Educational psychology Books

Book SynopsisDraw on Your Relationships is a bestselling resource to help people of all ages express, communicate and deal more effectively with their emotions through drawing. Built around five key themes, each section contains a simple picture exercise with clear objectives, instructions and suggestions for development. The picture activities have been carefully designed to help ease the process of both talking about feelings and exploring life choices, by trying out alternatives safely on paper. This will help to create clarity and new perspectives as a step towards positive action. Offering a broad range of exercises which can be adapted for any ability or age from middle childhood onwards, this unique book explores a range of emotions surrounding a person's important life experiences, key memories, relationships, best times, worst times and who they are as a person. This is an essential resource for therapists, educators, counsellors and anyone who engages other people in coTrade ReviewJulia Bird, Director of ThriveI am a founding director of a company that supports approximately 1,800 adults working in education to understand if a child has emotional developmental interruptions and what to do to make a difference. We train many teachers and other adults working in schools. Margot Sunderland’s books are recommended reading for those who attend our courses. Our trainees find the Draw On books very helpful in training and then also with their children - not just those children identified for special help. They deal with universal life themes relevant for all. I particularly like the theoretical explanation mixed with superb, doable activities/exercises and copyable handouts.Margot is an acknowledged expert in her field and her passion to make such important understandings and ways of working with troubled children accessible to ordinary people - parents, teachers, support workers - is manifest in the old excellent editions. Her suggestions for the new editions for both books are really exciting. I certainly will recommend the new editions to the people with whom I work.What is needed are work books that give the basic theoretical understanding - e.g. why using imagery is a potent way of supporting children to process feelings - with very usable activities that ordinary people can use to great effect with their children or with the children with whom they work.The addition of the cards will help adults open the conversation with children/young people about difficult feelings. These are a real improvement on the books as they stand now. To have images that are so evocative will enhance the dialogue and give opportunities for all involved to tickle the imagination and make more sense and help the children digest their emotional responses to life situations that cause them such pain and difficulty.The new suggestions will take the work with children from labelling feelings without a real connection to deeper meaning to an integration of feelings, imagination and language that deepen awareness and supports emotional development.The cards will not go out of date as I imagine they will illustrate life’s difficulties that are timeless.I absolutely support the need for updated editions of these superb books and think the cards to be incredibly helpful in supporting children to tell their stories and process trauma.Table of ContentsINTRODUCTION • How to use this book• Why use drawings and images to speak about feelings?• How to work safely• Key rules and guidelines in helping someone to speak about feelings• About sandplay and how to use itYOU AND YOUR RELATIONSHIPS • You, your relationships, your life• Encouragers and discouragers in my life (past and present) • People in your life, as gardens • The cocktail party• Your relationships as walls, bridges, comfortable sofas & take off • Museum of too alone • My childhood memories: People as places• Relationship riches DEAD, DEPRIVING, DRAINING, DISAPPOINTING RELATIONSHIPS • My Relationship: Take off or stuck on the runway?• To leave or to stay? • The ‘nothing much happening’ times • A relationship that’s holding me back • People who energise. People who drain • Too many takers and not enough givers • Am I expecting too much from her/him? • Disappointing relationship or futile quest for perfect mate? LIFE-CHANGING RELATIONSHIPS • People you’ve been flying with • Flying together as a group• Collecting moments, not things • Oh, how we laugh!• Knights (posing as people) LOVE HURTS • Museum of hurt• When I can’t reach you• Life after losing a person or their love • The end of a relationship. What now? • Loving someone who isn’t good at loving • Do I matter to you?• No one listens / too unhelped • Rejected / not wanted / uninvited / redundant • On the outside of the group DAMAGING AND DESTRUCTIVE RELATIONSHIPS • Power over / power under / power with • Toxic shame• Managing conflict badly• Controlled • Emotional baggage • Hidden resentments • So many difficult/annoying people in my life • Anger fuelled by pain from the past RELATIONSHIPS AND FEAR • Fear of intimacy • Withdrawal, avoidance and leaving • Fear of closeness and fear of distance • Fear of being in groups • Fear of being myself in case I am too much • Without a voice • Mistrust TOOLS AND TECHNIQUES TO IMPROVE AND REPAIR RELATIONSHIPS • The art of relationship (for one person) • The ‘when you…I feel’ exercise (for two people)• The ‘unfinished sentence’ exercise (for two people)• The 'like / don’t like it’ game (for two people)• The empathy game (for two people)• Our best and worst times (for two people)• Theories of motivation (for two people)• Paper conversations

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Book SynopsisDrawing together example studies from international contexts, this edited collection provides a new and cross-disciplinary perspective on the concept of the possible self, exploring its theoretical, methodological and empirical uses with regards to Higher Education. Building on research which examines the ways in which possible selves are constructed through inequalities of class, race and gender, the book interrogates the role of imagined futures in student, professional and academic lives, augmenting the concept of possible selves, with its origins in psychology, with sociological approaches to educational inequalities and exclusionary practices.Possible Selves and Higher Education considers both the theoretical and methodological frameworks behind the concept of possible selves; the first section includes chapters that consider different theoretical insights, while the second section offers empirical examples, exploring how the possible selves concept has been used in many diverse higher education research contexts. With each chapter considering a different aspect of the structural barriers to or within education, the examples provided range from the experiences of students and teachers in the language learning classroom, to graduates entering employment for the first time, and refugees seeking to rebuild lives through engagement with education.Offering a broad and diverse examination of how concepts of our future selves can affect and limit educational outcomes, this book furthers the sociological dialogue concerning the relationship between individual agency and structural constraints in higher education research. It is an essential and influential text for both students and academics, as well as anyone responsible for student services such as outreach and widening participation.Trade Review"Offering a broad and diverse examination of how concepts of our future selves can affect and limit educational outcomes, this book furthers the sociological dialogue concerning the relationship between individual agency and structural constraints in higher education research. It is an essential and influential text for both students and academics, as well as anyone responsible for student services such as outreach and widening participation." - EuropeNow: a journal of research & artTable of ContentsIntroduction: Why Possible Selves and Higher Education? Section 1: Theorising Possible Selves Chapter 2: Potentials and Challenges when Using possible Selves in Studies of Student Motivation Chapter 3: Borrowed Time: A Sociological Theorisation of Possible Selves and Educational Subjectivities Chapter 4: Extending the Analytical Scope of Theories of ‘Possible Selves’ Section 2: Using the Possible Selves Concept Empirically Chapter 5: A Discursive Approach to Understanding the Role of Educators’ Possible Selves in Widening Students’ Participation in Classroom Interaction: Language Teachers’ Sense Making as ‘Acts of Imagination’ Chapter 6: Shaping Possible Selves: The Role of Family in Constructing Higher Education Futures for Students with Dyslexia Chapter 7: Unintended Imaginings: The Difficult Dimensions of Possible Selves Chapter 8: Transitions from Higher Education to Employment among Recent graduates in England: Unequal Changes of Achieving Desired Possible Selves Chapter 9: Imagining a Future: Refugee Women, Possible Selves and Higher Education

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Book SynopsisOriginally published in 1989, the purpose of this book was to explore the nature and appearance of disaffection and alienation in young children and to seek to understand its significance. It deals with classroom interactions and adult expectations of children, and the context of historical and policy-related perspectives on schools as they relate to the under-8-year-olds. Theories and assumptions about these young children are re-examined, leading to questions on interpretation of behaviours, the appropriateness of practices at the classroom, teacher education and policy levels, and the societal value that was placed on the schooling experience of young children at the time.Table of ContentsAcknowledgements. Preface Neville Jones. Introduction Gill Barrett Part 1: Learning to be Disaffected 1. A Child’s Eye View of Schooling Gill Barrett 2. Deliver Us from Eagles Annabel Dixon Part 2: Classrooms as Contexts for Disaffection 3. Teachers’ Perspectives on Disaffection Gill Barrett 4. Creativity and the Infant Classroom Anne Saunders 5. The Context of Children’s Learning: An Historical Perspective Clem Adelman Part 3: Home, School and the Community 6. Being a Disaffected Parent John Schostak 7. ‘They’re too Young to Notice’: Young Children and Racism Ian Menter 8. School Ethos and the Individual within a Community Val Wood Part 4: Learning and Knowing: Policy and Practice 9. ‘School Starts at Five…or Four Years Old?’ The Rationale for Changing Admission Policies in England and Wales Martin Woodhead 10. Needs of Teacher Education for Early Years Teaching Peter Heaslip 11. Conditions for Disaffection Gill Barrett. Notes on Contributors. Index.

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Book SynopsisWith rising rates of youth mental illness, disconnection and social isolation, strategies are needed that can help stem the tide. A sense of belonging to one's school is associated with good school performance, physical and psychological wellbeing, and offers a quintessential solution to help address many of the issues faced by young people today.Grounded in theory, research, and practical experience, Boosting School Belonging provides 48 activities for practitioners and teachers to use with classes, groups, or individuals to help secondary students develop a sense of school belonging. Through six modules, readers will understand the evidence underlying each module, identify fun and practical tools to use with young people, and develop strategies for helping young people connect with teachers, parents, peers, themselves, learning, and help.The evidence-based strategies and concepts make it an invaluable resource for teachers, psychologists and counsellorsTable of ContentsForewordPrefaceAcknowledgementsIntroduction Module 1: Connecting with TeachersModule 2: Connecting with ParentsModule 3: Connecting with PeersModule 4: Connecting with OneselfModule 5: Connecting with LearningModule 6: Connecting with HelpConclusion: Becoming A BelongerFurther ReadingGlossaryAbout the AuthorsAppendixIndex

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Book SynopsisThe Four Domains of Mental Illness presents an authentic and valid alternative to the DSM-5, which author René J. Muller argues has resulted in many patients being incorrectly diagnosed and wrongly medicated. Dr. Muller points out where the DSM-5 is mistaken and offers a guide to diagnosis based on the psychobiology of psychiatrist Adolf Meyer and the insights of existential philosophy and psychiatry. His model identifies the phenomena of the mental illnesses that clinicians most often see, which are characterized by identifying their structure, or partial structure. Using the FDMI approach, clinicians can grasp how each mental illness is an aberration of Martin Heidegger's being-in-the-world. Trade Review"One of the vexing ‘realities’ of working in the mental health professions is trying to understand the complicated symptom profiles of actual persons in stark contrast to the clearly demarcated syndromes of the official classification systems. Inspired by great psychopathologists of the past—Jaspers, Meyer, and McHugh—René J. Muller wrestles with this contrast directly. He systematizes our prevailing classifications and offers an enlightening perspective on the interaction between personhood and psychiatric distress."Peter Zachar, PhD, professor of psychology, Auburn University MontgomeryThis a fascinating discussion of an extremely timely topic in mental health. For over 50 years the standard diagnostic reference has been the DSM (authored by the American Psychiatric Association), but criticism of this manual has been steadily growing with a sharp crescendo upon the publication of DSM 5 a couple of years ago. The negative reaction was widespread from professionals, news media, and academics, and the Director of NIMH responded by announcing that the DSM would no longer be used for psychiatric research due to its lack of validity.... My overall reaction to the book is positive… Since I am in agreement with much of the criticism of DSM, I find Dr. Muller’s Four Domain approach a welcome alternative.—Robert L. Taylor, MD, psychiatrist, Austin, TXIn general, I was terribly impressed by his erudition, and by his ability to take trenchant examples from belles lettres, from the movies, and from his neighbors! Dr. Muller exemplifies something that has become quite rare in medicine: a clinical scientist with deep humanistic learning. This makes much of the book a joy to read, even if, I as a reader often had to suspend disbelief—Edward Shorter, professor of psychiatry, University of TorontoTable of ContentsForeword Preface Acknowledgments PART I: WHERE PSYCHIATRY HAS BEEN, NEEDS TO GO, AND HOW TO GET THERE 1. Why Psychiatry Needs Another Way to Classify and Diagnose the Pathological Alterations in Mental Life 2. The Initial Promises of Biological Psychiatry Do Not Look So Promising Now 3. An Approach to Diagnosing Mental Illness Based on the Psychobiology of Adolf Meyer 4. To Understand, To Explain, to Know What Mental Illness Is 5. The Four Domains of Mental Illness PART II: CLASSIFIFYING AND DIAGNOSING MENTAL ILLNESS 6. The Anxiety Spectrum 7. The Depression Spectrum 8. The Dissociation Spectrum 9. The Psychosis Spectrum 10. Aberrant Personality Styles 11. Ceding Control over Alcohol, Drugs, Food, Sex, the Body’s Integument, Gambling and the Itch to Steal 12. Altered Mental States Induced by a Medical Condition or Medical Disease 13. Schizophrenia 14. Four Schizophrenic Patients, Four Different Schizophrenias 15. Diagnosing the Heterogeneous Illness/Disease Known as Schizophrenia 16. Manic-Depression 17. Using the FDMI: Diagnosis and Treatment of a Man With 2nd Domain Avoidant Personality Style, and 1st Domain Anxiety, Dysthymia and Pathological Anger Appendices: A-D A. Edmund Husserl’s Phenomenological Method, William James’s Pragmatism and the Question of Validity for the FDMI and the DSM-5 B. The Putative Subtypes of Schizophrenia C. Schizoaffective Disorder: An Improbable Phenomenon D. Identifying Mass Killers Before They Strike References Index

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Book SynopsisChildren''s Empowerment in Play is an accessible insight into the vital place of play in children's development. The book focuses on three main themes of participation, voice and ownership, and explores ways to positively and naturally develop play in early years settings. Drawing on primary research and presenting in-depth case studies of children in a range of play scenarios, Canning offers a framework for understanding play and its relationship with children's empowerment, and highlights play patterns and the ways in which practitioners can identify these. Chapters also cover: The research context for empowerment in play The significance of play and empowerment in the lives of children The power play can have, and indicators of empowering behaviour Observing empowerment in play and the challenges of celebrating it Written for all those working with young children andTable of ContentsIntroductionChapter 1 The Context of Researching Children’s Empowerment in PlayChapter 2 The Significance of Play and Empowerment in Young Children’s LivesChapter 3 The Power of PlayChapter 4 Indicators of Empowering Play BehaviourChapter 5 Exploring Children’s Participation, Voice and Ownership through PlayChapter 6 Observing Empowerment in PlayChapter 7 The Challenges of Celebrating Empowerment in PlayConclusionReferences

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Book SynopsisOriginal blurb: The volume of writing on educational topics has increased so prodigiously in recent years that the student is likely to lose himself in a sea of print. This may lead him to opt for the first book that comes to hand, or waste time rifling through half a dozen when a thorough grasp of one key text is all that is needed. Reading lists commonly look impressive, not to say daunting. In fact, the multifarious titles conceal an enormous amount of duplication, an endless raking over of other people's research findings. It is a safe bet', writes W. Kenneth Richmond, that less than 5 percent of the contents of any new book on education will be in any way original'.This critical bibliography, originally published in 1972, is concerned with the noteworthy books and major official reports that had appeared in the English language during the twenty-five years prior to publication. In his introduction and in the commentaries prefacing each section the author explains the bacTable of ContentsIntroduction. 1. Philosophy of Education 2. Educational Theory 3. Curriculum Study 4. Educational Psychology 5. History of Education 6. Sociology of Education 7. Educational Administration 8. Comparative Education, Education in Developing Countries and Educational Planning 9. The Economics of Education 10. Educational Technology.

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Book SynopsisThis accessible book provides evidence-based guidelines on dyscalculia, offering a thorough explanation of the science behind the disorder. It combines this theoretical framework with practical recommendations, offering interventions for managing the condition at home and school and avoiding potential behavioural consequences. Written in a straightforward style, this book provides a concise summary of relevant research to empower the reader to take an informed and positive approach to dyscalculia and those who live with it. The internationally based team of contributors examine the different models that explain the construct of dyscalculia, looking at definitions and theories alongside signs, symptoms and diagnosis. Chapters also explore how to communicate diagnosis to peers, possible cultural differences and sensitivities when related to mathematics education and dyscalculia and the importance of maintaining a proactive attitude when working with children with dyscalculia. Understanding Dyscalculia is essential reading for parents and practitioners in clinical and educational psychology, education professionals and students and researchers of special educational needs, educational psychology and counselling psychology.Table of ContentsUnderstanding Atypical Development: a book series for parents and practitioners Introduction What Causes the Disorder: Theories and perspectives Developmental Dyscalculia: Signs and symptoms Intervention Programs for Students with Dyscalculia: Living with the condition 5. Interventions for Children with Developmental Dyscalculia: Parents, teachers and neuropsychologists working together6. Understanding the Impact of Diagnosis: Emotional wellbeing, peers and teachers 7. Socio-Cultural Differences and Sensitivities in the Mathematics Classroom8. ConclusionIndex

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Book SynopsisLearn how to incorporate rigorous activities in your English language arts or social studies classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Melissa Miles offer a practical framework for understanding rigor and provide specialized examples for middle and high school ELA and social studies teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138480773.Table of Contents1. Introduction 2. Creating a Rigorous Environment 3. Expectations 4. Support and Scaffolding 5. Demonstration of Learning 6. Assessment 7. Collaborating to Improve Rigor

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Book Synopsis99 Activities to Nurture Successful and Resilient Children is a comprehensive and interactive programme filled with practical activities, aimed at schools and education professionals in order to support children in developing their happiness and resilience. Covering twenty eight skill areas, this book encompasses seven key themes for development: Self-awareness Relationships Confidence Seeking solutions Growth mindset Caring Optimism The author has created ninety-nine fun, creative and engaging classroom activities, which clearly and expertly guide the professional in supporting a child''s happiness and emotional resilience. Children as young as seven can access the programme and get involved with each activity. This vital resource focuses on all the core areas that contribute to the growth of a child''s most important positive qualities, providing a much-needed burst of enthusiasm and expertisTable of ContentsSection 1: Introduction What is this book all about? Looking more closely at these different areas What’s different about this book? Why do we need a book like this now? Myths Section 2: Top Tips for Teachers How does this book work? Managing difficult feelings Working with parents Section 3: Self-Awareness Topic 1. Identity Topic 2. Belonging Topic 3. Self-image Topic 4. Emotions Section 4: Relationships Topic 1. Communication Topic 2. Friendship Topic 3. Respect Topic 4. Trust Section 5: Confidence Topic 1. Self-Worth Topic 2. Independence Topic 3. Assertiveness Topic 4. Motivation Section 6: Seeking Solutions Topic 1. Self-Regulation Topic 2. Self-Belief Topic 3. Helpful Thinking Topic 4. Adaptability and Accepting Change Topic 5. Strengths Section 7: Growth Mindset Topic 1. Learning Topic 2. Effort Topic 3. Persistence Section 8: Caring Topic 1. Being Present Topic 2. Kindness Topic 3. Empathy Topic 4. Nurturing Yourself Section 9: Optimism Topic 1. Positive Thinking Topic 2. Hope Topic 3. Gratitude Topic 4. Humour

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Book SynopsisEven with the highest-quality content, students who don't have an intrinsic motivation to learn may never perform to their full potential. So how can we create the classroom conditions where that motivation can flourish? Renowned educator Larry Ferlazzo has the answers in this comprehensive new resource.Designed as a practical handbook you can easily refer to again and again for ideas, the book offers 50 teaching practices divided into four main sections: autonomy, competency, relatedness, and relevance. Throughout, there are tip boxes with links to resources for additional support, as well as lists of questions you can ask yourself to ensure you're implementing the strategies in a culturally responsive way.With this book as your compass, you'll be able to create the conditions for students to find their inner motivation, be their true selves, and thrive in school and beyond.Table of ContentsQuick Guide to the 50 Strategies. Support Material. Meet the Author. Acknowledgements Introduction 1. Motivation in the Classroom 2. What is "Autonomy" And Why Is It Important? 3. What is "Competence" And Why Is It Important? 4. What is "Relatedness" And Why Is It Important? 5. What is "Relevance" And Why Is It Important? Afterword

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Book SynopsisSolution Focused Practice is a change-focused approach to enabling people of all ages to make progress in their lives by emphasising what is wanted in the future, amplifying successes and highlighting the capacities and skills available to support progress. Grounded in the reality of the day-to-day challenges of school life, Solution Focused Practice in Schools: 80 Ideas and Strategies offers dynamic, practical, down-to-earth and jargon-free applications of the Solution Focused (SF) approach that can create energy and movement in even the toughest of situations. From working with individuals to considering organisational developments, this book explores the SF approach using numerous examples and sample questions that can be adapted for any situation and whether the time available is long or short.The reader will gain ideas about how to: move beyond don't know' responses in individual discussions with students to Trade Review'In this marvellous new book, Ajmal and Ratner teach us, in their own words, that "It is only the wearer of the shoe who knows where it is comfortable". Through providing the basics of the solution focused approach and using it with individuals, groups, staff members and teachers, the reader will gain true insight into how schools can work using solution focused practice. The dialogues that are included offer rich, specific examples of how school counsellors, teachers and head teachers can engage and relate to students dealing with a variety of concerns. Educators who often wonder if they can make a difference with a troubled student need to read this book, which will finally provide them with ideas and strategies for asking questions that elicit teacher and student driven solutions, which are always the best kind!' Linda Metcalf, author of Counseling Toward Solutions and Director of Graduate Counseling Programs and School Counseling at Texas Wesleyan University, USA 'This is an invaluable, inspiring and accessible guide for all teachers, from trainee to experienced, in responding effectively to the challenging situations encountered with individual children, groups and whole classes. The book is evidence-based and grounded in practice. It offers practical approaches that go beyond problem solving to enable pupils to recognise, own and sustain their "best selves". The process of co-constructing desired futures and achievable steps is illustrated through numerous case study examples. These studies highlight the impact of open questioning and scaffolded dialogue in building positive attitudes and relationships for learning and for life.' Sue Ellis, Professional Tutor and Senior Teaching Fellow at UCL Institute of Education, UK Table of ContentsForeword; About the Authors; Preface; Acknowledgments; Part 1: Introduction to Solution Focused Practice; 1. What is Solution Focused Practice (SFP)?; 2. A brief background; 3. Summary of practice; 4. Fundamental SF skills; 5. Solution building is not the same as problem solving; 6. Key SF questions; 7. Scales: denoting the progress already made; 8. Dealing with ‘don’t know’; 9. Adapting SFP to work in schools; 10. Summary of SFP in schools; 11. Research and literature on SFP; 12. How to get going … and how to keep going; Part 2: How will we know we are at our best? Conversations with whole classes; 13. Introduction: involving students; 14. Inviting students to step into their ‘best version’; 15. Being specific makes actions more accessible and possible; 16. The perspectives of others; 17. How do you keep students thinking and looking?; 18. Using scales; 19. How do we record these discussions?; 20. Five minute versions; 21. Talking with a whole class when there has been a difficulty; 22. Variations of scales in the classroom; 23. Creating opportunities for appreciation in the classroom; Part 3: Individual work; 24. Introduction: principles; 25. Getting started: building a common direction; 26. Building virtual pathways to success; 27. Resource-based discussions; 28. Using scales; 29. Creative scales; 30. Other ways of moving a conversation in a constructive direction; 31. When there has been a set-back; 32. Confidence; 33. Motivation; 34. Anxiety; 35. Giving advice; 36. The enquiring mind: facilitating peer conversations; 37. Differing 5 minute conversation frameworks around a specific issue; Part 4: Coaching, consultations and meetings; Coaching conversations with staff; 38. Key considerations; 39. Focusing on what is wanted; 40. Amplifying current successes and future opportunities; 41. A 5 minute coaching conversation; 42. How do coaches get better at coaching?; Consultations with groups of staff; 43. Using scales to support consultations over time; 44. Locating what is working and making it stronger; Meetings with parents and other professionals; 45. Basic meeting structure; 46. Establishing the Best Hopes from the meeting; 47. Finding a starting point through parental aspirations; 48. What if the student is not at the meeting?; 49. Clarifying priorities: multiple scaling; 50. When things are tough; 51. Pupil progress meetings and beyond; Meetings around organisational development; 52. Linking visions, policies and practice; 53. Locating and building on strengths; Part 5: Working with groups around specific issues; 54. Introduction: structure of sessions; Group work with students; 55. Mobilising resources and useful qualities; 56. Establishing ‘ground rules’ for the group; 57. Supporting forward-looking conversations; 58. Using a scale; 59. Questions are the best form of advice; 60. Follow up sessions; 61. Points of practice to bear in mind; 62. Group mediation; Parent groups; 63. Starting and finishing from a position of strength; 64. Exploring what parents want; 65. Being at our best; 66. Advice giving; Part 6: The lower primary age; 67. Noticing and naming; 68. Keeping good things going; 69. Co-creating pictures of success: children as experts; 70. Other ideas to help scaffold ‘noticing’ and ‘doing’; 71. Stepping into the world of imagination; 72. One-to-one conversations; Part 7: Case example of individual work: Christiana; 73. Transcript; 74. How are reputations formed, maintained and changed?; Part 8: Solution Focus in Zanzibar: a case study; 75. Stay open to differences!; 76. Where do you position yourself and how do you get started?; 77. Data gathering phase; 78. Final meeting and report; 79. What happened next?; 80. What did we learn?; Index

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Book SynopsisFeedback is often considered to be one of the pivotal enablers of formative assessment. This key topic has received considerable attention within research literature and has been studied by a number of leading experts in the field. This book is positioned at the heart of these debates and offers a specific contribution to exploring' and exploiting' the learning gap which feedback seeks to shift.Developing Feedback for Pupil Learning seeks to synthesise what we know about feedback and learning into more in-depth understandings of what influences both the structure of and changes to the learning gap. This research-informed but accessibly written enquiry is at the very heart of teaching, learning and assessment. It offers a timely contribution to understanding what works (and what doesn't) for whom and why. Split into three main parts, it covers: Feedback for learning in theory, policy and practice; Conceptualising the learning gap'; Table of Contents Introduction Part 1: Feedback for learning in theory, policy and practice 1. Framing learning in national and international assessment policy contexts 2. The relationship between teaching, learning and assessment 3.What do we know about feedback? Part 2: Conceptualising the ‘learning gap’ 4. Conceptualising the Learning gap: a deterministic approach 5. Conceptualising the learning gap: a relational approach 6. Conceptualising the learning gap – an individualistic approach 7. Revealing pupils’ learning gap in numeracy and literacy with pupils who struggle to succeed: a case study Part 3: New futures for feedback 8. New ways forwards in conceptually shaping feedback for learning 9. Conclusions Bibliography Index

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Book SynopsisThe Elephant in the Staffroom is the survival guide that every busy teacher needs for practical advice on teacher wellbeing. Written in an informal, conversational style, the book is divided into 40 bite-size chunks, covering a range of essential topics from understanding and avoiding burnout, to successful working patterns, and even surviving the school holidays! Complemented by a host of top tips, the book focuses on five key themes: the psychology of the teacher teacher identity emotional and physical energy keeping focused and investing in yourself colleagues, students and inspection Chapters are designed to be easily dipped in and out of, with each exploring the unique nature of the teaching profession and how to cope with, and conquer, a variety of stress triggers and psychological aspects of teaching elephants' in the staffroom to survive and succeedTrade Review"The book is not a manual full of silver-bullet lesson plans and teaching tips promising professional nirvana. Instead, it is a sensible and sane book that reaches out to the person behind the professional persona and, I suspect, is all the more useful for it." - Alan Thomson, inTuitionTable of Contents1. 3 things to remember when you forget everything else 2. You are not alone – some statistics and context 3. Workload and Stress Part 1: The mind of the teacher 4. Psychology of teachers – knowing the traps 5. Guilt 6. Anxiety & Fear 7. Anger and Frustration 8. Depression and hitting rock bottom Part 2: Identity 9. Teacher as persons – the philosophical bit 10. Teacher as persons – the practical bit 11. Understanding your purpose 12. Vision and Values 13. Identity Theft – I am not just a teacher 14. Boundaries – Knowing your limits 15. The Myth of Work-Life balance 16. Professionalism, Perfectionism and Presenteeism 17. Confidence Part 3: Energy 18. Energy: the magic ingredient 19. Energy: Emotional Intelligence and Burnout 20. Positive 21. Shabbat – the importance of rest 22. Let’s do lunch 23. Surviving holidays – withdrawal symptoms 24. Tides, treasure and nudity – managing change 25. Just say ‘No’ 26. Voice – looking after your no 1 tool Part 4: Focus 27. Distractions – keeping the main thing the main thing 28. Eyes on the ball not on the scoreboard 29. Mindset - compliance vs engagement 30. Keeping Growing – Invest in Yourself 31. Teaching as a Long game 32. Surviving the Year 33. Surviving the week 34. Surviving the day Part 5: The others 35. Meet the team – your students 36. Meet the Crew – a beginner’s guide to the staffroom 37. Meet the Bosses – how to manage upwards 38. Meet the Experts – handling the critics with care 39. An inspector calls – Ofsted and observation 40. And Finally: Top Ten tips

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Book SynopsisNurturing Young Thinkers Across the Standards: K2 provides multiple practical resources to assist teachers in working with standards across subject areas in ways that bring critical thinking into the everyday process of learning content and skills. The authors provide suggestions for engaging and sustaining children's interest and illustrate the use of teaching language that actively nurtures the habits of lifelong learning. The book is rich with opportunities for developing tools for design, implementation, and assessment of vibrant integrated curricula for K2 students that support the development of cognitive skills and increase confidence in their abilities to think and learn.Table of ContentsChapter 1: The Standards: A Vehicle to Actively Engage Young LearnersChapter 2: Key Learning Processes Standards and How we TeachChapter 3: Nurturing Learning Through Authentic InteractionsChapter 4: AssessmentChapter 5: Embedding Process into Instructional Plan Targeting Content: Grade PreK-KChapter 6: Embedding Process into Instructional Plan Targeting Content: Grade 1-2Chapter 7: The Challenges Ahead

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Book SynopsisIn light of recent standards-based and testing movements, the issue of play in child development has taken on increased meaning for educational professionals and social scientists. This third edition of Play From Birth to Twelve offers comprehensive coverage of what we now know about play and its guiding principles, dynamics, and importance in early learning. These up-to-date essays, written by some of the most distinguished experts in the field, help educators, psychologists, anthropologists, parents, health service personnel, and students explore a variety of theoretical and practical ideas, such as: all aspects of play, including historical and diverse perspectives as well as new approaches not yet covered in the literature how teachers in various classroom situations set up and guide play to facilitate learning how play is affected by societal violence, media reportage, technological innovations, and other contemporary isTrade Review"It is a delight to welcome this third edition of Play from Birth to Twelve, so brilliantly edited by Doris Pronin Fromberg and Doris Bergen. Such a comprehensive and genuinely helpful resource will prove of theoretical and practical value to all those who deal with children and who want to understand the roles of play in our early lives. Educators, health professionals, students, parents, museum personnel, city designers, and many others will find valuable material in these pages. The scope of the volume and its range of outstanding new and older research is a tribute to the insightful work of its editors. If the content of these essays directed more of our social and educational policy, we would surely have a better world." Kieran Egan, Professor of Education at Simon Fraser University, Canada "Broad and deep with appeal to a wide range of practitioners, theorists, researchers, policy makers, and parents, this brilliant book is needed today more than ever before. The editors have provided a rich treasure trove of everything we ever wanted to know about play from theory to practice, and the distinguished chapter authors are recognized experts on play, child development, and education. Teachers struggling with the disappearance of play from current educational settings will find this third edition, up to date with surprising new content and perspectives on the future, to be a comprehensive resource." Kathryn Castle, Professor & Watson Endowed Chair in Education, Oklahoma State University, USA Table of ContentsPreface Introduction, Doris Pronin Fromberg and Doris Bergen Part I Perspectives on Play Development 1 Play Development from Birth to Age Four, Barbara P. Garner and Doris Bergen 2 Play Development from Ages Four to Eight Years, James E. Johnson 3 Play and Socialization in Middle Childhood, Doris Bergen and Doris P. Fromberg 4 Gender Identity and Play, Melanie M. Ayres, Aliya Khan, and Leslie D. Levé 5 Play as Children See It, Nancy W. Wiltz and Greta G. Fein 6 Can I Play Too? Reflections on the Issues for Children with Disabilities, Gayle Mindes 7. Play’s Role and Meaning in the Lives of Children with Autism, Pamela Wolfberg 8. Play and Gifted Children, Annemarie Roeper 9 Play in the Context of Lifespan Human Development, Valeria J. Freysinger Part II Meanings of Play 10 The Meanings in Play with Objects, Shirley K. Morgenthaler 11 Social and Nonsocial Play, Robert J. Coplan, Laura L. Ooi, Alison Kirkpatrick, and Kenneth H. Rubin 12 Language and Play: Natural Partners, Jane Ilene Freeman Davidson 13 Sociodramatic Play Pretending Together, Patricia Monighan Nourot 14 Constructive Play, George Forman 15 Rough-and-Tumble Play from Childhood through Adolescence: Differing Perspectives, Anthony D. Pellegrini, 16 Games with Rules, Rheta DeVries 17 Play as a Context for Humor Development, Doris Bergen Part III Educational Contexts for Play 18 Adult Influences on Play: The Vygotskian Approach, Elena Bodrova and Deborah J. Leong 19 Social Play in School, Jeffrey Trawick-Smith 20 Play as a Medium for Literacy Development, James F. Christie and Kathleen Roskos 21 Play and Mathematics in Kindergarten, Constance Kamii 22 Scientific Inquiry and Exploratory Representational Play, Christopher R. Wolfe, R. Hays Cummins, Christopher A. Myer, and Elizabeth M. Cedillos 23 Technology Play and Learning, Lena Lee 24 Technology Play Concerns, Diane E. Levin 25 The Role of Play in Assessment, Diane Parham 26 Reconciling Play and Assessment Standards, Doris Bergen Part IV Social and Physical Contexts for Play 27 Play in Historical and Cross-Cultural Contexts, Donna R. Barnes 28 Influences of Race, Culture, Social Class, and Gender: Diversity and Play, Patricia G. Ramsey 29 Parent–Child and Child–Child Play in Diverse Cultural Contexts, Jaipaul L. Roopnarine and Aimbika Krishnakumar 30 Sibling and Peer Influences on Play, Sherri Oden, Kathleen O. Gray, and Janie A. Winn 31 The Cultural and Familial Contexts of Caregiver Support for Children’s Pretend Play, Wendy Haight and Minhae Cho 32 City Play, Amanda Dargan and Steve Zeitlin 33 Playful Experiences for Children in Museums, Donna R. Barnes 34 Children’s Outdoor Play: An Endangered Activity, Mary S. Rivkin 35 Perspectives on Play and Playgrounds, Joe L. Frost and Irma C. Woods 36 Play as Ritual in Health Care Settings, Laura Gaynard 37 Clinical Perspectives on Play, Karen Gitlin-Weiner Part V Particular Meanings Embedded in Play 38 The Struggle Between Sacred Play and Festive Play, Brian Sutton-Smith 39 Fantasy and Imagination, Dorothy G. Singer and Jerome L. Singer 40 Sociocultural Influences on Gender-Role Behaviors in Children’s Play, Alice Sterling Honig 41 Play and Violence: Understanding and Responding Effectively, Diane E. Levin 42 Protean Selves, Trading Zones, and Nonlinear Dynamical Systems: The Role of Play in Future Progress, Karen VanderVen 43 How Nonlinear Systems Inform Meaning and Early Education, Doris Pronin Fromberg 44 Play, Technology Toy Affordances and Brain Development, Doris Bergen 45. Play and the Origin of Species, Michael Ellis Epilogue: Emerging and Future Contexts, Perspectives, and Meanings for Play, Doris Bergen and Doris Pronin Fromberg Contributors Index

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Book SynopsisThe last decade has seen a rapid growth in our understanding of the cognitive systems that underlie mathematical learning and performance, and an increased recognition of the importance of this topic. This book showcases international research on the most important cognitive issues that affect mathematical performance across a wide age range, from early childhood to adulthood. The book considers the foundational competencies of nonsymbolic and symbolic number processing before discussing arithmetic, conceptual understanding, individual differences and dyscalculia, algebra, number systems, reasoning and higher-level mathematics such as formal proof. Drawing on diverse methodology from behavioural experiments to brain imaging, each chapter discusses key theories and empirical findings and introduces key tasks used by researchers. The final chapter discusses challenges facing the future development of the field of mathematical cognition and reviews a set of open questions that mathematTrade Review"Not only does this book provide up-to-date, accurate summaries of topics that have been well studied (basically aspects of mathematics acquired in the first decade of life among most children in Western and East Asian countries), it also examines less-studied topics that are likely to become increasingly important in the future, such as number systems, mathematical argumentation, and proof. Everyone interested in mathematical cognition will want to have this book." - Robert Siegler, Carnegie Mellon University, USA"The field of mathematical cognition has grown tremendously over the past few decades. This book, written by three leading experts, provides a comprehensive summary and analysis of these advances. It represents an invaluable resource not only for those interested in mathematical cognition but also for instructors teaching courses on this field and their undergraduate and graduate students." – Daniel Ansari, The University of Western Ontario, Canada"An Introduction to Mathematical Cognition is a much-welcomed addition to this growing and important literature. The volume is written by three highly respected scientists and covers an impressive range of topics from our evolved number sense to students’ understanding of mathematical proofs. It will be of interest to experts in the field and students wanting to learn more about the field." – David C. Geary, University of Missouri, USA"An impressively coherent, systematic and clear introduction into the cognitive systems that underlie mathematical learning and performance from early childhood to adulthood, relying on a rich diversity of behavioural and neuroscientific methods. A vital book for students and researchers in mathematical cognition and adjacent fields." - Lieven Verschaffel, Katholieke Universiteit Leuven, BelgiumTable of Contents1. Introduction 2. Nonsymbolic number 3. Symbolic number 4. The development of arithmetic skills 5. Understanding arithmetic concepts 6. Individual differences and mathematical difficulties 7. Number systems 8. Algebra and equivalence 9. Mathematical argumentation and proof 10. Logic, conditional reasoning and mathematics 11. Where next for mathematical cognition?

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Book SynopsisGive your students the tools they need to motivate themselves with tips from award-winning educator Larry Ferlazzo. A comprehensive outline of common classroom challenges, this book presents immediately applicable steps and lesson plans for all teachers looking to help students motivate themselves. With coverage of brain-based learning, classroom management, and using technology, these strategies can be easily incorporated into any curriculum.Learn to implement solutions to the following challenges: How do you motivate students? How do you help students see the importance of personal responsibility? How do you deal with a student who is being disruptive in class? How do you regain control of an out-of-control class? And more! Blogger and educator Larry Ferlazzo has worked to combine literacy development with short and rigorous classroom lessons on topics such as self-control, personal responsibility, brain growth, and perseverance. He uses many "on-the-spot" interventions designed to engage students and connect with their personal interests. Use these practical, research-based ideas to ensure all of your students are intrinsically motivated to learn!Table of ContentsPart 1 Classroom Culture; question1 How Do You Motivate Students?; question2 How Can You Help Students See the Importantance of Personal Responsibility?; question3 How Do You Deal With a Student Who Is Being Disruptive in Class?; question4 How Do You Regain Control of an Outof-Control Class?; question5 How Do You Help Students See Problems as Opportunities, Not Frustrations?; question6 What Are Some Ways You Can Get the Year Off to a Good Start?; question7 What Can You Do to Help Keep Your Students—and Yourself—Focused at the End of the School Year?; Part 2 Classroom Instruction; question8 What Are the Best Things You Can Do to Maximize the Chances of a Lesson Being Successful?; question9 *Portions of this chapter originally appeared in Teacher Magazine (2009); question10 How Can You Help Students Develop Higher-Order Thinking Skills?; question11 What Are the Best Ways to Incorporate Cooperative Learning in Your Lessons?; question12 What Are the Easiest Ways to Use Educational Technology in the Classroom?; question13 *Portions of this chapter were previously published in English Language Learners: Teaching Strategies That Work. Copyright ©2010 by ABC-CLIO, LLC, reproduced with permission of ABC-CLIO, LLC, and in Language Magazine (December, 2006), reprinted with permission;

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Book SynopsisPresenting a range of psychological theories in a non-technical and readable style, this book shows how psychology can be used to effectively deliver educational objectives and enhance children’s learning. Linking theory with practical application, the authors consider the wider role that schools can play in the social development of children through: teaching and managing individual pupils teaching and managing groups of pupils the teacher as part of an organisation and school system the teacher as part of the community of the school and area. Structured to reflect the standards for QTS and relevant for key stages 1-4, this book shows how understanding the psychological theories underpinning pedagogy can help both trainee and practising teachers become reflective and informed practitioners when faced with new and challenging teaching situations.Trade Review'This is a publication linking practice and theory in an approachable way.' - The Teacher, December 2006Table of ContentsIntroduction; Teacher Perceptions of Children; Communication in the Classroom; The Teacher and the Community of the School; The Reflective Teacher; Developmental Psychology; Understanding and Managing SEN; Managing the Classroom; Planning Expectations and Targets; Monitoring and Assessment; Trends and Future Developments.

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Book SynopsisHow Monsters Wish to Feel is a therapeutic story about a journey to develop emotional resilience. Using the analogy of the Japanese art of Kintsugi, whereby broken pottery is restored to wholeness with a golden lacquer, the story alludes to the importance of focusing on the strengths and protective factors in a child's life, rather than the problems and risks, in order to promote emotional resilience. It depicts a tale of how a child’s needs can sometimes become distorted, so that the needs we see expressed through outward behaviour (the monster) mask the true, hidden emotional needs that go unmet. The story also alludes to the importance of focusing on the strengths and protective factors in a child’s life, rather than the problems and risks, in order to promote emotional resilience.This beautifully illustrated storybook will appeal to all children, and can be used by practitioners, educators and parents as a tool to discuss emotional resilience with children.This story can be purchased alongside six other storybooks as part of a set (ISBN: 9781138556478), as well as in a set alongside the guidebook Nurturing Emotional Resilience in Vulnerable Children and Young People and six other storybooks (9781138556454). The guidebook outlines ways to use these beautifully told and visually appealing stories to nurture emotional resilience with children and will be invaluable tools for anyone working to build emotional resilience with children and young people.Table of ContentsFully illustrated storybook

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Book SynopsisFor teachers and SENCOs in all settings, this invaluable resource will guide you through a simple, systematic process of understanding why challenging behaviour is happening and give you some very practical, easily implemented strategies that all staff can use to help make things easier for the young people in your group. Key features include: a wide selection of different strategies for coping with challenging behaviour so that you can meet the needs of each individual pupil; a flexible framework with templates and tools to help you proactively plan approaches to challenging behaviour so that you and your colleagues can respond consistently and effectively; written by an experienced Educational Psychologist and based on proven strategies developed through years of practice in Special Schools as well as Primary and Secondary mainstream schools. Unlike other books addressing challenging behaviour, this resource offers a psychologically-based framework that can easily be implemented by mainstream teachers and SENCOs. It works!Table of Contents1. Understanding the Challenge 2. Planning for Change 3. The Yellow Phase / "The Proactive Phase" 4. The Green Phase / "The Active Phase" 5. The Red Phase / "The Reactive Phase" 6. The Blue Phase / "The Recovery Phase" 7. Beyond the Coping Plan

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Book SynopsisProvides a sustained and detailed examination of the relations between orality and literacy, the traditions based on them, the functions served by them, and the psychological and linguistic processes recruited and enhanced by them.Table of ContentsPreface; Introduction David R. Olson and Nancy Torrance; Part I. Oral And Literate Aspects Of Culture And Cognition: 1. The oral-literature equation: a formula for the modern mind Eric Havelock; 2. A plea for research on lay literary Ivan Illich; 3. Oral metalanguage Carol Fleisher Feldman; 4. Rational thought in oral culture and literate decontextualization J. Peter Denny; 5. Cree literacy in the syllabic script Jo Anne Bennett and John W. Berry; 6. Literacy: an instrument of Oppression D. P. Pattanayak; Part II. Oral And Literate Forms Of Discourse: 7. Lie it as it plays: Chaucer becomes an author Barry Sanders; 8. The invention of self: autobiography and its forms Jerome Bruner and Susan Weisser; 9. Literacy and objectivity: the rise of modern science David R. Olson; 10. Thinking through literacies Jeffrey Kittay; Part III. Oral And Literate Aspects Of Cognition: 11. Literacy: its characterization and implications R. Narasimhan; 12. The separation of words and the physiology of reading Paul Saenger; 13. Linguists, literacy, and the intersionality of Marshall McLuhan's Western man Robert J. Scholes and Brenda J. Willis; 14. A neurological point of view on social alexia André Roch Lecours and Maria Alice Parente; 15. Literacy as metalinguistic activity David R. Olson; Author index; Subject index.

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