Educational psychology Books

Book SynopsisMany emotional learning activities â the âœEâ in Social Emotional Learning (SEL) â include self-regulation skills typically led by teachers, but why not empower young people by giving them tools to choose their own self-regulation techniques? This practical and comprehensive book features 52 activities focusing on emotional learning, specifically self-regulation skills that incorporate tactile objects students can store in their personal âœtoolboxes.â Each activity can be taught or guided by a teacher or classroom leader, supporting children to take charge of their own feelings and behavior, and thereby their own learning success. Tactile Tools for Social Emotional Learning is an important addition to any teacherâs toolkit and is key reading for early childhood educators, elementary school teachers, resource/SPED teachers, and pre-service teachers.

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Book SynopsisWhen put to the test, will standards-based reporting remain as âœfundamentally flawedâ as once feared, or can next-generation approaches refine the system for the better? Fundamentals and Flaws of Standards-Based Testing offers an inside perspective on the technical challenges encountered during each phase of the assessment cycle. Careers in state testing are spent balancing technical, logistical, financial, political, psychological, sociocultural, emotional, and measurement considerations while keeping an eye on the educational goals of the state assessment program. This insightful and comprehensive book draws on measurement foundations and real-life experiences in state testing to discuss critical and still unresolved technical and policy challenges that are being inherited by todayâs assessment specialists and psychometricians.Going beyond core descriptions of psychometric and assessment development procedures and operational best practices in testing, this book exp

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Book SynopsisDaily Sparks: 180 Reflections for Teacher Resilience is a companion for educators who want to care for their own well-being while showing up fully for their students. Rooted in six resilient traitsâBalance, Calm, Change, Happiness, Optimism, and Positivityâthis book offers 180 brief reflections, or âœSparks,â each designed to inspire self-awareness in the midst of a busy teaching life.With warmth, encouragement, and deep respect for the realities of the classroom, these pages invite you to pause, reflect, and build the kind of inner resilience that sustains both heart and practice. After every ten âœSparksâ, a âœPause & Reflectâ page offers space to breathe, write, and notice your own growth along the way.Whether youâre a new teacher or a seasoned educator, this book is a gentle reminder: your well-being matters, your mindset makes a difference, and your resilience is something you can strengthenâone moment, one reflection, one spark at a time.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisIntegrating psychological and philosophical perspectives, this book provides a conceptually rich, real-world program for virtue science. It offers numerous empirically testable hypotheses to inspire future research among scholars and students studying virtues, drawing on positive, personality, and developmental psychology, and moral philosophy.Trade Review'Despite the proliferation of virtue research within psychology, the field remains fragmented and lacking in engagement with philosophical and developmental theories. This book is a game-changer. Not only is it informed by philosophical virtue theory, it gives a plausible social-scientific account of virtue and its surrounding conceptual parish. Highly recommended.' Kristján Kristjánsson, University of Birmingham'Can there be a science of virtue? Should there be a science of virtue? In this remarkable book, Fowers, Cokelet, and Leonhardt answer both questions with a resounding: 'yes!'. Then, they provide a detailed theoretical framework, full of testable hypotheses, to show us the way. The book is both rich and rigorous, and sophisticated enough philosophically to inspire confidence that the science of virtue will develop as a psychology–philosophy partnership. It is a major achievement.' Barry Schwartz, University of California, Berkeley, and co-author of Practical Wisdom: The Right Way to Do the Right Thing'The Science of Virtue is a major contribution to the emerging literature on virtue measurement. Co-authored by psychologists and a philosopher, it showcases the richness of interdisciplinary collaboration. Of the many interesting discussions it offers, let me mention only four: the development of the STRIVE-4 model, insights on moral development and virtue, an analysis of personality and virtue, and a treatment of values in psychological science. Anyone interested in virtue and psychology will learn a great deal from reading this book.' Nancy Snow, University of KansasTable of ContentsIntroduction: why study moral virtue; Part I. Philosophical Resources and Prospects: 1. Virtue theory; 2. A philosophically informed virtue science; Part II. Psychological Resources and Prospects: 3. Toward reconciling the fragmentation of virtue science; 4. The psychology of moral development and virtue; 5. Personality and virtue; 6. The place of values in virtue science; Part III. Organizing Virtue Research with the STRIVE-4 Model: 7. Virtues as scalar traits; 8. The role sensitivity of virtues; 9. Virtue trait by situation interactions; 10. Values and eudaimonia as guideposts for virtues; 11. The four components of virtue; Part IV. The Science and Practice of Virtue: 12. Virtue science and moral philosophy; 13. Virtue science and psychology.

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Book SynopsisHow does one study creativity in a scientific manner, what are the relevant data and methods, and how do we conceptualize the knowledge object of this science? Going all the way back to Aristotle, the author penetrates different layers of creativity until reaching its basic, summarizing structure.Trade Review'In this stimulating and thought-provoking book, Feiwel Kupferberg lays the groundwork for a whole new science of creativity, born in a multidisciplinary landscape and with a keen focus on constraints. It is a must-read for everyone interested in explaining creativity in context.' Lene Tanggaard, Professor in Educational Psychology, Aalborg University and Rector of the Kolding Design School, Denmark'… filled with fascinating examples from science, the arts, technology, rhetoric, and the natural world. The author covers trends, particularly in creative domains, focusing on, e.g., the advent of photography and its effect on the visual arts and the emerging movie industry and how in the 20th century, movies targeted a wide audience while visual art became increasingly incomprehensible … all fields of endeavor afford levels of creativity from childhood exploration to pioneering work … Recommended.' R. F. Subotnik, CHOICETable of ContentsPreface; Introduction; Part I. In Search of Creativity Science: 1. Disciplines in the making: What is science and what is creativity and how are the two entangled?; Part II. Elaborating the Theoretical Model: 2. Dimension I. Types of constraints; 3. Dimension II. Levels of creativity; 4. Dimension III. Getting it right; 5. Dimension IV. Protection of vulnerable versions; 6. Dimension V. Structure of creative processes; Part III. Conclusions: First Principles of Creativity Science: 7. Concepts and knowledge object; 8. Data and methods.

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Book SynopsisEducational Neuroscience presents a series of readings from educators, psychologists, and neuroscientists that explore the latest findings in developmental cognitive neurosciences and their potential applications to education.Table of ContentsList of contributors ix Preface xi Foreword: Imaging the Future xiiMichael I. Posner 1. Introduction 1Brian Butterworth and Andy Tolmie 2. Neuroimaging Methods 13Frederic Dick, Sarah Lloyd-Fox, Anna Blasi, Clare Elwell, and Debbie Mills 3. Computational Modeling of Learning and Teaching 46Michael S. C. Thomas and Diana Laurillard 4. Genetics for Education 77Yulia Kovas, Sergei Malykh, and Stephen A. Petrill 5. Research Methods in Educational Psychology 110Andy Tolmie 6. Language Development 134Victoria Knowland and Chris Donlan 7. Literacy Development 172Liory Fern-Pollak and Jackie Masterson 8. Mathematical Development 201Brian Butterworth and Sashank Varma 9. The Development and Application of Scientific Reasoning 237Jonathan Fugelsang and Denis Mareschal 10. Social Development 268Sarah-Jayne Blakemore, Kathrin Cohen Kadosh, Catherine L. Sebastian, Tobias Grossmann, and Mark H. Johnson 11. Emotional Development 297Alice Jones 12. Attention and Executive Control 325Michelle de Haan Afterword 349John T. Bruer Index 364

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Book SynopsisTable of ContentsAbout the Authors xi Preface xv Part 1 Teaching Preparation 1 1 Understanding Your Students and How They Learn 3 The Students in Your Course 3 How People Learn 5 How Structure Increases Learning 7 The Cognitive Development of Undergraduates 10 Encouraging Cognitive Growth 12 Teaching Today’s Students 13 Meeting the Challenge 14 Reflection Questions 14 2 Designing Outcomes- Centered Courses 17 Why Outcomes- Centered Course Design? 18 Writing Outcomes 19 Types of Outcomes 20 Types of Cognitive Outcomes 22 Sequencing Outcomes Into a Learning Process 25 Frameworks for Course Design 28 Showing Students Their Learning Process 30 Outcomes- Centered Course Development 30 The Big Picture 33 Reflection Questions 33 3 Including Critical Thinking Into a Course Design 35 The Many Faces of Critical Thinking 36 Common Ground 37 Critical Thinking Outcomes for Your Students 38 Giving Students Practice in Critical Thinking 40 The Goal: Critical Thinking in Everyday Life 44 Reflection Questions 45 4 Deciding What Technology to Use 47 Choosing Technologies Intelligently 47 Models for Implementing Technology 49 Lecture- Related Software 50 The Learning Management System 52 The Flipped Classroom 55 Social Media 57 Mobile Learning in Class 59 Laptops in Class 59 Web Resources 61 The Future of Educational Technology 62 Reflection Questions 63 5 Building a More Complete Syllabus 65 How Extensive? What Tone? 65 Essential Syllabus Items 67 The Graphic Syllabus 71 Ensuring Your Students Read Your Syllabus 72 Adding a Creative Element 74 Reflection Questions 74 6 Following Copyright Guidelines 77 Where Copyright Does and Does Not Apply 78 Common Copyright Misconceptions 78 Free Use: Fair Use, Facts, and Public Domain 79 Printed Text 79 Images 80 In- Class Performances 81 Recording Broadcast Programming 81 Online Materials 82 Obtaining Permission or a License 83 How Copyright Violations Are Actually Handled 84 For Further and Future Reference 84 Reflection Questions 85 Part 2 The Human Side Of Teaching 87 7 Establishing a Positive Learning Community 89 Planning a Welcoming Classroom 90 A Welcoming First Day of Class 91 Learning Students’ Names 96 Maintaining a Welcoming Environment 97 Reflection Questions 98 8 Becoming an Increasingly Inclusive Teacher 99 Inclusive Climate in the Classroom 100 Diverse Perspectives 103 Representation in Course Content 104 Mitigate Inequities In and Out of the Classroom 105 Teaching So Everyone Learns 108 Universal Design for Learning 110 Building Out Inclusive Teaching Skills 110 Reflection Questions 111 9 Enhancing Student Motivation 113 Intrinsic and Extrinsic Motivation 113 Students’ Perceptions of Motivators in Their Courses 114 Perceived Value of College and Its Impact on Motivation 115 Theories of Motivation 115 Fifty Strategies to Motivate Students 119 No Magic Bullets 122 Reflection Questions 123 10 Managing Productive Groups 125 A Group by Any Other Name 125 The Case for Group Learning 126 Cautions About Group Learning 127 Managing and Troubleshooting In- Class Ad Hoc Groups 128 Setting Up, Managing, and Troubleshooting Formal, Project- Based Groups 129 Team- Based Learning 133 Preparing Students for Life 135 Reflection Questions 135 11 Preventing and Responding to Classroom Incivility 137 What Is Incivility? 138 Why the Incivilities? 138 Preventing Incivility 140 Responding Wisely to Incivility 145 Seeking Assistance 148 Reflection Questions 149 12 Preserving Academic Integrity 151 How Prevalent Is Cheating? 152 Why Do Students Cheat? 153 Detecting Cheating 153 Forty Ways to Catch a Cheater or Prevent Cheating 154 Honor Codes 156 Changing Student Values 157 Reflection Questions 157 Part 3 Tried- And- True Teaching Methods 159 13 Matching Teaching Methods with Learning Outcomes 161 Types of Tools 162 A Tool for Organizing Your Course 171 Has Our Knowledge Changed Our Teaching? 172 Reflection Questions 173 14 Lecturing for Student Learning 175 It Isn’t Lecture Versus Active Learning 176 When Lectures Work and Other Lecture Considerations 176 Preparing an Effective Lecture 178 Delivering an Effective Lecture 180 Combining Lecture with Engagement: The Interactive Lecture 181 Teaching Students to Take Good Notes 185 Making the Lecture Effective 187 Reflection Questions 187 15 Leading Effective Discussions 189 When to Choose Discussion 189 Setting the Stage for Discussion at the Start of Your Course 190 Encouraging Participation 191 Skillful Discussion Management 194 Questioning Techniques 197 Organizing Discussion Questions 198 Turning the Tables 201 Reflection Questions 201 16 Coordinating Experiential Learning Experiences 203 Role- Playing 203 Serious Games and Simulations 206 Service- Learning: Moving Learning Out of the Classroom 209 Maximizing the Value of Structured Participatory Learning Experiences 212 Reflection Questions 213 17 Teaching with Inquiry- Guided Methods 215 Definitions of Inquiry- Guided Learning 215 The Effectiveness of Inquiry- Guided Learning 216 The Need for Student Guidance 216 Objects of Inquiry 217 Modes of Inquiry 218 Types of Inquiry- Based Learning 219 Upcoming Inquiry- Guided Methods 222 Reflection Questions 223 18 Creating Engaging Cases 225 The Effectiveness of the Case Method 225 The Subject Matter and Websites for Cases 226 Types of Cases 227 What Makes a Good Case, and How to Write Your Own 228 Facilitating Cases 230 A Postscript for Pioneers 232 Reflection Questions 232 Part 4 Tools and Techniques To Facilitate Learning 233 19 Helping Students Learn How to Learn 235 Learning as an “Inside Job” 235 The Learner’s Questions 237 The Evidence for SRL 237 Activities and Assignments for Every Occasion 241 Sources for Teaching Your Students How to Learn 245 Reflection Questions 245 20 Enhancing Student Success in STEM Disciplines 247 Why We Are Likely Losing STEM Majors 248 Improving Student Learning in STEM Courses: General Advice 249 Improving Student Learning in STEM Courses: Specific Strategies 251 Getting Real in the Lab 254 Online Resources for STEM Education 256 Why STEM Education Is So Important 256 Reflection Questions 257 21 Ensuring Students Prepare for Class 259 Why Students Don’t Prepare 260 How We Can Equip and Induce Students to Come Prepared 262 Four Tools for Holding Students Accountable 266 Managing Your Workload 269 Reflection Questions 269 22 Integrating Styles and Modes of Learning 271 Learning Styles 271 Learning Styles Myth 272 Modes of Learning 273 Examples of Visuals for Learning 279 Combining Modes 283 Reflection Questions 283 23 Improving Student Performance with Feedback 285 Feedback Fails and Suggestions for Success 285 Metacognition as Feedback 288 Peer Feedback 289 Classroom Assessment Techniques 289 During- the- Term Student Feedback on Teaching 291 The Power of Feedback 292 Reflection Questions 293 Part 5 Assessment and Grading 295 24 Helping Students to Prepare for Exams 297 Importance of Helping Students to Prepare 297 Test Preparation Measures 298 Measures to Ensure Students Understand Our Language 301 Anxiety- Reduction Measures 301 What the Effort Is Worth 302 Reflection Questions 303 25 Constructing Student Assessments for Grading 305 General Testing Guidelines 305 Objective Test Items 307 Constructed- Response Test Items and Assignments 314 Using Assessments to Make Teaching Adjustments 318 Reflection Questions 318 26 Grading Student Assessments 319 Grading Systems 319 Grading Constructed Responses 320 Grading Lab Reports 327 Mechanics of Writing 327 Specifications (Specs) Grading 328 Returning Students’ Work 329 Ungrading 330 Grades Should Make Sense 331 Reflection Questions 331 27 Defining and Documenting Teaching Effectiveness 333 What Is Teaching Effectiveness? 333 What Student Ratings Do and Do Not Measure 334 How to Improve Your Student Ratings 336 Documenting Your Effectiveness 338 A Comprehensive Faculty Evaluation System 344 Complex and Essential 347 Reflection Questions 347 Appendix: Support Resources at Your Institution 349 References 355 Name Index 397 Subject Index 405

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Book Synopsis1. Introduction.- 2.Theoretical Approaches to the Study of Sexuality.- 3.Law, Policy and Practice: National and International Dimension.- 4.The Age of Consent.- 5.Constructing and Managing Risk: The Example of Teenage Pregnancy.- 6.Sexualisation of Childhood.- 7.Diversity and Difference.- 8.Schooling Sexuality.- 9.Sexual Literacy.- 9.Sex, Sexuality and Social Media: A New and Pressing Danger.- 10.Conclusion: Reconciling Childhood and Sexuality.Table of Contents1. Introduction.- 2. Theoretical Approaches to the Study of Sexuality.- 3. Law, Policy and Practice: National and International Dimension.- 4. The Age of Consent.- 5. Constructing and Managing Risk: The Example of Teenage Pregnancy.- 6. Sexualisation of Childhood.- 7. Diversity and Difference.- 8. Schooling Sexuality.- 9. Sexual Literacy.- 9. Sex, Sexuality and Social Media: A New and Pressing Danger.- 10. Conclusion: Reconciling Childhood and Sexuality.

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Book SynopsisBoth practical and inspiring, this book is designed to empower educators and school leaders to make clear and simple adjustments to their practice for a lasting impact on the happiness and well- being of staff and children and ultimately on academic standards. It includes practical tips and activities to help teachers generate a lasting atmosphere of positivity and happiness in the classroom plus clear strategies to help leaders to embed the Spread the Happiness approach throughout their school and across the curriculum.This book includes detailed case studies, a five-week programme of taster challenges and a section on measuring outcomes and sharing success. The Spread the Happiness approach invites teachers to undertake a 27-day challenge, which encourages problem solving and challenges them to make their immediate workplace happier. It identifies the strengths of adults and children and sets realistic goals to achieve as an individual, as a team and even as a community.Table of ContentsChapter 1: Why Well-being in Schools Requires the Spread the Happiness Approach Chapter 2: From Stab Vests to Superheroes. A Leadership Approach Through Spread the Happiness Chapter 3: Method in the Madness: An International School’s Spread the Happiness Approach Journey Chapter 4: Grassroots teachers using Spread the Happiness Approach Chapter 5: Implementation of the Approach Chapter 6: The 25 Day Challenges with Instructions Chapter 7: The Challenges for use with Evidence Scrapbooks Chapter 8: Celebrations and Happiness Ripples Chapter 9: Second Year of Spread the Happiness Challenges Chapter 10: Kindness is our Superpower for Educational Change Appendices: I. 100 Things to do with Your Child II. 100 things to do before you are six III. 100 things to do before you are six – UAE IV. 100 things to do indoors (from COVID 19) V. 50 things to do this summer (1-5) VI. Counting on Number Songs VII. Year 7 challenges for transition into secondary VIII. Year 7 Evidence Booklet

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Book SynopsisAssessment and Treatment of Non-Suicidal Self-Injury: A Clinical Perspective is the ideal primer for anyone who works with people who self-injure. Profiling who is affected as well as what their behaviour includes, the book explores the range of factors behind why people self-injure, from the influence of social media to the need for self-regulation, and offers recommendations for both assessment and outpatient treatment.Throughout, the book is permeated by profound respect for those who use self-injury in an attempt to live a good life, while conveying a deep understanding of the challenges that self-injury presents for family members and treatment professionals. It recognizes that the behaviour can spread in hospital wards or other institutional setting, introducing the concept of self-injury by proxy, and assesses the range of therapies available, including CBT, MBT, ERGT and family therapy. Each chapter is complemented by clinical vignettes.In an era when a great number of professionals will come into contact with someone who self-injures â including teachers, social workers and nurses as well as therapists â The Assessment and Treatment of Non-Suicidal Self-Injury is an invaluable resource that examines both the causes and the treatments available.Table of ContentsChapter 1. What is self-injury?Direct self-injuryIndirect self-injury Self-injury by proxyDigital self-harmTerminology Typologies of self-injuryChapter 2. Non-suicidal self-injury – an independent diagnosis? Categorizing self-injurers in non-clinical populationsAutonomous diagnosis in DSM-5Differential diagnoses Chapter 3. Epidemiology and gender differencesPrevalence in different age groups Onset, course and prognosisGender differences Women cut, men hit themselvesA literary example of a man who self-injuresChapter 4. Self-injury as a sign of the times Historical descriptions of self-injury Skin Late modern society When perfect becomes the new normalSelf-injury as social pathologyDemedicalizing and normalizing self-injury Social media Chapter 5. Historical theories and new models for understanding non-suicidal self-injuryHistorical theoriesEmotion dysregulation and three theoretical modelsThe benefits and barriers model Vulnerability and resilience factors for the development of self-injurious behaviourRisk factorsResilience factors Diversity in the presentation of self-injuryChapter 6. Attachment, affect regulation and growing up in an invalidating environmentAttachmentInternal working models The Strange situation and patterns of attachment Mind-in-mind and affect regulation Congruent and marked mirroring The alien selfMentalizing Mentalizing, mindfulness and validation Developing a mentalizing capacity Good mentalizing Failure of mentalizing deficit and NSSI Dissociation Dissociation and self-injuryThe biosocial theory and the impact of an invalidating childhood environment Chapter 7. From meaning to function A functional model of NSSI Model for perpetuation self-injuring behaviour Functions of NSSI Chapter 8. Pathophysiology and neurobiological perspectives on self-injury The role of neurotransmitters in NSSI Adrenalin, noradrenalin and cortisolThe low road and the high roadEndogenous opioidsSerotoninOther neurotransmittersChapter 9. Assessment of patients with non-suicidal self-injuryTherapeutic contact with the self-injuring patientAssessing patients with self-injuryAssessment instruments Motivation for treatment Levels of treatmentPrioritizing treatment focusChapter 10. Treatment of non-suicidal self-injury – an overview Problem-Solving Therapy (PST)Manual-Assisted Cognitive Therapy (MACT)Emotion Regulation Group Therapy (ERGT)Mobile apps Family therapyPhysical exercise Medical treatment Core elements in the psychotherapeutic treatment of NSSIChapter 11. Dialectical Behaviour Therapy Dialectical dilemmasTreatment structure The five stages of DBTValidation Change strategies Crisis card Contact between patient and therapist Effect of DBT on NSSI Chapter 12. Mentalization-based therapy – keeping mind in mind Treatment structure Case formulation Treatment principles General interventionIntervention hierarchy Elements of MBTImpact of MBT on NSSIChapter 13. Treating self-injury during hospitalizationEmotional dysregulation during hospitalization SedativesSelf-injury by proxy – mechanical restraintsThe spiral of self-injury – the ‘tacit dialogue’Reactions that may exacerbate self-injuring behaviour NSSI and peer influence Principles of a non-confrontational cultureThe practical organization of the treatment Chapter 14. When a loved one self-injures Walking on eggshellsAccepting the difficult situationSurvivor’s guiltNeutral topics Talk about it Educate yourself online and via the literatureParental burnout Parental relations – GIVEScars

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Book SynopsisClassroom management can make or break your teaching, but how can you implement it most effectively? In this crucial book from bestselling authors Todd Whitaker, Katherine Whitaker, and Madeline Whitaker, you’ll gain practical strategies for designing or improving your classroom management from the ground up. Table of Contents1. House Metaphor 2. Effective Instruction 3. The Foundation—Building Relationships 4. The Structure—High and Clear Expectations 5. The Maintenance—Consistency 6. The Reset—Your Last Resort 7. Conclusion: Your Tomorrow

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Book SynopsisClassroom management can make or break your teaching. But as educators know, there is no one-fits-all solution for every classroom. That is why bestselling authors Todd Whitaker, Madeline Whitaker Good, and Katherine Whitaker came together to write this book. They created a guide combining sound research with practical wisdom so educators could have a classroom management resource written by teachers for teachers. From this book, youâll gain effective strategies for designing and improving your classroom management from the ground up. Youâll learn how the three core aspects of classroom management (relationships, high and clear expectations, and consistency) can be used to build and maintain an effectively-run classroom. Youâll also find out how to tweak minor issues and reset major challenges when things donât go as planned.Each chapter covers a core aspect of classroom management and includes a foundational understanding of the concept, powerful stories and examples, how-toTable of Contents1. House Metaphor 2. Effective Instruction 3. The Foundation—Building Relationships 4. The Structure—High and Clear Expectations 5. The Maintenance—Consistency 6. The Reset—Your Last Resort 7. Conclusion: Your Tomorrow

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Book SynopsisDale H. Schunk is Dean of the School of Education and Professor of Curriculum and Instruction at the University of North Carolina at Greensboro. He holds a Ph.D. in Educational Psychology from Stanford University, a M.Ed. from Boston University, and a B.S. from the University of Illinois at Urbana. He has held faculty positions at Purdue University (where he served as Head of the Department of Educational Studies), the University of North Carolina at Chapel Hill (where he also was Chair of the Academic Affairs Institutional Review Board), and the University of Houston. Dale has edited six books, is co-author of Motivation in Education: Theory, Research, and Applications (Prentice Hall, 2008) and has authored over 80 articles and book chapters. He has served as President of Division 15-Educational Psychology for the American Psychological Association and as Secretary of Division C-Learning and Instruction for the American Educational Research AssociatTable of ContentsTable of Contents Chapter 1 — Introduction to the Study of Learning Learning Defined Precursors of Modern Learning Theories Learning theory and philosophy Beginnings of the psychological study of learning Structuralism and functionalism Learning Theory and Research Functions of theory Conducting research Assessment of Learning Direct observations Written responses Oral responses Ratings by others Self-reports Relation of Learning and Instruction Historical perspective Instructional commonalities Integration of theory and practice Critical Issues for Learning Theories How does learning occur? What is the role of memory? What is the role of motivation? How does transfer occur? Which processes are involved in self-regulation? What are the implications for instruction? Three Learning Scenarios Kathy Stone’s third-grade class Jim Marshall’s U. S. History class Gina Brown’s educational psychology class Summary Further Reading Chapter 2 — Behaviorism Connectionism Trial-and-error learning Laws of exercise and effect Other principles Revisions to Thorndike’s theory Instructional applications Classical Conditioning Basic processes Informational variables Biological influences Conditioned emotional reactions Contiguous Conditioning Acts and movements Associative strength Rewards and punishments Habit formation and change Operant Conditioning Conceptual framework Basic processes Behavioral change Behavior modification Self-regulation Instructional Applications Behavioral objectives Learning time Mastery learning Programmed instruction Contingency contracts Summary Further Reading Chapter 3 — Neuroscience of Learning Organization and Structures Neural organization Brain structures Localization and interconnections Brain research methods Neurophysiology of Learning Information processing system Memory networks Language learning Brain Development Influential factors Phases of development Critical periods Language development Motivation and Emotions Motivation Emotions Instructional Applications Relevance of brain research Educational issues Brain-based educational practices Summary Further Reading Chapter 4 — Information Processing Theory Information Processing System Assumptions Two-store (dual-memory) model Alternatives to the two-store model Attention Theories of attention Attention and learning Attention and reading Perception Gestalt theory Sensory registers LTM compar

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Book SynopsisThis book advances an environmental approach to enhancing creativity in schools, by interweaving educational creativity theory with creative industries environmental approaches.Table of ContentsPreface.- Chapter 1. Research.- Chapter 2. Find Patterns.- Chapter 3. Ideate.- Chapter 4. Prototype.- Chapter 5. Iterate.

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Book SynopsisAs a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development? Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational/child psychology, but also organisational and counselling perspectives. Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher''s roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current pTrade ReviewThis important new book, written be expert educators and psychologists, will provide new and early careers teachers with a much-needed bridge between psychological theory, recent research and practical reflexive stimulus to deepen understanding. The focus on personal, social and emotional perspectives goes beyond the cognitive sciences currently dominating teacher education. * Elaine Wilson, Senior Lecturer in Education, University of Cambridge, UK *A unique text that applies psychological theory and research to teacher development with the dual yet integrated focus on fostering teacher well-being and creating effective teaching-learning contexts to foster student learning and well-being. * Bonnie K. Nastasi, Professor of Psychology, Tulane University, USA *Table of ContentsList of Figures List of Tables Series Editor’s Preface Series Editor's Introduction to the Personal, Social and Emotional Perspectives for Educators Series Using This Book Notes on Contributors List of Abbreviations Acknowledgements 1. Setting the Context, Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Lisa Marks Woolfson (University of Strathclyde, UK) and James Boyle (University of Strathclyde, UK) 2. The Professional Self and Psychology, James Boyle (University of Strathclyde, UK), Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK) and Lisa Marks Woolfson (University of Strathclyde, UK) 3. Health and Well-Being in Psychology, Lisa Marks Woolfson (University of Strathclyde, UK) and Stuart Woodcock (Griffith University, Australia) 4. The Social World of the Classroom, Matthew P. Somerville (UCL Institute of Education, University College London, UK) and Ed Baines (UCL Institute of Education, University College London, UK) 5. Effective Interpersonal Communication, Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK), Linda Crichton (Bi-borough Newly Qualified Teacher Service, UK), and Julie Shaw (Bi-borough Newly Qualified Teacher Service, UK) 6. Resilience, Reflection and Reflexivity, James Boyle (University of Strathclyde, UK) and Elizabeth King (University of Strathclyde, UK) 7. Psychology and the Effective Teacher, Lisa Marks Woolfson (University of Strathclyde, UK), James Boyle (University of Strathclyde, UK) and Jeremy Monsen (Principal Educational and Child Psychologist, Westminster and Kensington and Chelsea Educational Psychology Consultation Service, UK) References Index

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Book SynopsisThe Psychology Express undergraduate revision guide series will help yourstudents to understand key concepts quickly, revise effectively and make their answers stand out.Table of Contents What is Educational Psychology? Cognition and learning Emotional, social and personal development Learning and motivation Individual differences in education Social and cultural diversity in the classroom Recognising the needs of exceptional learners Classroom management Approaches to assessment Beyond the classroom

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Book SynopsisThis practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with high-functioning autism spectrum disorders (ASD) and Asperger syndrome; the impact on peer relationships, school performance, and behavior; and how social skills training can help. Chapters delve into the nuts and bolts of teaching and reinforcing core skills in classroom, small-group, or individual contexts, emphasizing ways to tailor interventions to each individual's needs. Reproducible forms and worksheets can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewWhat sets this book apart from other social skills manuals is its flexibility; it provides a guiding framework that can be easily adapted to any client's or student's needs. White has integrated useful information on a variety of treatment approaches into a cutting-edge synthesis of the best available research and clinical practices. She addresses everything from how to understand and measure target behaviors to how to structure sessions for success, the type of content to cover, and specific strategies to employ. Many case examples make the information easy to understand, and handouts are provided that can be utilized in treatment or teaching. The end result is a book that is very comprehensive and easy to apply--a 'must read' for anyone doing social skills intervention with children with ASD!--Carla A. Mazefsky, PhD, Department of Psychiatry, University of Pittsburgh School of MedicineWhite's writing reflects an abundance of clinical experience with children and youth with ASD. The book is filled with examples and vignettes illustrating the principles and practices of social skills intervention. This book is a valuable resource for therapists, school-based clinicians, and teachers. It contains a wealth of specific intervention strategies, exercises, and worksheets to aid in the assessment and instruction of social skills. It also will be useful as a text in courses preparing clinicians and educators to work with children and youth with ASD.--Donald Oswald, PhD, Department of Psychiatry, Virginia Commonwealth University This is an easy, enjoyable read. I was particularly impressed by White's ability to blend empirical data with personal experience. The case studies and examples really brought the book to life and assured me that the information was coming from someone who had been 'in the trenches.' Anyone who endeavors to do social skills training with children and adolescents on the spectrum should make this book a staple in their library.--Lauren M. Hutto, PhD, Regional Multidisciplinary Evaluation and Consulting Center, Florida State UniversityBacked by cutting-edge research and considerable clinical experience, White takes the theoretical and makes it practical. The book offers rationales behind tailor-made training methods for individuals and groups and provides a variety of templates and handouts for use with students and their parents. Whether you want to understand the greatest challenges facing students with autism and related conditions, or you want practical strategies you can start using today, this book should hold a prominent place on your desk.--Katherine A. Briccetti, PhD, school psychologist, Piedmont (California) Unified School DistrictA very useful resource for special educators. The book's logical organization makes the information easy to access. The emphasis on using peers as supports will be appealing to educators who are looking for better ways to provide inclusive school experiences for students with ASD. The chapter on running social skills training groups is especially helpful and practical.--Kimber L. Wilkerson, PhD, Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison -Serves as a concise, yet thorough, guide to social skills training for children on the higher-functioning end of the autism spectrum….This brief guide contains descriptions of ASD subtypes, various treatment techniques, for differing deficits, social skills training across different settings, and supplemental assessment tools, worksheets, and informational handouts….The clear descriptions of the differing deficits and the various theories explaining ASD symptoms not only give a rationale for social skills training, but also provide readers with a solid foundation on which to determine the most appropriate course of treatment for the children they will be serving.... Dr. White's delicate balance of a strict adherence to empirically driven techniques and provision of real-world examples promotes not only the adoption of strategies supported by research but also provides practical, flexible tips and explanations, making this an appropriate and valuable resource for clinicians and educators alike.--Journal of Autism and Developmental Disorders, 2/1/2013Table of Contents1. Introduction2. Clinical Evaluation and Assessment of Social Skills3. Types of Interventions and Adaptations for ASD4. Social Skills Training Groups5. Strategies for Use in the Classroom6. Strategies for the Clinic7. Promoting Social Skills Training at Home8. Improving Social Competence beyond Childhood

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Book SynopsisPresenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website. New to This Edition *Heightened emphasis on intervention, including significant new developments in reading comprehension and math. *Chapter on principles of effective instruction and MTSS. *Chapter on automTrade Review"This important work is elegantly crafted by authors who have made significant contributions to research and practice and who are committed to evidence-based solutions to the many challenges associated with diagnosis, assessment, and treatment of LDs. The updated second edition deals with the new discoveries at the intersection of education, psychology, and neuroscience that have been made at a staggering pace, as well as lively debates regarding definitions and criteria setting. Not only is this book timely and authoritative, but it also makes a real contribution to helping us understand where the field is now and where we need to go next. I consider this to be a 'must read' volume for researchers, educators, policymakers, and all others concerned with improving outcomes for children who struggle in the classroom and beyond."--Kenneth R. Pugh, PhD, President and Director of Research, Haskins Laboratories; Department of Psychology, University of Connecticut; Department of Linguistics, Yale University "There are so many books and so little time--yet this one, I assure you, is worth your precious time. Whether your primary interest is teacher training, research, or classroom practice, this book provides the knowledge you need. Building on the exemplary first edition, the second edition features current research on all domains of LDs (math, word reading, writing, reading comprehension) and expanded practical guidance for implementing research-based practices across the grade span. It explains best practices in instruction and assessment in the context of current special and general education policy."--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin "Scientific knowledge of LDs has greatly expanded in the dozen years since the first edition was published. The second edition includes a wealth of current information on the types and manifestations of LDs, neurobiological underpinnings, and effective interventions. The coverage is comprehensive; findings are evaluated in terms of the adequacy of their methods and distilled into meaningful summaries of key facets and instructional principles. The many tables and figures underscore important themes and enhance the book’s utility as a professional resource and core text. Beyond its value in updating scientific progress in the field, this work demonstrates both the promise and challenges of broader-scale applications of evidence-based approaches.”--H. Gerry Taylor, PhD, ABPP-CN, Center for Biobehavioral Health, Nationwide Children’s Hospital Research Institute; Department of Pediatrics, The Ohio State University "I have been recommending the first edition of this book to every graduate student I work with, and I look forward to continuing this tradition with the second edition. I especially appreciate the new chapter on the reality of LDs and the updated coverage of interventions. Amid ongoing debates about definitions of LDs, the research literature has at times seemed out of step with the reality we see daily of individuals whose performance improves substantially when provided suitable intervention and accommodations. This second edition provides an authoritative source for appropriate interventions."--Richard K. Wagner, PhD, Robert O. Lawton Distinguished Professor of Psychology, Florida State University; Associate Director, Florida Center for Reading Research "The LD field has never been more conceptually chaotic than it is today--fortunately, the second edition of this seminal book provides much-needed clarity. The authors present models for the identification, prevention, and treatment of LDs that are practical and well grounded in research. In addition to pointing out effective approaches based on solid science, the authors also identify common practices that lack support. This book is well suited for preservice trainees and for practitioners who hope to further develop their skills. The second edition addresses the role of MTSS and provides additional information about dyslexia, both of which are important topics in practice today. It should be widely read and used to improve the lives of children with LDs."--Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia "This second edition is the definitive source for teachers, administrators, and researchers on evidence-based practices for teaching academic skills to students with LDs. Its acclaimed authors provide a detailed, compelling, and nuanced picture of LDs and how to address their impact on students’ learning."--Steve Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College, Arizona State University -Jack Fletcher and his colleagues have written an impressively comprehensive textbook on [learning disabilities] (LD), consisting of strong opinions and conclusions along with a careful review of research to back them up. The authors are all senior scholars in the LD field, and their ability to synthesize findings from a vast literature is remarkable. (Though this is a second edition of a book initially published in 2007, it is such a major expansion and revision that it is essentially a different book.)…This is a textbook more than a practitioner's manual, but practitioners would nonetheless benefit from this accessible review of research and careful arguments for evidence-based practice in LD.--NASP Communiqué, 5/1/2019ƒƒHighly recommended. Upper-division undergraduates through practitioners. (on the first edition)--Choice Reviews, 6/1/2007Table of Contents1. Introduction 2. Are Learning Disabilities Real? 3. Classification and Definition of Learning Disabilities: The Problem of Identification 4. Assessment of Learning Disabilities 5. Effective Instruction for Students with Learning Disabilities: A Multi-Tiered System of Supports 6. Word-Level Reading Disabilities (Dyslexia) 7. Text-Level Reading Disabilities (Specific Reading Comprehension Disability) 8. Mathematics Disabilities: Calculation and Problem Solving 9. Written Expression Disabilities 10. The Problem of Automaticity 11. Translating the Results of Scientific Research into Educational Practice References Index

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Book SynopsisThis book guides PreK-12 educators and school-based clinicians on how to embed socially just practices into their day-to-day roles to achieve more equitable outcomes. Social Justice in Schools uses vivid vignettes and personal reflections to demystify complex concepts. It pinpoints ways educators can better understand their racially and ethnically minoritized students, reflect on and challenge implicit bias in assessment and decision making, and build meaningful homeâschool relationships. Chapters begin with clearly framed learning outcomes and close with discussion questions and resources for professional learning. In a convenient large-size format, the book includes reproducible handouts and forms that can be downloaded and printed for repeated use. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This essential book will engage educators across disciplines and at all levels--from preservice teachers to practicing school psychologists. It provides insight into what social justice means in the context of schooling and how educators' daily practices can facilitate social justice for the children, families, and communities they serve. Barrett has created an easy-to-read book that is a call to action for educators concerned with equity, fairness, and opportunity for marginalized students."--Sherrie L. Proctor, PhD, School Psychology Program, Queens College, City University of New York "A toolkit for educators who endeavor to transform their classrooms into just communities. Barrett skillfully weaves theory, research, and social justice practices, and includes thought-provoking exercises at the end of each chapter. The rich stories, helpful diagrams, and community-building activities will help educators develop the needed skill set to practice social justice in the schoolhouse. Drawing on his own experiences as a school psychologist, Barrett has crafted a needed resource aligned with the NASP Practice Model."--Terri N. Watson, PhD, School of Education, The City College of New York "While many social justice books are written from a theoretical perspective that leaves the reader wondering what to do next, Barrett’s book focuses on knowledge and tools that educators can use right away. Case studies, vignettes, resources, and reflection questions aid in understanding specific ways to enact anti-racist ideals. Using the 'Five C's of Equity' described in the book will allow school teams to change practices, policies, and behavior to ensure equitable outcomes. A 'must read'!"--Andria Amador, EdD, NCSP, Senior Director of Behavioral Health Services, Boston Public Schools "Barrett highlights the intersection between theory and practice in order to move equity from talk to action. He provides a roadmap on how to ensure adult issues don’t get in the way of responding to what students need. This text inspires and equips educators in contexts where equity is a collective goal. What resonates with me most as a superintendent is how the book helps us learn more about not just what we think social justice is in schools, but, more important, what we can do with it."--Nyah D. Hamlett, EdD, Superintendent, Chapel Hill–Carrboro City Schools, North Carolina "Social Justice in Schools is a book for this day and time. Barrett adeptly walks the fine line between the prescriptive and descriptive to give educators a framework to appropriately serve the children in their care. This book is for new and veteran teachers, school psychologists, and other school professionals. As a middle school division director and an educational consultant, I found tangible tools for professional development. Run, don't walk, to get this book."--Worokya Duncan, EdD, Head of Upper School, The Cathedral School of St. John the Divine, New York City "Rooted in Bronfenbrenner’s ecological systems theory, this book provides an accessible, resourceful, and thorough framework for centering social justice work in school contexts. Drawing on literature from multiple disciplines and from his own positionalities and life experiences as a Black professional, Barrett challenges the reader to critically reflect about power and to unlearn deficit frames. He invites all educators to a journey of creative co-imagination of systemic change at the level of policy, assessment, and in learning spaces, proposing a transformation that can center all languages and ways of learning."--María Rosa Brea-Spahn, PhD, CCC-SLP, Department of Communicative Sciences and Disorders, New York University-Table of ContentsForeword, Ivory A. Toldson Preface 1. Social Justice: A Framework for Equity in Public Education 2. Social Justice Is About Systems 3. Social Justice Is About Challenging Ourselves and Others 4. Social Justice Is About Privilege, Implicit Bias, and Intersectionality 5. Social Justice Is About More Than Numbers 6. Social Justice Is About the Children, Families, Schools, and Communities We Serve 7. Social Justice Is About Empowering Families 8. A Challenge to Educators 9. Social Justice and Me: The Formation and Evolution of a Professional Identity References Index

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Book SynopsisWith 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K-12 students live up to their potential in school and beyond. The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K-3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing aTrade Review"Professionals will find a diverse toolbox of strategies designed to promote self-regulated learning. As readers try out these strategies, Dawson and Guare also provide tools to measure progress and tailor approaches to the unique needs and contexts of younger and older students. Critical updates in the second edition include an increased emphasis on collaboration and shared decision making, as well as current information on applications of digital technology."--Margaret H. Sibley, PhD, Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine "The second edition is comprehensive and pragmatic. It provides detailed insights on everything from identifying good candidates for coaching to conducting sessions and monitoring progress. The discussions of school-based and peer coaching programs are instrumental, as they broaden the scope of intervention to the institutional level. As a clinical psychologist working in a school setting for over 20 years, I can attest that executive skills coaching can be life changing for many students."--Isabel de Puigdorfila, PsyD, school psychologist, Baldwin School of Puerto Rico “Dawson and Guare have done it again with the second edition of this masterpiece, providing an excellent framework for coaching students of all ages to manage their executive skills challenges. It’s not hyperbole to say that the appendices alone provide more pragmatic support than most books on the topic do in their entirety. Whether discussing the language that builds agency in clients or the use of specific tools, the book is both comprehensive and clear. I highly recommend this guide for anyone who wishes to make a difference with K-12 students.”--Michael Delman, MEd, Founder and CEO, Beyond BookSmart "This book should be on the shelf of every professional working with neurodivergent young people. It is a practical, easy-to-follow guide that equips professionals with all the tools they need to get started doing executive skills coaching with children and teens. The new chapter on foundational strategies, as well as other updates in the second edition, are very welcome."--Victoria A. Bagnall, MA, Co-Founder and Managing Director, Connections in Mind "As director of a company that assists many individuals with learning difficulties and disabilities, I have found this book a 'must have.' It guides educators in a step-by-step coaching process using evidence-based strategies. This a very practical, informative resource for anyone who works with students with executive skills challenges."--Natalie Williamson, Director, LAB Learning Clinic, Australia-This manual is a current, valuable guide to skill development in executive thinking….This manual stands out, as it stresses voluntary participation and provides best practices with evidence-based tools and progress monitoring that enable paraprofessionals, peers, or laypeople to be coaches.--Doody's Review Service, 09/29/2023Table of ContentsI. Theoretical and Research Background 1. The Development of Executive Skills in the Brain: Biology and Experience 2. Theoretical Underpinnings for Coaching II. Our Coaching Model 3. Introduction 4. Coaching Secondary Students 5. Coaching Elementary Students 6. Case Examples III. Coaching Techniques 7. Motivational Interviewing 8. Communication Techniques for Elementary Coaches 9. Self-Assessment as a Tool for Honing Coaching Skills 10. Goal Setting and Action Planning 11. Progress Monitoring IV. Strategies and Special Applications 12. Strategies to Support Executive Skills Coaching 13. Adaptations for Coaching Students with Disabilities 14. Other Forms of Coaching 15. Parting Thoughts Appendix 1. Getting to Know You Survey Appendix 2. Executive Skills Questionnaire Appendix 3. Executive Skills Questionnaire--Adult Version Appendix 4. Executive Skills Problem Checklist Appendix 5. Executive Skills Semistructured Interview--Student Version Appendix 6. Parent Handout Appendix 7. Consent for Services: Executive Functioning Coaching Appendix 8. Model of an Independent Coaching Contract Appendix 9. Goal-Planning Template Appendix 10. Daily Coaching Form Appendix 11. Coach Feedback Form--Student Version Appendix 12. Coach Feedback Form--Coach Version Appendix 13. Executive Skills Questionnaire for Children--Preschool/Kindergarten Version Appendix 14. Executive Skills Questionnaire for Children--Lower Elementary Version Appendix 15. Executive Skills Questionnaire for Children/Adolescents Appendix 16. Executive Skills Problem Checklist--Elementary Version for Teachers Appendix 17. Executive Skills Problem Checklist--Elementary Version for Parents Appendix 18. Basic Self-Assessment Appendix 19. Advanced Self-Assessment Score Sheet Appendix 20. Motivational Interviewing Resources Appendix 21. Environmental Modifications Menu Appendix 22. Example of Elaborate Incentive System Appendix 23. Strategies for Specific Executive Skills Appendix 24. How to Write an Essay Appendix 25. How to Plan and Complete Long-Term Projects Appendix 26. Studying for Tests Appendix 27. How to Organize Notebooks/Homework Appendix 28. How to Take Notes Appendix 29. Learning to Solve Problems References Index

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Book SynopsisFrom noted authorities, this book presents a comprehensive approach to designing and implementing evidence-based Tier 3 behavior interventions for K-12 students. The authors' functional assessment-based intervention (FABI) process has been supported by multiple peer-reviewed studies conducted in authentic educational environments. Step by step, chapters spell out proven methods to define target behaviors, determine the function of the undesirable behavior, identify appropriate replacement behaviors, and deliver and monitor intensive interventions. Illustrated with real-world case examples, the book shows how to embed FABI within a school's integrated tiered system of supports. Guidance for scaling FABI district- and statewide is also provided. Ethical issues, professional standards, equity concerns, and cultural and linguistic considerations are addressed throughout. In a convenient large-size format, the book includes reproducible checklists and forms that can also be downlo

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Book Synopsis1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & JosTrade Review“This book on best practices for using response to intervention (RTI) within Multi-Tiered Systems of Support (MTSS) covers both assessment and intervention. … The book is replete with figures and tables which help clarify the text. This book fully discusses the multitiered systems of support. This update is justified because of the increase in research studies since the previous edition.” (Gary B. Kaniuk, Doody’s Book Reviews, April, 2016)Table of Contents1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & Joseph F. Kovaleski.- 9. Multi-tiered Systems of Support and Evidence-Based Practices; Karen C. Stoiber & Maribeth Gettinger.- 10. Preservice Teacher Education and Response to Intervention within Multi-tiered Systems of Support: What Can We Learn From Research and Practice?; David H. Allsopp, Jennie L. Farmer, David Hoppey.- 11. Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring; Shane R. Jimerson, Rachel Stein, Aaron Haddock, & Reza Shahroozi.- III. Tier 1 – Assessment, Problem Analysis, and Intervention.- 12. Screening Assessment within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps; Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten, & Myeongsun Yoon.- 13. The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success; Asha K. Jitendra & Danielle N. Dupuis.- 14. Classroom Reading Instruction for All Students; Barbara R. Foorman amd Jeanne Wanzek.- 15. Classwide Intervention Using Peer-Assisted Learning Strategies; Kristen L. McMaster & Douglas Fuchs.- IV. Tier 2 – Assessment, Problem Analysis, and Intervention.- 16. Assessment: Periodic Assessment to Monitor Progress; Benjamin Silberglitt, David Parker, & Paul Muyskens.- 17. Problem-Analysis at Tier 2: Using Data to Find the Category of the Problem; Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas & Lori Helman.- 18. Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2; Lynn S. Fuchs, Douglas Fuchs, & Amelia S. Malone.- 19. Implementation of Tier 2 Reading Interventions in the Primary Grades; Jeanne Wanzek, Stephanie Al Otaiba, & Brandy Gatlin.- V. Tier 3 – Assessment, Problem Analysis, and Intervention.- 20. Progress Monitoring for Students Receiving Intensive Academic Intervention; David A. Klingbeil, Tera L. Bradley, & Jennifer J. McComas.- 21. Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems; Melissa Coolong-Chaffin & Jennifer J. McComas.- 22. Tier 3: Intensive Mathematics Intervention Strategies; Robin S. Codding & Ryan Martin.- 23. Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?; Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanne Wanzek & Joseph Torgesen.- VI. Contemporary Implementation Science.- 24. Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation; George H. Noell & Kristin A. Gansle.- 25. Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response to Intervention Service Delivery Framework; Jeremy Miciak, Jack M. Fletcher, & Karla K. Stuebing.- 26. Contextual Influences and Response to Intervention; Amy L. Reschly & Melissa Coolong-Chaffin.- 27. Using Single Case Design in a Response to Intervention Model; T. Chris Riley-Tillman & Daniel M. Maggin.- VII. Contemporary Implementation Topics.- 28. Technology-Based Assessment and Problem Analysis; Gerald Tindal & Julie Alonzo.- 29. Educational Technology and Response to Intervention: Affordances and Considerations; Janet S. Twyman & Melinda S. Sota.- 30. Response to Intervention for English Learners; Diana Socie & Mike Vanderwood.- 31. Essential Features of Tier 2 & 3 School-wide Positive Behavioral Supports; Barbara S. Mitchell, Allison L. Bruhn, & Timothy J. Lewis.- 32. Implementing Response to Intervention in Secondary Schools; Mark R. Shinn, Holly S. Windram, & Kerry A. Bollman.- 33. Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood; Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley & Jane Atwater.- 34. Teacher Formative Assessment: The Missing Link in Response to Intervention; Linda A. Reddy, Christopher M. Dudek, & Elisa S. Shernoff.- VIII. Effective Contemporary Models.- 35. Challenges Faced by New Implementation sites: The Role of Culture in the Change Process; Dawn Miller & Rachel Freeman.- 36. Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement; Kim Gibbons & W. Alan Coulter.- 37. Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania; Edward S. Shapiro.- 38. Data-Based Decision-Making, the Problem Solving Model, and Response to Intervention in the Minneapolis Public Schools; Doug Marston, Matthew Lau, Paul Muyskens, & Jennifer Wilson.- 39. Implementing Response to Intervention in a Rural Setting; Renee Guy, Amanda Fields, & Lynn Edwards.- 40. Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support; Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden, & Stanley L. Deno.

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Book SynopsisGrowth Mindset Teach for success with this 'must-have' handbook for anyone looking to embed a growthmindset culture essential for supporting agency, physical and emotional well-being, andinquiry-based learning. Take the concept of growth mindset and turn it into a powerful reality with practicalstrategies, lesson plans and extensive examples developed by practising teacher andmindset expert Katherine Muncaster and Co-authored by leading professionaldevelopment expert Shirley Clarke. Create a powerful and inviting learning environment throughout your school withdetailed and practical advice to support the physical and emotional development ofyour students. Easy-to-access classroom video clips provide demonstrations of the impact of thisapproach in lessons

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Book SynopsisEducational psychology applies psychological theories, ideas and methods to education and to understandings of teaching and learning, both in the classroom and beyond. As last few months have shown, psychology can have a huge impact both on and in education. This practical guide applies evidence-based practice to real-life scenarios over a broad range of topics in the psychology of education, from its historical roots to digital learning, and from cognitive development to diversity and cultural differences. Essential reading for students of education, psychology, and educational psychology, as well as teacher trainees and practising educators working with learners of any age, this textbook offers a variety of perspectives and advice on contemporary issues in educational psychology. Janet Lord is Faculty Head of Education at Manchester Metropolitan University. Table of ContentsPart I: Educational Psychology: Background and Basics Chapter 1: History of Education & Educational Psychology - Janet Lord, Adele Fozard and Charlotte McKessy Chapter 2: Policy and Educational Debate - Alex Hay Chapter 3: Psychological Approaches and Ideas within Education - Katie Paddock and Emma Swift Chapter 4: Research Methods in Educational Psychology - Claire L. Fox Part II: Psychological Theories and Approaches in Education Chapter 5: Early Language and Literacy Development - Louah Sirri and Rosie Flewitt Chapter 6: Social and Emotional Development - Steph Ainsworth and Joanna Beaumont Chapter 7: Cognitive Development - Louah Sirri and Janet Lord Chapter 8: Cognitive Models of Learning - Jenni McGahan and Katie Stone Chapter 9: Introduction to Personality & Individual Differences - Cian Carney and Karen Duffy Chapter 10: Diversity and Cultural Differences in Education - Samantha Wilkinson and Catherine Wilkinson Chapter 11: Motivation - Yvonne Skipper Chapter 12: Collaboration and Cooperation in Learning - Justine Bowker and Clare Waddell Part III: Applying Psychology in Educational Settings Chapter 13: Psychology and the Professional Learning of Teachers and Other Educational Professionals - Martin Hagan and Claire Connolly Chapter 14: Assessment and Testing - Nick Garnett Chapter 15: Special Educational Needs and Disability (SEND) and Inclusion - Sara Whalley Chapter 16: Behaviour and Learning - Rachel O’Sullivan Chapter 17: The Effects of Disadvantage - Elizabeth Gregory Chapter 18: Modernising the Classroom: Brains, Bodies and Bots - Steph Ainsworth Chapter 19: Digital and Online Learning - Matthew Thorpe Chapter 20: Social Media, Education and Learning - Lucie Golton Chapter 21: Mental Health and Emotional Well-Being - Charlotte Louise Bagnall Chapter 22: English as a Second Language & Second Language Learning - Gulsah Kutuk Chapter 23: Early Years Education and Psychology - Alicia Bayo-Blanco Chapter 24: Adult and Lifelong Learning - Steve Ingle Chapter 25: And Finally… - Janet Lord

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Book SynopsisStrengthening K-12 School Counseling Programs aims to help school counselors, counselors in training, school administrators, and other members of the school community develop and strengthen developmental school counseling programs. Providing a step-by-step approach to planning and managing a comprehensive developmental counseling program, this book encourages school and community-based counseling teams coordinate their efforts to design coherent, complementary programs rather than competing, fragmented ones.This second edition is significantly expanded, including additional information on preparing the advisory team and building a foundation of core beliefs and governing values. Also included is an example of a Counseling Program Activity Guide, as well as a chapter devoted to examples from the field from school systems in Arkansas, Missouri, Kansas and Tokyo, Japan.Trade Review"Practical. Commonsense. Usable. Accountable. Job-saving. These are some of the words that come to mind to describe the second edition of Donald Rye and Rozanne Sparks's Strengthening K-12 School Counseling Programs: A SupportSystems Approach...School counselors in training and practitioners alike will benefit greatly from the ideas and examples in this edition. And the most important shareholders in the world of K-12 education--students and their parents-- will benefit from the improved counseling and guidance services that will emerge through the implementation of the Rye and Sparks model."-Walter B. Roberts, Jr. Ed.D., L.P.C.Counselor Education, Mankato State UniversityFrom the Foreword."Table of ContentsForeword. Acknowledgements. Strengthening K-12 Counseling Programs. Why Plan? Foundations for Planning. Getting Started. The Advisory Team. Building the Foundation. Needs Assessment, Goals, and Objectives. Evaluation. The Counseling Program Activity Guide. Examples from the field. Bibliography. Index. About the Authors.

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Book SynopsisFrom distinguished scholar Donna M. Mertens, this book provides a framework for making methodological decisions and conducting research and evaluations that promote social justice. The transformative paradigm has emerged from—and guides—a broad range of social and behavioral science research projects with communities that have been pushed to the margins, such as ethnic, racial, and sexual minority group members and children and adults with disabilities. Mertens shows how to formulate research questions based on community needs, develop researcher–community partnerships grounded in trust and respect, and skillfully apply quantitative, qualitative, and mixed-methods data collection strategies. Practical aspects of analyzing and reporting results are addressed, and numerous sample studies are presented. Student- and Instructors-Friendly Features Include:*Commentary on the sample studies that explains what makes them transformative.*Explanations of key concepts related to oppression, social justice, and the role of research and evaluation.*Questions for Thought to stimulate critical self-reflection and discussion.*Advance chapter organizers and chapter summaries.Trade ReviewI've been searching for the right text for my master's-level course entitled Research in Community Settings. I've just finished reading this book, and I think it is terrific! It is just right for a course in which students will be engaging in community-university partnerships as well as learning to think critically about research.--Robb Travers, PhD, Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, CanadaAs the world becomes more interconnected and diverse, our research methods need to keep up with changes. Mertens writes beautifully about conducting research in the service of social justice, using a transformative lens and focusing clearly on each step in the process. This book illustrates why Mertens is so highly regarded for her writing that links research methods theory with practice. I highly recommend this book for researchers and graduate students across the social and human sciences.--John W. Creswell, Department of Educational Psychology, University of Nebraska-LincolnMertens focuses on using research and evaluation to transform people’s lives and communities. Including historically excluded and marginalized people in the processes of generating and using knowledge is transformative not only for research participants, but also for the researchers and evaluators who engage with them. The genius of Mertens's comprehensive approach resides in the way she makes transformative inquiry accessible and inclusive yet intellectually robust and methodologically rigorous. She invites us into the transformative process, changing the ways we both think about and conduct research and evaluation. This book is for anyone open to seriously engaging the transformative power of inclusive inquiry.--Michael Q. Patton, author of Utilization-Focused Evaluation, Fourth EditionMertens gets to the heart of how to ground research and evaluation projects in a social justice framework, in line with multiple disciplinary perspectives that embrace a transformative paradigm. This book will challenge students--including those who have not previously questioned their basic societal beliefs and assumptions--to explore diversity and oppression issues in new ways. I appreciated the inclusion of truly diverse groups, including ethnocultural minority groups and others, in the discussions of the various research and evaluation projects. The international examples and perspectives were very refreshing, too.--Gary W. Harper, Department of Psychology, DePaul University With the increase in awareness of diversity, a book like this one is long overdue. This is the first book I have read that comprehensively discusses how to approach evaluation using strategies that are culturally appropriate and inclusive of diverse communities. Mertens provides a holistic and inclusive way of thinking about research methodology. She does a wonderful job of explaining the transformative paradigm in lay language.--Katrina L. Bledsoe, Associate Project Director, Walter R. McDonald & Associates, Washington, DCThis important book assembles the complex array of procedures, perspectives, and priorities associated with transformative research and evaluation. It blends the many voices and illustrations available in the literature to assist the reader in identifying what is possible in this important new paradigm. Significant cross-cultural and international examples of studies that truly warrant the label of 'transformative' are incorporated.--Melvin E. Hall, Department of Educational Psychology, Northern Arizona University- This is the first book that specifically addresses research methodology for the transformative perspective....Although the book prioritizes an educational focus, it has relevance beyond education and scholars from management disciplines can add a practical and penetrating reading to their research toolbox....The audience encompasses novice researchers and evaluators, advanced undergraduate and beginning graduate students, more experienced teachers and evaluators....This book reminds us all that social research is embedded within a system of values and the myth of objective and value-free research should be discharged. It demonstrates how to blend science and action in an attempt to solve specific problems and promote social change. --Organizational Research Methods, 11/1/2008Table of ContentsIntroductionThe Intersection of Applied Social Research and Program EvaluationParadigmsRationale for the Transformative ParadigmBreadth of Transformative Paradigm Applicability1. Resilience, Resistance, and Complexities That Challenge In This ChapterHuman Rights AgendaThe Transformative Paradigm as a Metaphysical UmbrellaNeed for Transformative Research and EvaluationExamples of Transformative Research and EvaluationExamples of Shifting ParadigmsNeed for the Transformative Paradigm and Scholarly LiteratureNeed for the Transformative Paradigm and Public PolicyComplexities That ChallengeEthical ImpetusStriving for Improved ValiditySummary2. The Transformative Paradigm: Basic Beliefs and Commensurate Theories In This ChapterParadigms and Basic Belief SystemsThe Transformative Paradigm and Its Basic Belief SystemsTheories Commensurate with the Transformative ParadigmPolitics and PowerSummary3. Self, Partnerships, and RelationshipsIn This ChapterHuman Relations as Factors Contributing to Research Validity and RigorKnowing YourselfKnowing Yourself in Relation to the CommunityCultural CompetenceStrategies for Developing Relationships/PartnershipsTypes of Partnerships/RelationshipsChallenges in Relationships/PartnershipsRecognizing the Complexity of Culturally Competent WorkPurposes of PartnershipsExamples of Points of Interaction in the Research ProcessBuilding CapacitySummary4. Developing the Focus of Research/Evaluation StudiesIn This ChapterPurposes for the Gathering of Information at This Stage of the InquirySources That Support the Need for Research and EvaluationTheoretical FrameworksMaking Use of SourcesSummary5. A Transformative Research and Evaluation Model In This ChapterCyclical Models: Indigenous PeoplesCyclical Model: PARCyclical Models: Immigrant CommunitiesShort-Term Research and EvaluationTypes of Transformative Research and EvaluationTransformative Intervention ApproachesSummary6. Quantitative, Qualitative, and Mixed Methods In This ChapterMixed- and Multiple-Methods ApproachesCase StudiesEthnographyPhenomenology Participatory Action ResearchAppreciative InquiryExperimental and Quasi-Experimental DesignsSurvey Design and Correlational and Causal-Comparative StudiesGender Analysis: A Mixed-Methods Approach with Potential Transfer to OtherGroups That Experience DiscriminationRigor in the Process of Research and EvaluationSummary7. Participants: Identification, Sampling, Consent, and ReciprocityIn This ChapterSocial Justice: Dimensions of Diversity and Cultural CompetenceRationale for Sampling StrategiesRecruitment of ParticipantsProtection of Human Participants and Ethical Review BoardsSummary8. Data-Collection Methods, Instruments, and StrategiesIn This ChapterReliability and Validity/Dependability and CredibilityLanguage as a Critical IssuePlanning Data-Collection StrategiesSpecific Data-Collection StrategiesSummary9. Data Analysis and InterpretationIn This ChapterTransformative Theories as Guides to Data Analysis and InterpretationInvolving the Community in Analysis and In

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Book SynopsisThe combination of sustained hard work and resiliency, grit is the difference between those who give up and those who don''t. Grit in the Classroom: Building Perseverance for Excellence in Today''s Students assists educators in creating a learning environment that fosters grit development for all students, regardless of ability. Each chapter includes stories to illustrate the research and ideas presented and ends with discussion questions that can be used to continue the conversation. In an era of talent development and the pursuit of excellence, learners must be equipped with the perseverance that is essential to reaching high levels of success. This book provides a rationale for cultivating grit in the classroom with the goal of propelling this topic into discussions of building passion and talent in today''s students.

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Book SynopsisA powerful SEL mindfulness program to help kids self-regulate, foster social and academic engagement, and bring peace back into the classroom.As a teacher, you know that preschool and kindergarten are difficult periods of transition in kids’ lives. This is true now more than ever, as young children in our world face increasing life challenges—including adverse childhood experiences, trauma, social disconnection, systematic discrimination, and a global pandemic. Students are struggling to balance their emotions and adapt to a classroom environment, the tools outlined in this mindfulness guide can help.Mindfulness for Preschool and Kindergarten offers an effective, adaptable, multisensory, and skills-based social emotional learning (SEL) program to help preschool and kindergarten-aged children learn to self-regulate, ensuring a peaceful and prosocial learning environment in the classroom. The hands-on OpenMind program in this book will help kids cope with stress and trauma, process and understand difficult emotions, and interact positively with others. Kids will also learn how to bounce back from challenges, build resilience, and experience greater social and academic engagement.The OpenMind program’s five foundations go well beyond sequenced lesson plans and strategies to help promote a positive classroom experience. These include: ·Wellness and mindfulness training for teachers ·Practices to help kids build self-regulation, executive function, and engagement ·Planned practices and lessons in response to arising individual and learning environment needs that are anchored to social and academic content ·Scaffolding and modification of practices and lessons to promote learning and active mindful engagement ·A process for transforming challenging behaviors into opportunities for learning, growth, autonomy, and agency You are on the frontlines of helping kids face some of life’s most difficult challenges, and ensuring that they feel valued, protected, and supported. The weight of this responsibility can create stress and feelings of overwhelm for you. Let this guide support both you and your young students in cultivating a loving, safe, and rewarding classroom environment—together.

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Book SynopsisAdvances in Motivation and Achievement, as the premier series in its field, explores current issues at the cutting edge of motivational science and reflects the richness and variety that exists across achievement and motivation research today. It brings together researchers in motivation from around the world to address new directions in measures and methods for motivational research.Table of ContentsAttribution-Based Treatment Interventions in Some Achievement Settings. Intervening to Improve Children’s Reading Motivation and Comprehension: Concept-Oriented Reading Instruction. Harnessing Values to Promote Motivation in Education. Going Beyond the “Whoa! That’s Cool!” of Inquiry: Achieving Science Interest and Learning with the ICAN Intervention. Motivating Students by “Personalizing” Learning around Individual Interests: A Consideration of Theory, Design, and Implementation Issues. Fostering Positive Narratives: Social-Psychological Interventions to Maximize Motivation in the Classroom and Beyond. Identity-Based Motivation: Core Processes and Intervention Examples. Design-Based Interventions for Promoting Students’ Identity Exploration within the School Curriculum. An Intervention-Based Program of Research on Teachers’ Motivating Styles. Theory-Based Interventions with Middle-School Teachers to Support Student Motivation and Engagement. The Emergence of Mindfulness-Based Interventions in Educational Settings. Copyright page. Motivational Interventions. List of Contributors. Preface. Advances in Motivation and Achievement. Motivational Interventions.

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Book SynopsisThe important insights collated here provide guidance to progress towards institutions where academics possess more control of the policies that guide their careers, the knowledge they create, the knowledge they share, the students they inspire, and the communities they aim to serve.

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Book SynopsisScholars from around the globe discuss initiatives, practices, and structures that can provide a positive outlook and flourishing in higher learning, and offer lessons from efforts to promote positive emotional and social aspects for students, leaders, and faculty.

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Book SynopsisPart of the How to Help series of books exploring issues commonly faced by children and young people at home and at school, Developmental Coordination Disorder (Dyspraxia) offers a complete introduction to this complex and often misunderstood topic. DCD (historically sometimes called 'dyspraxia', although this term lacks any formal criteria) is a frequently under-detected condition that chiefly affects physical coordination but also impacts on many other areas of life. It is often seen as an 'enigma' due to the lack of clear consensus regarding definitions and terminology. Seeking to dispel myths about DCD, to improve understanding and to point the way to greater independence and participation for those affected, Sue LLoyd and Laura Graham explore the issues, challenges and experiences commonly faced by a young person with DCD - and how parents, carers, teachers and schools can help.Table of ContentsSeries Preface; About the Authors; Authors' Preface; How to Use This Book Part 1: Introduction 1. What is DCD?; 2. Causes and consequences; 3. Resources and assessment 4. IDEAS for effective support; Ten key things to know about DCD Part 2: DCD in context 5. Motor skills and movement; 6. Motor learning stages and underlying sensory systems; 7. Visual perception; 8. Sensory systems as a foundation for function; 9. Cognitive skills and mental health Part 3: Activities of daily living 10. Motivation and mobility; 11. Dressing and chaining techniques; 12. Shoes and clothing; 13. Washing and grooming; 14. Teeth cleaning and toileting; 15. Eating and drinking Part 4: Home and primary school 16. The parents and the home; 17. Communication, play, leisure and games; 18. Primary school; 19. Literacy and Numeracy; 20. Tools used in the primary classroom; 21. Handwriting and hand dominance; 22. Handwriting: process and product Part 5: Secondary school 23. Secondary school; 24. Basic ideas and IDEAS; 25. Strategies for understanding, organisation and communication; 26. Strengths in drama, music, art and design; 27. Strengths in English, science and mathematics; 28. Study skills and examinations Part 6: Sport, exercise and independence 29. Physical activity and its importance; 30. Movement, practice and feedback; 31. Physical activity at school; 32. Staying healthy; 33. Travel, study and work Part 7: Conclusion 34. Summary; 35. A last word to parents and carers; 36. A last word to teachers and schools

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to retrieve, process, and store critical information.

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