Educational psychology Books

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Book SynopsisWritten by leading and emergent experts studying creativity and emotions across a range of disciplines, this Handbook addresses the role of emotions in creativity. It covers existing research and proposes new directions for future research.Trade Review'This handbook is a must read to anyone seeking the most comprehensive reference to date on the topic of creativity and emotions. It offers an outstanding coverage of the key issues on the topic, and a stunning demonstration of the complementarity of perspectives, by leaders in this field.' Baptiste Barbot, Université Catholique de Louvain, Belgium'A creative process is an emotional roller-coaster. The Cambridge Handbook of Creativity and Emotions will take you on a long ride through the scientific study of creative persons in several contexts, including school and work, while contemplating their related affective, emotional and motivational states and abilities. Enjoy the ride!' Giovanni Emanuele Corazza, University of Bologna, Italy'Like all good handbooks, The Cambridge Handbook of Creativity and Emotions pulls together world-class researchers who are at the cutting edge of a field of study (creativity and emotion) that is lacking a high-level summary of what the field is about and why it is important. This book fills that void.' Gregory J. Feist, San Jose State University, USA'A delightful read for anyone interested in uncovering a different and often overlooked side of creativity - its deep connection to emotion and to human ways of experiencing the world. Comprehensive in its coverage and accessible in its approach, this handbook is set to become an essential resource for creativity and emotion researchers alike.' Vlad P. Glaveanu, Webster University Geneva, Switzerland and University of Bergen, Norway'Emotions offer an essential key to unlock the mysteries of creativity. This handbook provides an up-to-date view, examining person-centered, process-centered, developmental, and methodological issues in a wide range of contexts. For a 360-degree vantage point on the emotion-creativity connection, this Handbook is a must see.' Todd Lubart, Professor of Psychology, Université Paris Cité, France and President of ISSCI, International Society for the Study of Creativity and Innovation'The conventional wisdom is that the important topic of affect and creativity is understudied. This Handbook provides convincing evidence the conventional wisdom as it involves emotion and creativity is not only wrong, but wildly so. Both basic and applied creativity research involving emotion is thriving, and the handbook's impressive mix of scholars and practitioners from around the world provide insights about studying emotions and creativity, how emotions influence the creativity process across several domains, and how emotions interact with other affective constructs to influence and be influenced by creativity, among many other topics. Anyone studying emotions and creativity or applying this research to practice should keep this handbook within easy reach.' Jonathan A. Plucker, Julian C. Stanley Professor of Talent Development, John Hopkins University, USA'For decades, investigators have explored the connection between emotional experience and creativity. How do our emotions inform the creative process? How do they help us to appreciate others' creativity? In the first and only handbook of its kind, Ivcevic, Hoffman, and Kaufman have collected together well-rendered essays addressing these and other questions from fields as diverse as affective neuroscience, child development, and personality psychology. An excellent resource!' Peter Salovey, Chris Argyris Professor of Psychology and President of Yale University, Yale University, USA'This handbook brings together the leading scholars worldwide on the study of the relationship between creativity and emotions. It is written in a way that researchers not only in psychology, but in other fields studying creativity, can understand. It brilliantly covers the gamut of topics in this field, and masterfully presents information about creativity and emotion that will make it an indispensable guide to anyone who wants to understand why they, or others, can feel so very creative one day and yet barren of creative ideas the next.' Robert J. Sternberg, Professor, Cornell University, USA and University of Heidelberg, GermanyTable of ContentsCreativity and emotions: Introduction Zorana Ivcevic, James C. Kaufman, Jessica D. Hoffmann, Shengjie Lin; Part I. Methods in the Study of Creativity and Emotions: 1. Experimental methods in the study of emotions and creativity Matthijs Baas; 2. Affect, complexity, and the case study method Michael Hanchett Hanson, Joseph I. Eisman and Jennifer Ruth Hoyden; 3. Observational methods in the study of creativity and emotions Jen Katz-Buonincontro; 4. Assessing creativity and affect in everyday environments: experience-sampling and daily diary methods Katherine N. Cotter; Part II. The Development of Creativity: 5. Affective states and creativity Hector Madrid, Malcolm Patterson and Miguel Ibaceta; 6. The neuroscience of creativity and emotions Evangelia G. Chrysikou, Alexandra E. Kelly and Indre Viskontas; 7. Attention, affect, and creativity, from mindfulness to mind-wandering Stephanie J. Kane, Kimberly Awa, Joshua D. Upshaw, Kent Hubert, Carl E. Stevens, Jr. and Darya Zabelina; 8. Motivations, emotions, and creativity Marie Forgeard; 9. Managing difference and uncertainty and creativity Tingshu Liu and Rodica Ioana Damian; 10. Creativity and emotional intelligence: a complementary pairing Jessica D. Hoffmann and Sean McFarland; 11. Emotions across the creative process and across domains of creativity Marion Botella; Part III. Emotions and the Creative Person: 12. Emotion traits and creativity Zorana Ivcevic; 13. Gender differences in creativity and emotions Christa L. Taylor; 14. Affect in pretend play and creativity Sandra W. Russ; 15. Creativity, emotions, emotion regulation, and aging: older adults take on life's challenges with creativity and finesse Polina Ermoshkina and Eva Kahana; 16. Interpersonal relationships, social emotions, and creativity Izabela Lebuda, Aleksandra Zielińska, Dominik Gołąb and Dorota M. Jankowska; Part IV. Environments and Contexts: 17. Emotional creativity: emotional experience as creative product Radek Trnka; 18. Affective factors in dark creativity Hansika Kapoor and Urvi Mange; 19. For emotion's sake… The centrality of emotions in the art experience Pablo P. L. Tinio and Eva Specker; 20. The affective benefits of creative activities Eliana Grossman and Jennifer E. Drake; 21. Everyday creativity as a pathway to meaning and well-being Molly Holinger and James C. Kaufman; 22. Creative arts therapies: processes and outcomes for emotional well-being Hod Orkibi and Shoshi Keisari; 23. Developing emotion abilities through engagement with the arts Megan G. Stutesman and Thalia R. Goldstein; Part V. Emotions and Creativity at School and Work: 24. Anxiety, fear of failure, and creativity Ross C. Anderson; 25. Peers, affect, and creativity at school Maciej Karwowski; 26. Creative curriculum experiences: navigating uncertainties and emotions toward creative expression Ronald A. Beghetto and Annette C. Schmidt; 27. Organizational affective climate and creativity at work Kyle Emich and Li Lu; 28. Group affect and creativity Hector Madrid, Malcolm Patterson and Rodrigo Alday; 29. Psychological safety and creativity: the glue that binds a creative team Roni Reiter-Palmon and Meagan Millier; 30. Leadership, creativity, and emotions Shane Connelly and Elif Gizem Demirag Burak; 31. A Multilevel model of emotions and creativity in organizations Neal M. Ashkanasy and March L. To; 32. Creativity and emotion: connecting the dots Zorana Ivcevic, Shengjie Lin, James C. Kaufman and Jessica D. Hoffmann.

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Book SynopsisPeople can best help dyslexic students once they understand dyslexia''s association with anxiety and effective coping strategies, both cognitively and emotionally. By highlighting the perspectives of dyslexic students, this book evidences the prevalence of anxiety in dyslexic communities. The shared experience from a range of dyslexic learners pinpoints best practice models and helps combat the isolation felt by many with learning difficulties. The author targets academic areas where students struggle, offering techniques to overcome these barriers. Such obstacles are not always due to cognitive factors but may be associated with negative experiences, leading to fear and uncertainty. Recounting these sticking points through student voices, rather than from a staff viewpoint, enables readers to find meaningful solutions to dyslexia-related problems. Through this dynamic methodology, the book shows researchers and practitioners how to understand dyslexic needs on an emotional level, whilTrade Review'This book is a significant step forward in understanding the complex relationship between dyslexia, anxiety and coping in higher education. It moves beyond documenting the association to investigating effective and ineffective coping strategies. It does this through careful investigation of the lived experience of students with dyslexia, and use of theoretical frameworks of dyslexia and anxiety.' Julia Carroll, Professor at the Centre for Global Learning, Education and Attainment, Coventry University, UK'This book is a welcome contribution to the literature highlighting the challenges dyslexic students face at university, both academic and emotional. It is empirically based, relying on both quantitative and qualitative evidence, providing a wealth of detail about the nature of the experience and suggestions as to how these difficulties might be mitigated through coaching, counselling and technological interventions.' David McLoughlin, Professor of Professional Practice in Psychology, University of Buckingham, UK'This is a most useful book that explains the nature of dyslexia and provides practical guidance on how to support students with dyslexia in higher education.' Mark Taylor, Senior Lecturer in Information Systems, Liverpool John Moores University, UK'This book fills an important gap in our understanding of dyslexia in adulthood, exploring the emotional consequences of dyslexia in adults from their own perspective. Linking to and extending theories of coping, it translates these voices into practical strategies for managing study which acknowledge not only the cognitive challenges but also the very tangible emotional responses.' Jane Hurry, University College London, UK'Amanda T. Abbot-Jones' book will be extremely useful to anybody wanting to grasp the current state of play regarding dyslexia in higher education, including legislation, institutional provision disparities, available support and the ways in which dyslexic students struggle both cognitively and emotionally.' Nigel Rodenhurst, ADG FE/HE, Dyslexia ReviewTable of ContentsPreface; 1. Introductory chapter – Dyslexia in adult students; 2. Dyslexia, anxiety and social /emotional barriers in higher education; 3. Theories of anxiety and coping; 4. Identification of the prevalence of anxiety; 5. Effects of dyslexia and emotional responses to academic tasks; 6. Cognitive techniques to overcome barriers to learning; 7. Emotional techniques to overcome barriers to learning; 8. Theoretical insights on dyslexic anxiety and coping responses; 9. Concluding thoughts and moving forwards; 10. Appendix A: The survey; 11. Appendix B: Cognitive coping strategies used for each study task; 12. Appendix C: Study skills checklist; 13. Index.

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Book SynopsisFocusing on 'the science of the cultural mind', this book provides a systematic review of the sociocultural theory of learning, its contemporary elaborations, and its practical implementation in education. It includes numerous examples of intervention practices that are ideal for students, researchers, and practitioners.Trade Review'A landmark work that, for the first time, comprehensively presents the sociocultural approach to learning and synthesizes compelling evidence for it as key to optimizing education and human development in contemporary times. Alex Kozulin persuasively argues for a transformation in current educational practice as an urgent priority, from transmission of static knowledge and skills to 'learning how to learn'. Beyond that, this text is unique in clarifying the theoretical ideas and evidence-based teaching and assessment strategies essential for attaining this goal. Masterfully crafted, rich in research findings and practical examples, this book is an essential read for researchers and educators alike. A wonderful volume by a leading sociocultural theorist, investigator, and talented author that promises to have a major impact for years to come.' Laura E. Berk, Distinguished Professor of Psychology Emerita, Illinois State University'The originality of Alex Kozulin's new book relates to the fact that the sociocultural theory is presented as a set of interconnected key concepts. Each concept, in turn, is discussed in its development from the original idea to its further elaboration and practical implementation.' Yuriy Karpov, Professor of Psychology and Education, Touro University'Written by a renowned authority on Vygotsky's account of consciousness and its development, this latest work offers both an accessible synthesis of the theory's central principles and an illustration of their relevance to education, with examples from diverse populations and across academic disciplines. A must-read!' Matthew E. Poehner, Professor of Education and Applied Linguistics, Pennsylvania State University'Alex Kozulin is one of the pioneers of Vygotsky Studies as a translator and the author of the first whole-book intellectual biography of Lev Vygotsky. In his new book, Kozulin presents a creative 'reconstruction' of classical Vygotskian legacy, enhanced and rethought in the tradition of Reuven Feuerstein, and produces an exciting new synthesis in educational theory and practice for the 21st century.' Anton Yasnitsky, author of Vygotsky: An Intellectual BiographyTable of ContentsIntroduction: the science of the cultural mind; 1. Mediation; 2. Symbolic tools and mental functions; 3. Leading activity and child development; 4. Learning potential; 5. Cognitive education and concept formation; Conclusion: Connecting the dots.

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Book SynopsisTranslation process research is almost four decades old. Translator cognition is one of the most complex translation research areas to study. This complexity stems mainly from the difficulties involved in collecting and analyzing translation process data. The Element reviews and discusses the developments in translation process research. Specifically, it highlights the key terms in translation process research, its data sources, the developments this area has witnessed in four decades, and the efforts made in modelling the translation process so far. The work also proposes a translation process model which shows the central role monitoring plays in managing other translation subprocesses and evaluating the information being processed. Based on the issues reviewed and discussed, it is concluded that translation process research is still maturing. Making further developments in this translation research area requires addressing some contextual and methodological gaps, and investigating particular neglected research dimensions.

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Book SynopsisEssentials of the Social and Emotional Intelligences explores the foundations of social and emotional intelligences from a multicultural humanistic psychology perspective. Delving into the spectrum of abilities associated with holistic emotional processes, this book unravels the intricacies of developing self-awareness, regulating emotional states, fostering social awareness and empathy, exercising freedom of choice, and building diverse relationships. Offering a unique theoretical synthesis of humanistic psychology and multicultural education, the text provides diverse perspectives on complex phenomena within social and emotional intelligences, including empathy, spirituality, loneliness, self-awareness, and cultural humility. Through a fusion of empirical research studies and multicultural insights, this book equips readers with the knowledge to cultivate these essential skills within themselves and foster meaningful connections with others. This concise guide is ideal for students, professionals, educators and laypersons hoping to build their fundamental knowledge in utilizing social and emotional intelligences.

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Book SynopsisThis book offers resources for reflecting on and developing professional and research practices, and the conditions in which they occur. It is based in cultural-historical approaches and focuses on learning and change; the three ideas at the core of the arguments presented are relational expertise, common knowledge, and relational agency.Table of Contents1. Revealing relational work Anne Edwards; Part I. Working Relationally in the Professions: 2. Expertise, learning, and agency in partnership practices in services for families with young children Nick Hopwood; 3. Learning and deploying relational agency in the negotiation of inter-professional hierarchies in a UK hospital Joce Nuttall; 4. Relational agency, double stimulation and the object of activity: an intervention study in a primary school Annalisa Sannino and Yrjö Engeström; 5. An analysis of the use of relational expertise, relational agency and common knowledge among newly appointed principals in Chile's public schools Carmen Montecinos, Verónica Leiva, Fabián Campos, Luis Ahumada and Sergio Galdames; 6. Building and using common knowledge for developing school-community links Prabhat Chandra Rai; 7. Building common knowledge: negotiating new pedagogies in higher education in South Africa Shirley Walters, Freda Daniels and Vernon Weitz; Part II. Working Relationally in Networks: 8. Networked expertise, relational agency, and collective creativity Kai Hakkarainen, Kaisa Hytönen, Jenna Vekkaila and Tuire Palonen; 9. Relational agency and the development of tools in service networks Laura Seppänen and Hanna Toiviainen; 10. Creating a system of distributed expertise: the Oxford Education Deanery narrative Nigel Fancourt; 11. Common knowledge: the missing link in hybrid value chains? Marc Thompson, Catherine Dolan, Colin Mayer, Kate Roll and Ruth Yeoman; 12. The relational agency framework as a tool for supporting the establishment, maintenance and development of multidisciplinary networks of professionals Marilyn Fleer, Iris Duhn and Linda J. Harrison; Part III. Working Relationally in Research: 13. Research as relational agency: expert ethnographers and the cultural force of technologies Cathrine Hasse; 14. When daycare professionals' values for transition to school do not align with the educational demands from society and school: a practice developing research project for daycare professionals' support to children's transition to school Mariane Hedegaard; 15. Relational approaches to knowledge exchange in social science research Anne Edwards and Eleni Stamou; 16. Designing the epistemic architecture for Galaxy Zoo: the case study of relational expertise in citizen science Bipana Bantawa; Epilogue: 17. Using and refining the relational concepts Anne Edwards.

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Book SynopsisOriginally published in 1933, this book presents an account regarding the development of teacher training in England and Wales during the nineteenth century. The text discusses both administrative measures and the development of techniques in teacher training in monitorial centres, colleges and universities. A detailed bibliography is included.Table of ContentsForeword; 1. The training of teachers under the monitorial systems; 2. A period of transition, 1830–40; 3. The Battersea experiment; 4. The development of the training college system, 1839–46; 5. The period of stabilisation, 1846–60. (a) administrative activity of the committee of council, the pupil-teacher system; 6. The period of stabilisation, 1846–60. (b) the work of the training colleges; 7. The work of the training colleges, 1860–1900; 8. New departures in training: (a) the day training college. (b) the pupil-teacher centre; 9. The training of teachers for secondary schools; General bibliography; Index.

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Book SynopsisThis book places higher education admissions in a global context to advise assessment professionals, higher education administrators, testing organizations, education researchers, and policy makers. It serves as a reference and resource for understanding existing and future admissions practices, as well as access, diversity, and equity challenges.Table of ContentsPart I. Global Challenges and Common Admissions Models María Elena Oliveri: 1. An overview of higher education admissions processes Rochelle Michel and Simone Pollard; 2. Comparing college aspirations across PISA countries: are 17 percent oranges less than 75 percent apples? Matthias von Davier and Hak Ping Tam; 3. Merit-based admissions in higher education Christina Wikström and Magnus Wikström; 4. The open admissions model: an example from the United States Kevin M. Williams and Cathy Wendler; 5. Character-based admissions criteria in the United States and in Europe: rationale, evidence, and some critical remarks A. Susan M. Niessen and Rob R. Meijer; 6. Cross-cultural and global competencies and their role in admissions policies and practices Stephanie McKeown, Adrienne Vedan, Jackson Traplin, Leah Sanford and Cynthia Bourne; Part II. Country-Specific Admissions Practices Cathy Wendler: 7. Admission policies and practices and the reshaping of access patterns to higher education in Africa Ibrahim Oanda; 8. Chile's admissions tests: pending changes and revisions Mladen Koljatic and Mónica Silva; 9. Issues of perceived fairness in admissions assessments in small countries: the case of the Republic of Cyprus Elena C. Papanastasiou and Michalis P. Michaelides; 10. Higher education admissions practices in Israel Avi Allalouf, Yoav Cohen and Naomi Gafni; 11. Access, equity, and admissions in South African higher education Naziema Jappie; 12. Admissions practices in Sweden Per-Erik Lyrén and Christina Wikström; 13. Revisions of admissions testing in Vietnam: from elite to mass higher education Duy Ngoc Pham and Hong Cong Sai; Part III. Assessments Used in Higher Education Admissions María Elena Oliveri: 14. General academic and subject-based examinations used in undergraduate higher education admissions Rosemary Reshetar and Martha Pitts; 15. Language proficiency assessments in higher education admissions Thomas Eckes and Hans-Joachim Althaus; 16. Measuring student character: modernizing predictors of academic success Nathan Kuncel, Khue Tran and Shu Han Zhang; Part IV. Rethinking Higher Education Admissions Cathy Wendler: 17. The ACT holistic framework® of education and workplace success Jeremy Burrus, Jason Way, Becky Bobek, Kristin Stoeffler and Ryan O'Connor; 18. Using mathematical models to improve access to postsecondary education Rebecca Zwick; 19. After admissions: what comes next in higher education? María Elena Oliveri, Robert J. Mislevy and Norbert Elliot.

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Book SynopsisThis book shows students and researchers in psychology how to think critically about experimental research, statistical inference, case studies, and ethical judgments. Each chapter explains what critical thinking is and how to teach and assess it by supplying useful features, such as critical-thinking questions and definitions of key terms.Trade Review'Political polarization, healthcare scams, media misinformation - we live in a sea of hustles and biases! What's known about how critical thinking falters and how to do better are the powerful themes of this timely volume.' David Perkins, Harvard University, Massachusetts'Critical thinking is rarely in abundant supply and its apparent death has become particularly salient in a time of 'fake news' and 'alternative facts'. By synthesizing research across the behavioral sciences, this superb book highlights what it takes to think critically, identifies obstacles and opportunities, and offers sage advice. It will be useful for years to come.' Norbert Schwarz, University of Southern CaliforniaTable of Contents1. An introduction to critical thinking: maybe it will change your life Diane F. Halpern and Robert J. Sternberg; 2. Nobelists gone wild: case studies in the domain specificity of critical thinking Scott O. Lilienfeld, Candice Basterfield, Shauna M. Bowes and Thomas H. Costello; 3. Why science succeeds, and sometimes doesn't Jonathan Baron; 4. Critical thinking and the rejection of unsubstantiated claims D. Alan Bensley; 5. Promoting critical thinking by teaching, or taking, psychology courses Douglas A. Bernstein; 6. Avoiding and overcoming misinformation on the Internet Jason L. G. Braasch and Arthur C. Graesser; 7. Critical thinking impacts our everyday lives Heather A. Butler and Diane F. Halpern; 8. Research suffers when we all agree: how sociopolitical homogeneity impairs critical thinking in the academy Stephen J. Ceci and Wendy M. Williams; 9. When all is just a click away: is critical thinking obsolete in the digital age? Gerd Gigerenzer; 10. Critical thinking: promise, progress, and paradox Jane S. Halonen and Dana S. Dunn; 11. Evaluating experimental research Henry L. Roediger, III and Jeremy K. Yamashiro; 12. Critical thinking as scientific reasoning: examining the power of sports momentum John Ruscio and Kevin Brady; 13. Critical thinking in STEM disciplines Robert J. Sternberg; 14. Why would anyone do or believe such a thing? A social influence analysis Anthony R. Pratkanis; 15. Conclusion: how to think critically about politics (and anything else!) Robert J. Sternberg and Diane F. Halpern.

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Book SynopsisBy integrating research from psychology, philosophy, sociology, and feminist theory about educating emotions, this book covers a range of pedagogies and practices in schools. Suitable for teachers, school leaders, and educational researchers, it explores the cultural aspects of teaching about emotions, character education, and related strategies.Trade Review'Recommended.' D. L. Norland, Choice ConnectTable of ContentsForeword Judith Suissa; Preface; 1. Introduction; 2. Psychology and the politics of educating emotions; 3. Views of emotions in moral philosophy; 4. Happiness, eudemonia, and well-being; 5. Caring, compassion, and altruism; 6. Gratitude; 7. Resilience and mindfulness; 8. Vulnerability, courage, and grit; 9. Anger; 10. Sadness, fear, and anxiety; 11. Conclusion.

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Book SynopsisThis handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.Trade Review'The perspectives on creative development are diverse and comprehensive, providing insights into how creativity can change throughout one's life. I found important implications for both my personal and professional lives in every single chapter. This handbook will be the seminal work on creative development for years to come.' Jonathan Plucker, Julian C. Stanley Professor of Talent Development, Johns Hopkins University, USA'This wonderful book brings together leading scientific experts in the field, and addresses creativity from preschool to adulthood. Topics range from children's play, to neurodevelopmental disorders, to cultural differences in China, to videogames. It is a valuable resource for anyone interested in how creativity develops over the lifespan.' Keith Sawyer, Morgan Distinguished Professor in Educational Innovations, University of North Carolina at Chapel Hill, USA'The ideas of how creativity is developed over the lifespan is explored by an outstanding assembly of creativity researchers. This handbook will become the gold standard of scholarship in this critical area of research for educators, psychologists, and anyone else interested in how we think creatively.' Jeffrey K. Smith, Professor of Education and Dean, University of Otago, New Zealand'Anyone who has children, teaches children, studies children, or just wonders about how creativity develops will want to have this book. This volume covers the literature on the development of creativity, the editors are leaders in the field, and the authors are top-notch. I recommend the book most highly.' Robert J. Sternberg, Professor of Human Development, Cornell University, USA, and Honorary Professor of Psychology, University of Heidelberg, Germany'Although it is a first-rate reference work, this volume could easily be used as a class textbook, either stand-alone or with other texts. It is a marvelous complement to Kaufman's earlier Cambridge Handbook of Creativity, edited with Robert Sternberg; the Cambridge Handbook of the Neuroscience of Creativity, edited by Rex Jung and Oshin Vartanian … Recommendation: Essential.' S. T. Schroth, Choice ReviewsTable of ContentsIntroduction Sandra W. Russ, Jessica D. Hoffmann, and James C. Kaufman; Part I. Core Concepts of Lifespan Creativity Development: 1. Basic Concepts of Creativity Hansika Kapoor and James C. Kaufman; 2. The Creative Brain: A Developmental Snapshot Oshin Vartanian; 3. Pretend Play: A Microcosm of Creativity Sandra W. Russ; 4. Lifespan Development of Creativity Marc Bornstein; Part II. The Development of Creativity: 5. Are Preschoolers Creative? A Review of the Literature Natalie S. Evans, Molly A. Schlesinger, Emily J. Hopkins, Garrett J. Jaeger, Robert Michnick Golinkoff, and Kathy Hirsh-Pasek; 6. Development of Creativity in School-age Children Alexis W. Lee and Sandra W. Russ; 7. The Development and Enhancement of Adolescent Creativity Jessica D. Hoffmann and Elinor Hills; 8. The Intertwined Development of Identity and Creativity: Immersing in the Digital Self Baptiste Barbot; 9. Creative Development in Children from a Measurement Perspective Dimitrios Zbainos and Todd Lubart; 10. Creativity in Adulthood Maciej Karwowski and Ewa Wiśniewska; 11. The Many Faces of Creativity in Old Age Eva Kahana, Boaz Kahana, and Polina Ermoshkina; Part III. Modes of Enhancement: 12. Domain Specific Talent Development John Baer; 13. Enhancement of Creativity across Lifespan in Mainland China: Theoretical Inquiries and Practical Examples in the New Millennium Weiping Hu, Xinru Zhang, and Min Tang; 14. Beyond Flights of Fancy? The Relations Between Children's Imaginary Companions, Creativity, and Coping Naomi Aguiar and Marjorie Taylor; 15. Creating Imaginary Worlds Across the Lifespan Michele Root-Bernstein; 16. Imaginative Creativity in the Writing and Reading of Stories Keith Oatley; 17. The Effects of Video Games on Creativity: A Systematic Review Seyedahmad Rahimi and Valerie Shute; Part IV. Environments and Contexts: 18. Creative Identity Development in Classrooms Ronald Beghetto; 19. The Creativity in Children's Museums Garrett Jaeger and Helen Hadani; 20. Makers and Makerspaces: Developing Inventive Talent Barbara A. Kerr and Isaac Gardner; 21. Organizations and Creativity Roni Reiter-Palmon and Chelsa Dredge; 22. Creativity Development and Culture Izabela Lebuda, Vlad Petre Glăveanu, and Dorota M. Jankowska; Part V. Special Populations: 23. The Development of Gifted and Talented Students' Creativity in School Contexts Rena F. Subotnik, Paula Olszewski-Kubilius, and Frank C. Worrell; 24. Creative Play in Children with Neurodevelopmental Disorders: Assessment, Intervention, and Future Directions Ellen A. Doernberg and Anastasia Dimitropoulos; 25. Eminent Creators: Early Experiences and Adult Achievement Dean Keith Simonton; Epilogue: What Have We Learned? Sandra W. Russ, Jessica D. Hoffmann, and James C. Kaufman.

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Book SynopsisBased on current theory and practice, this book discusses the relationship between adult dyslexia and success. Personal stories from dyslexia adults provide a basis on which the reader can relate to challenges and solutions, and a range of strategies are presented to enable people with dyslexia to become successful.Table of ContentsPart I: 1. Introduction; 2. Adult dyslexia; 3. Theoretical perspectives on success; Part II: 4. Strategies contributing to success; 5. Literacy and language issues and strategies; 6. Effective communication; 7. Dyslexia in the workplace; 8. Organisational influences on success; 9. Personal perspectives of dyslexia and career success; 10. Summary and conclusions: a revised framework.

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Book SynopsisThis volume is written for all those who work with children and young people, including educators, psychologists, researchers, and the wider caring professions. Based in cultural-historical approaches, it shows both why accessing children's perspectives and motives is important and how to work relationally with them to help them move forward.

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Book SynopsisThis book uses affect theory to analyze the rise of right-wing populism in recent years and discusses the pedagogical implications for democratic education. It provides examples of how affect and emotion play a crucial role in the rise and reproduction of current right-wing populism. The author suggests ideas about affective pedagogies for educators to use (along with recognizing the risks involved) to renew democratic education. The chapters lay out the importance of harnessing the power of affective experiences and adopting strategic pedagogical approaches to provide affirmative practices that move beyond simply criticizing right-wing populism. The book consequently undermines the power of fascist and right-wing tendencies in public life and educational settings without stooping to methods of indoctrination. This volume is a valuable resource for researchers and policy-makers in education, political science and other related fields, who can utilize the affective complexities involvedTrade Review'This beautifully conceived and written book demonstrates how the rise of right-wing populism is grounded in the cultural politics of affect. It also highlights how this basic realization demands new ways of imagining the possibilities of democratic education.' Fazal Rizvi, Professor Emeritus, University of Melbourne, Australia, and University of Illinois at Urbana-Champaign, USA'This timely book explores the challenges educators face with the rise of the far right, shedding light on the affective dimensions of ideological attachments with impressive cross-disciplinary breadth. Foregrounding the role emotions play in cognition, the author's synthesis moves beyond critique to enumerate affirmative pedagogical directions.' Megan Boler, Professor of Social Justice Education, University of Toronto, Canada'The author continues his challenging work on emotion and affect by asking how right-wing populism gains affective power. After mapping his critique, he takes up the question of the renewal of anti-fascist, democratic education. He offers the invention of affective pedagogies that are simultaneously practical, theoretical, and political.' Marie Brennan, Extraordinary Professor of Education, Stellenbosch University, South Africa, and Adjunct Professor of Education, University of South AustraliaTable of ContentsIntroduction; Part I. Scanning the Political Landscape of Right-Wing Populism: 1. The politics of shame in the age of Trump; 2. 'Trump Pedagogy' and the effective modes of right-wing populism; 3. The affective grounding of post-truth claims; 4. The (un)making of microfascism in schools and classrooms; Part II. Renewing Democratic Education: 5; Affirmative critique as a response to post-truth claims; 6. Agnostic emotiions/affects to counter far right rhetoric; 7. Reinvigorating the affective atmospheres of democratic education; Part III. Inventing Affective Pedagogies for Democratic Education: 8; Nuturing political emotions in the classroom; 9. Towards shared responsibility without invoking collective spirit; 10. Re-invisioning the sentimental in pedagogical discourse and practice; 11. For an anti-complicity pedagogy; Epilogue.

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Book SynopsisJohn Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text.Table of ContentsForeword David Hansen; Acknowledgments; Note on abbreviations; Introduction Leonard J. Waks and Andrea R. English; Part I. Companion Chapters: Introduction to Part I Leonard J. Waks; 1. Learning by doing and communicating Leonard J. Waks; 2. Learning and its environments Loren Goldman; 3. Giving form and structure to experience A. G. Rud; 4. Growth, habits, and plasticity in education Sarah M. Stitzlein; 5. Democracy without telos: education for a future uncertain Gonzalo Obelleiro; 6. What is the role of the past in education? Andrea R. English; 7. 'A mode of associated living': the distinctiveness of Deweyan democracy Kathleen Knight Abowitz; 8. A democratic theory of aims Leonard J. Waks; 9. What is the purpose of education?: Dewey's challenge to his contemporaries Avi I. Mintz; 10. Shaping and sharing democratic aims: reconstructing interest and discipline Terri S. Wilson; 11. Experience and thinking: transforming our perspective on learning Andrea R. English; 12. The role of thinking in education: why Dewey still raises the bar on educators Jack P. Smith, III and Spencer P. Greenhalgh; 13. Method: intelligent engagement with subject matter Doris A. Santoro; 14. Subject matter: combining 'learning by doing' with past collective experience Meinert Meyer; 15. Work, play and learning Christopher Winch; 16. Boundaries as limits and possibilities Scott L. Pratt; 17. Knowing scientifically is essential for democratic society Christine McCarthy; 18. Educational values: schools as cultures of imagination, growth, and fulfillment Steven Fesmire; 19. The value of the present: rethinking labor and leisure through education Scott R. Stroud; 20. An old story: Dewey's account of the opposition between the intellectual and the practical David I. Waddington; 21. Nature and human life in an education for democracy Martin A. Coleman; 22. Individuality and a flourishing society: a reciprocal relationship Hongmei Peng; 23. Autonomy, occupation and vocational education Christopher Winch; 24. Philosophy of education Richard Pring; 25. Healing splits: Dewey's theory of knowing Barbara Thayer-Bacon; 26. The consciously growing and refreshing life Douglas J. Simpson; Part II. Democracy and Education in Context: Introduction to Part II Andrea R. English; 27. The dialogue of death and life: education, civilization, and growth Thomas Alexander; 28. John Dewey, a modern thinker: on education (as Bildung and Erziehung) and democracy (as a political system and a mode of associated living) Dietrich Benner; 29. John Dewey's refutation of classical educational thinking Jürgen Oelkers; 30. The social as the 'inclusive philosophic idea' of democracy and education: some constructivists' reflections Jim Garrison, Stefan Neubert and Kersten Reich; 31. John Dewey and the analytic paradigm in philosophy of education: conceptual analysis as a social aim? Christopher Martin; 32. Dewey, care ethics, and education Nel Noddings; 33. Technologies for democracy and education in the 21st century Craig A. Cunningham; 34. Inviting Dewey to an online forum: using technology to deepen student understanding of democracy and education Rosetta Marantz Cohen; 35. John Dewey: philosopher of education for our time Richard Pring; Index.

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Book SynopsisOriginally published in 1926, this book presents the content of a series of lectures written by the British philosopher and psychologist James Ward (18431925). Their focus is on the theory and practice of education, providing an account regarding the application of psychological methods within an educational context.Table of ContentsPreface; 1. The possibility and value of a theory of education; 2. The general nature and growth of mind; 3. Growth of mind (continued): childhood and youth; 4. Perception of objects and training to observe; 5. Retentiveness, reproduction and imagination; 6. Thinking, abstraction and generalization; 7. Intellectual and logical training; 8. Education values; 9. Development of will and formation of habits and character; 10. Volition, sense of justice, and benevolence; 11. Discipline and authority; 12. The moral education of the young; 13. Individuality; 14. Personality the final aim of education; Index.

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Book Synopsis

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Book Synopsis

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