environmental Crisis innovatively addresses complex concepts and pressing issues and provides a compelling argument for dialogic education that engages students with Indigenous and non-indigenous socio-political concepts to open conversation on diverse ways of knowing and being in the world. Eloquently written, Thornton offers a pedagogical framework that challenges educators to reposition environmental education as a cross-curriculum learning priority for synthesising curriculum with place-responsive practice and, as such, has published a very timely book that makes a significant contribution to re-visioning education as the socio-cultural reconstruction of the greater community.’Gilbert Burgh, Honorary Associate Professor in Philosophy, School of Historical and Philosophical Inquiry, The University of Queensland, Australia.‘Thornton’s ground-breaking Eco-Rational Education: An Educational Response to Environmental Crisis provides a compelling account of why we must upend some deep-seated philosophical and educational assumptions in order to implement effective environmental education in schools. By skilfully interconnecting the ideas of a surprisingly diverse range of scholars, including Albert Camus, Val Plumwood, Mary Graham, Gayatri Chakravorty Spivak, Plato, and James Baldwin, Thornton argues that educational institutions must reject the notion that a key aim of education is the development of individuals with a rational capacity that enables them to dominate nature and ‘the other’—a form of epistemic violence. Thornton’s book is not merely a critique. It also offers an innovative and practical alternative, namely a type of eco-rational education, which draws on ideas from pragmatism, Philosophy for Children, and place-based learning to provide teachers with specific methods they can use to foster transformative environmental education.’Jennifer Bleazby, Senior Lecturer, School of Education, Society and Culture, Monash University, Australia.Table of ContentsIntroduction 1. Albert Camus: insights into moral education 2. Economic rationality and ecological failure 3. The myth of reversal: identity, history, and the colonial imagination 4. Truth, certainty, and the limits of knowledge 5. History: lessons in time and identity formation 6. Dwelling in uncertainty 7. A pedagogy of lucidity

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Book SynopsisCreating a Meaningful Life builds on the tenets of mindfulness-based cognitive therapy (MBCT) to answer some of life's basic questions, such as How do I create a meaningful, purposeful life? and Is the life I am living one that brings me fulfillment, purpose, and a sense of inner peace? Using a variety of techniques, including journaling, grounding exercises, cognitive self-talk restructuring, and more, chapters invite counseling professionals and students to explore their inner landscape, better understand themselves and find communion with others.Trade Review"Dr. Hodges seamlessly intertwines pragmatic, spiritual, existential, and counseling concepts in a way that is applicable to all in the helping professions. This book will help counselors challenge themselves, make meaning in life, and be better clinicians." Fred Dombrowski, PhD, LMHC, department chair and assistant professor of clinical mental health counseling, University of Bridgeport"More people are questioning the quality of their lives and the meaning of their existence. This book is a much-needed guide to personal growth and a more fulfilling life." Tim Osberg, PhD, professor of psychology at Niagara UniversityTable of Contents1. What Is Meant by "Meaning in Life" and Why Is It Important? 2. Neuroscience and Its Relationship to Meaning in Life 3. Who Am I? The Meandering, Washboard Road to Self-Hood 4. Wandering in the Wilderness: Facing Existential Challenges 5. Wisdom vs. Mammon: Healing the Divided Life 6. The Transforming Power of Failure and Its Lessons 7. Finding Meaning through Essentialism and Sustainability 8. Life Happens: Changing our Attitude and Transforming Our Life 9. Contemplation in an Action-Oriented World: Addressing Our Inner World Phobia 10. Rewriting our Stories: Learned Happiness through Daily Practice 11. Love: Transformation and Challenges of Relationships 12. Joy and Grief

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Book SynopsisEmpathy and Mental Health shows mental health professionals how to employ a deeper understanding of subjective, objective, and interpersonal modalities of empathy in their practice. Chapters are full of case studies and examples that demonstrate empathy's role in challenging and complex encounters, and as each concept and process is introduced, Dr. Clark discusses strategies for responding empathically. The book has a sound theoretical grounding that is informed by extensive material on empathy and empathic understanding from the counseling and psychotherapy literature and related fields of inquiry. Drawing from psychodynamic, existential-humanistic, cognitive behavioral, and other contemporary orientations, this text makes empathy immediately useful and understandable to students and practitioners. Trade Review"Empathy and Mental Health helps us examine the various ways we can use empathy in practice, inviting counselors and therapists to expand the scope of understanding empathy for building relational depth and influencing therapeutic processes. Through this critical and essential text, Arthur Clark continues to be a leading force in modern conceptualizations and applications of empathy in mental health."Hannah B. Bayne, PhD, assistant professor, University of Florida"Arthur J. Clark—the leading authority on empathy—does it again! This book supplies readers with a foundational, how-to guide for deepening the therapeutic relationship and enhancing an empathic understanding of a client by teasing apart dynamic modalities of empathy. With timely and relevant case examples, Empathy and Mental Health is an indispensable, must-have resource for students and practitioners alike."Zachary D. Bloom, PhD, assistant professor, Northeastern Illinois University"When it comes to writing a great book, Art Clark has checked all the boxes. If you want to read a text that will help you become a more effective mental health professional, read this one. Professor Clark takes readers through complex material in ways that will rivet their attention and ignite a passion for developing an empathic way of being. Carl Rogers would be proud."John Sommers-Flanagan, PhD, professor, University of Montana"Empathy and Mental Health helps us examine the various ways we can use empathy in practice, inviting counselors and therapists to expand the scope of understanding empathy for building relational depth and influencing therapeutic processes. Through this critical and essential text, Arthur Clark continues to be a leading force in modern conceptualizations and applications of empathy in mental health."Hannah B. Bayne, PhD, assistant professor, University of Florida"Arthur J. Clark—the leading authority on empathy—does it again! This book supplies readers with a foundational, how-to guide for deepening the therapeutic relationship and enhancing an empathic understanding of a client by teasing apart dynamic modalities of empathy. With timely and relevant case examples, Empathy and Mental Health is an indispensable, must-have resource for students and practitioners alike."Zachary D. Bloom, PhD, assistant professor, Northeastern Illinois University"When it comes to writing a great book, Art Clark has checked all the boxes. If you want to read a text that will help you become a more effective mental health professional, read this one. Professor Clark takes readers through complex material in ways that will rivet their attention and ignite a passion for developing an empathic way of being. Carl Rogers would be proud."John Sommers-Flanagan, PhD, professor, University of MontanaTable of Contents1. The Promise, Challenges, and Potential of Empathy in Counseling and Psychotherapy 2. Subjective Empathy in Counseling and Psychotherapy 3. Objective Empathy in Counseling and Psychotherapy 4. Interpersonal Empathy in Counseling and Psychotherapy 5. Integral Model of Empathy in Counseling and Psychotherapy: A Case Study 6. Empathy: Integral Model in Research, Training, and Practice

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