Educational psychology Books
Taylor & Francis Ltd Interpersonal Relations and Education Routledge
Book SynopsisOriginally published in 1972, this title provides an analysis of social interactions in educational contexts and opens up the field of the social psychology of education as an area in its own right at the very heart of the process of education. From a symbolic interactionist' perspective, the author develops a framework for the study of relations between teachers and pupils, discussing the basic ways of analysing social interaction, including the concepts of perception and role. He examines the distinctive perspectives of teachers and pupils on their relationships, bringing together into a coherent framework the insights of such writers as John Holt and Carl Rogers, and within this context he explores the notion of voluntary schooling'. The book also deals with other important aspects of education such as discipline, classroom group dynamics and the relations between headteachers and their staff. The theories put forward by the author are firmly grounded in the daily eTable of ContentsAcknowledgments. Preface. 1. Introduction 2. The Self 3. Perceiving People 4. Roles 5. Interaction 6. Teacher-Pupil Interaction 7. Discipline 8. Friends 9. Groups 10. Youth, Youth Culture and the School 11. Changing Attitudes 12. Staff Relationships. Addendum to Chapter 6. Bibliographical Index. Subject Index.
£32.99
Taylor & Francis Ltd (Sales) In Search of Pedagogy Volume I The Selected Works
Book SynopsisA selection of Bruner's most important writings about education from 1957 to 1978.Table of ContentsIntroduction 1. Going Beyond the Information Given (1957) 2. Learning and Thinking (1959) 3. The Functions of Teaching (1960) 4. The Importance of Structure (1960) 5. Readiness for Learning (1960) 6. The Act of Discovery (1961) 7. The Course of Cognitive Growth (1964) 8. Man: A Course of Study (1965) 9. The Perectibility of Intellect (1966) 10. The Will to Learn (1966) 11. The Growth of Mind (1971) 12. The Nature and Uses of Immaturity (1972) 13. Child's Play (1974) 14. Patterns of Growth (1974) 15. Poverty and Childhood (1974) 16. The Role of Tutoring in Problem Solving (1976) 17. Learning How to Do Things with Words (1977) 18. Symbols and Texts as Tools of Intellect (1978)
£34.99
Taylor & Francis Ltd (Sales) Included or Excluded The Challenge of the
Book SynopsisIn a pamphlet published in 2005 Mary Warnock expressed concerns about some of the concepts that she had helped to introduce in the field of special education almost three decades earlier. She argued that the role of special schools was unclear and the pursuit of inclusion had become too ideological. This highly topical book suggests that distinctions should be made between kinds of special needs and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings. Her call for a government review to investigate these problems raised its media profile, fuelling the debate. This book pulls together contributions from all sides of the argument.An essential read for anyone involved in special education as well as the philosophy and ethics of education this book truly breaks new ground.Table of ContentsPart 1: Moderate Inclusion and the Case for Special Schools 1. A Defence of Moderate Inclusion and the End of Ideology 2. Rights, Efficacy and Inclusive Education 3. Children with Autistic Spectrum Disorders 4. Speaking as a Parent: Thoughts about Educational Inclusion for Autistic Children 5. ‘Jig-Sawing It Together’: Reflections on Deaf Pupils and Inclusion 6. The Road to Marrakech: Reflections on Small Schools and Fragile Children 7. Diversity and Choice for Children with Complex Needs Part 2: Philosophical and Practical Perspectives on Inclusive Education 8. Dilemmas of Inclusion and the Future of Education 9. Reforming Special Educational Needs Law: Vocabulary and Distributive Justice 10. Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs 11. Meeting Additional Educational Needs With or Without Statements 12. But What about the Others: Patterns of Student Achievement in Inclusive Schools 13. Towards a More Inclusive Education: A Consideration of the Future Roles of Special Schools 14. Visions for the Village: A New Framework for Inclusive Learning 15. Inclusion through Technology for Autistic Children 16. Disaffected, Distressed and Distressing: What Can We Do about Pupils Who Present Social, Emotional and Behavioural Difficulties? 17. Nurture Groups: Making Inclusion Work for Difficult and Disadvantaged Children
£999.99
Taylor & Francis Ltd (Sales) Testing Times The Uses and Abuses of Assessment
Book SynopsisThis book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study, and to academics and researchers in the field.Trade ReviewReview of book proposal by Gordon StobartRECLAIMING ASSESSMENTReport by Paul BlackThis is a very interesting book, which gives a broad overview of a fiel.d in which issues of education have important reciprocal interactions with a broad range of social effects.I address your schedule of issues as follows :1 and 2 The book does not duplicate any existing work. For market in the UK, it could appeal to two groups :• General audience of policy makers and practitioners in education and/or• Students on masters course in education.My main concern here would be whether it might fall between two stools in compromising between the interests of these two audiences. For the wider audience, the style would have to be direct and assertive in a mode that might be unsuitable for masters students. An old book - Banesh Hoffman’s The Tyranny of Testing illustrates the assertive approach. For student use, it draws upon an obviously excellent course - but I would comment that for a course on assessment at this level, my own emphasis would be different - not necessarily better. A comparison with my book - Assessment Friend or Foe ? - would show up the differences. So the book might be recommended reading for many, but is less likely to be in the category of recommended reading (probably strongly recommended) for most courses.. The appeal outside the UK might not be strong unless more were included, about traditions and issues in other countries, in explicit form, so that the French Bac, the USAs SAT and No Child Left Behind test requirements, the spread of the UKs testing policies to New Zealand and Australia, and so on. 3 About £ 154 See my comments above - the proposal does consider most alternatives carefully and has a clear and interesting vision which is his own.5 The issues are not ephemeral, but since they are in the interface between assessment principles on the one hand and political and public policy on the other, the surface features of the debate might well look very different in five years time. However, it is clearly impossible to produce a book which is does respond to current interests and is also timeless.6 Gordon Stobart is a recognised authority - and his experience in the policy, the academic and the journal publishing fields means that he is uniquely qualified to address the broad scope of this work.7 The coverage is very good, but I would add a few suggestions thusCh 1 - I would suggest that reliability might be more clearly highlighted in relation to fitness for purpose.Ch 2 - reference to the book entitled "The Rising Curve" would strengthen the IQ critique given here.Ch.3 - It might help to stress some critique of the notion of ‘skills’ as context independent abilities with examples e.g ‘problem solving’.Ch 4 - The paradox of the general public distrust of professionals set alongside the lack of alternatives and the trust in even undesirable alternatives might be explored here, particularly in the trust in written tests. Also a look across the spectrum might enrich e.g. Key Stage assessments versus the Ph.D. exam, and methods used for appraisal for promotion in the workplace.The issue of motivation, affect, ego and task involvement in relation to the impacts of assessment systems on those assessed might justify some attention - perhaps in Chapters 5 or 6.8 Yes I recommend publication without reservation. My comments above would apply to any possible book, and with far greater negative force to most possibilities. I would like to see it in print.Table of Contents1. Assessing Assessment 2. Intelligence Testing: how to create a monster 3. The resistance movement: multiple and emotional intelligences 4. The lure of learning styles 5. The diploma disease - still contagious after all these years 6. The long shadow of accountability 7. Reasons to be cheerful: assessment for learning 8. Reclaiming assessment: becoming responsible for who we are
£999.99
Taylor & Francis Ltd Classroom Language What Sort RLE Edu O Routledge Library Editions Education
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£135.00
Taylor & Francis Ltd The Enquiring Classroom RLE Edu O An Introduction to Childrens Learning Routledge Library Editions Education
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£135.00
Taylor & Francis Ltd Visible Learning and the Science of How We Learn
Book SynopsisOn publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond.Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes,Trade Review"The book is full of useful insights and ideas and is both readable and accessible. I recommend it to teacher trainees as well as trained teachers for continuing professional development and reflective practice." - Helen Williams, Teacher Training Co-ordinator at West Herts College and an Institute for Learning Fellow"This book should be on the compulsory reading list for all students undertaking teacher education courses in Australia and elsewhere. In addition, it will be of great value to teachers who are already serving―because they can now access essential information about learning and teaching that was almost certainly neglected in the methodology courses they undertook in their pre-service years. A third group of educators who would benefit greatly from exposure to the book are the teacher-educators who currently deliver such methodology courses." - Peter Westwood, freelance writer and editor, Australian Journal of Learning Difficulties"There is so much of interest here that you will find it difficult to put this book down. The questions are timely and relevant, and the answers, while often surprising, occassionally irritating, and sometimes amazing, are always worth knowing." - Graeme Whyte, Rudolf Steiner Schools, Special Children Magazine"…this book is an accessible collection of engaging examples drawn from a broad body of cognitive, social and even biological (see the section on mirror neurons) psychology research with important implications for teaching and learning. ‘The strength of this book lies in its fascinating cast of research characters; chameleons, gorillas, and monkeys all have their parts to play in helping the reader understand and apply principles of learning. ‘The book has helpful pedagogical strategies embedded throughout and is most appropriate for readers new to this area of research. Experts who are familiar with the basic tenets of cognitive psychology or who closely follow current developments in the scholarship of teaching and learning may find many of the examples familiar, however with such a broad array of research presented, even seasoned researchers will likely find something new to explore." - Melissa Birkett, Department of Psychology, Nortern Arizona University, Psychology Leaning and Teaching"This is a worthwhile and useful volume. It covers the field of what makes teachers effective in the classroom. Its strength is in (1) making often complex concepts accessible in both writing and the format of the book; (2) providing balanced, research-informed coverage of concepts related to the complex acts of teaching and learning, and (3) helping teachers and instructors make the shift from over-focusing on the teaching act to appreciation and understanding of the process of learning as experienced by students." - Reflective Teaching"I will never forget the moment that I discovered John Hattie's work. It completely blew my mind, the fact that all of this research was out there and could inform my teaching. This fantastic updated edition brings in a whole raft of key ideas from cognitive science. This book makes a fantastic summer read - fill yourself with excitement about new possibilities for unlocking new learning next year." - David Weston, author"Chunky and unashamedly academic in appearance 'Visible Learning and the Science of How We Learn' (2014) doesn’t scream ‘holiday reading’. Nevertheless this book by John Hattie and Gregory Yates is surprisingly hard to put down. Combining the lessons of Hattie’s extraordinary Visible Learning project with insights from cognitive science, there are particularly powerful sections on relationships, feedback, memory, confidence and self-control. As in all of Hattie’s work, the style combines rigour with readability, passion with precision." - Matt Lloyd-Rose, social researcher, NGO leader and writer. Table of Contents1. Why don’t students like learning at school? The Willingham thesis; 2. Is knowledge an obstacle to teaching?; 3. The teacher-student relationship; 4. Your personality as teacher: Can your students trust you?; 5. Time as a global indicator of classroom learning; 6. The recitation and the nature of classroom learning; 7. Teaching for automaticity in basic academic skill; 8. The role of feedback; 9. Acquiring complex skills though social modelling and explicit teaching; 10. Just what does expertise look like?; 11. Just how does expertise develop?; 12. Expertise in the domain of classroom teaching; 13: How knowledge is acquired; 14. How knowledge is stored in the mind;l 15. Does learning need to be conscious? What is the hidden role of gesture?; 16. The impact of cognitive loa; 17. Your memory and how it develops; 18. Mnemonics as sport, art, and instructional tools; 19. Analysing your students’ style of learning; 20. Multitasking: A widely held fallacy; 21. Your students are digital natives. Or are they?; 22. Is the Internet turning us into shallow thinkers?; 23. How does music affect learning?; 24. Confidence and its three hidden levels; 25. Self-enhancement and the dumb-and-dumber effect; 26. Achieving self-control; 27. Neuroscience of the smile: A fundamental tool in teaching; 28. The surprising advantages of being a social chameleon; 29. Invisible gorillas, inattentional blindness, and paying attention; 30. Thinking fast and thinking slow - your debt to the inner robot; 31. IKEA, effort, and valuing
£34.99
Taylor & Francis Black British Intellectuals and Education
Book SynopsisAsk any moderately interested Briton to name a black intellectual and chances are the response will be an American name: Malcolm X or Barack Obama, Toni Morrison or Cornel West. Yet Britain has its own robust black intellectual traditions and its own master teachers, among them C.L.R. James, Claudia Jones, Ambalavaner Sivanandan, Stuart Hall and Paul Gilroy. However, while in the USA black public intellectuals are an embedded, if often embattled, feature of national life, black British thinkers remain routinely marginalized. Black British Intellectuals and Education counters this neglect by exploring histories of race, education and social justice through the work of black British public intellectuals: academics, educators and campaigners. The book provides a critical history of diverse currents in black British intellectual production, from the eighteenth century, through post-war migration and into the âpost-multiculturalâ present, focusing on the sometimes hidden impacts oTrade Review‘This informative monograph surveys the work of black intellectuals in Britain during a period of enormous cultural transformation. Warmington (Univ. of Birmingham, UK) records how issues of race intersected with Marxism, feminism, postmodernism, and post colonialism ... Warmington’s book reveals an often-hidden history of minority intellectuals ... Summing Up: Recommended. Graduate students/faculty.' - D. L. LeMahieu, Lake Forest College, in CHOICE, December 2014‘The nature and function of intellectuals has been a central theme in progressive education and remains one of the defining features in writings on social movements. In this book, Paul Warmington joins the luminaries of Gramsci, Fanon, Foucault, and Said in documenting the role of intellectuals, this time within the particular history of Great Britain. The specificity of black British intellectual life captured here provides a powerful portrait of social suffering, generative interpretations of lived conditions, and freedom as both a practical and theoretical endeavor. Warmington is one of only few scholars who could have pulled off such an accomplishment. A book like this has the ability henceforth to set and define a field of study.’ - Professor Zeus Leonardo, University of California at Berkeley, USA‘Warmington provides a much-needed addition to our collective understanding of the politics of race – reminding us that race has been an arena of struggle and a focal point for organising against injustice, not just an occasion to profess identity or proclaim culture. This work will enable new generations to benefit from the important contributions of black radical intellectuals and, I wish and hope, reinvigorate that tradition for our own challenging times.’ - Professor Gargi Bhattacharyya, School of Law and Social Sciences, University of East London, UK‘This landmark study reveals the key role that black intellectuals have played, and continue to play, in shaping the British education system and wider cultural debates. Warmington’s extensive research documents the individuals and movements that have exerted a powerful, but often unrecognised, influence from the Eighteenth Century through to the present, and challenges conventional narratives by demonstrating that black British intellectuals have been a vital and compelling presence at the centre of some of the most important developments in educational theory and practice.’ - Professor David Gillborn, Centre for Research in Race and Education, University of Birmingham, UKTable of Contents1. Black British Intellectuals: Race, Education and Social Justice 2. Early Black British Thinkers 3. Post-War Black Education Movements 4. The Schooling of the Black Working-Class 5. Multicultural and Anti-Racist Education 6. Black British Cultural Studies 7. Black Feminism and Education 8. New Critical Theories of Race and Education 9. ‘Post-Multicultural’ Education?
£44.64
Taylor & Francis Ltd International Case Studies of Dyslexia Routledge
Book SynopsisDyslexia is a disability that exists in all countries that have high expectations for literacy. The inability to read in spite of normal intellectual potential represents one of the most puzzling educational challenges for literate societies, regardless of the culture or language. This book examines medical, psychological, educational, and sociological data from comprehensive case studies of preteen dyslexic children, in order to profile the disability as it occurs in seventeen different nations. Interviews with the children and their parents reveal how children with dyslexia are identified and treated around the world, and provide a look at various perceptions of dyslexia and its challenges. Researchers and practitioners in education, psychology, and health-related professions will find this case book to be an excellent reference. Parents of children with dyslexia will find the advocacy recommendations helpful. Table of Contents1. Introduction to the Study Peggy L. Anderson and Regine Meier-Hedde 2. Felix, a Case Study of Dyslexia in France Gilles Leloup and Liliane Sprenger-Charolles 3. Hassan, a Case Study of Dyslexia in Egypt Soad A. Shahin 4. Ka-ho, a Case Study of Dyslexia in China Steven S. W. Chu, Kevin K. H. Chung and Fuk-chuen Ho 5. Percy, a Case Study of Dyslexia in India Sunil Karande and Rukhshana F. Sholapurwala 6. Johan, a Case Study of Dyslexia in Sweden Gunnel Ingesson 7. Alon, a Case Study of Dyslexia in Israel Talya Gur and David Share 8. Jacob, a Case Study of Dyslexia in Canada Ronald W. Stringer, Barbara Bobrow and Brenda Linn 9. Christian, a Case Study of Dyslexia in Germany Regine Meier-Hedde 10. Jankó, a Case Study of Dyslexia in Hungary Éva Gyarmathy 11. Xavi, a Case Study of Dyslexia in Spain Rosa Maria González Seijas 12. João, a Case Study of Dyslexia in Brazil Simone Aparecida Capellini, Giseli Donadon Germano, Fabio Henrique Pinheiro, Maria Dalva Lourencetti, Lara Cristina Antunes dos Santos and Niura Aparecida de Moura Ribeiro Padula 13. Yiannis, a Case Study of Dyslexia in Greece Christos Skaloumbakas 14. Taku, a Case Study of Dyslexia in Japan Akira Uno and Jun Yamada 15. Vicente, a Case Study of Dyslexia in Chile Arturo Pinto Guevara 16. Gwyn, a Case Study of Dyslexia in Australia Christina E. van Kraayenoord 17. Valeriy, a Case Study of Dyslexia in Russia Olga Borisovna Inshakova and Maria Arkhipova 18. Jim, a Case Study of Dyslexia in the United States Peggy L. Anderson 19. Cross-Case Analysis and Reflection Peggy L. Anderson and Regine Meier-Hedde. Appendix: Interview Protocol
£44.99
Cambridge University Press The Will to Learn
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£95.00
Cambridge University Press Cognition and Motivation
Book Synopsis
£32.29
Jsb Press Some Small Truths
Book Synopsis
£22.75
Taylor & Francis InstructionalDesign Theories and Models Volume
Book SynopsisInstructional-Design Theories and Models, Volume III: Building a Common Knowledge Base is perhaps best described by its new subtitle. Whereas Volume II sought to comprehensively review the proliferating theories and models of instruction of the 1980âs and 1990âs, Volume III takes on an even more daunting task: starting to build a common knowledge base that underlies and supports the vast array of instructional theories, models and strategies that constitute the field of Instructional Design. Unit I describes the need for a common knowledge base, offers some universal principles of instruction, and addresses the need for variation and detailed guidance when implementing the universal principles. Unit II describes how the universal principles apply to some major approaches to instruction such as direct instruction or problem-based instruction. Unit III describes how to apply the universal principles to some major types of learning such as understandings and skills. Unit IV provides a deeper understanding of instructional theory using the structural layers of a house as its metaphor and discusses instructional theory in the broader context of paradigm change in education. Trade ReviewWinner of the 2011 AECT Foundation James W. Brown Publication Award"A major strength of these volumes lies in the organization and presentation of the ideas they contain...A source book, these volumes could continue to provide novice and experienced teachers valuable, theoretical supports as they design instruction to address specific student-defined instructional needs."--Education Review, September 2009"…one of the most thought-provoking academic works on the leading instructional-design paradigm in educational technology (ET) and beyond…This book is well structured and almost seamless."--British Journal of Educational Technology, 2009"Reigeluth...brings together an impressive collection of theorists and practitioners...to update earlier perspectives on the design of instruction by sharing the results of their research and theory building."--Educational Technology & Society, 13 (2), 219-221, 2010"This is a valuable book that will especially appeal to those interested in what is one of the most fundamental questions in education, namely, how can teachers and instructors help people to learn better?"--Teaching Theology and ReligionTable of ContentsUNIT 1: FRAMEWORKS FOR UNDERSTANDING INSTRUCTIONAL THEORY1. Understanding Instructional Theory, Charles M. Reigeluth & Alison Carr-Chellman2. Understanding Instruction, Charles M. Reigeluth & John B. Keller3. First Principles of Instruction, M. David Merrill4. Situational Principles of Instruction, Charles M. Reigeluth & Alison Carr-ChellmanUNIT 2: THEORIES FOR DIFFERENT APPROACHES TO INSTRUCTION5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel 6. Discussion Approach to Instruction, Joyce Taylor Gibson7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger8. Problem-Based Approach to Instruction, John R. Savery9. Simulation Approach to Instruction, Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Seo, & David WileyUNIT 3: Theories for Different Outcomes of Instruction10. Fostering Skill Development Outcomes, Alexander Romiszowski11. Fostering Understanding Outcomes, Martha Stone Wiske & Brian J. Beatty12. Fostering Affective Development Outcomes: Emotional Intelligence, Barbara Bichelmeyer, James Marken, Tamara Harris, Melanie Misanchuk, & Emily Hixon 13. Fostering Integrated Learning Outcomes across Domains, Brian J. BeattyUNIT 4: TOOLS FOR BUILDING A COMMON KNOWLEDGE BASE14. The Architecture of Instructional Theory, Andrew S. Gibbons & P. Clint Rogers15. Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education, C. Victor Bunderson, David A. Wiley, & Reo McBride16. Learning Objects and Instructional Theory, David A. Wiley17. Theory Building, Charles M. Reigeluth & Yun-Jo An18. Instructional Theory for Education in the Information Age, Charles M. ReigeluthAuthor IndexSubject Index
£128.25
Taylor & Francis Supporting Children with Anxiety to Understand
Book SynopsisThe âGet to Know Meâ resources aim to support children, with those around them, who may have additional/special educational needs. They are designed to empower the professionals and adults who support those with identified needs. Developed by child psychologist Dr Louise Lightfoot, the series includes activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). In supporting the social and emotional health of students, it equips them with the ability to thrive, personally and academically.This book has been created for key adults (teachers, therapists and parents) as a complement to the picture book and draw along versions of Sammy Sloth â a traditional narrative story exploring thoughts, feelings and sensations experienced by many children with anxiety.The activities in this book offer practical tools and strategies to support the child and those around them in addition to the information specific to the condition to improve understanding of a childâs needs to promote empathy and acceptance.Picture book and draw along versions of Sammy Sloth are available separately, and as part of the Get to Know Me: Anxiety set.Table of ContentsContentsIntroduction to the Resource PackConsultation SheetsSections Blow Up Your Worries Ball of Worries Feelings Sorter Using Puppets and Play to Explore Emotions Colour Your Feelings Compliment Cards 1 Compliment Cards 2 Bridge to Success Always Never Miracle Question The Wrong is Right Game Sammy Sloth Activity Book Board Game Acknowledgements
£35.09
Taylor & Francis Sammy Sloth Get to Know Me Anxiety
Book SynopsisThe âGet to Know Meâ series is aimed at children with additional needs and those who support them in the classroom. Developed by child psychologist Dr Louise Lightfoot and illustrated by Catherine Hicks, the resources in this series include activities specific to anxiety, depression and Obsessive Compulsive Disorder (OCD). This book, Sammy Sloth, has been designed to support the individual child but also to be used in whole class teaching, to encourage an empathetic and inclusive environment.In this book, we meet Sammy, a sloth who lives in a beautiful tree by the sea. The story follows Sammy as he wakes up one day to find he feels funny and strange. He canât sit still and does not feel like his usual happy and relaxed self. After pacing up and down he meets Anna the Armadillo who tells Sammy that he is silly and has no right to be sad when his life is good. Sammy hears this and feels embarrassed and ashamed of how he has been feeling. Sammy hides away until he meets a kind lizard who shows him kindness and empathy.This book was written with children with anxiety in mind, providing an opportunity to relate to Sammyâs thoughts, feelings, behaviours and experiences. However, children with a range of needs may benefit from the story. The book is written in a narrative style, so it does not use diagnostic labels and is not intended for this purpose. Instead the focus is on creating a common language which children can understand and use to make sense of how they are feeling.A practitioner guidebook (ISBN 9780815349419) and draw along version (ISBN 9780815349426) are also available.Table of ContentsSammy Sloth – full picture book storySammy Sloth – short text only version
£17.28
Taylor & Francis Inc The Development of Schoolbased Literacy A Social Ecological Perspective Routledge Library Editions Literacy
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£122.01
Cambridge University Press The Cultural Mind
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£76.00
Cambridge University Press School Adjustment
Book SynopsisThis comprehensive review highlights the importance of school adjustment in child development, focusing on the roles of teachers, parents, and peers. It also covers preventive interventions to support students' adjustment, making it essential for researchers, educators, parents, and professionals working with children.
£29.44
Taylor & Francis Ltd Engaging in Educational ResearchPractice
Book SynopsisEngaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners. Despite robust theoretical and conceptual planning, research on learning is often removed from real settings and generates findings with limited practical relevance, yielding frustration for K-12 stakeholders. This book provides invaluable resources to researchers seeking to work with practitioners as they solve problems and improve outcomes while answering fundamental questions about who gets to generate knowledge, from where, to whom, and in what contexts. A range of illustrative case studies and strategies explores how to apply appropriate theories and methodologies, negotiate agendas that ensure mutually beneficial goals, determine the role of pracademics, establish institutional supports, policies, and procedures that amplify impact and sustainability, and much more.Table of Contents1. Introduction 2. What are Research-Practice Partnerships? 3. Participatory Methodologies 4. Long-term Partnerships 5. A Partnership to Support Mathematics for Teaching 6. A Partnership to Support New Teachers to Become Learning Designers 7. A Partnership Focused on Improving Teachers’ Assessment Literacy 8. Research Supports for Collaborative Projects 9. Developing Partner Projects 10. Looking Ahead
£29.69
Taylor & Francis Ltd Supervision in School Psychology
Book SynopsisSupervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides thorough, specific, and immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, Supervision in School Psychology is an important resource for navigating the distinct challenges specific to the demanding and diverse competencies associated with supervision in school-based settings.This second edition is significantly expanded Trade Review"There are few areas of professional responsibility as important to the future of school psychology as professional supervision. The second edition of Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model by Dennis J. Simon and Mark E. Swerdlik makes a significant contribution to our supervision knowledge base. It covers a diverse range of important topics, including foundations of effective supervisory relationships, the developmental, ecological, and problem-solving model, professional development for supervisors, and preparation of future supervisors, and includes many new chapters devoted to contemporary supervision issues. I highly recommend this book to all current and prospective school psychology supervisors."Joseph Prus, Ph.D., Professor Emeritus at Winthrop University, USA"The DEP Model of supervision is a superb resource for any current and future school psychology supervisor. The framework includes practical applications that applies to all areas of school psychology with an important focus on essential skills such as self-care and social justice. The second edition builds upon the first with updated best practices, including case examples, reflection activities, and practice-ready tools."Laura Swanlund, Ph.D., NCSP, LCP, Director of Comprehensive Mental Health and Related Service with Community Consolidated School District 15, Palatine, IL"As a trainer of the Illinois School Psychologists Association’s Supervisor Credential Training Program, I can attest that the content covered in the first edition of Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model upon which the training is based, has been eagerly received by supervisors from a broad range of experience ranging from early career to seasoned practitioners. The second edition has been enhanced by extended coverage of the ecological component which includes timely topics related to recent events that have affected school communities. These include defining practice from a social justice perspective, demonstrating multicultural responsiveness, advocating for systems change activities, and others. I have no doubt that such enhancements and others like chapters on self-care, telesupervision, and addressing problems in professional competence will fuel continued interest and enthusiasm."Rosario C. Pesce, PhD., NCSP, J. S. Morton HS District, Cicero, IL (Retired), School Psychology Coordinator of Clinical Training, Loyola University Chicago, USA"Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model provides a comprehensive model for supervision in the field, connecting current research with practical application strategies and tools to support the professional growth of school psychologists and school psychology supervisors at all stages of career development. The inclusion of chapters focused on diversity, cultural responsiveness, and social justice advocacy as critical components of school psychology practice and supervision further enhance the value and utility of this already invaluable resource. Practical content related to tele-supervision and self-care is both timely and necessary to the development and retention of highly qualified practitioners and supervisors at the practicum, intern, and credentialed psychologist levels. The included case studies, reflection activities, and tools can immediately be integrated into practice, enhancing, and improving supervision outcomes. This resource will continue to serve as the foundation for our district’s school psychology supervision model."Donna M. Desaulniers, MS, Program Manager, School Psychology Services, Fairfax County Public Schools, VA"The developmental nature of the DEP model makes it an invaluable framework for supervision of school psychology graduate students, early career school psychologists, and even seasoned practitioners! Many field supervisors lack formal training in the provision of supervision, and this book provides the structure, real world case studies and reflection activities to help fill that void. The second edition does a fantastic job expanding coverage on issues that have increased in focus in recent years, such as social justice advocacy, self-care, and telesupervision."Karen Monahan, Ph.D., NCSP, Coordinator of Psychological Services, Fort Mill Schools, SC"With this updated edition, Drs. Simon and Swerdlik provide a must-read for supervisors working with school psychologists from novice to expert. Their book is packed with checklists and other practical tools specifically designed for our field. Updates include current topics such as social justice advocacy and system change. You won’t find another resource like this!"Susan Gallagher, Ph.D., BCBA, School Psychology Coordinator, La Grange Area Department of Special Education, IL"Drs. Simon and Swerdlik have developed a text that is equally helpful for supervisors and supervisees as they design, monitor, and evaluate the many facets of the supervisory experience. The numerous case examples and tools included in the appendices provide helpful, practical resources to improve and enhance supervision and the attention to social justice and telesupervision are provided at a critical time for the field of school psychology. This text is a must-read for new and experienced supervisors and is an invaluable addition to the reading list for those who provide training and support for field supervisors."Shawna Rader Kelly, School Psychologist, Bozeman Public Schools, MTTable of Contents1. The Status of School Psychology Supervision: Current Perspectives and Core Principles Part 1: Foundations of Effective Supervisory Relationships 2. Clinical Supervision: Roles and Responsibilities 3. Characteristics of Effective Supervisory Relationships 4. Processing Supervisory Relationships 5. Ethical and Legal Issues in Supervision Part 2: The Developmental, Ecological, Problem-solving Model (DEP) 6. Introduction to the Developmental, Ecological, Problem-solving (DEP) Model 7. The Developmental Component: Structuring and Supporting the Development of Professional Competencies 8. The Ecological Component: Incorporating Contextual Factors 9. The Problem-solving Component: Core Activity of Psychological Practice Part 3: Essential Skills within DEP Supervision 10. Self-care 11. Social Justice Advocacy 12. Addressing Problems in Professional Competence 13. Telesupervision Part 4: Professional Development for Supervisors and Credentialed School Psychologists 14. Professional Development and Collegial Support Networks 15. DEP Applied to Supervision of Credentialed Psychologists and Psychological Services Part 5: Preparing for the Future of Supervision within School Psychology 16. Touching the Future: Teaching Supervision to Future Supervisors 17. Future Development: Research to Refine School Psychology Supervision
£44.99
Taylor & Francis Investigating School Psychology
Book SynopsisInvestigating School Psychology provides a fascinating exploration of the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The bookâs discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.
£23.99
Taylor & Francis Ltd Contemporary Global Perspectives on Cooperative
Book SynopsisThis volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance sTable of ContentsCooperative Learning and the State of the Field: An Introduction Section 1: Effectiveness, Benefits, and Limitations of Cooperative Learning (CL) 1. Can Cooperative Learning Enhance Student Thinking and Question Generation? 2. Can students learn by teaching their peers during cooperative learning? 3. Positive resource interdependence for young students: a nudge for cooperation but a pitfall for learning 4. “We all keep growing and learning” – Facilitating meaningful educational experiences through peer assisted learning across different educational levels in El Salvador Section 2: Achieving Equitable Learning through Cooperative Learning 5. Giving voice to diversity: Cooperative strategies for intercultural citizenship 6. Teacher perceptions of primary aged students’ social capabilities in Australia, England and Sweden and their importance to inclusive classrooms 7. Individual Group Work Assessment in Cooperative Learning: Possibilities and Challenges 8. Syrian Refugee Teachers’ Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon 9. Think-Pair-Share and ThinkTrix: Standard Bearers of Student Dialogue 10. Cooperative Learning Through Philosophy for Children Around the World Section 3: Initiating and Deepening Cooperative Learning in Diverse Educational Contexts 11. Developing Reciprocal Peer Tutoring in Irish Medium Schools 12. Developing a Community of Practice for Teacher’s Learning and Implementation of Cooperative Learning 13. Cooperative Learning in Japan as a Core Strategy Deepening Cooperation in Education Section 4: Cooperative Learning in Action 14. Promoting Dialogic Talk during Cooperative Learning 15. A shift to the future: The paradigmatic approach of cooperative learning in online practice 16. Group worthy cooperative learning structures in the college classroom 17. Cooperative Learning for Academic, Personal and Social Development in Higher Education in Africa 18. Cooperative Learning in Engineering Education: The Story of an Ongoing Uphill Climb
£93.75
Taylor & Francis Ltd Dialogic Feedback for High Impact Learning
Book SynopsisIn recent years, the transmission paradigm of learning and teaching is making way for new approaches fuelled in part by the technology and AI revolutions. Learning is seen now more often in the light of connectivism, collaboration and creative problem solving. Dialogic Feedback for High Impact Learning explores this fascinating trend championing learning as a dialogic process between learners and coaches where learning is connecting networks and resources and leads to creative problem solving. It addresses the need for feedback as a dialogue in training for tomorrow, what it entails and how you can best deal with it.The book explores the power of feedback in a high-impact learning setting, where all parties strive for a learning and feedback culture rather than a consumption and testing culture. The authors discuss the feedback process, feedback seeking behaviour and the quality of the feedback message, sharing tips for software and apps to support this process and howTable of ContentsIntroduction Part 1. What do you need to know about feedback? 1. Feedback, how did we use to do it? 2. Feedback is the core of learning 3. Feedback as the core of learning: central themes 4. Feedback seeking behaviour 5. Types of feedback 6. The impact of feedback Part 2. Impactful feedback is dialogue 7. Where did the idea of feedback as dialogue come from? 8. Feedback as dialogue, what does it mean? 9. Characteristics of a feedback dialogue that stimulates learning 10. Team feedback dialogue 11. Power and relationships 12. The feedback dialogue in practice 13. Barriers to impactful feedback dialogue 14. Feedback dialogue as the core of effective PCP coaching Part 3. Practical examples and tools 15. The MoL: MSc Learning and Development in Organisations 16. The MET learning hubs 17. Gilde Training Programmes on Well-being 18. Avans HR Academy 19. Fontys IT open Part 4. Some Further Tips & Answering some frequently asked questions 20. Feedback dialogues: Where do I get the time? 21. How do people experience feedback dialogues in practice? 22. Professionalization of teachers with respect to feedback 23. Software to support feedback dialogues 24. Simple feedback tools Finally References
£24.99
Taylor & Francis Ltd From Ghosts to Graduates
Book SynopsisFrom Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read.With the deliberate practices in this book, you'll be able to chTrade Review “In this vitally important book, Dr. Freeland offers practical solutions for educators, leaders, and policymakers to address the dropout crisis. This is not a momentary crisis, but one that will last for decades, as the legacy of dropouts includes poverty, unemployment, and excessive involvement in the criminal justice and medical care systems. Thanks to Freeland’s insightful advice, we can both address the current dropout crisis and engage in systematic prevention of future dropouts. If we follow the guidance in this book, we can bring our dropout ghosts back into the light of an educational environment that offers hope for their future.” - Douglas Reeves, Author, Fearless Schools "Are you ready to get serious and address the drop-out issue in your school or district? Are you interested in identifying students who feel unseen and unvalued? Look no further. Emily Freeland has combined research with practical application and created a roadmap for educators to connect with their most at-risk students to take them from going through the motions to walking across the graduation stage. Whether you are a district leader looking to make changes at the systems level or an educator looking to make an impact at the individual level, you will find exactly what you are looking for in this book." - Allyson Apsey, educational leader, author and national speaker Table of ContentsMeet the Author Introduction Part 1: Ghost Hunting – How do we find our ghosts? 1. Ghost Origins - Why do students become ghosts? 2. Ghost Indicators - How do we recognize when it is happening? 3. Ghosting Beyond the Numbers - What strategies can we utilize and what steps can we take to connect with our ghosts? Part 2: Ghost Whispering – How do we see and connect with our ghosts? 4. Whispering in the Classroom - I see you! 5. Fostering Engagement and Motivation –Your learning is important to me! 6. Communicating High Academic Expectations – I believe in you! Part 3: Closing the Gateway – How can we shut down the pathway to ghosting? 7. Call in Reinforcements - How can teacher teams face down the ghosting challenge together? 8. Instilling Hope - How can we instill hope in our ghosts and help them create a vision of their future? 9. Blocking the Pathways - How can we eliminate the school- and district-level policies that keep the gateways propped open?
£25.64
Taylor & Francis Screenwise
Book SynopsisThe second edition of Screenwise offers a refreshed, realistic, and optimistic perspective on how to thoughtfully guide kids in the digital age.Many parents feel that their kids are addicted, detached, or distracted because of their digital devices. Media expert Devorah Heitner, however, believes that technology offers huge potential to our childrenâif parents mentor them. Using the foundation of their own values and experiences, parents and educators can learn about the digital world to help set kids up for a lifetime of success in a world fueled by technology. Screenwise is a guide to understanding more about what it is like for children to grow up with technology all around them, and to recognizing the special challengesâand advantagesâthat contemporary kids and teens experience thanks to this level of connection. In it, Heitner presents practical parenting hacks: quick ideas that you can implement today that will help you understand and relate to your digitaTrade Review"Screenwise is the reassuring and engaging roadmap every parent needs to raise digitally savvy children. In this research-backed, practical guide, Heitner combines an understanding of child development with her extensive knowledge of the risks and many rewards of technology to give caregivers everything they need, from conversation starters to context, to confidently help their kids navigate their online worlds ethically, constructively, and even joyfully!"Phyliss Fagell, LCPC author of Middle School Matters"Raising kids in the digital age can feel like being stuck on roller coaster with no endpoint. The more you begin to understand how kids utilize technology, the more new platforms pop up. Screenwise takes the focus off of parental control and places it on parental understanding. By meeting kids where they are and learning to navigate technology together, parents can help their kids build healthy tech habits that will last a lifetime. Screenwise weaves together research and prescriptive advice to help parents do just that." Katie Hurley, LCSW, author of No More Mean Girls “For all parents who feel like they can’t keep up with today’s technology, Devorah Heitner has come to the rescue. Screenwise doesn’t judge or preach. It is full of empathy and insight, providing gems of guidance based on years of deep research and real talk with real kids. A pleasure to read.”Lisa Guernsey, author of Tap, Click, Read and Screen Time; director, Learning Technologies Project, New America“Don’t let your kids’ tech life stress you out. Grab Screenwise and get the good news and strategies you need to guide your kids (or let them safely guide you) into a smart and savvy digital life.”Deborah Gilboa, MD, parenting and youth development expert at Ask Dr. G“A must-read for twenty-first century parents! Parenting the digital gen-eration requires complex skills that I frankly didn’t have—until now. Empowered by Dr. Heitner’s timely book, I feel infinitely more prepared to guide my son and daughter through the advantages and perils of modern-day connectedness. Issues like trust, relationships, security, and balance are handled deftly by an expert who clearly knows the territory and shares her knowledge in a relatable way. Every modern-day parent should read this book. Highly recommended.”Mary O’Donohue, author of When You Say “Thank You,” Mean It: And 11 Other Lessons for Instilling Lifelong Values In Your Children“Find your way from ‘screenworried’ to ‘screenwise.’ It’s time to get over your techno-guilt and become a more competent and confident media mentor—an enthusiastic tour guide and mindful role model—for your child in the digital age. In these pages you’ll find affirmation, encouragement, a gentle nudge or two about your own media use, and practical strategies to help you become a ‘tech positive parent.’”Chip Donohue, PhD, director, Technology in Early Childhood (TEC) Center at Erikson Institute“Devorah has tackled the challenging, modern issue of raising kids in today’s digital world head-on. Screenwise gives practical ideas and advice for parents struggling with this issue and really enables them to turn what could be a problem into an opportunity. As an administrator in a highly successful 1-to-1 mobile device school district, I face many of the challenges outlined in this book on an almost daily basis. Screenwise will help not only the parents in our district, but also the teachers when it comes to ideas and strategies for truly helping kids thrive in their digital world.”Carl Hooker, director of Innovation & Digital Learning at Eanes ISD, founder of iPadpalooza, author of the Mobile Learning Mindset book series“This book is full of calming words and constructive suggestions for today’s parents who are anxious about their children’s immersion in digital media. Grounded in the latest research, it will help parents develop their resourcefulness in navigating what can seem like a worrying new world.”Sonia Livingstone, author of The Class: Living and Learning in the Digital Age“Screenwise is a practical guide for parents and families trying to navigate childhood in the digital age. Not a ‘one-size-fits-all approach,’ this book is about gaining confidence and resolve to make the informed, intentional choices that will work best for you and your family. The scenarios and solutions outlined are developmentally on-target for the ages addressed, whether toddlers or teenagers. Heitner possesses a clear and direct voice that will help parents find the path that works for them.”Jennifer Farrington, president & CEO, Chicago Children’s Museum“Dr. Heitner offers smart, tech-positive advice for parents on how to be good mentors for children, and on how to best use technology rather than trying to monitor every single online exchange. We appreciate the age-appropriate advice on how to balance autonomy and support.”Tom Vander Ark, author of Smart Parents: Parenting for Powerful LearningTable of ContentsPreface Introduction 1. Raising Kids in An Always Connected World 2. Your Kid’s Digital World: What Are They Doing On There? 3. Assessing Your Own Digital Literacy 4. Becoming a Tech-Positive Parent 5. Empathy Is the App 6. Balancing Family Life in the Age of Constant Connection 7. Friendship and Dating in the Digital Age 8. School Life in the Digital Age 9. Growing Up in Public Conclusion: Digital Citizenship for the Next Generation Acknowledgements Notes References Index About the Author
£18.99
Taylor & Francis Ltd Applied Psychology for Foundation Year
Book SynopsisApplied Psychology for Foundation Year: Key Ideas for Foundation Courses introduces students to topical issues and controversies within specific areas of applied psychology, bringing together current theories and studies from a number of areas within applied psychology through a series of interesting and current debates and controversies.Included in this book are a series of snapshots of how psychologists have tried to apply their findings to real-life problems. Using a clear structure and accessible tone, this book demonstrates how psychological research can be applied to inform current debates across a variety of the field's subdisciplines. Through examination of both established theoretical ideas and more recent empirical evidence, it enables readers to see how research is linked to practical application in occupational psychology, educational psychology, criminology, sport psychology and environmental psychology. In doing so, it explicates contemporary theories aTable of ContentsPreface1. Who is watching you? 2. How do you learn best? 3. Do video-games have value? 4. What colour are you wearing today? 5. How to win at sport 6. Are you keeping your employees happy? 7. Is it possible to detect deception? 8. Can you spot a criminal? 9. Where is a good place to live? 10. Is it good to spend time by the sea? 11. The psychology of Christmas
£39.99
Taylor & Francis Ltd Pause Ponder and Persist in the Classroom
Book SynopsisHow can educators find joy in the midst of seemingly overwhelming challenges? Researcher Julie Schmidt Hasson interviewed hundreds of people about their most impactful teachers and shares her findings in this unique and powerful book. She lays out a three-step process that leads to greater peace, and greater impact on students. This three-step framework involves pausing, pondering, and persisting. First, teachers pause before reacting to an unexpected challenge, so they can intentionally choose a response. Next, they suspend assumptions and approach the challenge from a place of curiosity. Finally, they persist in this dance of patient inquiry and thoughtful responses in a way that leads to better outcomes for students.The stories integrated throughout the book provide evidence of the many ways teachers make a difference in students' lives. It is a challenging time to be a teacher, and this book provides the inspiration and information teachers need to stay longer, groTrade Review"Pause, Ponder and Persist elicits the question, as an educator, what will be your legacy? Dr. Hasson shares poignant stories that highlight the magic that happens when teachers choose connection and curiosity in lieu of assumptions and judgment. The thought-provoking questions and practical examples at the end of each chapter provide tools for a seamless integration of this framework into practice. The book serves as a beautiful (and timely) reminder that teachers have the incredible ability to influence a child’s life through ordinary moments."—Jen Rafferty, TEDx speaker and Founder of Empowered Educator"Master storyteller Julie Hasson has put her heart into this manuscript guaranteed to supercharge those of us called to be educators. Whether you feel like you are burning the candles at both ends and about to burn out or you're just looking for a multi-vitamin of renewed courage, optimism and hope, this gem will help you harness the power of a three-pronged energy source (Pause. Ponder. Persist.) and leverage it as a lifeline. Put this self-awareness empowerment tool at the top of the list for your next faculty book study."—Barbara Gruener, Educator, Speaker, Author of Mr. Quigley’s Keys "In Pause, Ponder, and Persist in the Classroom, Dr. Julie Hasson masterfully connects personal stories, academic research, and practical execution in schools. The result is an educator’s manual for improvement that is as clear in its analysis as it is empathetic in its delivery. The challenge in Julie’s message is that we must reflect on our own behavior to create a great experience for students. And the hope in Julie’s message is that each challenge we face is a special moment where we can be our best for them."—Ryan Estrellado, Educator, Data Scientist, Author of The K–12 Educator’s Data Guidebook: Reimagining Practical Data Use in Schools"A must read for all educators! Julie possesses the unique art of using a novelistic approach to writing findings from research. Three powerful recommendations for us all: pause, ponder, and persist—and now, there's a book with practical actions and personal reflections for making that happen!"—Dr. Nancy Sulla, Creator of the Learner-Active, Technology-Infused Classroom, author, founder of IDE Corp. and EdQuiddity Inc"Julie Hasson's Pause, Ponder, and Persist in the Classroom is well-timed wisdom for all educators to experience. Julie's warm words and sincere insights resonated with me as I savored each page. All educators need to take the time to reflect on impact and Julie is an empathetic guide. Take this book and cherish the time to reflect on practice, impact, and next steps. Her words will inspire you to elevate your actions in service and support of all learners."—Sean Gaillard, principal, author, podcaster"Educators often read books related to classroom management, education theories, or learning techniques. But Pause, Ponder, and Persist is a book that emphasizes the beauty and passion of education through self-reflection and embracing our challenges in the classroom. I identified with so many stories and anecdotes in this book as it guided me in how to overcome many challenges. A must read."—Dr. Angello Villarreal, Educator, ASCD Emerging Leader, JerseyCAN Teacher Leader Fellow"In her book, Pause, Ponder and Persist, Julie brilliantly captures the complexities, challenges, and immense privileges of our wonderful profession. I am reminded that each and every interaction with students is valuable and has the potential to transform lives. In a time of constant change, we must remember to refocus on those that matter most, our wonderful students. This work is a breath of fresh air."—Mathew Green, Assistant Principal, Host of The Art of Teaching PodcastTable of ContentsAcknowledgements Meet the Author Introduction 1. The Power of a Problem 2. The Power of Pondering 3. The Power of Persisting 4. The Power of Hope 5. The Power of Courage 6. The Power of Compassion 7. The Power of Acceptance 8. The Power of Presence 9. The Power of Rethinking 10. The Power of Purpose 11. Putting It All Together 12. Epilogue
£26.96
Taylor & Francis ChildAdolescent Behaviour
Book SynopsisThis book briefly outlines psychological perspectives of the values, attitudes and behaviour of parents in influencing a childâs personality. The volume discusses important factors and family surroundings that influence a growing childâs development and various techniques that parents and teachers may use to inculcate childrenâs growth and well-being. Various discipline techniques that parents can use with the child and ways in which they can enhance their childâs creativity and achievement levels are explained. It also discusses the causes, signs and types of learning disabilities, such as dyslexia, dysgraphia, dyscalculia and developmental coordination disorder (dyspraxia), and behaviour disorders like anxiety disorders, conduct disorders, oppositional defiant disorder, attention-deficit hyperactivity disorder (ADHD), aggressive behaviour in children and the speech disorder stuttering. The volume gives an elaborate understanding of the diverse changes, conflicts, emotional turmoil and identity crises that adolescent children go through and how parents and teachers can help them to handle this transitional stage.This book will be of interest to psychologists, parents, students and teachers of psychology and scholars of child development, as well as professionals involved in working with children and adolescents, such as teachers, counsellors, doctors, nurses and social workers.Table of ContentsIntroduction 1. Family Atmosphere and the Child’s Personality 2. Influence of Birth Order on Personality 3. Environmental Factors Influencing the Child’s Development 4. Disciplining the Child 5. Development of Children’s Ambitions and Aspirations 6. Developing the Child’s Creativity 7. Learning Disabilities in Children 8. Behaviour Disorders in Children 9. Adolescence – A Crucial Period
£46.54
Taylor & Francis Ltd Educators as First Responders
Book SynopsisEducators as First Responders is a comprehensive, hands-on guide to adolescent development and mental health for teachers and other educators of students in grades 6-12. Today's schools are at the forefront of supporting adolescents with increasingly complex, challenging psychosocial needs. Moreover, students are more likely to seek out a trusted teacher, advisor, or coach for support than to confide directly in a parent or even a school counselor. Succinct and accessible, this book provides tips and strategies that teachers, coaches, nurses, counselors, and other school professionals can put into immediate use with students in varying degrees of distress. These evidence-based practices and real-world classroom examples will help you understand the whole student, a developing individual shaped not just by parental pressure or psychiatric diagnosis but by school and broader cultural and systemic forces. Trade Review"This is a relevant, current, and timely resource for educators at a moment when supporting the mental and emotional health of adolescents is increasingly and critically urgent! Dr. Offner shares her deep understanding of adolescents and of schools with a distinctly engaging book that provides essential insights, compelling stories, provocative questions, and practical advice for teachers to develop their skills for supporting students and to advocate for improved school culture and policy. A must-read."—Karen Lassey, Ed.D., Assistant Principal at Phillips Exeter Academy, New Hampshire"Deborah Offner has written an important, useful book to help every teacher deal with the psychological storms that sweep through their classrooms. Her clinical wisdom and practical guidance are developmentally sound and totally on target, and her clear writing and vivid examples will be recognized by every teacher. If educators only read one book to help prepare them to aid struggling adolescents, it should be Educators as First Responders."—Michael Thompson, Ph.D., New York Times Bestselling Author and International Speaker and School Consultant"Educators as First Responders provides us with keen insights and practical ways to navigate and address the conflicting currents evident among adolescents today. Dr. Offner’s years of clinical and hands-on experience shines as she guides the reader through topics such as the development of students’ identities, the effects of stress, academic rigor, and technology-influenced social relationships. Dr. Offner’s care and commitment to supporting educators is demonstrated through her masterful yet easy-to-read use of language and anecdotes that engage our minds and speak to our hearts."—Jennifer Peck-Nolte, School Counselor at Princeton Day School, New Jersey "From the outset, Deborah Offner centers her work around the most overlooked and critical parts of our jobs as educators: our relationships with and responses to our students’ social and emotional needs. While we educators know that our students’ well-being is in our hands, we also know that our ability to help a student who reaches out to us in crisis depends on the effectiveness of our response. This is what causes many educators the greatest amount of angst and handwringing, because, as Dr. Offner asserts, we ‘are not trained for this!’Finally, we have a book from a renowned clinical psychologist and school consultant with over twenty years of experience who provides educators with an accessible guide to adolescent development and mental health. Not only does Dr. Offner offer a solid foundation for understanding the adolescent brain, but she also includes scenarios between teachers and students that play out in classrooms every day in order to provide tips and skills that will build teacher confidence and competence and ensure positive outcomes for our students.Now, more than ever, this book fills a void and provides much-needed guidance for educators to respond effectively to students’ myriad social and emotional needs. In acknowledging educators as first responders, Dr. Offner’s book directly addresses the adolescent mental health crisis by equipping school staff with the necessary toolkit to help our students thrive."—Jenny Robertson, English teacher at Newton South High School, MassachusettsTable of ContentsSection I: Educators and Adolescents 1. Educators As First Responders 2. The Adolescent Mind 3. They Did What? Risk, Reward, and Impulsivity 4. Worried, Sad, or Something More? Section II: Outside Forces 5. Race and Culture 6. Socioeconomic Considerations 7. Gender Identity and Sexual Orientation 8. Crisis Section III: Strengthening Their Circle of Support 9. Meet the Parents 10. Encouraging an Emotionally Healthy School
£25.64
Taylor & Francis Ltd Everything New Teachers Need to Know But Are
Book SynopsisGrad programs in education teach you theory and pedagogy, but where do you learn the logistics of your new teaching role? In this unique book, Amber Chandler comes to the rescue as your friendly but honest mentor. She provides answers on everything new teachers need to know but are afraid to ask, such as how to build knowledge about the school's culture, nurture relationships with colleagues and superiors, use social media appropriately, navigate various faculty and parent meetings, handle conflicts, and more. Unlike new teacher books focused on instruction, this one helps you with everyday logistics and teacher life. Each chapter is written in a conversational tone with loads of practical advice to support you in your first year. Each chapter also contains a Mentoring Moments reflection section, so you can discuss the book with your school mentor or in new-teacher induction programs.Table of ContentsMeet the Author Foreword A Letter to Readers Introduction 1. You’re Hired. Now What? 2. The Social (Media) Dilemma 3. You Don’t Know What You Don’t Know: Institutional Knowledge 4. A Meeting For You . . . And Another Meeting For You! 5. Protecting Your Peace 6. Plan Like Dora the Explorer 7. Ask Me Anything Afterword
£26.96
Taylor & Francis Ltd Lets Stop Teaching and Start Designing Learning
Book SynopsisHow can you shift from a focus on content to the creation of active learning experiences? In this practical resource, author Jason Kennedy provides a blueprint to help you stop teaching and start designing learning, so you can improve students' critical thinking, decision making, problem solving, and collaboration with others, preparing them for their futures beyond school doors. The framework for learning design covers components of planning (learning targets), of instruction (the opening, learning task, skills, tools, and success criteria), and of the work session (choices, pathways, feedback, and assessment). Appropriate for teachers of any subject area, the book also offers wide variety of tools to help you implement the ideas in your own setting.Table of ContentsAbout the Author Support Material Introduction and Overview 1. Why We Need to Stop Teaching 2. What Does Stopping Teaching Require? 3. Start Designing with the End 4. The Opening 5. The Work Session 6. The Instruction 7. The Closing 8. Tips, Tools, and Templates
£26.96
Taylor & Francis Ltd Teaching with a StrengthBased Approach
Book SynopsisHelping students improve doesn''t have to mean remediating their deficits. In this important book, Steven Baron shows the benefits of a strength-based approach that instead emphasizes students'' assets and capabilities, making them feel more connected to teachers and peers and more engaged in learning.You'll learn practical, research-backed ways to help students of all grade levels identify and celebrate their strengths, develop self-confidence and a growth mindset, build intrinsic motivation, overcome a fear of making mistakes, manage their feelings, focus on gratitude, and more. You'll also discover ways to create a more strength-based Individual Education Plan (IEP), increase your own resilience as a teacher, and build a strength-based culture throughout your school and district. The appendix provides a variety of exercises you can use to help students focus on their strengths, foster kindness, and understand the impact of bullying. Students spend approximatelyTrade Review"Baron’s warmth and affection for at-risk students resonates on every page. Readers continually view students through Steve’s positive, strength-based lens, and by the time we finish – we’re sold. Should be required reading for all educators." -- Charles Appelstein, MSW, author of No Such Thing as a Bad Kid"This book is packed with wisdom embedded in compassion. Steven Baron is an avid scholar of the strengths-based approach in learning. He has 30 years+ of experience as a school psychologist. Every teacher, school psychologist, and administrator needs this book." -- David A. Crenshaw, Ph.D., ABPP, Board Certified Clinical Psychologist"Combining fascinating research drawn from positive psychology with practical guidelines for application, this book is a must-have for teachers, school administrators, or anyone working in a school setting. Steven Baron has given us all a gift with this great book." -- Jonah Paquette, author of Happily Even After and AwestruckTable of ContentsAbout The Author Proverb Foreword Acknowledgments Introduction 1. What Unique Problems Do Teachers Face? 2. What Is the Impact of Teacher-Student Relationships on School Life? 3. What Is The Strength-Based Model? 4. How To Apply The Strength-Based Model In The Classroom 5. Additional Strength-Based Interventions For The Classroom 6. How To Become A Strength-Based Teacher 7. Implications For The Future: Where Do We Go From Here? A Final Thought Appendix 1: Class Bullying Exercise Appendix 2: First Day Exercise Appendix 3: How To Be A Good Friend Exercise Appendix 4: A Strength-Based Questionnaire Appendix 5: Show And Tell Of Strengths Appendix 6: Strength-Based Letter Writing Appendix 7: Kindness Activity Appendix 8: The Talk Show
£27.10
Taylor & Francis Ltd Dispositions Are a Teachers Greatest Strength
Book SynopsisDispositions Are a Teacher's Greatest Strength will fuel and reignite your classroom practice. Focusing on 13 dispositions specific to teaching, this book encourages educators to identify, reflect, and develop their dispositions, attitudes, and self-awareness to flourish in the profession. Emphasizing pedagogical knowledge and skills, this text serves as an affirmation of a teacher's commitment to challenging, complex and rewarding work. It invites educators to consider what a unique privilege it is to teachto dive into reading, creating space, and embracing dispositions as a teacher's greatest strength. Each chapter focuses on one of 13 teaching dispositionssuch as curiosity, adaptability, gratitude, resilience, and courageand offers: definitions and contexts for the disposition of focus; concrete applications for teachers to practice and develop dispositions with reader-friendly examples and practical strategies; a pause and reflect sect
£27.99
Taylor & Francis Ltd Visible Learning The Sequel
Book SynopsisWhen the original Visible Learning was published in 2008, it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing teaching's Holy Grail. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies, and has involved more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood and at times misunderstood and what future directions research should take.Visible Learning: The Sequel reiterates the author's desire to move beyond claiming what works to what works best by asking crucial questions sucTrade Review'Reveals teaching's Holy Grail'The Times Educational Supplement"Reveals teaching's Holy Grail"- The Times Educational Supplement"I have no doubt that this final offering will be seen as prophetic, and will be discussed and debated for years to come... its commitment to scientific integrity, particularly with regard to pedagogical models and implementation, make it a touchstone text for teaching and leadership practice."- Robbie Burns, Schools WeekTable of ContentsDedicationAcknowledgementsChapter 1: The ChallengeChapter 2: Meta-analysis and criticisms of Visible LearningChapter 3: The ModelChapter 4: Implementing the Intentional Alignment VL ModelChapter 5: StudentsChapter 6: The Home and FamilyChapter 7: School and SocietyChapter 8: Classroom effectsChapter 9: The TeacherChapter 10: The CurriculumChapter 11: Teaching with IntentChapter 12: Learning StrategiesChapter 13: Teaching StrategiesChapter 14: Implementations using TechnologiesChapter 15: Whole-school and Out-of-school InfluencesChapter 16: ConclusionsAppendix A Appendix B References
£118.75
Taylor & Francis Ltd Understanding Instructionally Useful Assessment
Book SynopsisUnderstanding Instructionally Useful Assessment offers new insights into how various types of assessments, from the state to the classroom, will differ in their usefulness for supporting instructional decision-making and student learning. In order to most effectively serve students, it is essential that educators avoid conflating the assessment information that teachers use for instructional purposes and the data that leaders and administrators use for evaluative or monitoring purposes. This book provides classroom teachers as well as school and district leaders with a clear conception of what makes assessmentstheir purpose, design, reporting, and resulting informationuseful or not for informing instruction and how they can select assessment tools suited to specific purposes. Each chapter addresses the knowledge and skills that K-12 staff need in order to challenge claims made by policymakers, test vendors, or even other educators that any assessment can
£34.99
Taylor & Francis Ltd Mentoring Teachers
Book SynopsisMentoring Teachers provides practical guidance for teacher mentors, directly addressing common queries and concerns they may have while acting as a mentor within a diverse range of educational contexts. Drawing upon the author's 30 years of conducting research on mentoring and working with both experienced and new mentors, this essential book provides a detailed picture of the mentoring role. Dividing the mentor role into five key aspects (Support, Acculturator, Model, Sponsor and Educator), this important resource provides step-by-step descriptions of managing mentorials in ways which: support the mentor in scaffolding a mentee's thinking so that they can make their own informed judgements and decisions about teaching develop the mentee's noticing skills for responsive, adaptive teaching guide the mentee towards recognising the relevance of others' ideas or theories' to their own practice and experience leave the mentee with practiTable of Contents1. A pre-mentoring task: How far does your context support mentoring?; 2. Mentor Role 1: Support: Supporting your mentee as a person; 3. Mentor Role; 2. Acculturator: Helping your mentee adjust to the school and the profession; 4. Mentor Role 3 Model: Modelling professionalism; 5. Mentor Role 4 Sponsor: Using your knowledge and contacts to help your mentee; 6. Mentor role; 5. Educator; 7. Dealing with the non-mentor role ‘Assessor’; 8. Developing as a Mentor; 9. Stories
£24.32
Taylor & Francis Challenging the Conventional Wisdom about
Book Synopsis
£39.99
Taylor & Francis Up Your Teaching Game
Book SynopsisUp Your Teaching Game offers K-12 teachers an intuitive and refreshingly fun pathway for creating immersive, story-based games that encourage students to experience the curriculum through play. Regardless of their technical abilities, design acumen, grade level, or domain, todayâs teachers have fresh opportunities to create and implement their own content-based games based on the same techniques that video game designers use to create commercial video games. In five actionable steps, this book prepares educators to design curricular games that teach instead of test, that are derived from content rather than divergent from it, and that motivate students to take ownership over their learning. Programs that most teachers are familiar with, such as PowerPoint and Google Slides, and technologies that may be new to them, such as Twine and Scratch, are addressed alongside the use of their own classrooms and schools as game spaces. Novice and veteran teachers alike, as well as curric
£26.99
Taylor & Francis A New Vision for Early Childhood
Book SynopsisThis innovative and thought-provoking book invites you to move away from strategies of control and toward relationships of trust with young children. This book presents the conceptual foundation for this re-framed relationship as well as pragmatic takeaways for parents and teachers of preschool-aged children. The book offers a concise, critical history of early childhood which is then laid against the authorâs ethnographic research into the daily life of one 2-year-old. This unique and refreshing perspective offers intimate insight into the tension between the adultâs desire for control and the childâs capacity for resistance. The author argues that when the adult-child relationship is defined by control, the child is faced with the same choice on repeat: submit, or resist. Taking action in accordance with personal wants and needs typically requires transgressing adult expectations. For the child, in todayâs hyper-surveilled childhood, to speak up is to resist. Moving these ideas fr
£26.99
Taylor & Francis Ltd Embracing Adult SEL
Book SynopsisSocial emotional learning (SEL) is frequently taught in schools, but how can educators embrace it in their own lives? In this helpful guidebook, Wendy Turner demonstrates the importance of SEL being embraced, understood, and modeled by all members of the learning community. First, she offers tools to increase your self-awareness, including mindset, identity and culture, strengths, and core values. Second, she shows what self-management is and why it matters in helping everyone manage complex emotions in myriad ways. Then she explains what empathy is, and is not, and how it pertains to social issues, identity, and culture. Next, she discusses relationshipshow we can foster successful relationships with everyday tools to ignite and support positive connections. Finally, she shows how to synthesize our skills, improving decision-making and modeling this for our students. Throughout each chapter, she provides creative, easy-to-implement ideas, stories, and reflection questions so yTable of ContentsMeet the Author Foreword by Pete Hall Introduction 1. Understanding SEL 2. Establishing Your Adult SEL Practice 3. Leaning Into Ourselves 4. Managing Ourselves Matters 5. Moving From Self To Others 6. Relationship Skills Matter 7. Synthesizing Your SEL Skills 8. Living Your Best SEL Life
£26.99
Taylor & Francis Ltd Building Competence in School Consultation
Book SynopsisBuilding Competence in School Consultation, Second Edition, directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools. School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Drawing from evidence-based approaches as well as experienced instructors' real-world toolkits, these essential perspectives and activities approach the standard and less common challenges of the school consultant role.Written by two leading experts in consultation, this book brings school psychology research directly to graduate students and both novice and experienced practitioners, providing invaluable context, reflection activities, videos from fellow consultation experts, and resourcesTrade Review"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best it its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UK"In all my years developing, researching, and supporting the implementation of consultation, I have never read a book more accessible, comprehensive, and motivating than the second edition of Building Competence in School Consultation: A Developmental Approach. Danny Newman and Sylvia Rosenfield have captured and communicated with crystallized clarity the elements of consultation practice. Through the use of expert narrative, provocative thought questions, video commentaries, and meaningful activities, they have taken a complex intervention and made it manageable and achievable. This book will allow consultants in training to develop the competence and confidence needed to provide highly refined consultation services throughout their careers. Importantly, this book creates the opportunity for consultants in training and in practice to enhance the lives of young people and educators and to improve the schools in which they work."—Susan M. Sheridan, Associate Dean for Research and Creative Activity and George Holmes Professor of School Psychology at the University of Nebraska-Lincoln, USA"Newman and Rosenfield offer consultants in training, educators, and experienced applied psychologists a cutting-edge, evidence-informed book to develop effective consultation practice. Building Competence in School Consultation: A Developmental Approach expertly balances academic rigour and accessibility, and this second edition updates the text with enhanced coverage of significant contemporary issues. The authors have woven together key conceptual ideas, research, practice, and innovative learning activities to stimulate learning and progression. A highly engaging and thought-provoking text with a wealth of inclusive resources that recognise and celebrate the diversity of learning approaches, this book is the best in its field."—Dr. Emma-Kate Ní Chinnéide, Programme Director and Principal Educational Psychologist at The Tavistock and Portman NHS Foundation Trust, UKTable of Contents1. Consultation Training: Making It Work 2. Understanding School Culture 3. Consultation Relationships: Building Working Relationships 4. Communication Skills 5. The Consultative Problem-Solving Process: An Introduction 6. Contracting: Making the Invisible Visible 7. Problem Identification and Problem Analysis: Look Before You Leap 8. Designing and Implementing Interventions: It’s Not Magic—It’s Planning, Monitoring, and Performance Feedback 9: Post-Intervention Planning and Closure 10. Collaboration and Consultation on Teams 11. Teleconsultation: Navigating Technology in a Relational Model 12. Learning to Consult: The Roles of Assessment, Feedback, and Deliberate Practice Appendices
£38.99
Taylor & Francis TraumaInformed Teaching in Your Elementary
Book SynopsisResearch has proven that childhood trauma affects school engagement and success while at the same time recognizing that the majority of students have experienced it. This book offers simple strategies, based on evidence-based studies, that elementary educators can use to effectively recognize trauma, teach resilience, and support their students in being ready to learn. The book covers all the tenets of trauma-informed teaching, including understanding the effects of trauma, creating safety and predictability, fostering healthy attachments, and modeling resilience as part of social emotional learning, all of which are framed within cultural humility and competence. Designed for all teachers, professionals, and school administrators working with elementary students, this practical guide is key reading for creating a safe classroom and school environment that is inclusive of all learners and conducive for learning.
£19.99
Taylor & Francis Building Executive Function
Book Synopsis
£26.99
Taylor & Francis Contemporary Issues in Equity Democracy and
Book SynopsisContemporary Issues in Equity, Democracy, and Public Education explores how inequity manifests in public education and social institutions, and how this inequity impacts the health and wellbeing of citizens, including marginalized people. Demonstrating how inequity thereby threatens democracy, this book also poses suggestions for improving equity in U.S. education.Taking a multidisciplinary approach to historical and contemporary sources of inequity that operate in social institutions and public policy, this carefully curated volume shows how disparities in education levels, income, housing, and health have consequences that reverberate through individualsâ lives, and thereby undermine a democratic way of life. Contributions from a wide variety of experts offer approaches to solving these problems, as well as curricular innovations for identifying and alleviating systemic inequities. Part 1 begins by examining the origins and persistence of systemic inequity in U.S. pu
£37.04
Taylor & Francis Transforming Teaching Through
Book SynopsisCreating connections with and among students is at the heart of all good teaching. In order to do this, we must identify and address the obstacles, conscious and unconscious, getting in the way of this goal. Authors Katherine M. Heavers and Valerie Kearns show how to build authentic relationships that focus on trust and voice while honoring the differences in individualsâ experiences and learning styles.This book covers topics such as fostering trust, wielding language with intention, nurturing emotional safety, offering meaningful feedback, unearthing and confronting bias, and promoting student voice. The authors encourage educators to do their own inner work to embrace vulnerability, which can help them to grow personally and, as a result, better nurture student growth. As a byproduct of this deep reflection, the authors intend for you to enjoy heightened psychological flexibility and experience more joy, both of which will enable you to better serve your students. Each cha
£26.99
Taylor & Francis Leading Schools with Embedded Assessment
Book SynopsisLeading Schools with Embedded Assessment Practices prepares PreK-12 leaders to leverage assessment information toward meaningful changes at school.
£37.05
Taylor & Francis Bringing Mindfulness Into the Classroom
Book SynopsisHow can we help our students navigate challenges with confidence, mental well-being, and presence? While many schools implement social emotional learning or guidance programs, this book shows an easy, effective, and sustainable way to incorporate mindfulness into your classroom no matter what grade or subject you teach.Tara Segree, recipient of the 2021 Innovative Educator Award and a collaborator of the Mini Meditations for Kids podcast, shows how mindful practices can help students build confidence, overcome anxiety, focus, engage in learning, find their strengths, and more.Chapters provide tools and activities for incorporating mindfulness into your day-to-day teaching, as well as ideas for partnering with families so students can continue their practice at home. Special features include The 30-Day Mindfulness Challenge to give you an accessible way to try mindfulness with your students, and pages with journal prompts to help you on your own mindfulness journey.
£18.99
Taylor & Francis Contemporary Perspectives on Childhood and
Book SynopsisThis book offers fresh perspectives on childhood, adolescence, human diversity, and learning. With novel theoretical backing of Indian research studies that confirm, bolster, extend, or challenge established theories, it explores connections between prevailing ideas in educational psychology and the issues relevant to young learners of today.Authored by leading scholars and practitioners of Indian education, the volume covers a wide range of topics, including early childhood care and education, sociocultural, philosophical, and psychological perspectives on childhood and adolescence, contemporary lifestyle changes, and concerns about diversity. These concerns range from multilingualism and gender to intelligence and the development of self and identity. Structured in terms of historical progression, each chapter offers a theoretical context, emphasizing contemporary perspectives within the specific area of focus. Additionally, independent research studies are integrated into the chapters to provide a comprehensive framework of the addressed issues rather than existing as standalone research papers.A valuable resource relevant to multiple disciplines, this book caters to educators, researchers, and teacher trainers, as well as students of Education, Psychology, Counselling, Development Studies, Social Work, and Sociology. Itâs also a useful tool for parents, policymakers, and governmental and non-governmental organizations involved in education.
£37.99
