Educational systems and structures Books

Book SynopsisDrawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.Trade ReviewIf you want to read a lively and engaging book on the science of learning, this is a must… Make It Stick benefits greatly from its use of stories about people who have achieved mastery of complex knowledge and skills. Over the course of the book, the authors weave together stories from an array of learners—surgeons, pilots, gardeners, and school and university students—to illustrate their arguments about how successful learning takes place… This is a rich and resonant book and a pleasurable read that will leave you pondering the processes through which you, and your students, acquire new knowledge and skills. -- Hazel Christie * Times Higher Education *Many educators are interested in making use of recent findings about the human brain and how we learn… Make It Stick [is] the single best work I have encountered on the subject. Anyone with an interest in teaching or learning will benefit from reading this book, which not only presents thoroughly grounded research but does so in an eminently readable way that is accessible even to students. -- James M. Lang * Chronicle of Higher Education *For a deeper dig into the science of learning, make sure to pick up Make It Stick. It’s an illuminating read. -- Drake Baer * Business Insider *A highly engaging and accessible text that neatly provides the reader with both a thorough grounding in the empirical and theoretical work on durable learning, while also offering specific, actionable recommendations for immediate implementation. -- Kathryn E. Frazier * Currents in Teaching and Learning *Aimed primarily at students, parents, and teachers, Make It Stick also offers practical advice for learners of all ages, at all stages of life… With its credible challenge to conventional wisdom, Make It Stick does point the way forward, with a very real prospect of tangible and enduring benefits. -- Glenn C. Altschuler * Psychology Today *Presents a compelling case for why we are attracted to the wrong strategies for learning and teaching—and what we can do to remedy our approaches… In clear language, Make It Stick explains the science underlying how people learn. But the authors don’t simply recite the research; they show readers how it is applied in real-life learning scenarios, with engaging stories of real people in academic, professional, and sports environments… The learning strategies proposed in this book can be implemented immediately, at no cost, and to great effect… Make It Stick will help you become a much more productive learner. -- Stephanie Castellano * TD Magazine *If I could, I would assign all professors charged with teaching undergraduates one book: Make It Stick: The Science of Successful Learning… It lays out what we know about the science of learning in clear, accessible prose. Every educator—and parent, and student, and professional—ought to have it on their own personal syllabus. -- Annie Murphy Paul * The Brilliant blog *This is a quite remarkable book. It describes important research findings with startling implications for how we can improve our own learning, teaching, and coaching. Even more, it shows us how more positive attitudes toward our own abilities—and the willingness to tackle the hard stuff—enables us to achieve our goals. The compelling stories bring the ideas out of the lab and into the real world. -- Robert Bjork, University of California, Los AngelesLearning is essential and life-long. Yet as these authors argue convincingly, people often use exactly the wrong strategies and don't appreciate the ones that work. We’ve learned a lot in the last decade about applying cognitive science to real-world learning, and this book combines everyday examples with clear explanations of the research. It’s easy to read—and should be easy to learn from, too! -- Daniel L. Schacter, author of The Seven Sins of Memory

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Book SynopsisA thorough revision of the essential guide to using play therapy in schools Fully updated and revised, School-Based Play Therapy, Second Edition presents an A-to-Z guide for using play therapy in preschool and elementary school settings. Coedited by noted experts in the field, Athena Drewes and Charles Schaefer, the Second Edition offers school counselors, psychologists, social workers, and teachers the latest techniques in developing creative approaches to utilize the therapeutic powers of play in schools. The Second Edition includes coverage on how to implement a play therapy program in school settings; play-based prevention programs; individual play therapy approaches as well as group play; and play therapywith special populations, such as selectively mute, homeless, and autistic children. In addition, nine new chapters have been added with new material covering: Cognitive-behavioral play therapy Trauma-focused group workTable of ContentsPreface xi Contributors xiii Part I Play Therapy: Its Therapeutic Power and Research Effects 1 The Therapeutic Powers of Play and Play Therapy 3Charles E. Schaefer and Athena A. Drewes 2 Meeting the Early Mental Health Needs of Children Through School-Based Play Therapy: A Review of Outcome Research 17Sue C. Bratton Part II Implementing Play Therapy In the Schools 3 Guidelines for Incorporating Play Therapy in the Schools 61Kristi Perryman and Judy Doran 4 Challenges and Barriers to Implementing Play Therapy in Schools 87Dee C. Ray Part III Play-Based Assessments 5 Using Play Therapy Assessment in an Elementary and Intermediate School Setting 107Mary May Schmidt 6 Transdisciplinary Play-Based Assessment and Intervention in the Primary Years 123Toni Linder and Brittney Bixby Part IV Play-Based Prevention Programs With Paraprofessionals and Teachers 7 Helping Preschool and Kindergarten Teachers Foster Play in the Classroom 145Karen Stagnitti 8 Primary Project: An Evidenced-Based Approach 163Mary Anne Peabody, Deborah Johnson, and A. Dirk Hightower 9 Child–Teacher Relationship Training: Using the Power of the Child–Teacher Relationship as a School-Based Mental Health Intervention 181Mary O. Morrison and Wendy Pretz Helker 10 Treating Disruptive Classroom Behaviors of Preschoolers through Teacher–Child Interaction Therapy 197David McIntosh Part V Individual and Group Play Therapy Approaches 11 LEGO®-Based Play Therapy for Autistic Spectrum Children 221Daniel B. LeGoff, G. W. Krauss, and Sarah Allen Levin 12 Trauma-Focused Group Play Therapy in the Schools 237Yih-Jiun Shen 13 Group Sandplay in Elementary Schools 257Theresa Kestly 14 Play Therapy for Anger Management in the Schools 283Barbara A. Fischetti 15 Group Play Interventions for Children with Attention Deficit/Hyperactivity Disorder 307Linda A. Reddy Part VI Special Populations and Special Issues 16 Play Therapy for Children of Alcoholics 333Laura Jacobus-Kantor and James G. Emshoff 17 Understanding and Generalizing Communication Patterns in Children with Selective Mutism 359Laurie Zelinger 18 Play, Create, Express, Understand: Bereavement Groups in Schools 379Ruthellen Griffin 19 Redrawing the Front Line: A Play Therapy Service for Meeting the Psychosocial Needs of Children and Families in School 407Geraldine Thomas 20 The Nana’s Model: School-Based Play Therapy with Children Who Are Homeless or Severely Impoverished 435Ana Maria Sutton 21 Better Playtimes: A School-Based Therapeutic Play Intervention for Staff and Children 467Alison Woolf Author Index 485 Subject Index 499

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Book SynopsisPaley introduces a new rule—“You can't say you can't play”—to her kindergarten students and solicits the opinions of older children regarding the fairness of such a rule. The struggle that ensues presents a great teacher with her greatest challenge and speaks to some of our most deeply held beliefs.Trade ReviewVivian Gussin Paley’s book You Can’t Say You Can’t Play is arresting in its title, magical in its appeal, and inspiring in its message… [It] illustrates how the teacher’s art can attack the evil of exclusion at its childhood root. Now, Mrs. Paley, we need your help in weeding out the pernicious practices that afflict the adults of our exclusionary society. -- Derrick Bell * New York Times Book Review *In instituting the [‘you can’t say you can’t play’] rule, Paley was challenging the assumption that cruelty in childhood is to be expected and that children should fend for themselves when it happens—notions she believes unfairly relieve adults of their duty to intervene. And she rejects the idea that children could benefit from such experiences. -- Theresa Defino * Washington Post *[Paley] is an esteemed kindergarten teacher whose previous writing has been about using children’s stories and fantasies as vehicles for learning. Here she interweaves her private reflections, her conversations with children, and a story she spins, to tell what happened when she instituted a radical new order in her classroom. Her new rule prohibited children from excluding someone who wanted to play. The implications of such a non-exclusion rule are profound; most of the children resisted at first, but with discussion began to adjust their behavior and truly experience the benefits of making no one a stranger. Paley makes a powerful statement in this slim book: to teachers, parents, and society at large. * Booknews *In this brief, ethereal and tender account of social relations among children, Paley…explores how to keep students from being ignored by their classmates. Woven throughout Paley’s lessons is a parable about loneliness and rejection, which enables readers to share a child’s view of the world. What the kids have to say is enchanting and surprisingly wise. * Publishers Weekly *Table of ContentsYou Can't Play: The Habit of Rejection The Inquiry: Is It Fair? Will It Work? The New Order Begins It Is Easier to Open the Door

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Book SynopsisOver the last decade, Carol Gray's Social Stories approach has become established as a highly effective way of teaching social and life skills to children on the autism spectrum. Taking the form of short narratives, the Stories in My Social Stories Book take children step by step through basic activities such as brushing your teeth, taking a bath and getting used to new clothes. It also helps children to understand different experiences such as going to school, shopping and visiting the doctor. These stories are written for preschoolers aged from two to six, and the book is a useful primer for all young children - but most especially those on the autism spectrum.My Social Stories Book contains over 150 Stories, and is illustrated throughout with line drawings by Sean McAndrew, which form a visual counterpart to the text. A helpful introduction explains to parents and carers how to get the most out of the book.Trade ReviewWhile intended mainly for autistic children, the clear, patient explanations of basic skills and situations could well be of use to any young child... The jolly black and white line drawings help bring reassurance to life skills and to situations children find themselves. In. "A Note to Parents and Professionals" gives the background for the stories and advice as to how they should be used. -- Healthy BooksMy Social Stories Book is a practical guide to the use of social stories with young children. Social stories are well established as a great way to teach children with autism new skills using pictures and step-by-step explanations. The book is filled with examples of social stories covering almost every situation you could think of aimed at 2-6 Year olds, includes many day to day situations that children with autism often find confusing or frustrating. This book is value for money for those families or workers wishing to try social stories and needing ideas to get started. Families could dip into it to prepare children for new experiences and/or to help teach new skills. -- CommunicationMy Social Stories Book offers a rich bank of material for adults who wish to support young children with ASD make sense of their environment and function more effectively in it, and may hopefully become a tool in rigorous empirical research into the effectiveness of social stories. -- DebateOver the last ten years, Carol Gray's wonderful concept of the Social Story has stood the test of time... Each family with a child who has autism needs to make room on the book self for this one -- Book ReviewsTable of ContentsAcknowledgements. A Note to Parents and Professionals. 1. Taking Care of Me. What do I do when I need to use the toilet? Where are the toilets? How do I help others find the toilet in my home? Where are other toilets? Time to wash my hands. Why do I wash my hands? When do people wash their hands? How do children learn to wash their hands? Time to brush my teeth. When do people brush their teeth? How do children learn to brush their teeth? Time to take medicine. Why is medicine special? Why do adults give me medicine? When do adults give me medicine? What is liquid medicine? What is a medicine spoon? How do adults give me medicine? Time to blow my nose. What does “blowing my nose” mean? What does “wiping my nose” mean? What do I use to blow or wipe my nose? How do I use a tissue? Why do children need new clothes? Why do I have new clothes? Where do I find new clothes? How does it feel to wear new clothes? When do I wear new clothes? Choosing clothes to ear outside. What do people where when it gets cold outside? What do people wear when it gets warn outside? What is a coat? What is a mitten? Why do people wear boots? Time for a nap. Why do I take naps? When is naptime? What do adults do when I am taking a nap? How to children learn to take naps? Time for a haircut. When do I get my hair cut? What is a hairstylist? Where does a hairstylist work? How can I help the hairstylist? What steps do I follow to get my haircut? Time to clip my fingernails. Who clips my fingernails? Is having my fingernails clipped safe? Time to clip my toenails. Who clips my toenails? Is having my toenails clipped safe? Time for a bath. When do I take a bath? Why do I leave my clothes outside the bathtub? How do I get into the bathtub? How do adults help me take a bath? Time to wash my hair. What is shampoo? When does my hair get washed? How do children learn to wash their hair? What does it mean when people say, “Time to go to bed”? When is bedtime? Where do I sleep? When do people go to bed? What is a dream? How do I go to bed? 2. Home. What are unexpected noises? What is a telephone? What is a doorbell? How do doors make noises? Why do dogs bark? What happens when people drop things? What is a vacuum cleaner? Why do cars have horns? What is thunder? Who knows about time? Who knows what time it is? What is a watch? What does “hurry up” mean? What does it mean to be on time? What does it mean to “be late”? Who is coming to play? When will we play? What can i say when my friend arrives? What will we do today?

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Book SynopsisA practical look at how play therapy can promote mental health wellness in children and adolescents Revised and expanded, The Therapeutic Powers of Play, Second Edition explores the powerful effects that play therapy has on different areas within a child or adolescent''s life: communication, emotion regulation, relationship enhancement, and personal strengths. Editors Charles Schaefer and Athena Drewesrenowned experts in the field of play therapydiscuss the different interventions and components of treatment that can move clients to change. Leading play therapists contributed to this volume, supplying a wide repertoire of practical techniques and applications in each chapter for use in clinical practice, including: Direct teaching Indirect teaching Self-expression Relationship enhancement Attachment formation Catharsis Stress inoculation Creative problem solving Self-esteTable of ContentsPreface xiii Acknowledgments xv About the Editors xvii About the Contributors xix 1 Introduction: How Play Therapy Causes Therapeutic Change 1Athena A. Drewes and Charles E. Schaefer Therapeutic Factors 1 Therapeutic Powers of Play 2 How Best to Use the Material in This Book 4 References 6 Part I Facilitates Communication 9 2 Self-Expression 11Mary Morrison Bennett and Stephanie Eberts Why Is Self-Expression Therapeutic? 11 Empirical Support of the Power of Self-Expression in Play Therapy 14 Role of Self-Expression in Facilitating Change 15 Strategies and Techniques in Facilitating Self-Expression 16 Applications 21 Clinical Vignettes 21 Summary 23 References 23 3 Access to the Unconscious 25David Crenshaw and Kathleen Tillman Introduction 25 The Power of Play Therapy to Access the Unconscious 26 Empirical Support 27 The Role of Accessing the Unconscious in Causing Change 28 Strategies and Techniques 29 Clinical Applications and Clinical Vignettes 33 Summary 36 References 37 4 Direct Teaching 39Theresa Fraser Introduction 39 Role of Direct Teaching in Causing Change 40 Strategies and Techniques 42 Empirical Support 43 Clinical Applications 44 Vignette 45 Summary 48 References 48 5 Indirect Teaching 51Aideen Taylor de Faoite Introduction 51 Indirect Teaching 52 Empirical Support 53 Role of Indirect Teaching in Causing Change 56 Strategies and Techniques 59 Clinical Applications and Vignettes 61 Conclusion 66 References 67 Part II Fosters Emotional Wellness 69 6 Catharsis 71Athena A. Drewes and Charles E. Schaefer Introduction 71 Description of Catharsis 72 Empirical Support 73 Role of Catharsis in Causing Change 74 Clinical Applications 75 Techniques 76 Contraindications 77 Clinical Vignettes 78 References 79 7 Abreaction 83Eileen Prendiville Introduction 83 Description of Abreaction 85 Empirical Support 87 Role of Abreaction in Causing Change 89 Strategies and Techniques 92 Clinical Applications and Clinical Vignettes 94 References 98 8 Positive Emotions 103Terry Kottman Introduction 103 Description of Positive Emotion 104 Empirical Support 107 Role of Positive Emotion in Causing Change 111 Strategies and Techniques 113 Clinical Applications and Clinical Vignettes 115 References 117 9 Counterconditioning Fears 121Tammi Van Hollander Description of Counterconditioning Fears 121 The Role of Counterconditioning Fears in Causing Change 122 Play Strategies and Techniques 122 Empirical Support 124 Clinical Applications 125 Case Vignettes 125 Conclusion 129 References 129 10 Stress Inoculation 131Angela M. Cavett Description of Stress Inoculation 131 Empirical Support for Stress Inoculation 133 Role of Stress Inoculation in Causing Change 134 Strategies and Techniques 136 Clinical Vignettes 136 Conclusion 139 References 140 11 Stress Management 143Kristin S. Bemis Introduction 143 Description of Stress Management 144 Empirical Support 145 Role of Stress Management in Causing Change 146 Strategies and Techniques 148 Clinical Applications and Clinical Vignettes 149 References 152 Part III Enhances Social Relationships 155 12 Therapeutic Relationship 157Anne L. Stewart and Lennis G. Echterling Introduction 157 Description of the Therapeutic Relationship 157 Empirical Support 159 Role of the Therapeutic Relationship in Causing Change 160 Strategies and Techniques 161 Clinical Applications and Clinical Vignettes 163 Conclusion 167 References 168 13 Attachment 171William F. Whelan and Anne L. Stewart Introduction 171 Description of Attachment 171 Empirical Support 173 The Role of Attachment in Causing Change 174 Strategies and Techniques 177 Clinical Applications and Clinical Vignette 179 Conclusion 181 References 182 14 Social Competence 185Julie Blundon Nash Introduction 185 Description of Social Competence 185 Empirical Support 186 Role of Peer Relationships in Causing Change 187 Strategies and Techniques 188 Clinical Applications and Clinical Vignettes 189 Conclusion 192 References 192 15 Empathy 195Richard Gaskill Introduction 195 Description of Empathy 196 Empirical Support 196 Components of Empathy 197 Role of Empathy in Causing Change 201 Strategies and Techniques 203 Clinical Applications 204 Summary 206 References 207 Part IV Increases Personal Strengths 211 16 Creative Problem Solving 213Sandra W. Russ and Claire E. Wallace Introduction 213 Description of Creative Problem Solving 213 Role of Creative Problem Solving in Causing Change 214 Clinical Applications 215 Empirical Support 217 Clinical Vignette 219 References 222 17 Resiliency 225John Seymour Description of Resiliency 226 Role of Resiliency in Causing Change 227 Clinical Applications 228 Empirical Support 233 Clinical Vignette 234 References 238 18 Moral Development 243Jill Packman Description of Moral Development 243 Empathy 245 Neurobiology 246 Role of Moral Development in Causing Change 246 Individual Play Therapy Techniques 247 Group Play Therapy Techniques 248 Child-Parent Relationship Therapy 249 Clinical Vignettes 250 Applications 253 References 253 19 Accelerated Psychological Development 255Siobhán Prendiville Introduction 255 Importance of the Specific Power 255 Empirical Support 255 Role of Accelerated Psychological Development in Causing Change 259 Strategies and Technique 259 Clinical Applications and Clinical Vignettes 263 References 265 20 Self-Regulation 269Marcie Yeager and Daniel Yeager Introduction 269 The Power of Self-Regulation 270 Executive Function Allows for Goal-Directed (Intentional) Behavior 271 An Experience of Empowerment: Emphasizing the “Self” in Self-Regulation 272 Empirical Support: What the Research Shows 272 A Developmental Perspective: How Self-Regulation Is Internalized 274 The Zone of Proximal Development 277 The “Future Child” 278 The Role of Play in the Development of Self-Regulation 278 Strategies for Assessment and Treatment: Staying in the Zone 282 Summary 292 References 292 21 Self-Esteem 295Diane Frey Introduction 295 Description of Self-Esteem 295 Empirical Support 298 Role of Self-Esteem in Causing Change 300 Strategies and Techniques 303 Clinical Applications and Clinical Vignettes 309 Conclusion 317 References 317 Author Index 319 Subject Index 331

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Book SynopsisFrom award-winning higher education journalist and New York Times bestselling author Jeffrey Selingo comes a revealing look from inside the admissions office—one that identifies surprising strategies that will aid in the college search. Getting into a top-ranked college has never seemed more impossible, with acceptance rates at some elite universities dipping into the single digits. In Who Gets In and Why, journalist and higher education expert Jeffrey Selingo dispels entrenched notions of how to compete and win at the admissions game, and reveals that teenagers and parents have much to gain by broadening their notion of what qualifies as a “good college.” Hint: it’s not all about the sticker on the car window. Selingo, who was embedded in three different admissions offices—a selective private university, a leading liberal arts college, and a flagship public campus—closely observed gatekeepers as they made their often agonizing and sometimes life-changing decisions. He also followed select students and their parents, and he traveled around the country meeting with high school counselors, marketers, behind-the-scenes consultants, and college rankers. While many have long believed that admissions is merit-based, rewarding the best students, Who Gets In and Why presents a more complicated truth, showing that “who gets in” is frequently more about the college’s agenda than the applicant. In a world where thousands of equally qualified students vie for a fixed number of spots at elite institutions, admissions officers often make split-second decisions based on a variety of factors—like diversity, money, and, ultimately, whether a student will enroll if accepted. One of the most insightful books ever about “getting in” and what higher education has become, Who Gets In and Why not only provides an unusually intimate look at how admissions decisions get made, but guides prospective students on how to honestly assess their strengths and match with the schools that will best serve their interests.Trade ReviewA New York Times Book Review Editors' Choice and a New York Times Notable Book “A rare inside look… It’s amazing.” —CBS This Morning“[A] widely anticipated new book…Selingo was given extraordinary access to the selection process and the selectors at Emory University, Davidson College and the University of Washington. He uses it in his book to present one of the most nuanced, coolheaded examinations of the admission process that I’ve read. He explodes certain myths — for example, that SAT and ACT scores are absolutely pivotal — and confirms other suspicions, such as the ridiculous advantage conferred on middling students who play arcane sports.” —Frank Bruni, New York Times“In this meticulously researched and evenhanded book, the author provides a unique mix of in-depth reporting, insight, and advice that may save readers needless frustration and thousands of dollars. One of the best books on college admissions in recent memory.” —Kirkus Reviews (starred)“This absorbing book delves into the sometimes enigmatic world of college admissions…an invaluable tool for college-bound students and their families, guidance counselors, and college admissions personnel.” —Library Journal (starred review) “An illuminating and multisided view of admissions work…eye-opening and insightful.” —Booklist“Comprehensive and ultimately reassuring…Anxious parents and students will be buoyed by this richly detailed and lucidly written guide.” —Publishers Weekly“The college admissions process can seem like a locked vault, but Jeff Selingo has found the key. He unleashes the full force of his reporting and storytelling skills to demystify—and humanize—the journey from high school applicant to college freshman. Whether you’re a student, parent, or educator, this book is an illuminating and essential read.” —Daniel H. Pink, New York Times bestselling author of When, Drive, and A Whole New Mind“A fascinating, useful, and important book—fascinating because of its wealth of vividly reported detail on how the college-admission system works (for instance, why little Amherst College admits more athletes than mighty University of Alabama), useful because of its clear-eyed view of how students and families can calmly get through the winnowing process, and important because higher education has become so central to American opportunity and mobility.” —James Fallows, National Correspondent for The Atlantic“For nearly twenty years, Jeff Selingo has been one of America's most trusted voices on higher education. This is his finest work. He pulls back the curtain on all the code words, awkward secrets, and noble hopes associated with college admissions today. Each chapter can help college-bound families turn confusion into clarity.” —George Anders, Pulitzer Prize-winning author of You Can Do Anything and The Rare Find“In his fascinating and timely book Who Gets in and Why Jeff Selingo breaks the seal on college admissions to reveal what really goes on, who gets a special look and why, what the colleges have at stake, and how a student can put their best foot forward. Frank and reassuring, Selingo presents a thoughtful critique of an outmoded system along with sound advice for students and parents who have little choice but to play by these rules.” —Julie Lythcott-Haims, author of How to Raise an Adult“Jeff Selingo has done it again. Amid increasingly loud calls for transparency in college admissions, and a growing suspicion among the public that the process is unfair, Selingo has managed to lift the veil from the ‘inner sanctum,’ showing how admission officers deal with the challenges presented by talented and diverse applicants. From the committee rooms that Selingo has penetrated come stories of compassion for students balanced by institutional priorities and mandates. Who Gets In and Why offers a great insider’s view, making a complex process much easier to understand.” —Robert Massa, former Dean of Enrollment, Johns Hopkins University“A valuable outsider-as-insider’s eye view of the college admission process, spotlighting what applicants will never see. Pushing past the fairy tale of how a student's application is reviewed, Selingo finds more. For the dedicated professionals who do this tireless work, the students and parents trying to understand it, and anyone in between, there are great lessons to be learned here.” —Emmi Harward, Executive Director of the Association of College Counselors in Independent Schools“In Who Gets in and Why, Jeff Selingo addresses the tyranny of selective admissions and its inordinate social and emotional impact on the more than 90% of students who enroll in non-selective schools. He depicts the agony and the ecstasy of the selective admissions process, questions why we’re all hostage to it, and offers insightful ways to avoid getting caught in the madness. Bravo!” —Deborah Quazzo, Managing Partner of GSV Advisors“An important book that shines a clarifying light into the mystifying corners of the college admissions process. Jeff Selingo gives students and their families much-needed perspective on how things really work behind the scenes.” —Jill Madenberg, author of Love the Journey to College“Very accessible and quite accurate…Selingo’s backstage view of the process at Emory is particularly strong. He adeptly pinpoints how an institution's priorities, goals, and needs cause equally deserving applicants to frequently meet with different outcomes. This book will be a great resource for parents.” —Rick Hazelton, Director of College Advising, The Hotchkiss School

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Book SynopsisHow to help your kid navigate the college admissions process, month by month, girlfriend's-guide style.

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Book SynopsisHow do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children''s thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children''s thinking appears to depend on mechanisms to fulfill these same functions. Siegler''s theory is consistent with a great dealTrade ReviewThis is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. In addition to providing a wide range of examples showing the centrality of adaptive variability in children's thinking at all levels, Siegler describes a methodology for describing developmental change as it progresses. Few will be able to read it without considering how to apply this model and methods to their own domain of interest. This book will serve as a handbook for anyone who wants to take up the challenge of taking development seriously. * Kevin Miller, Dept. of Psychology, University of Illinois at Urbana-Champaign *Table of Contents1. Whose Children are we Talking About? ; 2. Evolution and Cognitive Development ; 3. Cognitive Variability: The Ubiquity of Multiplicity ; 4. Strategic Development: Trudging up the Staircase or Swimming with the Tide ; 5. The Adaptivity of Multiplicity ; 6. Formal Models of Strategy Choice or Plasterers and Professors ; 7. How Children Generate New Ways of Thinking ; 8. A New Agenda for Cognitive Development

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Book SynopsisMany parents delight in their child''s imaginary companion as evidence of a lively imagination and creative mind. At the same time, parents sometimes wonder if the imaginary companion might be a sign that something is wrong. Does having a pretend friend mean that the child is in emotional distress? That he or she has difficulty communicating with other children? In this fascinating book, Marjorie Taylor provides an informed look at current thinking about pretend friends, dispelling many myths about them. In the past a child with an imaginary companion might have been considered peculiar, shy, or even troubled, but according to Taylor the reality is much more positive--and interesting. Not only are imaginary companions surprisingly common, the children who have them tend to be less shy than other children. They also are better able to focus their attention and to see things from another person''s perspective. In addition to describing imaginary companions and the reasons children creatTrade ReviewIt's a lovely introduction into the fantasy life of a child. * Washington Post *Table of ContentsPreface ; 1. Introduction ; 2. What Are Imaginary Companions Like? ; 3. The Characteristics of Children Who Create Imaginary Companions ; 4. Why Do Children Create Imaginary Companions? ; 5. Do Children Think Their Imaginary Companions Are Real? ; 6. What Happens to the Imaginary Companions Created in Early Childhood? ; 7. Do Older Children and Adults Create Imaginary Companions? ; 8. Fantasy in the Lives of Children and Adults ; Notes ; References ; Acknowledgments ; Permissions ; Index

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Book SynopsisTypically, we make sense of our experiences and interactions in a way that is guided by emotion and that takes the form of a narrative or a story. Using narratives, we can tell others about our experience, share common meanings, imagine possibilities, and co-construct new meanings. It is thus a momentous development when, at around age three, a child acquires the capacity to construct narratives. The book reports the work of a 20-year collaboration between 36 psychologists who have created and investigated a new tool to elicit and analyze children''s narratives. This tool is the MacArthur Story Stem Battery, a systematic collection of story beginnings that are referred to as ''stems.'' These stems are designed to elicit information from children about their representational worlds. This method is particularly exciting because using it allows developmental psychologists to gain information directly from children about their emotional states and what they are able to understand, and in tTrade Review"The Battery is a systematic group of story beginnings enacted in play that a consortium of researchers in psychology from Israel, the US, Britain, Switzerland, and Canada has developed as a new tool for eliciting a narrative that can reveal vivid aspects of a young child's inner world. They describe the approach, present case studiesand suggest how clinicians can use and adopt it." -SciTech.Table of Contents1. Early Narratives: A Window to the Child's Inner World ; 2. Making Meaning From Emotional Experience in Early Narratives ; 3. The MacArthur Story Stem Battery: Development, Administration, Reliability, Validity and Reflections about Meaning ; 4. The MacArthur Narrative Coding System: One Approach to Highlighting Affective Meaning Making in the MacArthur Story Stem Battery ; 5. Narrative Emotion Coding System (NEC) ; 6. The Structure of 5-Year-Old Children's Play Narratives within the MacArthur Story Stem Methodology ; 7. Temperament and Guilt Representations in Children's Narratives ; 8. Children's Emotional Resolution of MSSB Narratives: Relations with Child Behaviour Problems and Parental Psychological Distress ; 9. An Attachement Perspective on Children's Emotion Narratives: Links across Generations ; 10. Emotional Apprenticeships: The Development of Affect Regulation During the Pre-School Years ; 11. Portrayals in Maltreated Children's Play Narratives: Representations or Emotion Regulation? ; 12. Narratives in Risk and Clinical Populations ; 13. Mental Representations and Defences in Severely Maltreated Children: A Story Stem Battery and Rating System for Clinical Assessment and Research Applications ; 14. The Mother-Child Co-Construction of an Event Lived by the Pre-school Child: The Role of the Mother's Knowledge of "What Happened" ; 15. Patterns of Maternal Affect Regulation During the Co-construction of Preschoolers' Autobiographical Narratives ; 16. Relationships and Interactions of Mothers and Metaplot with 3-Year Old Kibbutz Children in Two Functional Contexts ; 17. Dialogues of 7-Year-Olds with their Mothers about Emotional Events: Development of a Typology ; 18. Affective Meaning Making among Young Peers in Narrative Co-Constructions

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Book SynopsisThe essential nature of learning is primarily thought of as a verbal process or function, but this notion conveys that pre-linguistic infants do not learn. Far from being blank slates that passively absorb environmental stimuli, infants are active learners who perceptually engage their environments and extract information from them before language is available. The ecological approach to perceiving-defined as a theory about perceiving by active creatures who look and listen and move around was spearheaded by Eleanor and James Gibson in the 1950s and culminated in James Gibson''s last book in 1979. Until now, no comprehensive theoretical statement of ecological development has been published since Eleanor Gibson''s Principles of Perceptual Learning and Development (1969).In An Ecological Approach to Perceptual Learning and Development, distinguished experimental psychologists Eleanor J. Gibson and Anne D. Pick provide a unique theoretical framework for the ecological approach to understTrade ReviewThis is a beautifully written book, and a most welcome addition to the field of perceptual development, indeed to the whole discipline of child development. For years I have taught a graduate course in perceptual development and never had a text that I felt I could assign in its entirety. Now I do, because this book brings a lucid introduction that is crystal clear in its explication of the complex ideas encompassed by this field. The scholarship is deep, accurate, and thorough. * Rachel K. Clifton, University of Massachusetts, Amherst *Table of Contents1. Historical Perspectives and Present-Day Confrontations ; 2. An Ecological Approach to Perceptual Development ; 3. Studying Perceptual Development in Preverbal Infants: Tasks, Methods, and Motivation ; 4. Development and Learning in Infancy ; 5. What Infants Learn About: Communication ; 6. What Infants Learn About: Interaction with Objects ; 7. What Infants Learn About: Locomotion and the Spatial Layout ; 8. The Learning Process in Infancy: Facts and Theory ; 9. Hallmarks of Human Behaviour ; 10. The Role of Perception in Development beyond Infancy ; References ; Index

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Book SynopsisAs part of the Oxford Series in Positive Psychology, Positive Education: The Geelong Grammar School Journey is the story of one school''s development of a more holistic approach to education: one with student wellbeing at its heart. Balancing academic findings from the thriving field of Positive Psychology, whilst exploring the adaptation of this science into an innovative radical new approach to teaching called Positive Education, ^iPositive Education: The Geelong Grammar School Journey ^rprovides an explanation of the key tenets of Positive Psychology and examines the practical application of this research, leading to the Geelong Grammar School''s cultivation of the ground-breaking Positive Education program.With a foreword by Martin Seligman and contributions from such well-recognised names in the field as Roy Baumeister, Tal Ben-Shahar, Barbara Fredrickson, Craig Hassed, Felicia Huppert, Sue Jackson, Nansook Park, Karen Reivich, Pninit Russo-Netzer, and George Vaillant, this book fills a crucial space between academic theory and practical application making it a landmark publication on Positive Education.Positive Education: The Geelong Grammar School Journey will provide academics and students of Positive Psychology with an invaluable resource. Moreover, the book offers educational practitioners the key facets of the approach so as to inspire them to embark on their own journey with Positive Education.Table of ContentsDedication to Christopher Peterson ; Foreword ; Acknowledgements ; Guide to the Reader ; Introduction ; 1. Geelong Grammar School: Four Brave Steps ; 2. The Fifth Brave Step: Positive Education ; 3. The Model for Positive Education ; 4. Flourishing ; 5. Character Strengths ; 6. Positive Relationships ; 7. Positive Emotions ; 8. Positive Health and Resilience ; 9. Positive Health and Mindfulness ; 10. Positive Engagement ; 11. Positive Accomplishment ; 12. Positive Purpose ; 13. Research and Evaluation ; 14. Looking to the Future ; Expert Biographies ; Glossary ; Index

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Book SynopsisThis Very Short Introduction provides an up-to-date, authoritative, and accessible guide to modern child psychology, from birth to early adolescence. Beginning with infancy, Usha Goswami considers the process of attachment and ''bonding'', showing how secure attachments enable the development of self-understanding. Exploring childhood learning, ranging from aspects of language and thinking to cognitive reasoning, Goswami looks at how babies and toddlers develop an understanding of the physical, biological, and social worlds, and develop complex abilities like language and morality. Demonstrating how learning is shaped by the environments surrounding the child; at home, school, with peers, and in wider society, Goswami emphasizes the importance of childhood friendships and siblings for psychological development. Introducing the key theories in child psychology, Goswami explains why children develop as they do and how society can further optimize their development through the adolescent years. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Table of Contents1. Babies and what they know ; 2. Learning about the outside world ; 3. Learning language ; 4. Friendships, famillies, pretend play and the imagination ; 5. Going to school ; 6. The learning brain ; 7. Theories and neurobiology of development ; Further reading ; Index

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Book SynopsisThe ills of education are caused, this text argues, because we have inherited three major educational ideas, each of which is incompatible with the other two. The text offers an alternative and proposes that teaching and curriculum should be changed to fit in with how we actually learn.

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Book SynopsisA celebration of the learning process and a guide to becoming a better student. It discusses the qualities needed to get the most out of education, and aspects of the environment - teachers, curriculum, and transitions from school to college - that contribute to effectiveness in learning.

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Book SynopsisThis book is concerned with action research as a form of teacher professional development. In it, John Elliot traces the historical emergence and current significance of action research in schools. He examines action research as a "cultural innovation" with transformative possibilities for both the professional culture of teachers and teacher educators in academia and explores how action research can be a form of creative resistance to the technical rationality underpinning government policy. He explains the role of action research in the specific contexts of the national curriculum, teacher appraisal and competence-based teacher training.Trade Review"This is a most stimulating book which should be prescribed reading for any serious student of education and those involved in the management of policy and effective schooling." - Educational Research "Elliott...sticks to the enduring issues of teachers needing to research their own classrooms and schools, using a variety of approaches, so that they can base changes on a proper study of purpose and process, after considering the documents, the strategies, the real and apparent precepts on which decisions are being made. It is much more timeless and less transient. Good for him." - T.E.S. "Anybody interested in reading an antidote to presently received wisdom on the 'self evaluating' school, should read John Elliott's book." - Journal of Education for Teaching: International Research and Pedagogy "This book is essential reading for teachers." - Journal of Teacher Development "For the research teacher-student this book is invaluable." - Headlines: Journal of the Secondary Heads AssociationTable of ContentsPart 1 Action research and professional learningteachers as researchers - an historical and biographical contextsupporting professional learning through action research - three case studiesPart 2 Action research - dilemmas and innovationthe theory/practice problemthe fundamental characteristics of action researchthe dilemmas and temptations of the reflective practitionera practical guide to action researchPart 3 Action research in policy contextsaction research and the emergence of teacher appraisal in the UKcompetency based training and the education of the professions - is a happy marriage possible ?the national curriculum and models of curriculum development

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Book Synopsis* What do young children from different cultural backgrounds learn about reading and writing before they come to school?* How can schools work with parents to incorporate children's pre-school literacy learning into policies for the development of literacy?* What strategies can early years' teachers use to support young children's understanding of the reading process?Read It To Me Now! charts the emergent literacy learning of five four-year old children from different cultural backgrounds in their crucial move from home to school, and demonstrates how children's early understanding of reading and writing is learnt socially and culturally within their family and community. Drawing the children's stories together, Hilary Minns discusses the role of the school in recognizing and developing children's literacy learning, including that of emergent bilingual learners, and in developing genuine home-school links with families. This edition of Read It To Me Now! makesTrade Review"The central message of the book is that it is only by gaining knowledge of children's pre-school experiences with books and print and an idea of how a child 'views the task of learning to read' that schools will then be able to provide the most appropriate support tochildren and parents." -English 4-11Table of ContentsIntroductionPart one: Five childrenGurdeepGemmaAnthonyGeetaReidPart two: Further considerationsLearning to readThe role of story in young children's livesa child's sense of storyReading partnershipsPathways to readingBibliographyIndex.

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Book Synopsis"The style and language used by the authors make the book readable and therefore a book that practising teachers can actively use as a guide to improve their practice ...it is amply demonstrated that teaching can and should be an activity whose primary focus is to enhance students' learning capacity and not limit it." Journal of Inservice Education Why do some teachers insist on teaching without recourse to judgements about ability? What are the key principles on which they draw as they organize and provide for learning? What is the significance of their alternative approach for classrooms in the 21st century? This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project aTable of ContentsForeword by Clyde Chitty Acknowledgements Part one: Beyond ability-based teaching and learningChapter 1: Ability, educability and the current improvement agendaChapter 2: What's wrong with ability labelling?Chapter 3: The Learning Without Limits project: methods and approaches.Part two: Accounts of the teachers' practicesIntroductionChapter 4: Anne's approach: 'They all have their different ways to go'.Chapter 5: Claire's approach: 'a thinking classroom'.Chapter 6: Alison's approach: 'an open invitation.'Chapter 7: Narinder's approach: 'the promise of tomorrow.'Chapter 8: Patrick's approach: 'only connect.'Chapter 9: Nicky's approach: 'Step back and look at the children.'Chapter 10: Yahi's approach: 'raising the level of trust.'Chapter 11: Julie's approach: 'access, security, success.'Chapter 12: Non's approach: 'the bridge between values and practice.'Part three: the core idea of transformability.Chapter 13: Transforming the capacity to learn.Chapter 14: Purposes and principles in practice.Chapter 15: Young people's perspectives on learning without limits.Chapter 16: Framing learning without limits teaching: contexts and retrospectives.Chapter 17: Towards an alternative improvement agenda. Bibliography.

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Book SynopsisThe giant city of today is a unique phenomenon. Never before have such acute problems of government, the provision of essential services, planning, social life, and civilized living arisen from uncontrolled urbanization. In the West and in the East, in the more developed and in the less developed countries, in capitalist and communist states, the great metropolis represents a problem of the first importance which challenges the statesman, the official, the town planner, the political scientist, the sociologist and, above all, the intelligent citizen.The editor has here assembled an authoritative series of studies describing the growth, significance, government, politics adn planning of twenty-four great cities of the world. They show how these widely scattered cities faced essentially similar problems. Each study deals with the actual working of one city in the 1950s, how its elective adn executive bodies are organized, the kind of political forces which motivate their activiTable of ContentsPart One: The Great City of Today 1. A modern phenomenon 2. The metropolitan community 3. Special constitutional features 4. The elected council 5. The city council as executive 6. An executive appointed by the council 7. The elected mayor as executive 8. An elected committee as executive 9. An executive appointed by the central government 10. Municipal services 11. The need for integration 12. The attempt to expand 13. The Ad Hoc authority for special purposes 14. Other attempts to solve the problem 15. Politics in the great city 16. Divided civic and political interest 17. Relations with higher authorities 18. Municipal finance 19. Planning the great city 20. The problems summarized 21. The metropolitan region of tomorrow PART TWO Amsterdam, J.P. Wilschut Bombay and Calcutta, Professor M. Verkatarangaia Buenos Aires, Professor Rafael Bielsa Chicago, Professor Robert A. Walker Copenhagen, Dr Axel Holm London, Professor William A. Robson Los Angeles, Professor Winston W. Crouch and Professor Dean E. McHenry Manchester, Lady Shena Simon Montreal and Toronto, K.B. Callard Moscow, Roger Simona and Maurice Hookham New York, Professor Rexford Guy Tugwell Paris, Brian Chapman Rio de Janeiro, Jose Arthur Rios Rome, Professor Giuseppe Chiarelli Stockholm, Professor Gunnar Heckscher and Per HOlm Sydney, Professor F.A. Bland Wellington, Ralph H. Brookes Zurich, Professor Max Imboden SUPPLEMENTARY STUDIES Cologne, Lorenz Fischer and Peter van Hauten Johannesburg, Dr L. P. Green Tokyo and Osaka, Professor Masamichi Royama

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Book SynopsisThis completely revised and updated second edition provides a comprehensive introduction to using play to communicate with troubled or traumatized children and their families, and to heal emotional damage. The book gives examples of good practice in different settings and situations.Drawing on psychodynamic, systemic and attachment theory, the book provides an integrated theory base for using play in therapeutic work with children. It emphasizes non-directive approaches to therapeutic play and play therapy, based on supporting the child's developing self within the safe boundaries provided by the setting and the worker's emotional holding and containment. Areas explored include: children with disabilities and illnesses daily living with abused and traumatized children helping troubled families difficulties in early years children experiencing separation, loss and bereavement children moving to new families. Trade Review"This book is pervaded by a sense of hope and an overriding belief in the 'healing power of play.' I was moved by the case examples and by McMahon's sense of compassion and empathy for the children whose stories are recorded in this book. I would highly recommend it to anyone considering play therapy as a career or to those already practicing." - Jackie Townsend, Counselling Children and Young People, September 2009praise for the first edition:"…essential reading for all those who purport to practice play therapy." – British Journal of Occupational Therapy"A Handbook like this is an excellent idea for other workers who want to help disturbed children but don’t know where to start." – Nicholas Tucker, The Times Educational SupplementTable of ContentsIntroduction: The State of Play. The Development of Play. Approaches to Therapeutic Play. The Process of Therapeutic Play and Play Therapy. Therapeutic Play in the Early Years. Play in Helping Troubled Families. Therapeutic Play for Children with Disabilities and Illness. Therapeutic Play for Children Experiencing Separation, Loss and Bereavement in Their Families. Therapeutic Play with Children who have Experienced Continual Trauma and Loss. Therapeutic Play in Daily Living with Abused and Traumatized Children. Play in Therapeutic Work with Children Moving to New Families.

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Book SynopsisSchool psychology practice does not exist in a vacuum and is not value-neutral. As the role and function of the school psychologist continues to evolve and expand, social justice provides a needed real-world framework for school psychology students, practitioners, supervisors, and professors to guide their efforts. Culled from years of experience by experts working in a vast array of applied environments and appropriate both for practitioners and for graduate courses in multicultural school psychology and/or the role and function of school psychologists, this book takes the reader through a tour of common school psychology topics and functions through the lens of social justice. Utilizing case examples and concrete suggestions, a critical yet hopeful vision of ways in which school psychologists can work to achieve positive outcomes for students, families, schools, and society is provided. Trade Review"School Psychology and Social Justice is the most comprehensive compendium of papers about social justice and school psychology published to date. It elucidates the rich meaning of the construct of social justice and artfully links concepts of social justice with important developments in school psychology, including public health, global health, multiculturalism, and positive psychology. This text is an essential resource for researchers, educators, students, and practitioners."—Thomas J. Power, PhD, professor of school psychology in pediatrics, psychiatry and education at the University of Pennsylvania and author of Pediatric School Psychology: Conceptualization, Applications, and Leadership Development"The editors and authors of School Psychology and Social Justice contribute their extensive expertise in first defining and clarifying the construct of social justice and then articulating the application of social justice principles to many diverse areas, including; assessment, behavior, mental health, family, school, community, culture, and advocacy. Professionals, faculty, and students will all benefit from reading this important book." —Shane R. Jimerson, PhD, professor of school psychology at University of California–Santa Barbara"In School Psychology and Social Justice, the authors provide much-needed practical advice for school psychologists interested in working effectively with diverse individuals, groups, and communities. This is a must read for all school psychologists."—Tammy L. Hughes, PhD, coauthor of Understanding Girl Bullying and What to Do About It: Strategies to Heal the Divide and Martin Hehir CSSp Chair in Scholarly Excellence at Duquesne University"This book is an important contribution to the field of school psychology. The authors expertly weave theory, research and practice into a best-practices framework that intentionally considers social injustices in our schools and strategies to systematically address them." —Paul McCabe, PhD, author of Psychiatric Disorders: Current Topics and Interventions for Educators and professor of school psychology at Brooklyn CollegeTable of ContentsAcknowledgements 1. Introduction (David Shriberg, Samuel Y. Song, Antoinette Halsell Miranda & Kisha M. Radliff) 2. Social Justice in School Psychology: An Historical Perspective (Terry B. Gutkin and Samuel Y. Song) 3. School Psychology and Social Justice in the Global Community (Bonnie Kaul Nastasi and Kristen Varjas) 4. What Do We Mean When We Say Social Justice in School Psychology? (Mary M. Clare) 5. Understanding and Addressing Inequities in Special Education (Amanda L. Sullivan) 6. Systemic School Discipline: Issues of Equity from a Social Justice Perspective (Amity Noltemeyer and Pamela Fenning) 7. Paving the Way for Cosmopolitan Resilient Schools: Promoting Resilience and Social Justice in Urban, Suburban and Rural Schools (Geraldine V. Oades-Sese, Mark Kitzie and Wai-Ling Rubic) 8. Institutional Barriers: Poverty and Education (Stacy A. S. Williams and Deborah Peek Crockett) 9. Social Justice in the Air: School Culture and Climate (Samuel Y. Song and Kelly Marth) 10. A Social Justice Approach to Assessment (Markeda L. Newell and Gina Coffee) 11. Promoting Social Justice by Addressing Barriers to Academic Success (Jennifer I. Durham) 12. Behavioral Issues in the Classroom (Antoinette Halsell Miranda) 13. Consultation and Collaboration (Janay B. Sander) 14. Mental Health Issues: Non-Academic Barriers to Success in School (Kisha M. Radliff) 15. Family, School, and Community Partnerships (Janine M. Jones) 16. The School Psychologist as Advocate (Alissa Briggs) 17. Graduate Education and Professional Development (David Shriberg) 18. Moving Forward (David Shriberg, Samuel Y. Song, Antoinette Halsell Miranda & Kisha M. Radliff)

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Book SynopsisSchool transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children's wellbeing, motivation and achievement. Offering an accessible introduction to children's psychology at transition, Understanding School Transition explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on: Understanding stress and anxiety Children's hopes, fears and myths at transition Parents' and teachers' influence and role Children's relationships with peers as they change schools ChildTrade Review"Jennifer Symonds book offers something for everyone involved in the transition process; teachers, administrators, parents and hopefully politicians. It reminds us all of the important part that school transition plays in the wellbeing of future adults and, hopefully, will rekindle enthusiasm for and interest in the transfer problem." - Professor Maurice Galton, University of Cambirdge, UK "Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. […] Whatever your role in the transition process - teacher, parent, educator - you need to read this book to help students get the very best from their chances. It really gets to the heart of the matter and the in-depth discussion will help all concerned to really understand what goes on during this process." – Parents in Touch, UK Table of ContentsFoundational Knowledge 1. School transition as a status passage 2. Psychological wellbeing What happens to children? 3. Stress and anxiety 4. Hopes, fears and myths 5. Parents 6. Teachers 7. Peers 8. Identity and self-esteem 9. Motivation, engagement and achievement 10. Vulnerable children How to help them 11. Interventions fro wellbeing 12. Research and evaluation 13. School transition leadership

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Book SynopsisThis accessible text will show students and class teachers how they can enable their pupils to become critical thinkers through the medium of picturebooks. By introducing children to the notion of making-meaning together through thinking and discussion, Roche focuses on carefully chosen picturebooks as a stimulus for discussion, and shows how they can constitute an accessible, multimodal resource for adding to literacy skills, while at the same time developing in pupils a far wider range of literary understanding.By allowing time for thinking about and digesting the pictures as well as the text, and then engaging pupils in classroom discussion, this book highlights a powerful means of developing children's oral language ability, critical thinking, and visual literacy, while also acting as a rich resource for developing children's literary understanding. Throughout, Roche provides rich data and examples from real classroom practice.This book also provides an overview ofTrade Review"This book is exactly what it claims to be on the cover – it is a well-mapped guide for classroom teachers, students or parents who are looking for ways to engage young students in reading activities that will develop their critical literacy and their critical thinking skills. […] I would recommend this book to all primary school teachers, as well as to second-level English and SEN teachers."– Jean Johnston, ILSA Quarterly"The voices of children and teachers, richly engaged with picturebooks, resound enthrallingly in this enthusiastic, thoughtful and superbly well-informed account of productive classroom practice." - UKLA Academic Book Award Panel"This book is exactly what it claims to be on the cover – it is a well-mapped guide for classroom teachers, students or parents who are looking for ways to engage young students in reading activities that will develop their critical literacy and their critical thinking skills. […] I would recommend this book to all primary school teachers, as well as to second-level English and SEN teachers." – Jean Johnston, ILSA Quarterly "The voices of children and teachers, richly engaged with picturebooks, resound enthrallingly in this enthusiastic, thoughtful and superbly well-informed account of productive classroom practice." - UKLA Academic Book Award Panel"This book brings together into one voice the best of an academic, scholar and educational practitioner working to develop the quality of the educational experience for children in circumstances where values of humanity often seem to be, at best ignored, and at worst felt to be voilating contradictions" - Mary Huxtable, Educational Journal of Living Theories"I would cerntainly recommend this book for teachers eager to put their students at the heart of an authentic learning environment where teachers and pupils create and negotiate meaning together" - Duncan McCarthy, InTouch Magazine "Mary Roche has created a bright, engaging, and academically rigorous study of the powerful role that picture books play in the primary classroom. She has just been highly commended for its significant contribution to the teaching of English at the UKLA academic book awards. " - Martin Galway, Herts for LearningTable of Contents1. Critical Thinking and Book Talk’ - The ‘why’ factor 2. Comprehension, making meaning, literacy, critical thinking and critical literacy 3. Interactive, or dialogic, reading aloud 4. A focus on oral language development 5. Some picturebook theory 6. Critical Thinking and Book Talk in the Classroom 7. Practical advice 8. Conclusion

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Book SynopsisPresenting Mayan history from the perspective of Mayan women--whose voices until now have not been documented--David Carey allows these women to present their worldviews in their native language, adding a rich layer to recent Latin American historiography, and increasing our comprehension of indigenous perspectives of the past.Drawing on years of research among the Maya that specifically documents women's oral histories, Carey gives Mayan women a platform to discuss their views on education, migrant labor, work in the home, female leadership, and globalization. These oral histories present an ideal opportunity to understand indigenous women's approach to history, the apparent contradictions in gender roles in Mayan communities, and provide a distinct conceptual framework for analyzing Guatamalan, Mayan, and Latin American history.Table of ContentsAcknowledgements A Note on Mayan Orthography List of Illustrations Introduction: Mayan Women as History 1. Our Star and a Vision for Us: A Midwife's Tale of Social Change and Control, 1931-1966 2. And All the Men Could Do Was Work in the Fields: Feminine Perspectives on Guatemala's International Export Economy, 1875-1965 3. From Quotidian Tasks to Entrepreneurial Opportunities: Mayan Women and Labor in Highland Guatemala, 1890-1965 4. What Is Indio, If the Nation Is Indigenous?: Ethnic Violence, Gender, and Nationalism in Guatemala, 1944 to 1967 5. Degrees of Education: Mayan Women and Public Schools, 1900-1965 Conclusion: (Re)Positioning Mayan Women in the Past Epilogue: Resurrecting Reconciliation Glossary Appendix: Description of Oral History Informants by Town or Aldea Notes Bibliography

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Book SynopsisWith a new preface by the author, this reissue of Thomas Sowell''s classic study of decision making updates his seminal work in the context of The Vision of the Annointed , Sowell, one of America''s most celebrated public intellectuals, describes in concrete detail how knowledge is shared and disseminated throughout modern society. He warns that society suffers from an ever-widening gap between firsthand knowledge and decision making,a gap that threatens not only our economic and political efficiency, but our very freedom because actual knowledge gets replaced by assumptions based on an abstract and elitist social vision f what ought to be. Knowledge and Decisions , a winner of the 1980 Law and Economics centre Prize, was heralded as a landmark work and selected for this prize because of its cogent contribution to our understanding of the differences between the market process and the process of government. In announcing the award, the centre acclaimed Sowell, whose contribution to our understanding of the process of regulation alone would make the book important, but in reemphasizing the diversity and efficiency that the market makes possible, [his] work goes deeper and becomes even more significant.

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Book SynopsisFederal laws such as No Child Left Behind mandate that schools demonstrate how federal funds are being spent on scientifically based programs, making it essential that practitioners know which procedures are most effective for improving academic performance.Table of ContentsChapter 1. General Principles of Evidence-Based Instruction. Chapter 2. Phonological Awareness and Beginning Phonics. Chapter 3. Phonics and Sight Word Instruction. Chapter 4. Reading Fluency. Chapter 5. Vocabulary and Reading Comprehension. Chapter 6. Spelling. Chapter 7. Handwriting and Written Expression. Chapter 8. Basic Math Skills. Chapter 9. Math Problem-Solving.

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Book SynopsisIn Powerful Learning, Linda Darling-Hammond and an impressive list of co-authors offer a clear, comprehensive, and engaging exploration of the most effective classroom practices. They review, in practical terms, teaching strategies that generate meaningful K2 student understanding, and occur both within the classroom walls and beyond. The book includes rich stories, as well as online videos of innovative classrooms and schools, that show how students who are taught well are able to think critically, employ flexible problem-solving, andapply learned skills and knowledgeto new situations. Table of ContentsFOREWORD v ABOUT THE AUTHORS ix INTRODUCTION: TEACHING AND LEARNING FOR UNDERSTANDING 1Linda Darling-Hammond 1 HOW CAN WE TEACH FOR MEANINGFUL LEARNING? 11Brigid Barron and Linda Darling-Hammond 2 READING FOR UNDERSTANDING 71P. David Pearson, Gina N. Cervetti, and Jennifer L. Tilson 3 MATHEMATICS FOR UNDERSTANDING 113Alan H. Schoenfeld 4 TEACHING SCIENCE FOR UNDERSTANDING 151Timothy D. Zimmerman and Elizabeth K. Stage 5 CONCLUSION: CREATING SCHOOLS THAT DEVELOP UNDERSTANDING 193Linda Darling-Hammond APPENDIX 213 BIBLIOGRAPHY 225 SUBJECT INDEX 257 NAME INDEX 267

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Book SynopsisQuickly acquire the knowledge and skills you need to confidently administer, score, and interpret a variety of storytelling techniques Storytelling techniques are a popular projective approach for assessing many aspects of a person''s personality, such as cognitive processes, emotional functioning, and self-regulation. The broad spectrum of techniques includes the Thematic Apperception Test (TATthe most widely embraced), Roberts-2, and TEMAS (Tell-Me-A-Story). To use these tests properly, professionals need an authoritative source of advice and guidance on how to administer, score, and interpret them. Written by Hedwig Teglasi, a leading researcher of the TAT and other storytelling techniques, Essentials of TAT and Other Storytelling Assessments, Second Edition is that source. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals, and those in training, quickly acquire thTable of ContentsSeries Preface xi Acknowledgments xiii One: Overview 1 Two: Essentials of Storytelling Administration 29 Three: Essentials of Storytelling Interpretation 49 Four: Essentials of TAT Assessment of Cognition 74 Five: Essentials of TAT Assessment of Emotion 137 Six: Essentials of TAT Assessment of Object Relations 183 Seven: Essentials of TAT Assessment of Motivation and Self-Regulation 218 Eight: Essentials of the Children’s Apperception Test and Other Storytelling Methods for Children 262 Nine: Strengths and Weaknesses of Storytelling Assessment Techniques 300 Ten: Storytelling in the Assessment Battery 316 References 348 Annotated Bibliography 376 Index 378 About the Author 386

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Book SynopsisFully revised coverage with the most current diagnoses and treatments for adolescents and adults living with learning and attention disorders Reflecting the most recent and relevant findings regarding Learning Disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (ADHD), this Second Edition of Learning and Attention Disorders in Adolescence and Adulthood provides practitioners in the fields of education and mental health with a set of practical guidelines to assist in the assessment, diagnosis, consultation, and treatment of adolescents and adults struggling with LD and ADHD. The new edition includes: An emphasis on working from strengths?adapting to disabilities and dealing with them successfully on a daily basis New coverage of the causes and long-term implications of LD and ADHD in adolescents and adulthood New chapters on treatment effectiveness; building resiliency and shaping mindsets; cognitive therapy; and Table of ContentsAcknowledgments. Contributors. Preface. PART I: Background. 1 The Changing Face of LD and ADHD in Late Adolescence and Adulthood (Sam Goldstein and Melissa DeVries). 2 Learning Disabilities in Childhood (Sam Goldstein). 3 Attention-Deficit/Hyperactivity Disorder in Childhood (Sam Goldstein and Melissa DeVries). 4 Adults with Learning Disabilities: Barriers and Progress (Noel Gregg). 5 Children with ADHD Grown Up (Kevin M. Antshel and Russell Barkley). PART II: Assessment. 6 Assessment of Cognitive and Neuropsychological Processes (Jack A. Naglieri and Sam Goldstein). 7 Assessment of Academic Achievement (Nancy Mather and Annmarie Urso). 8 Assessment of Psychiatric Status and Personality Qualities (J. Russell Ramsay, Bradley M. Rosenfield, and Lofton H. Harris). 9 Integration and Formulation of Data (Sam Goldstein and Melissa DeVries). 10 Legal Rights and Qualification Under the Americans with Disabilities Act (Peter S. Latham and Patricia H. Latham). PART III: Treatment. 11 Overview of Current Treatment Protocols (Sam Goldstein). 12 Treatment Effectiveness for LD and ADHD (Anastasia L. Betts). 13 Building Resilience by Shaping Mindsets (Robert B. Brooks). 14 Using Neurocognitive Psychotherapy for LD and ADHD (Carol Ann Robbins and Judith M. Glasser). 15 Strategic Coaching for LD and ADHD (Nancy Ratey and Jodi Sleeper-Triplett). 16 College Programs and Services (Kevin Hills and Ian Campbell). 17 Classroom and Instructional Strategies (Robert J. Volpe, R. Julius Anastasio, and George J. DuPaul). 18 Medications Affecting Behavior and Learning (Anthony L. Rostain). 19 Vocational Programs and Practices (Rob Crawford). 20 Lifestyle and Family Issues (Arthur L. Robin). Author Index. Subject Index.

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Book SynopsisFollowing the user-friendly Essentials series format, Essentials of Response to Intervention provides a conciseoverview of the essentials of Response to Intervention program(RTI), psychometric assessment issues of RTI, and guidelines forsuccessful implementation.Table of ContentsForeword Jim Ysseldyke xi Series Preface Volume Preface One Overview of Response to Intervention 1 Two How to Implement RtI 17 Three How to Obtain Meaningful Data for Decision Making: Rethinking Technical Adequacy 37 Four How to Interpret RtI Data 69 Five Evaluating the Research Base for RtI 88 Six Clinical Applications of RtI 105 Seven Case Report Illustrations 115 Appendix A Evaluation of Screening Data Accuracy 135 Appendix B Analysis of Screening Data for Intervention and Prevention Planning 137 Appendix C Troubleshooting Instructional Basics 138 Appendix d Dealing with Potential Sources of Error in RtI Decision Making 140 Appendix E Monitoring Tier 2 Intervention 144 Appendix F Screening Integrity Protocol 145 Authors’ Note: Roc 146 References 150 Annotated Bibliography 165 Index 168 About the Authors 181

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Book SynopsisA thoroughly revised edition of the classic resource forunderstanding gender differences in the classroom In this profoundly significant book, author Michael Gurian hasrevised and updated his groundbreaking book that clearlydemonstrated how the distinction in hard-wiring and socializedgender differences affects how boys and girls learn.Table of ContentsAcknowledgments xv Introduction 1 Who We Are and What We Do 2 How to Use This New Edition 5 Success Stories Since the Missouri Pilot 6 Innovating with Single-Sex Options 8 Moving Forward at the Nexus of Science and Practice 9 1 Part One How Boys and Girls Learn Differently 11 How the Brain Learns: Inherent Differences Between Boys and Girls 13 The Wide Spectrum of Gender in the Brain 15 How the Brain Works 17 How Boys’ and Girls’ Minds Are Different 19 Developmental and Structural Differences 25 Chemical Differences 27 Hormonal Differences 27 Functional Differences 29 Differences in Processing Emotion 31 2 Why the Brains Are Different 37 A Brief History of Brain Difference 38 The Role of Hormones in the Womb and at Puberty 40 How Brain-based Differences Affect Boys and Girls 43 Areas of Learning-Style Difference 44 Deductive and Inductive Reasoning 44 Abstract and Concrete Reasoning 45 Use of Language 45 Logic and Evidence 46 The Likelihood of Boredom 46 Use of Space 47 Movement 47 Sensitivity and Group Dynamics 47 Use of Symbolism 49 Use of Learning Teams 49 Learning Differences and the Intelligences 50 Time and Sequence 50 Space and Place 51 Applying the Intelligences to Brain-Based Gender Difference 52 The State of Boys and Girls in Our Schools 54 Advantages for Boys, Challenges for Girls 54 Advantages for Girls, Challenges for Boys 56 Applying Brain-Based Research to Gender Advantage 57 Studies Based on Political Assumptions 64 The Political Search for Workplace Privation 66 Creating the Ultimate Classroom 67 Part Two Creating the Ultimate Classroom for Both Boys and Girls 71 Authors’ Note 72 3 The Ultimate Preschool and Kindergarten Classroom 75 The Foundation of Early Learning: Bonding and Attachment 76 Handling Children’s Emotional Stress 78 Bonding and Attachment Solutions 80 Day Care, Preschool, and Kindergarten Community Building 86 The Case for Preschool 86 Parents as Teachers 87 The Parent Education Coordinator 88 Nutrition and Learning 89 Carbohydrates, Proteins, and the School Day 89 Fatty Acids 91 Dealing with Aggressive Behavior 92 Aggression Nurturance 95 Increasing Empathy Nurturance and Verbalization 96 Discipline Techniques 99 The Outdoor Classroom 101 Directing Boys and Girls to Academic Excellence 103 Teaching Math and Spatials 105 Language Development 113 Special Education 117 Creating a Tribe: Bonding and School-Home Alliances 118 Use of Psychotropic Medications 119 The Ultimate Preschool and Kindergarten Classroom for Both Boys and Girls 123 For the Boys 123 For the Girls 124 Tips for Parents 125 4 The Ultimate Elementary School Classroom 127 Structural Innovations 129 Use of School Time 130 Class Size, Number of Teachers, and Teacher-to-Student Ratio 133 Using Group Dynamics and Group Work as a Basis of Pedagogy 135 Use of Computers and Other Media in Elementary School 137 The Outdoor Classroom 139 Bonding and Attachment in Elementary Learning 142 Handling Students’ Emotional Stress 149 The Role of the Mentor 155 Community Collaboration: Mentors from Outside the School 158 How to Provide Discipline in the Elementary Classroom 160 Learning from Past Mistakes 161 Discipline Techniques After an Offending Act 163 Discipline Techniques to Prevent Undisciplined Behavior 168 Motivation Techniques 170 Character Education 171 CHARACTERplus 172 Integrating Character Education into the Whole School 173 Dealing with Cruelty, Hazing, and Violence 174 Definition of Terms 175 Zero-Tolerance Policies 176 Innovations for Academic Excellence 180 Innovations for Teaching Language Arts, Especially Reading and Writing 180 Innovations for Teaching Math and Science 184 Standardized Testing 189 Special Education, Learning Disabilities, and Behavioral Disabilities 191 Class Within a Class 193 Fast ForWord 195 Other Spatial Stimulants and Use of Movement 195 The Multisensory Approach to Reading Problems 196 Cooperative and Competitive Learning 196 Sports and Athletics 199 The Ultimate Elementary Classroom for Both Boys and Girls 200 For the Boys 200 For the Girls 201 Tips for Parents 203 5 The Ultimate Middle School Classroom 204 Structural Innovations 206 Single-Sex Education 206 Rites of Passage 215 Use of Uniforms 218 Classroom Size and Other Innovations 220 Bonding and Attachment 222 The Early Adolescent’s Drop in Self-Esteem 223 Handling Students’ Emotional Stresses 225 Community Collaboration 231 How to Provide Discipline in the Middle School Classroom 234 Strategies for Providing Discipline 234 Mandatory Sports 238 Character Education 240 Innovations for Teaching Language Arts and Math and Science 243 Innovations for Teaching Language Arts 243 Innovations for Teaching Math and Science 247 Girls and Computer Science 249 Special Education 250 Rethinking Special Education Through the Lens of Gender and the Brain 252 Innovations for Dealing with Behavioral Elements of Special Ed 255 The Underachiever as a Special Ed Category 257 “Mr. Daba”: The Power of Bonding 258 The Ultimate Middle School Classroom for Both Boys and Girls 261 For the Boys 262 For the Girls 263 Tips for Parents 263 6 The Ultimate High School Classroom 266 Bonding and Attachment 268 Communication and Conflict Resolution 270 The Art of Mentoring 272 Peer Leadership, Not Peer Pressure 274 Discipline Systems 275 Character Education and Service Projects 277 Structural Innovations 278 Class and School Size 279 Uniforms 280 Time and Time-of-Day Innovations 284 The Innovations Students Are Asking For 286 Counterinnovations 287 Rites of Passage 289 Full Psychosocial Education, Not Just Sex Education 291 Improving Sex Education 292 Gender Education 294 Innovations to Improve Academic Learning 297 Teaching Mathematics, Science, and Technology 298 Technology and Gender 301 Teaching Reading and Literacy 302 Standardized Testing 307 Special Education 310 The Ultimate High School Classroom for Both Boys and Girls 313 For the Boys 313 For the Girls 314 Tips for Parents 315 What High School Students Are Saying: Their Fears 316 Epilogue 319 Notes 323 Parents’ Book Study for Boys and Girls Learn Differently! 333 Teachers’ Book Study for Boys and Girls Learn Differently! 341 The Gurian Institute 349 About the Authors 351 Index 355

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Book SynopsisAn invaluable collection of sample case reports from experts in child and adolescent assessment With contributions from authorities in the fields of psychology and special education-including Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nadeen Kaufman, George McCloskey, Jack Naglieri, Cecil Reynolds, and Gale RoidComprehensive Evaluations provides over fifty sample case reports to help you draft carefully planned, goal-directed, and comprehensive evaluations that clearly explain the reasons for a student''s school-related difficulties, from preschool to postsecondary level. A wellspring of information for educational professionals, Comprehensive Evaluations provides models for writing diagnostic reports to accompany the tests most frequently administered in the evaluation of children, adolescents, and adults, including the BASC-2, KABC-II, WAIS-IV, WISC-IV, and WJ III. The reports reflect various disciplines within psychology and education, difTable of ContentsAcknowledgments. List of Contributors. Foreword (John O. Willis, Ed.D.). Introduction. 1 Assessment of Individuals with Autism: Procedures and Pitfalls (Sally Logerquist, Ph.D.). 2 Neuropsychological Evaluation of a Young Child with a Seizure Disorder (Marshall Andrew Glenn, Ph.D.). 3 Language Assessment of a Sibling of a Child with Autism (Dale A. Bailey, M.A., CCC-SLP). 4 Cognitive and Achievement Correlates of Language Disorders (Stephen Camarata, Ph.D., CCC-SLP, and Mary N. Camarata, M.S., CCC-SLP). 5 Comorbidity and Cumulative Effects of Inattention, Poor Emotional Control, and Language Problems on Academic Achievement in Early Childhood (R. W. Kamphaus, Ph.D., and Tara C. Raines, Psy.S.). 6 How a Weakness in Attention Can Mask True Learning Capabilities and Achievement Gains (Eva M. Prince, Ed.S). 7 Associative Memory Disorder: An Unexpected Struggle Resulting in Difficulty with Basic Skill Acquisition (James M. Creed, M.Ed.). 8 Evaluation of a Bilingual Student with a History of Language Delay: Differentiating Between a Language Impairment and Second Language Learning (Brigid Garvin, M.Ed.). 9 Twice-Exceptional: A Gifted Child with Concomitant Learning Disabilities (Aimee Yermish, Psy.D.). 10 An Elementary School Student with a Specific Learning Disability in Reading: Use of the DAS-II to Generate and Test Causal Hypotheses (Colin D. Elliott, Ph.D.). 11 Using a Pattern of Strengths and Weaknesses Approach in a Complex Case (James Hanson, M.Ed.). 12 Learning Is the Best Therapy: The Emotional Consequences of a Learning Disability (Lynne E. Jaffe, Ph.D.). 13 Difference versus Disorder: Nondiscriminatory Assessment of an English Learner Suspected of Learning Disability (Samuel O. Ortiz, Ph.D.). 14 Using the PASS Theory to Uncover Disorders in Basic Psychological Processes: An Example of Specific Learning Disability (Jack A. Naglieri, Ph.D.). 15 Neuropsychological Evaluation of a Child with a Brain Injury at Birth (Sam Goldstein, Ph.D., and Sean Cunningham, M.S.). 16 Missing Out on Early Intervention: The Delay of Appropriate Services for a Child with SLD (Nancy Mather, Ph.D.). 17 Learning Disabilities and Mathematics: A School Psychological Framework (Steven G. Feifer, D.Ed.). 18 The Cognitive Assessment System and the Wechsler Intelligence Scale for Children-IV in a Neuropsychological Context (Tulio M. Otero, Ph.D., and Jack A. Naglieri, Ph.D.). 19 Reestablishing Eligibility and Reevaluation Post Natural Disaster (Tara C. Raines, Psy.S., and Cecil Reynolds, Ph.D.). 20 Psychoeducational Assessment of a Child with High-Functioning Autism Using a Problem-Solving Approach (Joel S. Hanania, Ph.D.). 21 RTI Data and Cognitive Assessment Are Both Useful for SLD Identification and Intervention Planning (Dawn Flanagan, Ph.D., and Vincent Alfonso, Ph.D.). 22 Specific Learning Disability Report: The Importance of Professional Judgment (Edward Schultz, Ph.D.). 23 Integrating RTI with an Individual Comprehensive Assessment to Identify a Specific Learning Disability in Reading (Donna Rury Smith, Ed.D.). 24 Assessing a Child with a Nonspecific Pervasive Development Disorder: Can a Nonverbal Cognitive Measure Help? (R. Steve McCallum, Ph.D.). 25 Difficulty Versus Disability? A Student Struggling with Math (John M. Garruto, D.Ed.). 26 Psychoeducational Assessment of a Student with a Visual Impairment Using the Woodcock-Johnson III Tests of Achievement—Braille Adaptation (Kimberly Morris, Ph.D.). 27 Differential Diagnosis: ADHD, Emotional Disturbance, or Asperger’s Syndrome? (Elaine Fletcher-Janzen, Ed.D.). 28 The Heterogeneity and Complexities of Children with Developmental Delays (Melissa M. King, M.Ed., and Mary C. Wright, M.A.). 29 Differential Diagnosis: Emotional Disturbance or Conduct Disorder? (Elaine Fletcher-Janzen, Ed.D.). 30 Integration of Post-Referral Progress Monitoring Data in a Specific Learning Disability Evaluation (Robert Misak, M.A., M.Ed.). 31 Sweet Child (But Only When Not in School) (Mitchel D. Perlman, Ph.D.). 32 Psychoeducational Evaluation of a Bilingual Student with a Visual Impairment (Sarah Gaines, Psy.S.). 33 Memory and Processing Assessments: A Report for Parents (Milton J. Dehn, Ph.D.). 34 Oral and Written Language Influences on Academic and Social Functioning: A Whole Child Approach (Blanche Podhajski, Ph.D., and Frances Ingram, M.A.). 35 Process Assessment of the Learner, 2nd Edition (PAL-II): Comprehensive Assessment for Evidence-Based, Treatment-Relevant Differential Diagnosis of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWLLD), and Dyscalculia (Virginia W. Berninger, Ph.D.). 36 Math Problem Solving: Applying a Processing Model to LD Determination (Gail M. Cheramie, Ph.D., Linda Hernandez Parks, M.A., and Ashley Schuler, M.A.). 37 "Nonverbal" Learning Disabilities or Asperger's Syndrome? Clarification Through Cognitive Hypothesis Testing (Lisa A. Hain, Psy.D., and James B. Hale, Ph.D.). 38 Applying a Multilevel Interpretive Framework with an Emphasis on the Assessment of Executive Functions (George McCloskey, Ph.D.). 39 The Assessment of "Nonverbal" Learning Disabilities (Christopher J. Nicholls, Ph.D.). 40 Actively Involving an Adolescent in the Evaluation Process from Intake to Feedback: Promoting Positive Outcomes (Elizabeth O. Lichtenberger, Ph.D., and Nadeen L. Kaufman, Ed.D.). 41 A Comprehensive Evaluation of a High School Student: When Social-Emotional Functioning and Specific Learning Disabilities Interact (Toby D. Laird, Ph.D.). 42 ADHD: To Be or Not to Be? That Was the Question (Ron Dumont, Ed.D.). 43 Assessing an Adolescent English Language Learner: Teasing Apart the Threads of Two Languages (Deborah Rhein, Ph.D.). 44 Neuropsychological Evaluation of an Adolescent with Moderate Mental Retardation: The Importance of Making an Accurate Diagnosis (Janice Sammons, Ph.D., and Judith M. Kroese, Ph.D., CCC-SLP). 45 The Impact of Slow Processing Speed on Performance (Jane McClure, Ph.D.). 46 Falling Through the Cracks: An Adolescent with a Severe Reading Disability (Bashir Abu-Hamour, Ph.D., Annmarie Urso, Ph.D., and Nancy Mather, Ph.D.). 47 A Multiple Measures Approach to Assessing a Student Who Is Deaf (Lisa S. Coyner, Ph.D.). 48 Comprehensive Assessment of an Attention-Based Learning Problem: Capturing the Relevance of "Psychological Vital Signs" (Thomas M. Brunner, Ph.D.). 49 Psychoeducational Assessment of a Juvenile Offender in a Correctional Setting (Christina Vasquez, Ed.S., and Richard Morris, Ph.D.). 50 When the Child with Specific Learning Disabilities Grows Up (Nicole Ofiesh, Ph.D.). 51 A Comprehensive Evaluation of a High-Functioning Secondary Student with Dyslexia (Chris Coleman, M.A.). 52 Use of Nonverbal Cognitive Assessment to Distinguish Learning Disabilities from Second Language Learning Difficulties (Sherry Mee Bell, Ph.D.). 53 The Enduring Nature of Specific Learning Disability: A College Freshman with a Specific Reading Disability (Barbara J. Wendling, M.A.). 54 Comprehensive Evaluation of a Hard of Hearing High School Student in a Rural Setting (Kelly Metz, M.Ed.). 55 Assessment of a Cognitively Capable Student Who Is Struggling to Succeed in College (Andrew Shanock, Ph.D.). 56 Making the Most of One's Strengths: When Verbal Intelligence and Dedication to Succeed Overcome Late Identification (Michael E. Gerner, Ph.D.). 57 Use of the Stanford-Binet Fifth Edition in a Brain Injury Case (Gale Roid, Ph.D., and Krystle Edwards, B.S.). 58 Psychoeducational Evaluation of an Adult for LD and ADHD: Integrating Neuropsychological Measures into Cross-Battery Assessment (Cathy Fiorello, Ph.D.). Appendix A: Table of Reports. Appendix B: Guidelines for Writing Psychoeducational Assessment Reports. Appendix C: Test Acronyms.

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Book SynopsisIntellectual Disability: Ethics, Dehumanization, and a New Moral Community presents an interdisciplinary exploration of the roots and evolution of the dehumanization of people with intellectual disabilities. Examines the roots of disability ethics from a psychological, philosophical, and educational perspective Presents a coherent, sustained moral perspective in examining the historical dehumanization of people with diminished cognitive abilities Includes a series of narratives and case descriptions to illustrate arguments Reveals the importance of an interdisciplinary understanding of the social construction of intellectual disability Trade Review“The best use of this valuable contribution may be to disseminate it to the decision makers, legislators, and health care providers and, most importantly, to the educators and trainers who can extract the gems from this treasure chest to increase the wealth of knowledge and improve the awareness of direct workers, families, medical/behavioral health students, and community members about people with intellectual disabilities. In addition, this book could be used to correct a significant concern regarding the professionals who provide services to this population.” (PsycCRITIQUES, 28 April 2014) “This well-thought-out reference is grounded in thorough research with an engaging narrative. Summing Up: Highly recommended. Lower-level undergraduates and above; general readers.” (Choice, 1 March 2014) "It is entirely refreshing to read about intellectual disability from a philosophical and social perspective. I would recommend this book to anyone with an interest in intellectual disability (be it clinical, academic or personal). It is a useful piece of literature that will aid anyone involved in this field to more readily appreciate the social, moral and historical context of intellectual disability, while providing a useful framework to consider for the future." The International Journal of Developmental DisabilitiesTable of ContentsAcknowledgements vii Prologue:Why Study Disability? ix Part I The Roots of Dehumanization 1 1 Intellectual Disability: History and Evolution of Definitions 3 2 The Social Construction of Purgatory: Ideas and Institutions 19 3 A Failure of Intelligence 37 4 The Consequences of Reason: Moral Philosophy and Intelligence 53 Part II Out of the Darkness 77 5 Defining the Person: The Moral and Social Consequences of Philosophies of Selfhood 79 6 Alternative Views of Moral Engagement: Relationality and Rationality 95 7 Culture and Intellectual Disability 116 Part III Disability Ethics for a New Age 131 8 Quality of Life and Perception of Self 133 9 Application and Best Practices: Rights, Education, and Ethics 151 10 Epilogue: Visions of the Future 170 References 177 Name Index 215 Subject Index 225

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Book SynopsisI know my son is bright. . . . why doesn''t he care about school? Why is he so lazy and unmotivated? My daughter is . . . so unmotivated. How can I make her want to do better? In this lifesaving, groundbreaking book, Drs. Mandel and Marcus, clinical psychologists with more than 25 years'' experience working with underachievers, show that these children are, in fact, highly motivatedin directions other than schoolwork. The key to helping underachievers reach their full potential lies in discovering their real motivation and redirecting it. But first, say the authors, you must abandon conventional wisdom; underachievers are not all alike. Could Do Better identifies six major underachieving personalities and includes step-by-step programs tailored to help each. Learn how to recognize which kind of underachiever your child isthe procrastinating Coaster, the distracted Identity-Searcher, the manipulative Wheeler-Dealer are just a few of the most recognizable personalitiesanTable of ContentsHow Do I Know If My Child Is Underachieving? The Coasting Underachiever. The Anxious Underachiever. The Indentity-Search Underachiever. The Wheeler-Dealer Underachiever. The Sad or Depressed Underachiever. The Defiant Underachiever. Loose Ends and Your Underachieving Child. The '90s and Beyond: Transcending Underachievement. References. Resources for Professionals. Index.

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Book SynopsisThis book is for the tens of thousands of parents desperate for practical information on how they can help their underachieving children do better academically.Table of ContentsLEARNING PROBLEMS AND YOUR CHILD. The Building Blocks of Learning. Assessing Your Child's Learning Skills. FOUNDATIONAL BLOCKS: THE LEARNING SUPPORT SYSTEM. Attention and Impulse Control. Emotions and Behavior. Self-Esteem. The Learning Environment at School and at Home. THE BUILDING BLOCKS OF LEARNING. Your Child's Motor Skills. The Mechanics of Reading and Spelling. Reading Comprehension and Writing. Addition, Subtraction, Multiplication, and Division. Math Problem Solving. Conclusion: Final Words for the Journey. Appendices. Notes. Index.

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Book SynopsisThe Fourth Edition of The Handbook of School Psychology continues the tradition of providing a unique and comprehensive outlet for disseminating the collective wisdom and insight of outstanding scholars working in the field of school psychology. This edition brings together the field''s latest developments in research and practice, highlighting domains in which there has emerged both growing consensus and vibrant cross currents of thought and analysis. Featuring chapters with new foci, authors, and content, this edition showcases the trajectory of the field and is intended to lead students forward into an increasingly challenging and rewarding future.Table of ContentsSection 1. The Scientific Foundations of School Psychology. 1. Advances in Quantitative Research (Tim Z. Keith & Matthew R. Reynolds). 2. Advances in Qualitative Research (Bonnie Kaul Nastasi). 3. Advances in Single Subject Design (Nancy A. Neef). 4. The Contributions of Educational to School Psychology (Brendan J. Bartlett & Stephen N. Elliott). 5. Contributions of Applied Behavior Analysis (Ed Daly III, Brian K. Martens, Christopher H. Skinner, & George H. Noell). 6. School Psychology and Developmental Psychology: Moving From Programs to Processes (Robert C. Pianta). 7. Contributions of Cognitive Psychology to School Psychology (Gregory Schraw & Peter Reynolds). 8. Contributions of Social Psychology to School Psychology (Fred J. Medway & Thomas P. Cafferty). 9. Contributions of Biological Psychology (James Kalat & John C. Begeny). 10. Contributions of Developmental Psychopathology to School Psychology (John E. Lochman, Caroline L. Boxmeyer, & Nicole R. Powell). Section 2. Psychological and Educational Assessment. 11. Roles of Diagnosis and Classification in School Psychology (Erin Dowdy, Kristen L. Mays, Randy W. Kamphaus & Cecil R. Reynolds). 12. Errors in Diagnostic Decision Making and Clinical Judgment (Marley M. Watkins). 13. Assessment of Intelligence and Achievement (Randy W. Kamphaus). 14. Preschool Assessment (Patti L. Harrison). 15. Children's Knowledge of Basic Concepts: An Essential Component of Direction Following and Problem Solving (Anne Boehm). 16. Assessment of Personality and Adjustment (Cedar W. O'Donnell & Paul J. Frick). 17. Neuropsychological Assessments in the School (Joan Mayfield, Cecil R. Reynolds & Elaine Fletcher-Janzen). 18. The Problem of Bias in Psychological Assessment (Cecil R. Reynolds). 19. Behavioral Assessment (Timothy R. Vollmer, Claire C. St. Peter Pipkin, Jorge R. Reyes & Kimberly N. Sloman). 20. Curriculum-Based Assessment (John M. Hintze). 21. Functional Assessment of Instructional Environments for the Purpose of Making Data-Drive Instructional Decisions (Jim Ysseldyke & Matthew Burns). 22. Response to Intervention (Dan J. Reschly & Melissa K. Bergstrom). Section 3. Interventions: Focus on Children. 23. Ecological School Psychology: A Personal Opinion and a Plea for Change (Terry Gutkin). 24. Evidence-Based Interventions and Practices in School Psychology: Challenges and Opportunities (Thomas R. Kratochwill, Kimberly Eaton Hoagwood, Jennifer L. Frank, Jessica Mass Levitt, Serene Olin, Lisa Hunter Romanelli & Noa Saka). 25. Working with Struggling Readers: Why We Must Get Beyond the Simple View of Reading and Visions of How It Might Be Done (Michael Pressley, Nell K. Duke, Irene W. Gaskins, Lauren Fingeret, Juliet Halliday, Katherine Hilden, Yonghan Park, Shenglan Zhang, Lindsey Mohan, Kelly Reffitt, Lisa Raphael Bogaert, Julia Reynold, Deborah Golos, Katie Solic & Stephanie Collins). 26. Working With Children With Math Problems (Fredricka K. Reisman). 27. Evidence-Based Approaches to Working with Children with Disruptive Behavior (Richard J. Cowan & Susan M. Sheridan). 28. School-Based Consultation: The Science and Practice of Indirect Service Delivery (Terry Gutkin & Michael J. Curtis). 29. Conducting Evidence Based Interventions in the Schools (Kevin D. Stark, Jennifer Hargrave, Bradley Gerber, Melissa Fisher & Amy Hamilton). 30. Partnering with Families for Educational Success (Karla Buerkle, Elizabeth M. Whitehouse & Sandra L. Christenson). 31. Psychopharmacology in School-Age Children (Ronald Brown & Delores M. Zygmont). 32. Pediatric School Psychology: Future Directions for Training School Psychologists (Edward S. Shapiro, Jessica Blom-Hoffman & Jennifer A. Mautone). 33. Understanding and Promoting Resilience in Children: Promotive and Protective Processes in Schools (Ann S. Masten & Frosso Motti-Stefanidi). 34. Assessment of Learning Strategies and Related Constructs in Children and Adolescents (Kathy Stroud & Cecil R. Reynolds). Section 4. Interventions: Focus on Systems. 35. Effective Teaching and Effective Schools (Maribeth Gettinger & Karen Stoiber). 36. Effective Classrooms: Classroom Learning Environments That Foster School Success (Beth Doll, Courtney LeClair, & Sarah Kurien). 37. Teams as Value Added Consultation Services (Todd A. Gravois, Sarah Groff & Sylvia Rosenfield). 38. Promoting Inclusive Practice in Schools: A Challenging Role for School Psychologists (Peter T. Farrell, Shane R. Jimerson, Andy J. Howes & Sue M. Davies). 39. Thinking Diversity: A Habit of Mind for School Psychology (Mary Clare). 40. Cultural Competence in School Psychology: Established or Elusive Construct? (Craig L. Frisby). 41. Managing Crisis: Prevention, Intervention and Treatment (Jonathan Sandoval & Stephen Brock). 42. Prevention Programs (Joseph A. Durlak). 43. Organizational Consultation and Systems Intervention (Joel Meyers, Adena B. Meyers, Sherrie Lynn Proctor & Emily Cook Graybill).

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Book SynopsisThis book is about the management of pupils behaviour in the classroom. The author provides a short, readable set of ideas and guidelines that a busy student or teacher can relate to her or his own experience, and put into practice.Table of ContentsFour Fallacies. Personal Qualities. Organisational and Interpersonal Strategies. A Behavioural, Reflective, Relationship (BRR) Approach. Putting the BRR Approach into Practice. The BRR Approach in Action. Perennial Problems. A Last Word. Some Suggested Further Reading. Index.

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Book SynopsisThe first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk.Trade Review"This book highlights, very appropriately, why thinking needs improving in schools. It illustrates, in a variety of ways, how teachers could encourage their pupils in thought-provoking debates....This book would be a useful resource to anyone involved in teaching philosophy, citizenship or subject-specific thinking." British Journal of Educational StudiesTable of ContentsPart I. Education for Thinking: 1. The reflective model of educational practice; 2. Approaches in teaching for thinking; 3. Obstacles and misconceptions in teaching for thinking; Part II. Communities of Inquiry: 4. Thinking in community; 5. The community of inquiry approach to violence reduction; Part III. Orchestrating the Components: 6. The emotions in thinking and in education; 7. Mental acts; 8. Thinking skills; Part IV. Education for the Improvement of Thinking: 9. The transactive dimensions of thinking; 10. Education for critical thinking; 11. Education for creative thinking; 12. Education for caring thinking; 13. Strengthening the power of judgment.

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Book SynopsisVygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers.Trade Review"An important contribution. . . . Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it tackles difficult theoretical questions without avoiding their complexity. . . Wells has demonstrated. . . that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary PsychologyTable of ContentsConventions of transcription; Introduction; Part I. Establishing the Theoretical Framework: 1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning'; 2. In search of knowledge; 3. Discourse and knowing in the classroom; Part II. Discourse, Learning, and Teaching: 4. Text, talk, and inquiry: schooling as semiotic apprenticeship; 5. Putting a tool to different uses: a reevalution of the IRF sequence; 6. From guessing to predicting: progressive discourse in the learning and teaching of science; 7. Using the tool-kit of discourse in the activity of learning and teaching; 8. Making meaning with text: a genetic approach to the mediating role of writing; Part III. Learning and Teaching in the ZPD: 9. On learning with and from our students; 10. The zone of proximal development and its implications for learning and teaching ; Appendices; References; Indexes.

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Book SynopsisA surprisingly large number of otherwise `normal'' children have problems learning to read, and these difficulties can produce disastrous consequences. Can we isolate the causes of reading problems? How can we best help backward readers? Peter Bryant and Lynette Bradley, in a trenchant and convincingly argued critique, show that many of the existing psychological explanations of reading problems are based on flawed research and on entirely inadequate evidence.Trade Review‘Every now and again, a book is published which radically redefines an important field. Less often, such a book is well written, easily read and therefore accessible to a wide range of interested readers. Just such a volume is Peter Bryant and Lynette Bradley’s Children’s Reading Problems …[It] illustrates the power of collaboration between psychology and education when theory is tested in the classroom and results challenge and shape the theory. The book will have a strong impact both on the quality of research and the practice of teaching reading – all this in less than 170 pages. I cannot recommend it too highly?’ – William Yule, Journal of Child Psychology and Psychiatry ‘This is a heartening and illuminating book. The authors, from the Department of Psychology in Oxford, write in a direct and good-humoured style and are aiming to reach parents and other professionals in addition to teachers and psychologists.’ – R. M. Harvey, EducationTable of ContentsPreface. 1. What is the Problem?. 2. Getting the Evidence Right. 3. Is there a Deficit?. 4. Awareness of Sounds and Reading. 5. Does the Way Backward Readers Read and Spell Reflect the Way they Think?. 6. Dyslexia, Dyslexia's. 7. Two Ways of Teaching Backwards Readers. 8. The Two Methods in Practice. Epilogue. References. Index.

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Book SynopsisA child must be able to do more than decode single words to become a skilled or fluent reader. This book explores the psychology of that process. It includes a summary of how children learn to read words but essentially concentrates on the development of reading comprehension.Table of Contents1. Introduction ; 2. The Skilled Adult Reader ; 3. Language Development beyond the age of five ; 4. Learning to Read Words ; 5. Learning to understand text ; 6. Educational Implications ; Afterword ; Bibliography ; Name Index ; Subject Index

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Book SynopsisLearning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical need of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized. Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children out in the classroom with gourps of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but failTrade Review"This is a well-judged, well-balanced and timely book. It takes a serious, down-to-earth look at reading and writing as psychological processes. These processes are demonstrable over and above any fads and fashions in teaching. Rather, they can inform teaching practice, and this really is the central concern of this book... Of course, there is always a gap between laboratory and classroom, but this book will act as an enthusiastic and well-informed go-betwee." Uta Frith, MRC Cognitive Development Unit, London "A Worthwhile addition to an overcrowded field...the contributors do have something to add to the canon. It is clearly written and will be immediately comprehensible to tachers and students." Denis Vincent, University of East London, and co-editor of the Journal of Research in ReadingTable of ContentsLearning to read - psychology and education, Roger Beard; recognizing printed words unlocks the door to reading - how do children find the key?, Morag Stuart; the cognitive psychology of reading acquisition in the classroom - fact or fantasy?, Philip H.K. Seymour and Henryka M. Evans; assessing readings skills, Nata Goulandris and Margaret Snowling; helping to overcome early reading failure, Peter J. Hatcher, Charles Hulme and Andrew W. Ellis; learning to understand written language, Jane Oakhill and Nicola Yuill; postscript, Elaine Funnell and Morag Stuart.

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Book Synopsisaeo Contains contributions from many world authorities in the field of reading development. aeo Provides a current account of how children acquire reading skills. aeo Discusses the applications of research findings for the teaching of reading.Trade Review"Oakhill and Beard present an overview and a detialed account of major issues related to the development and the teaching of reading.... The material is well linked internally. Together, the chapters provide an important explanation of the debates that have long existed in reading circles. The book provides a forum to develop new philosophical lines of inquiry on reading rather than continuing to seek answers to traditional notions of reading instruction.... This important and exciting text illuminates key social and political issues surrounding the teaching of reading. A thought-provoking volume worthy of note. Highly recommended for graduate students, faculty, and researchers." (Choice September 2000) "...the collection provides a good, if familiar, view of the cognitive approach to reading acquisition.... It will be a useful supporting text for those who already operate within the cognitive experimental framework." (Educational Research, Vol 42, No3, Winter 2000)Table of ContentsList of Figures. List of Tables. Preface. Acknowledgements. List of Contributors. 1 The New Literacy: Caveat Emptor (Philip B. Gough). 2 How Research Might Inform the Debate about Early Reading Acquisition (Keith E. Stanovich and Paula J. Stanovich). 3 Cognitive Research and the Misconception of Reading Education (Charles A. Perfetti). 4 Constructing Meaning: The Role of Decoding (Philip B. Gough and Sabastian Wren). 5 Phases of Development in Learning to Read Words (Linnea C. Ehri). 6 Learning to Read Words Turns Listeners into Readers: How Children Accomplish this Transition (Morag Stuart, Jackie Masterson and Maureen Dixon). 7 Dyslexia: Core Difficulties, Variability and Causes (Carsten Elbro). 8 Meaningless, Productivity, and Reading: Some Observations about the Relation between the Alphabet and Speech (Brian Byrne and Alvin M. Liberman). 9 Phonological Development and Reading by Analogy: Epilinguistic and Metalinguistic Issues (Usha Goswami). 10 The Messenger may be Wrong, but the Message may be Right (Connie Juel). 11 Afterword: The Science and Politics of Beginning Reading Practices (Marilyn Jager Adams). Subject Index. Author Index.

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