Educational psychology Books
Inspire Books To the Issue of Credibility, Relevance, and
Book Synopsis
£15.99
Alakai Publishing LLC Cómo analizar a las personas: Psicología Oscura -
Book Synopsis
£14.38
Litprime Solutions Natures Mirror Of Symmetry
Book Synopsis
£17.99
Workbook Press People: Is Real Change Possible?
Book Synopsis
£10.63
Personal Development Publishing Don't Stop, Won't Stop: A 5-Step System to
Book Synopsis
£18.05
Springer Nature Switzerland AG Handbook of Childhood Psychopathology and
Book SynopsisThis handbook describes evidence-based methods of assessing psychological, educational, behavioral, and developmental problems in children and adolescents. It provides state-of-the-art analyses of leading assessment tools and methods. Chapters provide an overview of childhood assessment issues, diagnostic classification systems, interviewing and report writing, traditional assessment tools and methods, such as Applied Behavioral Analysis (ABA). In addition, chapters address daily living, academic, and social skills, commonly encountered psychological conditions, and developmental disorders, reviewing definitions and etiology, history of assessment and diagnosis, possible comorbid conditions, and current measures and procedures. The handbook also covers specific childhood disorders that often present assessment challenges in children, such as posttraumatic stress disorder, mood disorders, pain, and feeding and eating disorders. Topics featured in this handbook include: Adaptive and developmental behavior scales. Diagnostic classification systems and how to apply them to childhood problems and disorders. Intelligence testing and its use in childhood psychological assessment. Assessment of Attention Deficit Hyperactivity Disorder (ADHD) in persons with developmental disabilities. Self-Injurious behavior in children. Prevalence and assessment of common sleep problems in children. The Handbook of Childhood Psychopathology and Developmental Disabilities Assessment is an essential resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.Table of ContentsChapter 1. History and Overview of Childhood Assessment.- Chapter 2. Diagnostic Classification Systems.- Chapter 3. Interview and Report Writing.- Chapter 4. Intelligence Testing.- Chapter 5. Adaptive and Developmental Behavior Scales.- Chapter 6. Academic Assessment.- Chapter 7. Neuropsychological Testing.- Chapter 8. The Assessment of ADHD in Persons with Developmental Disabilities.- Chapter 9. Assessment of Autism Spectrum Disorders.- Chapter 10. Assessing Bipolar Disorder and Major Depression.- Chapter 11. Assessment of Anxiety Disorders.- Chapter 12. Post-Traumatic Stress Disorder.- Chapter 13. Tics and Tourette’s Syndrome.- Chapter 14. Aggression and Conduct Disorders.- Chapter 15. Behavioral Assessment of Self-Injury.- Chapter 16. Assessment of Pica.- Chapter 17. Social Skills.- Chapter 18. Communication Disorder.- Chapter 19. Sleep Disorders: Prevalence and Assessment in Childhood.- Chapter 20. Pain.- Chapter 21. Eating Disorders.- Chapter 22. Assessment of Pediatric Feeding Disorders.- Chapter 23. Assessment of Obesity.- Chapter 24. Assessment of Toileting Problems.- Chapter 25. Assessment of Fine and Gross Motor Skills in Children.
£189.99
Springer Nature Switzerland AG The Art of Modelling the Learning Process: Uniting Educational Research and Practice
Book SynopsisBy uniting key concepts and methods from education, psychology, statistics, econometrics, medicine, language, and forensic science, this textbook provides an interdisciplinary methodological approach to study human learning processes longitudinally. This longitudinal approach can help to acquire a better understanding of learning processes, can inform both future learning and the revision of educational content and formats, and may help to foster self-regulated learning skills. The initial section of this textbook focuses on different types of research questions as well as practice-driven questions that may refer to groups or to individual learners. This is followed by a discussion of different types of outcome variables in educational research and practice, such as pass/fail and other dichotomies, multi-category nominal choices, ordered performance categories, and different types of quantifiable (i.e., interval or ratio level of measurement) variables. For each of these types of outcome variables, single-measurement and repeated-measurements scenarios are offered with clear examples. The book then introduces cross-sectional and longitudinal interdependence of learning-related variables through emerging network-analytic methods and in the final part the learned concepts are applied to different types of studies involving time series. The book concludes with some general guidelines to give direction to future (united) educational research and practice. This textbook is a must-have for all applied researchers, teachers and practitioners interested in (the teaching of) human learning, instructional design, assessment, life-long learning or applications of concepts and methods commonly encountered in fields such as econometrics, psychology, and sociology to educational research and practice.Table of ContentsPart I – Common Questions.- Chapter 1: Learning Processes.- Chapter 2: Study Designs.- Chapter 3: Statistical Learning.- Chapter 4: Anchoring Narratives.- Part II – Variable Types.- Chapter 5 – Pass/Fail and Other Dichotomies.- Chapter 6 – Multicategory Nominal Choices.- Chapter 7 – Ordered Performance Categories.- Chapter 8 – Quantifiable Learning Outcomes.- Part III – Variable Networks.- Chapter 9 – Instrument Structures.- Chapter 10 – Cross-Instrument Communication.- Chapter 11 – Temporal Structures.- Chapter 12 – Longitudinal Assessment Networks.- Part IV – Time Series.- Chapter 13 – Randomised Controlled Experiments.- Chapter 14 – Static and Dynamic Group Structures.- Chapter 15 – Progress Testing in Large Cohorts.- Chapter 16 – Small Samples and Case Studies.- Part V – Conclusion.- Chapter 17: General Recommendations.
£54.99
Springer Nature Switzerland AG Psychology as a Dialogical Science: Self and Culture Mutual Development
a huge range and FREE tracked UK delivery on ALL orders.
£80.99
Springer Nature Switzerland AG Social Ecology of a Chinese Kindergarten: Where culture grows
a huge range and FREE tracked UK delivery on ALL orders.
£80.99
Springer Nature Switzerland AG Children with Incarcerated Mothers: Separation, Loss, and Reunification
Book SynopsisThis Brief focuses on children with incarcerated mothers, a growing and vulnerable population. It presents five empirical studies, along with an introduction and summary chapter. The five empirical chapters examine new qualitative and quantitative data on: Typical occurrences when pregnant women give birth during incarceration in contrast with the benefits of a prison doula program for mothers and newborns. A mother’s criminal justice involvement for substance abuse crimes and its effects on children’s protective services involvement and foster care placement. How children cope with separation from their mothers because of their incarceration and how that separation continues to affect children's lives following family reunification. Differences in recidivism trajectories between mothers and nonmothers during the 10 years following release from incarceration. Alternatives to incarceration for women in residential drug treatment and how community supervision mandates can affect, contribute to, or extend mother-child separation. The final chapter integrates the information from the empirical studies and summarizes implications for policy and practice. Children with Incarcerated Mothers is an essential resource for policy makers and related professionals, graduate students, and researchers in child and school psychology, family studies, public health, social work, law/criminal justice, and sociology.Table of ContentsChapter 1: Children with Incarcerated Mothers: An Introduction.- Chapter 2. The Benefits of Doula Support for Women Who Are Pregnant in Prison and Their Newborns.- Chapter 3. Maternal Involvement in the Criminal Justice System and Child Welfare Outcomes.- Chapter 4. Longitudinal Perspectives on Mother-Child Separation as a Result of Incarceration.- Chapter 5. A Longitudinal Examination of Women's Criminal Behavior During the 10 Years After Release from Jail: Implications for Children and Families.- Chapter 6. Managing Motherhood While Under Community Criminal Justice Supervision.- Chapter 7: Incarcerated Mothers and their Children: Implications for Policy and Practice.
£54.99
Springer International Publishing AG Citizen Teachers and the Quest for a Democratic
Book SynopsisThis book explores how citizen teachers can expand our capacities to generate more equitable and just spaces with families by working as community organizers. Paying particular attention to community organizing work in one elementary school, the book weaves stories and examples with theoretical understandings to support emerging citizen teachers in creating more democratic spaces. Each chapter provides key community organizing concepts and skills and offers lessons learned to identify what worked and what did not. By building solidarity with families, citizen teachers can effectively activate more powerful practices grounded in the lives of students, their families, and their communities while articulating a broader response to the conditions impacting educators.Table of Contents1 Citizen Teachers: Why Teachers Should Organize2 Place-Making as Citizen Teachers: Analyzing Using Critical and Racialized Geographies3 The Power of Teacher Organizing4 The Power of Parent Organizing5 The Power of Student Organizing: Public Achievement6 The Power of Teacher Education7 Conclusion
£26.24
Springer International Publishing AG Teaching Refugees and Displaced Students: What
Book SynopsisThis textbook serves as a guide for practitioners whose goal is to enhance refugee students’ learning experiences. With millions of children globally in refugee or seeking asylum status, this volume is a must-read for every 21st century educator. Often, refugee students have missed a substantial amount of schooling as a result of the disruptions in their home countries and transit through refugee camps. Others have never been to school at any time. Refugees enter school with the same hopes and aspirations as other students, but they also confront serious challenges.This textbook helps educators to restore hope through the following topics: empowering refugees in school liberating structures in resettlement camps increasing opportunity at university designing compassionate pedagogies leveraging technology connecting the community Each chapter includes points to ponder as educators work to apply the principles of restoring hope for refugee students and their families. This textbook also provides practical suggestions and case studies that will help educators to put theory into practice. Teachers and professors who are passionate about honing their skills will find this book a comprehensive resource when displaced students enter their classrooms. This volume will also be of great interest to teacher-educators, pre-service teachers, educators serving in refugee camps and school administrators.Table of ContentsIntroduction.-Part I: Restoring Hope in School.- Where Hope Flourishes: Teaching Refugee Children in Troubling Times; L. Kajee.- Restoring Hope in Resettlement: An Examination of the Role of Community-Led Educational Programming Initiatives; S. Namver, Y. Yildirim.- Compassionate Pedagogy: A Narrative-based Curriculum for Children Who Are Refugees; J. Sochacki, K. I. Case.- Refugees’ Acclimatization and Learning: Educators' Creative Solutions; S. Oladipo, A. Handley, R. Lackey, J. Hallett.- Engaging Refugee Students in an Inclusive School Environment That Promotes Learning; Q. L. Robinson.- Leveraging Multiculturalism and Social Support: Helping Syrian Refugees in Lebanon; I. M. Karkouti.- Poetry "My Father Who..."; A. M. F. Tamayo.- Part II: Restoring Hope through Access and Acceptance in Higher Education.- How Teachers Can Improve the Experiences of Refugee Students with SEND with Higher Education Goals; D. De Araujo.- Higher Education in Refugee Camps via Collaborative Blended Learning: The Impact and Benefits for Refugees and their Student Tutors; P. O'Keeffe.- Cultivating Campus Belonging for Refugee College Students through Effective Academic and Social Integration; M. Elhess, J. Mahfouz, L. Summers.- The Pathway to Unlocking Refugees’ Learning Potential: Current Challenges and Lifelong Learning Solutions; D. Mizza.- Poetry “Northwood Bound”, A.M.F. Tamayo.- Part III: Restoring Hope in the Community.- Promoting the Well-being of Asylum-seeking Refugee Children Within and Beyond the School Gates: Insights from the United Kingdom; M. Karakas, A. Hajar, H. Aydin.- Multicultural School Events: Possibilities and Pitfalls for Refugee Students and Their Families; T-A. Skrefsrud.- Poetry "Elegy to a Refugee Girl", A.M.F. Tamayo.- Part IV: Restoring Hope through Effective Leadership.- Education of Refugee Students: Social Justice Leadership and Ecology of Education; O. Caliskan, H. Buyukgoze.- Leadership for Refugee Education; B. Han, R. Tösten.- School Leadership Makes Hope Possible: Five Things School Administrators Can Do Right Now; T. D. Wolsey, I. M. Karkouti.- Poetry "The Big Blue Sky"; A.M.F. Tamayo.- Part V: Restoring Hope across Generations.- Fostering Hope Through Generations – Overcoming Trauma; T.D. Wolsey.- Conclusion
£66.49
Springer International Publishing AG How to Write a Better Thesis
Book SynopsisFrom proposal to examination, producing a dissertation or thesis is a challenge. Grounded in decades of experience with research training and supervision, this fully updated and revised edition takes an integrated, down-to-earth approach drawing on case studies and examples to guide you step-by-step towards productive success.Early chapters frame the tasks ahead and show you how to get started. From there, practical advice and illustrations take you through the elements of formulating research questions, working with software, and purposeful writing of each of the different kinds of chapters, and finishes with a focus on revision, dissemination and deadlines. How to Write a Better Thesis presents a cohesive approach to research that will help you succeed. Trade ReviewFrom the book reviews:“After reading the book, you are left with no doubt as to what is required to write a thesis, as well as how to undertake the task using a systematic approach. … It should be mandatory reading for all postgraduate students embarking on a master’s degree or higher academic qualification. I highly recommend it.” (S. M. Godwin, Computing Reviews, August, 2014)Table of ContentsWhat is a Thesis?.- Thesis Structure.- Mechanics of Writing.- Making a Strong Start.- The Introductory Chapter.- Background Chapters.- Establishing Your Contribution.- Outcomes and Results.- The Discussion or Interpretation.- The Conclusion.- Before You Submit.- Beyond the Thesis.
£23.74
Springer International Publishing AG Women and Children as Victims and Offenders:
Book SynopsisThis work compiles experiences and lessons learned in meeting the unique needs of women and children regarding crime prevention and criminal justice, in particular the treatment and social reintegration of offenders, and serves a as a cross-disciplinary work for academic and policy-making analyses and follow-up in developing and developed countries.Furthermore, it argues for a more humane and effective approach to countering delinquency and crime among future generations. In a world where development positively depends on the rule of law and the related investment security, two global trends may chart the course of development: urbanization and education. Urbanization will globalize the concepts of “justice” and “fairness”; education will be dominated by the urban mindset and digital service economy, just as a culture of lawfulness will. This work looks at crime prevention education as an investment in the sustainable quality of life of succeeding generations, and at those who pursue such crime prevention as the providers of much-needed skills in the educational portfolio. Adopting a reformist approach, this work collects articles with findings and recommendations that may be relevant to domestic and international policymaking, including the United Nations Studies and their educational value for the welfare of coming generations. The books address the relevant United Nations ideas by combining them with academic approaches. Guided by the Editors’ respective fields of expertise, and in full recognition of academic freedom and “organized scepticism”, it includes contributions by lawyers, criminologists, sociologists and other eminent experts seeking to bridge the gap between academic and policy perspectives, as appropriate, against the international background, including the United Nations developments. The first volume opens with a foreword by Marta Santos Pais, the United Nations Special Representative of the Secretary-General on Violence against Children, and a general introduction by the editors. Part I provides an overview of United Nations principles for crime prevention and the treatment of women and children. Part II concentrates on education and the social learning of children and adolescents. The importance of quality education is stressed as is its impact on the behaviour of children of all ages. It also includes a discussion of the factors that still hinder access to good schooling in many parts of the world. Part III presents international research findings on children, juveniles and women both as victims and offenders. Statistics show overwhelmingly that these groups are more often victims than offenders.Table of ContentsVolume 1 Part I: UN Principles for crime prevention-treatment of women and children.- Part II: Education and social learning: their impact on the development of children and adolescents.- Part III: Children/juveniles and women as victims and offenders.-
£999.99
Springer International Publishing AG Empirical Research in Statistics Education
Book SynopsisThis ICME-13 Topical Survey provides a review of recent research into statistics education, with a focus on empirical research published in established educational journals and on the proceedings of important conferences on statistics education. It identifies and addresses six key research topics, namely: teachers’ knowledge; teachers’ role in statistics education; teacher preparation; students’ knowledge; students’ role in statistics education; and how students learn statistics with the help of technology. For each topic, the survey builds upon existing reviews, complementing them with the latest research. Trade Review“The advertised purpose of the booklets was to update readers on recent developments in mathematics education. The booklet at hand attempts to do this in 28 pages … . this booklet might best be used to give researchers an overview of the field. It could also be a gold mine for a graduate student looking for a topic for a dissertation as the authors make numerous references to gaps in past research.” (Robert W. Hayden, MAA Reviews, maa.org, February, 2017)Table of ContentsMain Topics You Can Find in this “ICME-13 Topical Survey”.- Introduction.- Survey on the State-of-the-art.- Summary and Looking Ahead.
£10.63
Springer International Publishing AG Handbook of Rural School Mental Health
a huge range and FREE tracked UK delivery on ALL orders.
£161.99
Springer International Publishing AG Understanding Children in Foster Care: Identifying and addressing what children learn from maltreatment
a huge range and FREE tracked UK delivery on ALL orders.
£87.90
Springer International Publishing AG Learning How to Teach Mathematical Modeling in School and Teacher Education
a huge range and FREE tracked UK delivery on ALL orders.
£80.20
Editora Aleph Ensinando inteligência
Book Synopsis
£19.85
United Nations Educational Scientific and Cultural Organization (UNESCO) Adult Education - The Legislative and Policy Environment
Book SynopsisThe studies contained in this volume present a sampling of policy and legislation relating to adult learning in various parts of the world. They were produced in the context of a more complete survey, under the auspices of the UNESCO Institute for Education (UIE) in cooperation with the University of Florence, which sought to identify tendencies in this field over the past few years. The international research project, under which these of Paul national studies were made, was developed under the direction Belanger, Director of UIE, and Paolo Federighi, Professor at the University of Florence. An international publication by the two project directors, due to appear at the beginning of 1997, will report on the findings of the project, which involves 26 countries. The contributions presented here reflect a broad geographical spectrum as well as a wide range of policy models. From an analysis of these studies, it is apparent that this is a field in which there has been much innovation and which encompasses markedly varying approaches in response to different national conditions.
£999.99
Springer Positive Relationships: Evidence Based Practice across the World
a huge range and FREE tracked UK delivery on ALL orders.
£134.99
Springer The Psychobiology of Childhood: A Profile of Current Issues
Book SynopsisThis volume was inspired by an annual meeting of the American Col lege of N europsychopharmacology held in Maui, Hawaii. A panel on psychobiological issues of childhood was held, with presentations devoted to antidepressant drug levels in depressed prepubertal children, re sponses of normal and hyperactive children to stimulant medication, and the vulnerability of the adolescent offspring of manic-depressive parents to affective illnesses. The session drew a large crowd, and it seemed appropriate to develop these topics in a book. Many of the authors in this volume attended that conference, and the book reflects the fact that psychobiological research in children has moved even further along than was envisioned at Maui. In keeping with developments in the field, this volume surveys key topics of interest, including nosological issues surrounding the attention deficit disorder of childhood, the ontology of neurotransmitter systems in the human brain, and the relation between child psychiatric disorders and sleep patterns. Other studies link the clinical effects of drugs with plasma DBH activity or with attentional measures. The side effects of on growth are examined, as well as the ethical issues involved in drugs on children. These areas continue to be of vital interest.Table of Contents1. Biopsychosocial Aspects of the Hyperactive Child Syndrome.- 2. Ethical Considerations in Psychobiological Research in Children.- 3. The Medical Model: Is It Useful in Child Psychiatry?.- 4. Neurotransmitter Ontogeny as a Perspective for Studies of Child Development and Pathology.- 5. Sleep Studies in Children with Psychiatric Disorders.- 6. Altered Cognitive Processes in Children: Psychobiological Methods of Approval.- 7. Stimulant Related Growth Inhibition in Children: A Review.- 8. Subclassification of Hyperactive Children on the Basis of Minor Physical Anomalies and Plasma Dopamine-Beta-Hydroxylase Activity: An Attempted Replication.- 9. Methylphenidate in Hyperactive and Enuretic Children.- 10. Pilot Trial of Mianserin Hydrochloride for Childhood Hyperactivity.
£44.99
Springer Assessment and Teaching of 21st Century Skills: Methods and Approach
a huge range and FREE tracked UK delivery on ALL orders.
£107.99
Springer Verlag, Singapore Creativity, Culture, and Development
Book SynopsisThis volume presents a collection of writings on the relations among creativity, culture and development. The editors invited “like-minded” researchers of creativity from around the world to share their respective notions of creativity. Given that human creativity is a potential that can and should be nurtured in the course of lifespan development and across all cultural backgrounds, the volume emphasizes the importance of promoting creativity in all cultures and through societal-educational opportunities, and offers a venue for the authors to make conceptual, empirical and practical inquiries into the relations among creativity, development and culture. The authors represent a varied “mix” of contemporary and emerging creativity researchers who use different methodologies to investigate the importance of culture in creativity development and the reciprocal role of developing creativity and cultural enrichment. The volume represents an attempt on the part of the editors and the authors to broaden our current understanding of creativity in the contexts of human and cultural development, and in so doing to enhance our understanding of creativity, culture and development in the contexts of flourishing human and societal activities. As the first volume in a book series on “Creativity in the Twenty-First Century”, the book invites readers and researchers to engage in future interdisciplinary and intercultural discourses and dialogues on the importance of creativity for human and cultural development.Table of ContentsChapter 1 An Introduction to the Volume of Creativity, Culture and Development.- Part 1 Conceptions of Creativity, Culture and Development.- Chapter 2 Unpacking the Triad of Creativity, Culture, and Development: An Exercise in Relational Thinking.- Chapter 3 Indigenous Chinese Epistemologies as a Source of Creativity.- Chapter 4 The Person in Creativity, Development and Culture from the Perspective of William Stern (1871-1938).- Chapter 5 Affect and Creativity: An Old Topic and New Direction.- Part 2 Empirical Evidence and Practice.- Chapter 6 Gender Differences in Means and Variability on Creative Thinking: Patterns in Childhood, Adolescence and Emerging Adulthood.- Chapter 7 A Case Study to Explore Creativity in Preschoolers through Chinese Reading.- Chapter 8 Children's Affectivity and Efficacies.- Chapter 9 How to Develop Children's Creativity and Intercultural Sensitivity: Around Creativity Compass Program.- Chapter 10 Assessing Schools on Creativity: A Toolbox for U.S. Teachers and Policymakers and a To-Do List for Researchers Worldwide.- Chapter 11 Is Relational Theory a Better Answer to the Psychology of Creativity?.- Part 3 Valuing Creativity.- Chapter 12 Developing Society: Reflections on the Notion of Societal Creativity.- Chapter 13 Organizational Creativity as an Approach towards Leveraging on the Networking and Caring Capacity on the Networking and Caring Capacity of (Vision Rehabilitation) Services.- Chapter 14 Creativity in Musical Performance: Musicians' Notion of Tradition, Originality and Value of Performance.- Chapter 15 Team Processing and Creative Self Efficacy in Professionals from Creative and Non-creative Industries.
£77.46
Springer Verlag, Singapore Early Childhood Pedagogical Play: A
Book SynopsisThis book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child’s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child’s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.Table of ContentsForeword.- Chapter 1 Introduction.- Chapter 2 Re-theorising Play as Pedagogical.- Chapter 3 Examining Play from the Child's Perspective.- Chapter 4 Sustained Shared Thinking in Pedagogical Play.- Chapter 5 Dimensions of Play Activity.- Chapter 6 Play Affordances across Institutional Contexts.- Chapter 7 Imagination in Play: Space and Artefacts.- Chapter 8 In the Everyday Moments of Play.- Chapter 9 Recognising Cultural Influences in Play.- Chapter 10 Contemporary Interpretations of Pedagogical Play.
£116.99
Springer Verlag, Singapore Handbook of Giftedness and Talent Development in
Book SynopsisThis is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature.The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world. Table of ContentsSection I Socio-cultural conceptions.- 1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD.- 2 Being of like-mind: Giftedness in the New Zealand context.- 3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis.- 4 Gifted children at the south of the world: Chilean students' experiences within regular classroom.- 5 Gifted education, talent development and high ability in Mexico.- 6 Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country.- 7 Creativity development: Trends and challenges among selected Asian countries.- 8 Spirituality and giftedness: Independent or interdependent?.- Section II Social and emotional learning and needs.- 9 Dabrowski's theory of positive disintegration: More than overexcitability.- 10 Put them together and see how they learn! Ability grouping and/or Acceleration effects on the self-esteem of academically gifted high school students.- 11 Supporting the social emotional learning of gifted Australian children.- 12 Fostering resilience in 'At-risk' gifted and talented young people.- 13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies.- Section III Diversity in giftedness and talent.- 14 Identification of gifted students: A developmental process for underrepresented students.- 15 Perceptions of academically gifted English langauge learners.- 16 Multi-processes in identification for the gifted and talented.- 17 Identification and curricular place-based adaptations for gifted students in rural communities.- 18 Understandings of twice exceptionality across Australia.- 19 Creativity talent development: Learning from the experiences of creatively gifted students.- 20 Underachiever or selective consumer? A new look at an old topic.- 21 No... Maybe... Yes, but just for myself: Building identity in highly-able/gifted women.- 22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea.- 23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer.- 24 Identifying gifted learning in the regular classroom: Seeking intuitive theories.- Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations.- 25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?.- 26 Inquiry learning: Challenging the gifted to be knowledge producers.- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis.- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual.- 29 Differentiation: 'How' versus 'What'.- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students.- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program.- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design.- 33 How do teachers meet the academic needs of high-ability students' in Science.- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students.- 35 Differentiated instruction strategies in English language teaching for gifted students.- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning.- 37 Research on teacher use of differentiation: What conditions support success.- Section V Talent development, creativity, and other dimensions of gifted education.- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school.- 39 How does gifted education foster students' creativity in Korea?.- 40 Giftedness: The fourth dimension - The ethical nature of the gifted individual.- 41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media.- 41 Growing teacher talent scouts: A model for teacher growth based on talent development.- Section VI Educational contexts and developmental transitions.- 42 Research on and education of migrant supernormal children in Mainland China.- 43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century.- 44 Superkids 2: Contemproary reflections on gifted education.- 45 Gifted and talented education in an inclusive environment.- 46 Lifting leadership minds for gifted adolescents.- 47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students.- 48 Highly able students in international schools.- 49 The gifted student in the higher educational context.- 50 The choice of career: Gifted students.- 51 Transitioning to career: Talented musician's identity development.- Section VII Community-engagement and partnerships.- 51 Counseling provision to support talent development among Malaysian gifted learners.- 52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage.- 53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings.- 54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015.- 55 Addressing giftedness at the pre-service teacher level: Rewards and challenges.- 56 Mentor's perspectives on fostering the development of scientific talent.-
£427.49
Springer Verlag, Singapore Interactions in Early Childhood Education: Recent
Book SynopsisThis book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education. The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices.Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia. Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.Table of ContentsChapter 1 Interactions in learning: Theoretical and empirical overview.- Chapter 2 A conceptual framework for early education: What micro-sociology can contribute to a theoretically and empirically well-founded didactic in early education.- Chapter 3 Sensitive responsiveness: An approach to the analysis and improvement of Teacher-Child-Interactions in early childhood settings.- Chapter 4 Children's use of objects in their storytelling.- Chapter 5 Young children's participation in a new language context: A synthesizing analysis for a holistic perspective.- Chapter 6 Shaping gender relations in early childhood education: Children's interactions and learning about gender.- Chapter 7 A dialogic approach to understanding infant interactions.- Chapter 8 Enhancing interactions: Understanding family pedagogy and funds of knowledge "on their turf".- Chapter 9 "That's not Fair!": Concepts of fairness in New Zealand and Japanese early childhood education.- Chapter 10 Strategies for teacher learning and development over child-adult interactions in ECE settings.- Chapter 11 The importance of professional knowledge for learning support in German ECEC settings.- Chapter 12 Learning about interactions and their role in learning in early childhood education: Lessons from research.
£89.99
Springer Verlag, Singapore Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age
Book SynopsisThis book is open access under a CC BY 4.0 license.This book describes the history, structure and institutions of open and distance education in six countries: China, India, Russia, Turkey, South Africa and South Korea. It describes how open and distance education is evolving in a digital age to reflect the needs and circumstances of the national higher education systems in these countries. It also explores the similarities and differences between how their open and distance higher education systems are managed and structured. This book is the second in a series, following Open and Distance Education in Australia, Europe and the Americas (Springer 2018). Both books compare and draw conclusions about the nature of open and distance education in the context of various national higher education systems. In a digital era characterized by the growing use of online, open and distance education, this book will prove particularly valuable for policy-makers and senior administrators who want to learn about establishing or expanding open and distance education services. In addition, it offers a valuable reference guide for researchers, academics and students interested in understanding the different approaches to open and distance education.Table of Contents1 Introduction.- 2 China.- 3 China: Commentary.- 4 India.- 5 India: Commentary.- 6 Russia.- 7 Russia: Commentary.- 8 South Africa.- 9 Commentary on Open and Distance Education in South Africa.- 10 South Korea.- 11 Commentary on Open and Distance Education in South Korea.- 12 Turkey.- 13 Commentary on Open and Dsitance Education in Turkey.- 14 The Current State of Open and Distance Education.
£17.09
Springer Verlag, Singapore Embodiment and Professional Education: Body, Practice, Pedagogy
Book SynopsisThis book draws attention to the ways in which an awareness of, and sensitivity to, embodiment can enlighten educational practices. It explores discourses from a range of thinkers, including Merleau-Ponty, Gadamer, Bakhtin, Haraway and Ahmed to name a few. The book argues that attention to embodiment can help us to reimagine the goals of education in ways that fit more coherently with human concerns and that offer the chance to provide education that is more holistic and grounded in our corporeality. Theories of embodiment can be used to modify education at the level of curriculum and at the level of pedagogy. This can help us design educational interventions that fit more naturally with how humans are inclined to learn and thus make educational experiences more meaningful. Attention to embodiment allows us to appreciate the extent to which the body appropriates a professional practice and the extent to which a professional practice appropriates the body of the learner. It shows how greater sensitivity to the body can enliven and enlighten our educational practices, especially in professional education.Table of ContentsPreface.- Chapter 1. Embodiment and Professional Education: Opening a Conversation (Stephen Loftus and Elizabeth Anne Kinsella).- Part I: Embodiment and Professional Practice.- Chapter 2. Practice Theory, Corporeality, and Professional Education: Rethinking the Body (Bill Green).- Chapter 3. To Act as One Body?: Collective and Embodied Judgement within Professional Action and Education (Eva Schwarz).- Chapter 4. Embodied Knowledge and Thinking in Professional Education (Stephen Loftus).- Part II: Embodiment and Professional Performance.- Chapter 5. The Genealogy of the Actor’s Laboratory: making kin as embodied pedagogy (Tatiana Chemi).- Chapter 6. Theatre of Carnival: A Classroom for the Vigilant Embodied Healer (Sandra DeLuca).- Part III: Embodiment and Reflection.- Chapter 7. “I listen to my body more”: Embodied Mindfulness in Professional Education (Elizabeth Anne Kinsella and Kirsten Sarah Smith).- Chapter 8. Body-mapping to Facilitate Embodied Reflection in Professional Education Programs (Helen Harrison).- Chapter 9. Ethics and Embodiment in Health Professions Education (Amy Michelle DeBaets).- Part IV: Embodiment and Professional Knowledge.- Chapter 10. Goethe and Embodiment in Professional Education and Practice (Stephen Loftus).- Chapter 11. Neurophenomenology and Professional Education (Bradley Roberts).- Chapter 12. Embodied Learning and Two-Eyed Seeing: Indigenous and Feminist Perspectives in Professional Education (Eva Cupchik and Melissa Schnarr).- Part V: Embodiment and Technology.- Chapter 13. (Re-)Embodied Digital Education Practices: Empirical Vignettes about Teaching and Learning in ‘tele-co-presences’ (Wendelin Küpers).- Chapter 14. Technological Affordances for Embodied Learning in Authentic Contexts (Barney Dalgarno).- Part VI: Embodiment and Institutional Structures.- Chapter 15. ‘Neoliberalised’ (Human) Bodies and Implications for Professional Education (Kathleen Mahon).- Chapter 16. It’s Not Just One Bad Actor: Tracing the Embodied Effects of Institutional Sexism in the Implementation of Gender-based Violence Policies and Practices (Rita Gardner and Jennifer Chisholm).- Chapter 17. Embodiment and Professional Education: Implications for Practice (Elizabeth Anne Kinsella and Stephen Loftus).- Postscript.- Index.
£999.99
Austin Macauley Challenge Yourself Be the Hero of your Life
Book Synopsis
£22.35
Independently Published English Sentence Exercises (Part 1): Word-Order
Book Synopsis
£7.49
American Psychological Association Empowered Learning in Secondary Schools
a huge range and FREE tracked UK delivery on ALL orders.
£66.60
Harvard Educational Publishing Group What Are Preschoolers Thinking?: Insights from
Book SynopsisWhat Are Preschoolers Thinking? dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps.Judith A. Schickedanz, Molly F. Collins, and Catherine Marchant, educators and researchers with combined decades of experience in early childhood education, argue that preschool-aged children are more cognitively competent than they are often given credit for. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop. They then show how these errors of thought reveal preschoolers' means of knowledge acquisition and patterns of thinking.Better understanding of how our youngest students' minds work, the authors assert, leads to better instruction. They make the case that achievement gaps are caused not by differences in cognitive capacity but by knowledge gaps between students with demographic differences, such as those between students from low-income and high-income families. The authors demonstrate that well-designed, developmentally appropriate preschool activities not only in still beginning literacy and basic numeracy skills for all students but can also set the foundations for greater knowledge content and afford opportunities for higher-level thinking. This broader and deeper approach to early learning is crucial to sustaining later elementary progress.What Are Preschoolers Thinking? enables readers to fully understand PreK students so they may help nurture their cognitive potential. This enlightening book confirms that preschool matters.
£34.16
Taylor & Francis Magic in the Middle
a huge range and FREE tracked UK delivery on ALL orders.
£29.60
Cambridge University Press Creativity
Book SynopsisThis textbook is a systematic and straightforward introduction to the interdisciplinary field of creativity research. Each chapter is written by one of the world's experts and features an introduction, critical thinking questions, and key terms to aid learning.Trade Review'This wide-ranging book serves both as an introduction to the study of creativity and as an up-to-date survey of research in the field by those at its forefront.' Howard Gardner, Harvard Graduate School of Education'This volume delivers ground-breaking research in a timely and relatable manner for the study of creativity and development. A much-needed textbook for advanced undergraduates, graduates, and researchers.' Luanne Witkowski, University of Massachusetts'The editors write and gather an eclectic assortment of essays on creativity that awaken the reader to the centrality of creation in all serious human endeavor. This is a brilliant, necessary work.' Robert Olen Butler, Pulitzer-Prize-winning author of A Good Scent from a Strange Mountain'A useful asset to those teaching and learning about the concept and phenomenon of creativity. It hits the sweet spot of offering thorough topical coverage within creativity research, but not being so broad as to overwhelm a non-expert reader. In addition to an overview encapsulating the field of creativity today, the textbook thoughtfully reinforces the applicability of research on creativity and the idea that creativity is an essential, boundary-crossing phenomenon.' Lauren Jin Woo, Arizona State University and Danah Henriksen, Michigan State UniversityTable of ContentsPreface James C. Kaufman and Robert J. Sternberg; 1. Creativity: a historical perspective Vlad P. Glăveanu and James C. Kaufman; 2. An overview of creativity theories James C. Kaufman and Vlad P. Glăveanu; 3. Creativity in society Dean Keith Simonton; 4. Assessment of creativity Jonathan A. Plucker, Matthew C. Makel and Meihua Qian; 5. A lifespan developmental approach to creativity Anna N. N. Hui and Mavis W. J. He; 6. Neuroscience of creativity Oshin Vartanian; 7. Creativity and cognition, divergent thinking, and intelligence Anne M. Roberts, Robert J. Sternberg, Mark A. Runco, Selcuk Acar, Thomas B. Ward, Yuliya Kolomyts and James C. Kaufman; 8. Cultural perspectives on creativity Todd Lubart, Vlad P. Glăveanu, Herie de Vries, Ana Camargo and Martin Storme; 9. Personality, emotions, and creativity Jessica Hoffmann, Zorana Ivcevic and Gregory Feist; 10. Motivation and creativity Beth A. Hennessey; 11. Creativity and mental health Shelley Carson, Ellen Yang and Marie Forgeard; 12. Creativity in K12 schools Ronald A. Beghetto; 13. Improving creativity in organizational settings Roni Reiter-Palmon, Ryan P. Royston and Kevin S. Mitchell; 14. Enhancing creativity Robert J. Sternberg; Index.
£41.79
Basic Books Frames of Mind The Theory of Multiple
Book Synopsis
£22.07
Taylor & Francis Ltd A Nurturing Resilience Card Deck
Book SynopsisThis colourful deck of playing cards is an easy-to-use resource designed to support building the resilience of children and young people in school settings. The cards offer a playful, child-friendly way to assess a young person's resilience and are particularly useful for schools wanting to offer early interventions in order to support the resilience of students who are vulnerable because of their exposure to adverse childhood experiences. The resource includes:52 'School Resilience' cards15 'Child Resilience' cardsNurturing Emotional Resilience mini guideThe Roots of Resilience Tool (a downloadable, printable resource)The cards have been designed for use in groups or on a 1:1 basis by teachers, professionals and parents. They can be used independently or alongside the book Nurturing Emotional Resilience in Vulnerable Children and Young People (Ttofa, 2018), which elaborates on the research supporting the cards in more depth. An indispensable resource, the cards place a strong emphasTable of ContentsThe resource includes: 52 ‘School Resilience’ cards 15 ‘Child Resilience’ cards Nurturing Emotional Resilience mini guide
£24.48
Taylor & Francis Ltd Modern Psychology And Education A TEXTBOOK OF PSYCHOLOGY FOR STUDENTS IN TRAINING COLLEGES and International Library of Psychology
a huge range and FREE tracked UK delivery on ALL orders.
£308.75
Taylor & Francis Ltd The PassionDriven Classroom
Book SynopsisTurn your classroom into a thriving community of learners! In The Passion-Driven Classroom, bestselling authors Angela Maiers and Amy Sandvold show you how to spark and sustain your students' energy, excitement, and love of learning. This updated edition offers a new framework for changing your mindset and implementing a passion-driven classroom, where passion meets practice every day as students learn new skills and explore their talents. You'll come away with specific examples of how to set up your classroom, how to manage it, and how to assign passion projects where students take the lead. With this book, you'll be able to move away from prescription-driven learning toward Passion-Driven Learning, so you can make a real difference in the lives of your students.Trade Review"Amy Sandvold and Angela Maiers provide an essential lesson: passion is not a subject to be taught or a behavior to be instilled into children, but a way of life for teachers and students alike. While education policies and fads come and go, the fire-in-the-belly passion that the authors describe will sustain students and teachers in their learning journeys extending far beyond the schoolroom walls. Too many advocates of student creativity reduce teaching techniques to the simplistic and unhelpful prescription too "think outside the box," while Sandvold and Maiers remind us that rigor and accountability are the hallmarks of the passionate and creative student and teacher. Filled with real-world examples and practical advice, this book deserves to be the subject of collaborative by teachers in every discipline."Douglas Reeves, PhD, Author of The Myth of the Muse: Supporting Virtues That Inspire Creativity and Founder, Creative Leadership Solutions"There is no question today that what students need is educators who create environments where innovation in learning and passion found are cornerstones. Angela and Amy have written a text that shows all educators and leaders what helping students find that passion means and how they can help students harness it to do amazing things for themselves, their learning and their world. Not only do Angela and Amy provide thoughtful examples; they provide guidance so that every student in every classroom can benefit from this passion-driven learning." Steven W. Anderson, Digital Learning and Relationship Evangelist, @web20classroom"Recent data on student engagement has shown that the longer students are in our K-12 system of education, the less engaged they become. Maiers and Sandvold share a roadmap and the mindset needed to disrupt this trend by addressing the "passion gap" head on, so that learners are empowered to unleash their untapped potential, and gain the skills, motivation, and direction needed for future success. Schools must liberate today’s modern learners, and implementing a passion-driven classroom will make the once unthinkable possible. Read this book to awaken a new reality in your school or classroom."Thomas C. Murray, Director of Innovation, Future Ready Schools, Co-Author of Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, TodayTable of ContentsContentsAbout the Authors Preface Acknowledgments 1 Achievement Gap Or Passion Gap? Listening To Our Students Minding the Passion Gap Closing the Gap Step One: Know and Show Your Passion Step Two: Know and Show the Students’ Passion Step Three: Know and Show the World Passion 2 Let’s Talk About Passion Defining Passion P.A.S.S.I.O.N. PASSION IS Passion-Driven Learning Is More Than a ProjectWhat Passion Can Do 3 The Clubhouse Mindset: Where Passion Meets Practice Our Very First Passion-Driven Learning Club The Philosophy: Clubs Are Passion Playing Fields What Makes Club Life Enticing? The Passion Discovery ContinuumThe Workshop Classroom: Driven by Curiosity The Role of the Teacher: Expert Learner and Passion Practitioner The Role of the Student: Apprentice Learner and Global Citizen The Resident Expert Wall More Than Fluff 4 A Passion-Driven Classroom: The Essentials Essential #1: The Learning Clubs instead of Classroom Jobs Essential #2: You Matter Time Essential #3: Reflection Essential #4: The Task Board Essential #5: Good-Fit Tools And Technology Good-Fit Technology Remember to Include Books! H.E.A.R.T.—A Strategy for Deep Meaning The H.E.A.R.T. Technique Essential #6: Celebration Doing and Being 5 Organizing the Passion-Driven ClassroomThe Physical Environment Meeting Spaces Middle and High School Practices and Spaces Grouping Students The Students’ Seating/Desk Arrangement Passion-Driven Tools Key Reflection Tool: The Student Thinkbook The Clubhouse Classroom Routine Sequence 1. The Opening Message: You Matter Time 2. The Daily Boardroom Meeting 3. The Learning Clubs 4. Content Connections 5. The Closing Passion From Day One: Simple Changes = Big Impacts Invite Students to Create the Classroom Environment The Crucial Conversation Rules or Manifesto? Heart Maps The Wonderful Gift Lesson More Ideas to Explore 6 Managing the Clubhouse Classroom The Three Phases In Action Phase One: Launching the Learning—Passion Discovery The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Learning Clubs: Bringing It All Together Phase Two: Practicing Our Passion—Learning Is Thinking The Opening Message Anchor Lessons The Boardroom and Learning Club Anchor Lessons Bring It All Together Lessons—Learning Club Tools Closing Phase Two Phase Three: Sharing Our Gifts—The Passion Project The Google Way The Passion Project The Opening Message Lessons The Boardroom Lessons and Passion Project Work Tools for Sharing Our Passion 7 From the Trenches: The Voices of Passion Passion Still MattersNew to Edchat? Challenge 8 Closing Thoughts The Promise of Passion Closing Thoughts: Choosing Passion in Times of Change References
£28.99
Taylor & Francis My Residential School Trip
Book SynopsisMy Residential School Trip Activity Book is most effective when delivered alongside the accompanying My Residential School Trip Facilitatorâs Guide.This activity book is designed for 7â12-year-olds and is full of engaging, strength-based activities that encourage the child to colour, decorate, and annotate the book to make it their own, as well as to reflect on how they feel about their forthcoming trip.The text normalises worry as a response to something new and helps children to understand their worries and build bravery as they work through the book. Pages look at how to get ready for the trip and compile a âtoolboxâ of effective coping skills to embrace challenge. The book also provides an opportunity for post-trip reflection and concludes with activities that bring together the journey through the pages, helping to solidify engagement with the text and increase wellbeing and self-esteem.Best introduced about eight weeks before departure, this is a must-have resource to help children build bravery, so that they have the best experience on their residential school trip.
£16.72
Hogrefe Publishing Giftedness and Talent: What Educators and Psychologists Need to Know
Book Synopsis* Answers common questions of professionals and trainees * Presents the state-of-art of theory, research, and practice * Explores the characteristics of gifted studentsTrade ReviewThis book is a joy to read and extraordinarily well written. It is an excellent text for educators and psychologists that has the potential to change the entire field of gifted education and talent development around the world! by Leonie Kronborg, PhD, School of Educational Psychology & Counselling, Faculty of Education, Monash University, Australia.Table of Contents1 What Is Giftedness? 1.1 Introduction 1.2 Theories and Models of Giftedness and Exceptional Achievement 1.2.1 Expertise 1.2.2 Models of Giftedness 1.2.3 Performance Definitions Versus Potential Definitions 1.2.4 Unidimensional Definitions 1.2.5 Multidimensional Definitions and Models 1.2.6 Systems Theory Models 1.2.7 Mega Model 1.2.8 TAD Framework 1.2.9 Conclusions 1.3 The Role of Intelligence in Models of Giftedness 1.3.1 What Is Intelligence? 1.3.2 The Intelligence Quotient 1.4 The Role of Creativity in Models of Giftedness 1.4.1 Creativity: Definition and Models 1.4.2 Creativity as a Systemic and Relational Phenomenon 1.4.3 Creativity and Intelligence 1.5 Conclusion 2 Pioneering Studies and Methodological Challenges in Giftedness Research 2.1 Selected Longitudinal Studies on Gifted Students 2.1.1 Terman Study 2.1.2 Study of Mathematically Precocious Youth 2.1.3 The Marburg Giftedness Project 2.2 Methodological Challenges in Researching Giftedness 2.2.1 Sample Selection and Groups Not Selected 2.2.2 Using an Appropriate Control or Comparison Group 2.2.3 Participants' Knowledge of Their Own Aptitude 2.2.4 Intervention Versus Pure Observation 2.2.5 Different Definitions and Operationalizations of Giftedness 2.3 Conclusion 3 Characteristics and Development of Gifted People 3.1 Achievement-Related Characteristics 3.1.1 Relationship Between Intelligence and Achievement 3.1.2 Studies on the Academic Development of Gifted Students 3.1.3 Threshold Hypothesis on the Relationship Between Intelligence and Achievement 3.2 Personality-Related Characteristics 3.2.1 Implicit Theories: Everyday Conceptions About Gifted People 3.2.2 Socioemotional Adjustment of Gifted Individuals 3.2.3 Personality Traits 3.2.4 Gender Differences 3.3 Underachievement 3.3.1 Concept 3.3.2 Possible Causes 3.3.3 Progression 3.4 Peculiarities in the Development of Gifted Children 3.4.1 Asynchronous Development 3.4.2 Special Features of Exceptional Giftedness 3.4.3 Persistent Underchallenge in School 3.4.4 Perfectionism 3.4.5 Increased Sensitivity (Overexcitability) 3.4.6 Fear of Prejudice and Stigmatization 3.5 Family Background of Gifted Individuals 3.5.1 Giftedness as a Stressor for the Family? 3.5.2 Gifted Children From Lower Income Families and Minoritized Students 3.6 Conclusion 4 Giftedness Identification and Assessment 4.1 Introduction and Overview 4.2 Intelligence Tests in Giftedness Identification and Assessment 4.2.1 Possibilities and Limitations of Intelligence Tests in Giftedness Identification and Assessment 4.2.2 Assessment Strategies for Identification of Minoritized Students 4.2.3 Description of Intelligence Tests With Regard to Their Suitability for Use With the Gifted 4.3 School Achievement Assessment 4.3.1 Gifted Identification 4.3.2 Selection of Suitable Students for Special Programs 4.3.3 Recognizing Underachievement 4.3.4 School Grades 4.3.5 Standardized School Achievement Tests 4.4 Assessing Underachievement 4.4.1 Statistical Methods for Identifying Underachievement 4.4.2 Nomination Methods for Identifying Underachievement 4.5 Assessment of Creativity and Divergent Thinking 4.6 Nominations and Checklists 4.6.1 Nominations by Teachers 4.6.2 Nominations by Parents 4.6.3 Peer Nomination and Self-Nomination 4.7 Selection Process for a Gifted Class as an Example of Multimethod and Multimodal Approach to Identify Giftedness 5 Support in School and Early Childhood Education 5.1 Introduction 5.2 Support of Gifted Children at School 149 5.2.1 The Four Pillars of School-Based Support for Gifted Students 5.2.2 Differentiation Within the Classroom 5.2.3 Acceleration 5.2.4 Enrichment 5.2.5 Combination of Acceleration and Enrichment: Early Entrance Programs 5.2.6 Ability Grouping for Gifted Students in Special Classes and in School 5.3 Support in Early Childhood and Preprimary Education 5.3.1 Gifted Children in Early Childhood and Preprimary Education 5.3.2 Support Opportunities in Early Childhood Education 5.4 Conclusion
£42.46
Cambridge University Press The Cambridge Companion to Vygotsky
a huge range and FREE tracked UK delivery on ALL orders.
£33.24
Solution Tree Press Five Paths of Student Engagement: Blazing the Trail to Learning and Success (Your Guide to Promoting Active Engagement in the Classroom and Improving Student Learning)
£23.40
Rowman & Littlefield Publishers Pragmatism and Educational Research Philosophy
Book SynopsisThis work provides an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. It focuses on the work of John Dewey, and examines the relationship between pragmatism and educational research.Trade ReviewBiesta and Burbules's Pragmatism and Educational Research is the best book I have seen on the implications of pragmatism for social and educational research. It offers a sophisticated yet clear exposition of Dewey's work on experience, knowledge, inquiry, and truth, among other subjects. His pragmatism is then put to work, throwing light on current controversies in educational research. The upshot is a way of approaching educational research that is simultaneously scientific and humane and avoids the polarizing pitfalls of positivism, post-positivism, and post-modernism. This book deserves to have a major influence on the way educational research is conceived. -- Eric Bredo, University of VirginiaThis well-crafted and accessible volume delivers a vivid account of the central themes of John Dewey's philosophy as they apply to educational research. Biesta and Burbules present a Dewey who is relevant for educators at every level and of every methodological persuasion. -- Larry A. Hickman, Southern Illinois University, CarbondaleThis volume is a wonderfully concise and lucid exposition of the pragmatic theory of learning and knowing. * Teachers College Record *This is a book that will find a wide readership in doctoral programs in education; this is especially true of those, like ours at Michigan State, which require students to take a general inquiry course as part of their research preparation. This book provides ideal intellectual fare for such a course. -- Richard Prawat, Michigan State UniversityTable of ContentsChapter 1 Series Preface Nicholas C. Burbules Chapter 3 1. What is Pragmatism? Chapter 4 2. From Experience to Knowledge Chapter 5 3. The Process of Inquiry Chapter 6 4. Consequences of Pragmatism Chapter 7 5. Pragmatism and Educational Research
£35.38
Harvard University Press Minds on Fire
Book SynopsisWhy are so many students intellectually disengaged? Mark Carnes says it is because students are so deeply absorbed in competitive social play. He shows how month-long role-immersion games in the curriculum can channel those competitive impulses into transformative learning experiences, and how bricks-and-mortar colleges can set young minds on fire.
£23.36
John Wiley & Sons Inc Teach Smarter Literacy Strategies for Early
Book SynopsisTable of ContentsIntroduction xiii STEP 1: The Alphabet 1 Chapter 1: Next Time Won’t You Sing with Me? 3 Chapter 2: The #1 Well-Intentioned Literacy Mistake and How to Avoid It 9 Chapter 3: Where to Start with Teaching the Alphabet 17 Chapter 4: Your Alphabet Questions Answered 23 Chapter 5: What Learning the Alphabet Looks Like 33 Chapter 6: Alphabet Reflection 41 STEP 2: Print Awareness 47 Chapter 7: What Is Print Awareness? 49 Chapter 8: What Does Learning Print Awareness Look Like in the Classroom? 57 Chapter 9: Print Awareness Reflection 69 STEP 3: Phonological Awareness 75 Chapter 10: Phonological Awareness: What It Is and Why It’s Important 77 Chapter 11: Where to Start with Phonological Awareness 83 Chapter 12: Your Phonological Awareness Questions Answered 89 Chapter 13: What Learning Phonological Awareness Skills Looks Like 95 Chapter 14: Phonological Awareness Reflection 103 STEP 4: Oral Language 111 Chapter 15: Oral Language: What It Is and Why It’s Important 113 Chapter 16: Where to Start with Oral Language 117 Chapter 17: Oral Language Reflection 127 Chapter 18: Case Studies 135 Chapter 19: What’s Next? 143
£19.55
Guilford Publications Interventions for Disruptive Behaviors
Book SynopsisChildren and adolescents with disruptive behavior disorders struggle both in and outside the classroom. This book gives school practitioners vital tools for supporting students' positive behavior as well as their academic and social success. Chapters review effective behavioral interventions at the whole-class, targeted, and individual levels; parent training programs; and strategies for building adaptive skills. Core evidence-based techniques are illustrated with vivid, concrete examples. Ways to integrate the strategies into a school's multi-tiered model of prevention and intervention are discussed. In a large-size format for easy photocopying, the book includes 14 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Fabiano’s book is well organized and appropriate for many audiences, including school psychologists, teachers, and students interested in learning about evidence-based behavioral interventions. The topics are grounded in the theoretical and empirical literature, and situated within current frameworks used in psychology and education. The book provides a comprehensive review of the evidence; describes all the necessary ingredients for understanding and addressing disruptive behavior; and presents step-by-step descriptions of function-based assessment, parenting interventions, classroom interventions, and child skills-building interventions. The examples make the content come to life. What a resource to have this information all in one place!"--Julie Sarno Owens, PhD, Professor of Psychology and Co-Director, Center for Intervention Research in Schools, Ohio University "Fabiano eloquently and authoritatively maps out how practitioners and educators can best treat disruptive behavior by using proven, functionally driven approaches. In an engaging and highly accessible style, the book weaves together the latest scientific findings with clinical and educational best practices for assessing and treating disruptive behavior and building competencies. The volume is chock-full of case examples, easy-to-follow assessment and treatment plans, strategies for tailoring approaches within a multi-tiered framework, and empirically supported tools and tips. This is an exemplary resource for bringing evidence-based practices to the homes and schools of youth struggling with disruptive behavior."--Linda J. Pfiffner, PhD, Department of Psychiatry, University of California, San Francisco “This book beautifully achieves its goal of providing critical information to support educators, clinicians, and parents in addressing disruptive behavior disorders. The special focus on the involvement and perspective of the family offers a tremendous addition to the available literature. Fabiano’s incorporation of examples and personal reflections brings meaning to the science and reflects his years of experience working with children and their families in diverse settings. In addition to serving as a valuable resource for current practitioners, the book will be a useful training tool for graduate students planning to work in schools."--Sandra M. Chafouleas, PhD, Board of Trustees Distinguished Professor, Neag School of Education, University of Connecticut "It is clear from reading this book that Fabiano truly understands what it is like to live with, teach, or treat a child with a disruptive behavior disorder. Based in research, the book is written in a down-to-earth way, with realistic suggestions for educators and clinicians. The broad focus on evidence-based techniques is important and unique. Although many effective packaged interventions for this population are available, they are all largely based on the same important behavioral principles. Fabiano cogently conveys those core principles so that educators and clinicians can apply them flexibly to a broad range of problems across multiple settings."--Joshua M. Langberg, PhD, Department of Psychology, Virginia Commonwealth University -Offers useful tools for school practitioners who are looking to hone their skills in managing disruptive behavior and select research-driven interventions that have been proven effective. Fabiano's style is clear, concise, and accessible, and the examples dispersed throughout the text helpfully illustrate the strategies he suggests. A number of forms and handouts for assessment and intervention, which are behavior analytic in nature, are provided. Medicine interventions are covered in a practical manner, and the book provides helpful suggestions for narrowing the gap between behavioral and pharmacological interventions. Interventions for Disruptive Behaviors: Reducing Problems and Building Skills is an achievement in advancing evidence-based interventions for disruptive behavior in schools and will likely play an important role in disseminating interventions to school practitioners.--PsycCRITIQUES, 7/10/2017Table of Contents1. Introduction 2. A Function Based Approach to Intervention 3. Overview of Assessment for Informing Intervention 4. Parent Training Interventions 5. School Interventions 6. Training Interventions in Adaptive Skills 7. Maintenance and Generalization of Intervention Effects 8. Medication Interventions 9. Targeting Hard to Reach Groups 10. Implementing Behavior Management Strategies within a Multi Tiered Model of Prevention and Intervention
£32.99
SAGE Publications Inc Reimagining Student Engagement
Book SynopsisEngage students as true partners in learning Instead of disruptions, avoidance, and withdrawal, your learners could be participating, investing, and driving their learning experience. It's time to reimagine student engagement! Focused around three essential goals, Reimagining Student Engagement develops a new vocabulary for real classrooms, proposes an engagement model positioning students as active partners in the learning process, and embeds the concept of engagement into the teaching and learning process. Inside you'll find: Reflection prompts that connect ideas to experiences Vignettes illustrating common conceptions of engagement as well as challenges Case studies showcasing real teachers using engagement strategies with learners Practical classroom strategies and tips for application When you reimagine student engagement, you'll see your students as true agents of their own learning and provide them with the motivational resources that fuel collaboration and school success.Trade Review"Engagement is not an either/or situation. In this book, Amy Berry describes a continuum of engagement that can be taught to students so that they can monitor and adjust the choices they make to engage. As students learn to drive their leaning, they become active agents in their education and develop strong self-regulation strategies. In doing so, they learn more and better and are able to reach the high expectations they, their families, and educators have for them." -- Doug Fisher, PhD"Reimagining Student Engagement by Amy Berry is a welcome additional to every teacher’s personal library. It provides a research-based and common-sense approach to understanding student engagement (and dis-engagement), and includes practical processes, ideas, and approaches for enhancing student engagement in learning. When I work with teachers in classrooms across the country, I often hear laments about how difficult it is to engage unmotivated students. This book will be a helpful guide for any teacher struggling to engage all students consistently. Through her Continuum of Engagement, Berry provides a helpful way for educators to understand and describe the different types of student engagement they experience during teaching and learning, from students who strive to disrupt learning to students who seem to be able to drive the learning all on their own. When teachers have a better understanding of the different ways students engage in learning, it empowers them to develop strategies and approaches to strengthen meaningful and productive engagement during instruction that they design. In addition, two aspects of Berry’s book particularly stand out and set it apart from other books on engagement. First is Berry’s willingness to provide thoughtful and effective ways for teachers to understand why students disengage from learning and what they can do to improve this. Second is Berry’s emphasis on the role of the teacher in collaborating and partnering with students in order to optimize engagement. In sum, and particularly because of both of these features, this book is a must read for all new teachers and should become a staple for pre-service teacher programs across the country." -- Kevin Perks"Amy Berry’s work on engagement has been nothing short of transformative for me. She has transformed our understanding by moving us forward from its psychological roots to its classroom expressions. The engagement continuum, and most importantly, the teaching that accompanies it, are changing students’ relationships with learning and with their teacher. This book is a gold mine for every caring educator who is looking for ways to redefine what schooling looks like. Let’s stop relying on low-level compliance as a measure. This is a road map for truly partnering with students." -- Nancy FreyTable of ContentsForeword by John Hattie Introduction: Why Engagement? Chapter 1: What Do We Mean By Engagement? The Illusion of Consensus Chapter 2: Engagement as a Partnership Chapter 3: Developing a Process for Engagement Chapter 4: Let’s Get Engaged! Chapter 5: Let’s Tackle Disengagement! Chapter 6: Peers as Partners in Engagement Chapter 7: Cultivating a Culture of Engagement
£26.59
