Educational systems and structures Books
John Catt Educational Ltd Teaching for Motivation: Super-charged learning
Book SynopsisThe Invisible Curriculum series gives teachers the secret ingredients that can fully unlock a child's learning potential. In Teaching for Motivation, Andrew Hammond proves that identifying a child's motivational needs and wants is key to powerful learning.
£13.27
John Catt Educational Ltd Taking Control: How to Prepare Your School for
Book SynopsisOfsted don't allow their inspectors to offer advice to schools. But as a former inspector, Paul Garvey is able to use his experience to help headteachers prepare for inspections in order to help every school gain the grade it feels it deserves. His book is full of invaluable insights, gathered from years of experience in inspecting thousands of different schools. He takes readers step-by-step through what schools need to be doing (and not doing!) in advance to prepare, and then walks readers through the inspection process from both the school's and inspector's point of view. Paul refers regularly to Ofsted's School Inspection Handbook in order to link his advice to the grading criteria. And finally, he guides readers on writing their self-evaluation form. This book is a must have for any senior leadership team with an inspection due.
£14.50
John Catt Educational Ltd My School Governance Handbook: Keeping it simple,
Book SynopsisWith nearly two decades of school governance experience across Infant, Primary, Secondary, All Through and Alternative Provision schools and academies, distilled into an easy-to-read format, Al Kingsley's My School Governance Handbook aims to make the complex world of school governance simple and accessible to all. This handbook will take you step by step through the basics of school governance, what the role entails and what you need to know. It explains how schools and multi academy trusts are structured, the key areas of school life you need to understand, relevant questions to ask and finally, includes a handy dictionary to help you navigate your way through all those pesky education acronyms.Including ideas and guidance from other experienced governors across the UK, 'My School Governance Handbook' is the perfect companion for any school governor or trustee.Trade ReviewThis book is an excellent governance handbook written by a highly effective and successful school governor and trustee. It is essential reading for any experienced or would be governor of schools or trusts allowing them to understand the complexity of the education landscape, and create a blueprint for their own education governance journey. Written in an informative, lucid and engaging style, I highly recommend it to the many volunteers engaged in supporting schools, colleges and trusts. -- Carl Ward, Chair, Foundation for Educational Development (FED)My School Governance Handbook is a great resource for anyone starting their governance journey and wondering what they need to know first. If you're already a governor, it will help you think about the broader activities going on and how you can improve further. -- Hannah Stolton, CEO, Governors for SchoolsI was really excited to be approached by Al to review a preview copy of 'My School Governance Handbook' and it's great especially because it keeps things simple! Governance can be an extremely complex area, but Al does a fantastic job when it comes to laying things out in an easy to read and understandable format. -- Matt McDermott, Founder, The Multi Academy Trust AssociationWhether you are just exploring what you may be able to bring to a school or MAT as a governor or trustee, or have already set off on your governance journey, 'My School Governance Handbook' will prove to be an invaluable source of information for you. Al has very ably distilled a wealth of information in this accessible guide which should be essential reading for all who wish to ensure that good governance is at the heart of all that we seek to achieve for our children and young people. -- Mark Potter, Chair of the Board of Trustees, Thomas Deacon Education TrustWhat a great read - all resources in one place! 'My School Governance Handbook' is fantastic for anyone already supporting schools and trusts or for those interested in school governance. This book will hopefully inspire others and provide the tools and confidence to those interested in getting involved. -- Emily Culpin, Governance Professional, Hampton Academies Trust'My School Governance Handbook' is an essential guide for governors to lead our schools with relevance and innovation. There are many areas where Al's expertise is invaluable, but this book manages to be both forward thinking and accessible for every governor. -- Caroline Allams, Co-Founder and Chief of Product, NatterhubAl Kingsley's Governance Handbook is an excellent and welcome resource for school governors or trustees - whether starting out or experienced in the role. It's really comprehensive, well written and very approachable. -- Neil Collins, MD, GovernorHubFirst off, the book is brilliant. It's the book I wish I could have read and recommended when I was juggling multiple governing bodies. Thank you for writing it. -- Dr Pooky Knightsmith, Mental Health Speaker, Author and Advisor
£16.00
Waldorf Early Childhood Association North America School Readiness Today: A Report from the
Book SynopsisThe transition, at the age of six or seven, from kindergarten to school is an important stage of child development.This little book offers valuable insights into understanding and discerning school readiness, and includes colour illustrations of children's drawings which illustrate this developmental stage in an insightful, and concrete, way.Based on research presented at the International Association for Steiner-Waldorf Early Childhood Education conference at the Goetheanum, this book will be helpful for both teachers and parents.
£11.99
Springer Fachmedien Wiesbaden Junge queere Menschen im Übergang von Schule in Ausbildung und Beruf: Eine qualitativ-rekonstruktive Studie zu (un)doing queer im beruflichen Ausbildungssystem
Book SynopsisDie Situation von queeren Menschen in Deutschland ist bereits in verschiedenen Studien erforscht worden. Diese belegen, dass Menschen mit nicht-heterosexuellen Orientierungen und/oder nicht cisgeschlechtlichen Zugehörigkeiten unterschiedliche Erfahrungen machen, die von Anerkennung bis hin zu Ausgrenzungen, Benachteiligungen und unterschiedlichen Gewaltformen reichen. Dieses Buch greift diese Ausgangslage auf und spezifiziert eine Perspektive auf junge queere Menschen, die nicht nur aufgrund ihres Queerseins, sondern auch aufgrund verzögerter Bildungszugänge und -abschlüsse sowie prekären Beschäftigungsaussichten eine marginalisierte Position innerhalb einer normativ geprägten Gesellschaft einnehmen.Zentral hierbei ist eine subjektorientierte Perspektive auf die Lebenssituation von jungen queeren Menschen im Schulberufssystem und Übergangssystem. Hierbei werden Diskriminierungsverhältnisse hinsichtlich geschlechtlicher und sexueller Vielfalt sowie klassenbezogener Benachteiligung analysiert und diskutiert. In diesem Zusammenhang werden zentrale Diskurse zu Queerness und sozialer (Un)Gerechtigkeit sowie damit verbundene Anerkennungsordnungen in den Blick genommen. Table of ContentsEinleitung.- Perspektiven auf das Forschungsfeld.- Methodische und methodologische Grundlage.- Die Situation von jungen queeren Menschen im beruflichen Ausbildungssystem – Darstellung der Ergebnisse.- Anerkennungsarrangements – Diskussion der Ergebnisse.- Resümee, Limitation und Implikation.
£52.24
Springer Verlag, Singapore Challenges and Opportunities in Qualitative Research: Sharing Young Scholars’ Experiences
Book SynopsisThis book shares young scholars’ (current PhD students and those who completed their PhD between 2010 and 2015) experiences with conducting qualitative social research. Intended as a guide for newcomers to the field, it focuses on the practical issues encountered by qualitative researchers rather than methodological discussions. Accordingly, it addresses a range of representative issues in the qualitative research process – namely research design, data access, data collection, and data analysis – and covers a variety of social sciences topics.Table of Contents
£52.24
John Wiley & Sons Inc Essentials of EvidenceBased Academic
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.
£40.80
John Wiley & Sons Inc Powerful Learning
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
£19.54
John Wiley & Sons Inc Learning and Attention Disorders in Adolescence
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.
£64.76
John Wiley & Sons Inc Essentials of Response to Intervention
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
£38.66
John Wiley and Sons Ltd Intellectual Disability
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
£98.96
John Wiley & Sons Inc Could Do Better
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.
£23.20
John Wiley & Sons Inc Overcoming Underachieving An Action Guide to
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.
£27.99
John Wiley & Sons Inc Controlling Your Class
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.
£46.50
John Wiley and Sons Ltd Childrens Reading Problems
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.
£35.10
John Wiley and Sons Ltd Becoming a Skilled Reader
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
£37.00
John Wiley and Sons Ltd Learning to Read
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.
£33.20
John Wiley and Sons Ltd Reading Development and the Teaching of Reading
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.
£46.50
John Wiley and Sons Ltd Childrens Reading and Spelling
Book SynopsisThis book extends models of early literacy, analyzing how children's reading and spelling skills develop throughout their school career. An account of how a child's reading and spelling develop which goes beyond the early years Shows that there are radical changes in the way children read and spell as they get older Describes a new theory about the learning that goes on in the later stages of reading and spelling Makes clear the educational implications of this theory The authors'' research has previously contributed to the ''literacy hour'' a government initiative to improve the teaching of literacy skills in UK schools Trade Review Table of ContentsList of Figures. List of Tables. Preface and Acknowledgements. 1 Learning to Spell: What is the Problem. 2 From Letter-Sound to Grapheme-Phoneme Relationships: The Case of Consonant Digraphs. 3 Spelling Vowels: Digraphs and Split Digraphs. 4 How Children Learn and Can be Taught about Conditional Rules. 5 Morphemes and Spelling. 6 The Importance of Morphemes. 7 Teaching Children about Morphemes. 8 A Framework for Understanding how Children Learn to Read and Spell English Words. References. Index
£35.10
Princeton University Press The Secret Syllabus
Book Synopsis
£52.70
Pluto Press Making Workers
Book SynopsisShines a light on how modern education shapes students into becoming compliant workers.Trade Review'Katharyne Mitchell's Making Workers is an exemplary analysis of the structural forces, networks, discourses, and practices shaping educational systems from compulsory education through to higher education, including life-long learning. Given the importance of education systems to the production of citizens as well as the work-force, Mitchell’s book is a must-read for all interested in the future of economy and society' -- Kris Olds, Professor, Department of Geography, University of Wisconsin-Madison'A beautifully written and highly engaging account of neoliberalism and it’s still unfolding capture of our public educational institutions, teachers and students... This book should be at the top of the reading list for all who wish to understand the impacts of the last forty years of transformation in education as well as those who wish to join the struggle to save our schools and our children' -- Sallie A. Marston, Professor, School of Geography and Development and Director, Community and School Garden Program, University of ArizonaTable of ContentsAcknowledgements List of Abbreviations Series Preface Part I: Geographies of Work and Education 1. Spatial Divisions of Labor and the Search for Jobs 2. Creating the Entrepreneurial Child Part II: Flexible Work, Strategic Workers 3. From Multicultural Citizen to Global Businessman 4. Geographies of Lifelong Learning and the Knowledge Economy (co-authored with Key MacFarlane) 5. Global Restructuring and Challenges to Citizenship Part III: The Reform Coalition 6. Market Philanthropy in Education 7. The Choice Machine and the Road to Privatization (co-authored with Key MacFarlane) Part IV: Geographies of Resistance, Acts of Citizenship 8. Taking Back our Schools and Cities 9. Conclusion: Paying Deep Attention Notes Index
£16.14
Pluto Press Making Workers Radical Geographies of Education
Book SynopsisShines a light on how modern education shapes students into becoming compliant workers.Trade Review'Katharyne Mitchell's Making Workers is an exemplary analysis of the structural forces, networks, discourses, and practices shaping educational systems from compulsory education through to higher education, including life-long learning. Given the importance of education systems to the production of citizens as well as the work-force, Mitchell’s book is a must-read for all interested in the future of economy and society' -- Kris Olds, Professor, Department of Geography, University of Wisconsin-Madison'A beautifully written and highly engaging account of neoliberalism and it’s still unfolding capture of our public educational institutions, teachers and students... This book should be at the top of the reading list for all who wish to understand the impacts of the last forty years of transformation in education as well as those who wish to join the struggle to save our schools and our children' -- Sallie A. Marston, Professor, School of Geography and Development and Director, Community and School Garden Program, University of ArizonaTable of ContentsAcknowledgements List of Abbreviations Series Preface Part I: Geographies of Work and Education 1. Spatial Divisions of Labor and the Search for Jobs 2. Creating the Entrepreneurial Child Part II: Flexible Work, Strategic Workers 3. From Multicultural Citizen to Global Businessman 4. Geographies of Lifelong Learning and the Knowledge Economy (co-authored with Key MacFarlane) 5. Global Restructuring and Challenges to Citizenship Part III: The Reform Coalition 6. Market Philanthropy in Education 7. The Choice Machine and the Road to Privatization (co-authored with Key MacFarlane) Part IV: Geographies of Resistance, Acts of Citizenship 8. Taking Back our Schools and Cities 9. Conclusion: Paying Deep Attention Notes Index
£72.25
John Wiley & Sons Inc Releasing the Imagination
Book SynopsisNow in Paperback This remarkable set of essays defines the role of imagination ingeneral education, arts education, aesthetics, literature, and thesocial and multicultural context.... The author argues for schoolsto be restructured as places where students reach out for meaningsand where the previously silenced or unheard may have a voice. Sheinvites readers to develop processes to enhance and cultivate theirown visions through the application of imagination and the arts.Releasing the Imagination should be required reading for alleducators, particularly those in teacher education, and for generaland academic readers. --Choice Maxine Greene, with her customary eloquence, makes an impassionedargument for using the arts as a tool for opening minds and forbreaking down the barriers to imagining the realities of worldsother than our own familiar cultures.... There is a strong rhythmto the thoughts, the arguments, and the entire sequence of essayspresented here.Trade Review"This remarkable set of essays defines the role of imagination ingeneral education, arts education, aesthetics, literature, and thesocial and multicultural context.... The author argues for schoolsto be restructured as places where students reach out for meaningsand where the previously silenced or unheard may have a voice. Sheinvites readers to develop processes to enhance and cultivate theirown visions through the application of imagination and the arts.Should be required reading for all educators, particularly those inteacher education, and for general and academic readers."--Choice "Maxine Greene, with her customary eloquence, makes here animpassioned argument for using the arts as a tool for opening mindsand for breaking down the barriers to imagining the realities ofworlds other than our own familiar cultures.... There is a strongrhythm to the thoughts, the arguments, and the entire sequence ofessays presented here." --American Journal of Education "Releasing the Imagination gives us a vivid portrait of thepossibilities of human experience and education's role in itsrealization. It is a welcome corrective to current pressures foreducational conformity." --Elliot W. Eisner, professor of educationand art, Stanford University "Releasing the Imagination challenges all the cant and clichelittering the field of education today. It breaks through theroutine, the frozen, the numbing, the unexamined; it shocks thereader into new awareness." --William Ayers, associate professor,College of Education, University of Illinois, ChicagoTable of ContentsIntroduction: A Quest for Meaning Part One: Creating Possibilities 1. Seeking Contexts 2. Imagination, Breakthroughs, and the Unexpected 3. Imagination, Community, and the School 4. Consciousness and the Public Space 5. Social Vision and the Dance of Life 6. The Shapes of Childhood Recalled Part Two: Imagination and Education 7. Blue Guitars and the Search for Curriculum 8. Writing to Learn 9. Teaching for Openings 10. Art and Imagination 11. Texts and Margins Part Three: Community in the Making 12. The Passions of Pluralism 13. Standards, Common Learnings, and Diversity 14. Multiple Voices and Multiple Realities
£42.75
John Wiley & Sons Inc Learning and Development Making Connections to
Book SynopsisA comprehensive reference about how college students learn - or why they don't - and how instructors can help them transform their education for the better.Trade Review"The authors pull off an impressive double. They synthesize an enormous amount of relevant research on learning and development while also making clear the connections this research has for practice. Written in a helpful and accessible style, and full of case studies, applications, instruments, and vignettes of practice, the book will be an invaluable resource for college teachers at any level." (Stephen Brookfield, Distinguished Professor, University of St. Thomas) "Effectively integrating the perspectives of a director of a university learning assistance center and a scholar in the area of developmental education, Silverman and Casazza have written an important book. It should be read by anyone concerned with the academic success of the increasingly diverse population of undergraduates in colleges and universities." (Ernest Pascarella, Petersen Professor of Higher Education, University of Iowa) "This book is unique in its excellent coverage of learning and developmental theory and research and how it applies to practice. Recommended for college teachers in all disciplines who wish to improve their pedagogical skills and enhance student learning." (Nancy J. Evans, associate professor, Educational Leadership and Policy Studies and coordinator, Higher Education Program, Iowa State University)Table of ContentsUNDERSTANDING LEARNING AND DEVELOPMENT. Today's Learners. Theories of Personal Development and Learning. Theories Related to Cognitive Development and Learning. A Framework for Effective Practice. APPLYING RESEARCH TO TEACHING. Self and Identity. Motivation. Interaction with the Environment. Ways of Knowing. Learning Styles and Preferences. Self-Regulation and Goal Setting. NEW TEACHING PERSPECTIVES. Critical Reflection on Practice. Educator as Innovator, Researcher, and Change Agent.
£32.29
John Wiley & Sons Inc Whats the Use of Lectures
Book SynopsisA comprehensive guide to the uses and possible abuses of thelecture method. Supported by copious research, Bligh offers awealth of practical suggestions for making lectures more engagingand effective. Written in an accessible and helpful style, What''sthe Use of Lectures? should be required reading for all collegeteachers who use this method. --Stephen Brookfield, Distinguished Professor, University of St.Thomas, St. Paul, Minnesota A rewarding read for anyone who lectures--experienced or not. Iwish we had a book this engaging and this informative on everyelement of the teaching art. --Michele Marincovich, assistant vice provost and director, Centerfor Teaching and Learning, Stanford University A source of great insight for people who teach.... Bligh has spentmore time and energy than anyone else in coming to terms with atask that bothers many teachers and trainers.... His research isimpeccable and his conclusions are immensely practical. The neweditTrade Review"This book has a wealth of information and ideas..." (Exchanges, 7/19/02)"In this long awaited American edition of his classic What's theUse of Lectures?, Donald Bligh provides a comprehensive guide tothe uses and possible abuses of the lecture method. Supported bycopious research, Bligh offers a wealth of practical suggestionsfor making lectures more engaging and effective. Written in anaccessible and helpful style, What's the Use of Lectures? should berequired reading for all college teachers who use this method."--Stephen Brookfield, Distinguished Professor, University ofSt. Thomas, St. Paul, Minnesota "Bligh combines decades of experience as a faculty developer andin-depth knowledge of the research literature to create arefreshing review of the advantages and disadvantages of lecturesand a practical guide to making lectures more effective forstudents. This is a rewarding read for anyone wholectures--experienced or not. I wish we had a book this engagingand this informative on every element of the teaching art."--Michele Marincovich, assistant vice provost and director,Center for Teaching and Learning, Stanford University "What's the Use of Lectures? continues to be one of the bestsources for new lecturers (as well as old) who want their lectureclasses to contribute maximally to student learning." --W. J.McKeachie, professor emeritus, Department of Psychology, andresearch scientist emeritus, Center for Research on Learning andTeaching, University of Michigan "This very readable book will be a source of great insight forpeople who teach. Donald Bligh has spent more time and energy thananyone else in coming to terms with a task that bothers manyteachers and trainers. He offers a well-structured perspective onone of the core activities in higher education. His research isimpeccable and his conclusions are immensely practical. The newedition will be much welcomed." --Alex Main, foundingcoordinator of Academic Staff Development for the BritishUniversities, Murdoch University, AustraliaTable of ContentsPreface to the American Edition xi The Author xix Part One: what Objectives cab Lectures Achieve? 1 Evidence of what Lectures Achieve 3 Part Two: What Factors Affect the Acquisition of Information? 2 Factors Influencing Memory 23 3 Factors Affecting Students’ Attention 44 4 Motivating Students 57 Part Three: What Lecture Techniques Apply These Factors Most Effectively? 5 Lecture Organization 69 6 Making a Point 89 7 Reasons and Explanations 103 8 Aids to Comprehending a Point 114 9 Note Taking in Lectures 129 10 The Purpose, Preparation, and Use the Handouts 148 11 Lecture Styles 163 12 Ways of Obtaining Feedback 173 13 Evaluation of Lectures 184 14 Overcoming Common Difficulties 214 15 Lectures for the Promotion of Thought 232 16 Lectures to Teach Attitudes 239 Part Four: Alternatives When Lecturing is Inadequate 17 The Lecture Method Alone is Rarely Adequate 251 18 Teaching Methods to use with Lectures 260 19 Some Combinations of Teaching Methods 282 Part Five: Preparation for the use of Lectures 20 Thinking the Lecture Through 291 21 Writing the Notes 297 22 Lecturing for the First Time 303 23 Conclusion 306 References and Bibliography 309 Name Index 335 Subject Index 341
£32.29
John Wiley & Sons Inc The Boys and Girls Learn Differently Action Guide
Book SynopsisThe landmark book Boys and Girls Learn Differently! outlines the brain-based educational theories and techniques that can be used to transform classrooms and help children learn better. Now The Boys and Girls Learn Differently Action Guide for Teachers presents experiential learning techniques that teachers can use to create an environment and enriched curriculum that take into account the needs of the developing child''s brain and allows both boys and girls to gain maximum learning opportunities. This important and easy-to-use guide is based on the latest scientific scholarship on the differences between boy''s and girl''s brains, neurological development, hormonal effects, behavior, and learning needs and offers information on what all children need to be able to learn effectively. Michael Gurian and his colleagues applied these recent discoveries in the field during a two-year Gurian Institute pilot program in Missouri that led to measurably better academic performance and improved Table of ContentsAcknowledgments xv Introduction 1 Applying Brain-based Research 1 Boys and Girls Learn Differently! 2 Using this Guide 2 The Contents of this Guide 3 1 Background: How the Brain Learns 7 Inherent Differences between Boys’ and Girls’ Brains 8 Developmental and Structural Differences 9 Chemical and Hormonal Differences 10 Functional Differences 11 Differences in Processing Emotion 13 Why there are Differences between Male and Female Brains 14 A Brief History of Brain Differences 14 Hormones in Utero and at Puberty 15 How Brain-based Differences Affect Boys and Girls 16 Learning-Style Differences 16 Learning Differences and the Intelligences 21 Applying Brain-based Gender Research 23 Academic Performance and Classroom Behavior 23 Reading and Writing Competence 24 Test Scores 24 Psychological, Learning, and Behavioral Disorders 25 Maturity, Discipline, and Behavior 26 Educational Aspirations 26 Athletics and Extracurricular Activities 27 Cultural Gender Bias 27 Sexual Abuse and Violence 28 2 Bonding and Attachment 29 Preschool and Kindergarten 29 Handling Children’s Emotional Stress 30 Bonding and Attachment Solutions 30 Elementary School 34 Bonding and Attachment Activities 34 Handling Students’ Emotional Stress 37 The Role of the Mentor 40 Middle School 42 The Early Adolescent’s Drop in Self-Esteem 42 Handling Students’ Emotional Stress 44 Community Collaboration 47 High School 50 Showing Interest in Students 50 Communication and Conflict Resolution 51 Peer Leadership, Not Peer Pressure 52 Mentoring 53 3 Discipline and Related Issues 55 Boys and Aggression Nurturance 55 Preschool and Kindergarten 56 Dealing with Aggressive Behavior 56 Elementary School 59 Learning from Past Mistakes 59 Discipline Techniques After an Offending Act 61 Techniques to Prevent Undisciplined Behavior 64 Conflict and Anger Management 66 Motivational Techniques 68 Character Education 68 Dealing with Cruelty, Hazing, and Violence 70 The Role of Media 73 Middle School 74 Strategies for Providing Discipline 74 Community Collaboration 77 Character Education 78 High School 79 Techniques to Prevent Undisciplined Behavior 79 Character Education and Service Projects 81 Helping Young Males to Manage Aggression 82 Techniques to Encourage Learning 83 4 Math, Science, and Spatial Learning 83 Preschool and Kindergarten 83 Self-Directed Activities 85 Integrated Use of the Physical Environment 85 Games to Encourage Logical-Mathematical Thinking 87 Elementary School 89 Techniques to Encourage Learning 89 Using Manipulatives Whenever Possible 90 Mixing Modalities and Strategies 92 Use of Computers and Other Media 93 Middle School 94 Techniques to Encourage Learning 95 Boys and Girls Need Some of the Same Things 96 Computer Science and Gender in Middle School and High School 96 High School 99 5 Language, Reading, Writing, and Social Science 103 Preschool and Kindergarten 103 Using Movement, Manipulatives, and Props 103 Elementary School 105 Techniques to Encourage Learning 105 Using Manipulatives 108 Providing Various Learning Modalities 109 Middle School 110 Techniques to Encourage Learning 111 High School 115 Teaching Reading 115 Teaching Language 116 Teaching Social Science 118 6 Physical Learning and Nutrition 121 The Need for Physical Activity 121 Preschool and Kindergarten 122 Developing Fine Motor Skills 122 The Outdoor Classroom 122 Elementary School 124 Movement and Motor Skills 124 Sports and Athletics 125 The Outdoor Classroom 126 Middle School and High School 127 Sports and Athletics 127 Mixed-Gender Sports 128 The Outdoor Classroom 129 Nutrition and Learning 129 Obesity 129 Carbohydrates, Proteins, and the School Day 130 Fatty Acids 131 7 Special Education 133 A Program for Reading and Writing 133 Preschool and Kindergarten 134 Bonding and School-Home Alliances 134 Use of Psychotropic Medication 135 Elementary School 137 Techniques to Encourage Learning 137 Spatial Stimulants, Movement, and Multisensory Approaches 139 The Multisensory Approach to Reading Problems 141 Middle School 141 Factors in the Need for Special Education 141 Techniques to Encourage Learning 142 The Underachiever 144 High School 145 Techniques to Encourage Learning 145 8 Planning your Own Experiential Activities 147 Introducing Experiential Learning 147 The Natural Learning Process 148 The Teacher as Facilitator 151 Experiential Learning Techniques 152 Important Factors in Planning Experiential Learning 155 Purpose(s) 155 Students 155 Timing 156 Involvement 156 Preferred Input Modes 156 Instructions 157 Modes of Expression 157 Psychological Safety 157 Equipment, Manipulatives, and Props 157 Planning Activities and Games to Enhance Learning 158 Developmental Themes for Creating Learning Techniques and Activities 159 9 Structural Innovations 165 Preschool and Kindergarten 165 Innovations to Encourage Learning 165 Parent-Involvement Programs 166 Elementary School 167 Use of School Time 167 Class Size and Number of Teachers 168 Use of Group Dynamics and Group Work 169 Standardized Testing 170 Middle School 171 Separate-Sex Education 171 Psychosocial Education 173 Rites of Passage 174 Uniforms and Dress Codes 175 Other Innovations to Encourage Learning 176 High School 178 Class Size 178 Team Teaching and Homerooms 178 Use of School Time 179 Uniforms and Dress Codes 180 Innovations Students Want 181 Full Psychosocial Education 184 Rites of Passage 188 Counterinnovations 189 Appendix: Working with Parents 191 Preschool and Kindergarten 191 Elementary School 192 Middle School 192 High School 193 References and Resources 195 Publications 195 Organizations, Programs, and Services 198 The Authors 201 The Gurian Institute 203 Index 205
£13.46
John Wiley & Sons Inc Help for the Struggling Student
Book SynopsisThis is handy resource is filled with learning strategies for teachers and parents who are working with struggling students. The book offers a wealth of learning strategies that show students how to approach tasks in new ways that can reduce or eliminate their frustrations and enable them to complete tasks more successfully.
£22.39
Teachers' College Press TraumaSensitive Schools Learning Communities
Book SynopsisGrowing evidence supports the important relationship between trauma and academic failure. The trauma-sensitive schools movement presents a new vision for promoting children’s success. This book introduces this promising approach and provides K-5 education professionals with clear explanations of current research and dozens of practical, creative ideas.
£24.69
John Wiley & Sons STEM Learning with Young Children Inquiry
Book SynopsisThis one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive, social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.
£27.54
John Wiley & Sons Continuity in Childrens Worlds Choices and
Book SynopsisChildren’s experiences when they transition from home to school, from classroom to classroom, and from school to school raise issues of continuity that permeate every aspect of early childhood education. This book uses practitioner stories to investigate beliefs about continuity and discontinuity and how these beliefs are enacted in contexts for young children from birth to age 8.
£26.59
Getty Trust Publications The Role of Imagery in Learning Occasional papers
Book SynopsisThis series supports scholarship in the field of art education and disseminates ideas about the theory and practice of discipline-based art education.
£16.14
Edward Elgar Educating for Democracy
Book Synopsis
£110.00
John Wiley & Sons Inc The School Psychologists Survival Guide
Book SynopsisA practical and accessible guide for helping school psychologists meet their everyday challenges In this newest addition to the Jossey-Bass Survival Guide series, popular blogger Rebecca Branstetter offers help for school psychologists who must often travel to multiple school sites, deal with students with severe disabilities, meet with concerned parents, and manage school crises. The book is filled with practical advice, proven strategies, and useful tools, complete with reproducible forms, letters, and checklists for busy professionals. Filled with the tools, strategies, and ideas for school psychologists who must deal with the myriad challenges of working with a diverse group of students, often in multiple locations Another book in the popular Jossey-Bass Survival Guide Series Rebecca Branstetter is an experienced school psychologist and popular blogger (Notes from the School Psychologist: studentsgrow.blogspot.com) This vital Table of ContentsExhibits, Forms, and Figures xv Acknowledgments xix About the Author xxi Preface xxiii Introduction xxv 1 Wearing Many Hats: the Roles of the School Psychologist 1 Assessment 2 Consultation 3 Prevention and Intervention 4 Counseling 5 Pulling It All Together 6 Key Points 6 Discussion Questions 7 2 Finding Where You Belong: Logistics and Building Relationships in Your Schools 9 Getting Situated at a New School Site 11 Building Relationships with Key Staff Members 12 The School Secretary: Your New Best Friend 12 The Principal: Captain of the Ship 12 Counselors and Other Support Staff 14 Special Educators 14 General Education Teachers 17 The Custodian 17 Beginning-of-School Logistics 17 What to Do in the First Few Days and Weeks of School 18 Managing Multiple Sites 18 Finding a Work Space at Your School Site 22 Getting Needed Materials 23 Other Considerations in the First Few Weeks 23 Once You Are Settled In: Introducing Yourself 24 Introducing Yourself to Staff 25 Introducing Yourself to Families and Students 27 Pulling It All Together 28 Key Points 28 Discussion Questions 29 3 Help! I’m Drowning in Paperwork! How to Tame the Bureaucracy Monster 31 Managing Your Assessment Caseload 32 Completing Your Assessments Within Timelines 34 Check Your Assessment Caseloads for Accuracy 35 Make Your Yearly Assessment Calendar 35 Documenting and Tracking Interventions, Counseling, and Crisis Counseling 39 Documenting Interventions 39 Documenting Counseling and Crisis Counseling 39 Documenting Child Protective Services Calls and Reports 40 What’s Next? Time Management Tips for Balancing Assessment Caseloads with Other Roles 40 Scheduling Your Week 41 Scheduling Your Day 43 What to Do When You Are Drowning in a Sea of Assessments 44 Pulling It All Together 45 Key Points 46 Discussion Questions 47 4 Intervention and Prevention 49 How to Be Preventive When You Have No Time 50 Being Effective on Leadership and Prereferral Intervention Teams 50 Schoolwide Support Teams 51 Student-Focused Support Teams 53 Developing and Supporting Academic Interventions 56 Developing and Supporting Social, Emotional, and Behavioral Interventions 57 Developing Your Own Prevention Activities and Programs 59 Common Pitfalls and What to Do About Them 60 When Special Education Intervention Is the Only Game in Town 60 When Your School Is Sending You Inappropriate Referrals 61 Pulling It All Together 62 Key Points 62 Discussion Questions 64 5 Response to Intervention (RTI): Changing Your Role From Special Education Gatekeeper to Keymaster of Interventions 65 School Psychologists’ Roles in RtI 66 Academic RtI: Data-Based Decision Making 68 Tier 1 Interventions 68 Developing Individual Intervention Plans and Data-Tracking Tools 69 Behavioral RtI: Data-Based Decision Making 73 Universal Screening 73 Assessment and Intervention Audits 74 Monitoring Tier 1 Effectiveness 74 Tiers 2 and 3: Gathering Baseline Data and Using Progress Monitoring Tools 74 How to Track Individual Student Progress with Your RtI Team 75 Navigating Your Role Change 76 Pulling It All Together 76 Key Points 77 Discussion Questions 78 6 Special Education Assessment 79 The Assessment Process: From Parental Consent to Report Writing 80 Determining Timelines and Informing All Involved Parties of the Assessment 80 Reviewing the History and Gathering Environmental Data 83 Conducting a Developmental History with Parents or Guardians 89 Deciding If You Need to Do a Full Social-Emotional-Behavioral Evaluation 92 Selecting Appropriate Testing Instruments 98 Selecting Your Testing Tools 99 Beginning Your Testing with the Student 100 Writing Quality Reports 101 A Note About Other Types of Evaluations 102 Pulling It All Together 103 Key Points 103 Discussion Questions 104 7 the Individualized Education Plan (IEP): Friend Or Foe? 105 Before the IEP Meeting 106 Learning About Your Role and Presentation Style in IEP Meetings 106 Building Consensus on Your IEP Team 106 When to Share Results with Parents Before the IEP Meeting 108 Collaborating with Outside Team Members in the IEP 109 During the IEP Meeting 110 Laying the Groundwork for Presenting Results 110 Other Helpful Tips When Presenting at an IEP Meeting 117 After the IEP Meeting 118 Pulling It All Together 119 Key Points 119 Discussion Questions 121 8 Do You Have a Minute? How to Be An Effective Consultant 123 Where Theory Meets Real Life 124 Behavioral Consultation 124 Social-Emotional and Crisis Consultation 128 Academic Consultation 130 Consultation During the IEP-Writing Process 131 Dealing with Negative Nancy and Naysayer Ned: Working with “Involuntary” Consultees 133 The Uncomfortable Teachers’ Lounge Consultation 134 Pulling It All Together 134 Key Points 135 Discussion Questions 136 9 Individual Counseling 137 Counseling Roles 138 Types of School-Based Individual Counseling 139 Psychodynamic (“Insight-Oriented”) Therapy 139 Play and Art Therapy 140 Cognitive-Behavioral Therapy (CBT) 142 Solution-Focused Brief Therapy 143 Beginning Counseling 145 During Counseling: Documentation and Sticky Situations 149 Documentation 149 When You Need to Call Child Protective Services (CPS) 151 When a Child Is a Danger to Himself or Others 152 Sticky Confidentiality Issues 152 Terminating Counseling 153 Pulling It All Together 154 Key Points 154 Discussion Questions 155 10 Group Counseling 157 Starting a Group: Factors to Consider 157 Conduct a Needs Assessment at Your School 158 Deciding What Type of Group to Run 158 Deciding Who Is in Your Group 159 Choosing a Cofacilitator 167 Deciding on When and Where to Hold Your Group 167 Deciding on the Level of Structure in the Group 168 What to Do When Things Get Messy 172 A Student Wants to Drop Out of Group 172 Group Members “Gang Up” on Another Group Member or Members 172 The Group Is Out of Control 173 A Student Leaves the Group Without Permission 173 A Group Member Does Not Participate 174 Pulling It All Together 174 Key Points 175 Discussion Questions 176 11 The Dreaded Late-night Phone Call: How to Deal with a Crisis at Your School 177 Preparation for a Crisis 178 Types of Crises 179 Individual Student Crises: Danger to Self and Danger to Others 179 Schoolwide Crises: Determining the Ripple Effect and Implementing Psychological First Aid 185 Pulling It All Together 195 Key Points 196 Discussion Questions 196 12 Put on Your Oxygen Mask Before Helping Others: How to Manage The Stress of the Job 197 Practicing Self-Care 198 Moments of Zen 198 Flocking 199 Maintaining Healthy Work-Life Boundaries 200 Your Role and Saying No 200 Know When to Say When 202 Pulling It All Together 202 Key Points 203 Discussion Questions 203 Bibliography and Resources 205 Index 207
£24.00
John Wiley & Sons Inc Writing Useful Accessible and Legally Defensible
Book SynopsisThis important new resource offers practical guidance on writing psychoeducational reports that directly respond to referral concerns. The authors provide recommendations and assessment information in a format easily understood by parents, teachers, and other educational and mental health professionals.Table of ContentsAcknowledgments ix Chapter 1 Why Is Another Book on Report Writing Needed? 1 Chapter 2 What Makes a Report Legally Defensible? 11 Chapter 3 How Do I Make My Reports More Useful to Consumers? 37 Chapter 4 Step-by-Step, How Do I Write Useful and Legally Defensible Reports? 65 Chapter 5 How Do I Solve Practical Problems along the Way to Question-Driven Report Writing? 101 Appendix I–Checklist for a Useful and Legally Defensible Report 113 Appendix II–What Do These Reports Look Like? 117 Appendix III–Interview protocol 169 References 173 Author Index 181 Subject Index 185
£27.96
John Wiley and Sons Ltd Critical and Creative Thinking
Book SynopsisCritical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways. Explains why critical and creative thinking complement each other with clear examples Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking Enriches the discussion of creative and critical intersections with brief inter-chapters based on the thinking habits of Leonardo da Vinci Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines Table of ContentsPreface xi Acknowledgments xiii About the Website xv Part One Introducing Critical and Creative Thinking 1 Essential Critical Thinking Concepts 3 What Is Critical Thinking? 4 Habits of Mind 5 Why Intellectual Habits and Character Matter 7 Overcoming Obstacles to Thinking 8 A Model for Critical Thinking 13 How You KnowWhat You Know 14 Perception and Knowledge 15 Being Wrong 23 Why Errors Persist 25 Applications 27 References 30 Interchapter 1 Facts and Knowledge 32 2 Essential Creative Thinking Concepts 36 What Is Creative Thinking? 37 Seeking Alternatives and Possibilities 38 Reversing Relationships 41 Cross-fertilizing 42 Shifting Attention 42 Denying the Negative 43 The Creative Habit 46 Creative Confidence 48 Creative Theft 49 Creative Crime 51 Creative Questions 52 Applications 56 References 58 Interchapter 2 Sustaining Curiosity 60 Part Two Practicing Critical and Creative Thinking 3 Becoming a Critical and Creative Thinker 65 Becoming a Critical Thinker 66 Intellectual Standards as Guidelines for Critical Thinking 67 Language and Thought 67 Reports, Inferences, and Judgments 69 The Prevalence and Power of Metaphor 74 Innovating through Analogy 78 Becoming a Creative Thinker 79 Developing the Creative Habit 80 Focus 83 Solo and Group Creativity 85 Concepts as Cognitive Tools 87 Applications 90 References 95 Interchapter 3 Embodying Experience 96 4 Critical Thinking Strategies and Applications 101 The Nature of Argument 102 Claims, Evidence, and Assumptions 102 Evidence: Claims and Warrants 105 Inductive and Deductive Reasoning 106 Sherlock Holmes as a Logical Thinker 109 Syllogisms, Enthymemes, and Argument 112 Argument and Authority 113 Argument and Analogy 114 Argument and Causality 116 Causality, Coincidence, and Correlation 120 Further Causal Consequences 122 Applications 123 References 129 Interchapter 4 Blending Art and Science 130 5 Creative Thinking Strategies and Applications 133 Imagination First 134 Imagination, Creativity, and Innovation 135 The Limits of Imagination 136 Capacities for Imaginative Thinking 137 Why Ideas Are Important 139 How to Get Ideas 140 Creative Whacks 147 Being Practical/What Iffing 153 Combining Things 156 Using Paradox 157 Thinking the Unthinkable 160 Applications 161 References 164 Interchapter 5 Combining Connections 166 Part Three Applying Critical and Creative Thinking 6 Decision Thinking: Making Critical Decisions 173 Making Decisions 174 Affective Forecasting 180 Achieving Insights that Affect Decisions 184 Institutional Decisions 186 Incentives and Decisions 188 Decisiveness 189 Making Tough Decisions 192 Making Group Decisions 194 Applications 195 References 198 Interchapter 6 Embracing Ambiguity 200 7 Ethical Thinking: Making Ethical Decisions 205 Basic Ethical Concepts 206 Ethics, Values, and Virtues 209 Ethical Imagination 213 Cosmopolitanism and Global Ethics 218 Technology and Ethics 220 The Ethics of Information 222 Ethical Decisions 224 Ethical Provocations 225 Applications 227 References 231 Index 233
£57.90
John Wiley and Sons Ltd Critical and Creative Thinking
Book SynopsisCritical and Creative Thinking: A Guide for Teachers reveals ways to develop a capacity to think both critically and creatively in practical and productive ways. Explains why critical and creative thinking complement each other with clear examples Provides a practical toolkit of cognitive techniques for generating and evaluating ideas using both creative and critical thinking Enriches the discussion of creative and critical intersections with brief inter-chapters based on the thinking habits of Leonardo da Vinci Offers an overview of current trends in critical and creative thinking, with applications across a spectrum of disciplines Table of ContentsPreface xi Acknowledgments xiii About the Website xv Part One Introducing Critical and Creative Thinking 1 Essential Critical Thinking Concepts 3 What Is Critical Thinking? 4 Habits of Mind 5 Why Intellectual Habits and Character Matter 7 Overcoming Obstacles to Thinking 8 A Model for Critical Thinking 13 How You KnowWhat You Know 14 Perception and Knowledge 15 Being Wrong 23 Why Errors Persist 25 Applications 27 References 30 Interchapter 1 Facts and Knowledge 32 2 Essential Creative Thinking Concepts 36 What Is Creative Thinking? 37 Seeking Alternatives and Possibilities 38 Reversing Relationships 41 Cross-fertilizing 42 Shifting Attention 42 Denying the Negative 43 The Creative Habit 46 Creative Confidence 48 Creative Theft 49 Creative Crime 51 Creative Questions 52 Applications 56 References 58 Interchapter 2 Sustaining Curiosity 60 Part Two Practicing Critical and Creative Thinking 3 Becoming a Critical and Creative Thinker 65 Becoming a Critical Thinker 66 Intellectual Standards as Guidelines for Critical Thinking 67 Language and Thought 67 Reports, Inferences, and Judgments 69 The Prevalence and Power of Metaphor 74 Innovating through Analogy 78 Becoming a Creative Thinker 79 Developing the Creative Habit 80 Focus 83 Solo and Group Creativity 85 Concepts as Cognitive Tools 87 Applications 90 References 95 Interchapter 3 Embodying Experience 96 4 Critical Thinking Strategies and Applications 101 The Nature of Argument 102 Claims, Evidence, and Assumptions 102 Evidence: Claims and Warrants 105 Inductive and Deductive Reasoning 106 Sherlock Holmes as a Logical Thinker 109 Syllogisms, Enthymemes, and Argument 112 Argument and Authority 113 Argument and Analogy 114 Argument and Causality 116 Causality, Coincidence, and Correlation 120 Further Causal Consequences 122 Applications 123 References 129 Interchapter 4 Blending Art and Science 130 5 Creative Thinking Strategies and Applications 133 Imagination First 134 Imagination, Creativity, and Innovation 135 The Limits of Imagination 136 Capacities for Imaginative Thinking 137 Why Ideas Are Important 139 How to Get Ideas 140 Creative Whacks 147 Being Practical/What Iffing 153 Combining Things 156 Using Paradox 157 Thinking the Unthinkable 160 Applications 161 References 164 Interchapter 5 Combining Connections 166 Part Three Applying Critical and Creative Thinking 6 Decision Thinking: Making Critical Decisions 173 Making Decisions 174 Affective Forecasting 180 Achieving Insights that Affect Decisions 184 Institutional Decisions 186 Incentives and Decisions 188 Decisiveness 189 Making Tough Decisions 192 Making Group Decisions 194 Applications 195 References 198 Interchapter 6 Embracing Ambiguity 200 7 Ethical Thinking: Making Ethical Decisions 205 Basic Ethical Concepts 206 Ethics, Values, and Virtues 209 Ethical Imagination 213 Cosmopolitanism and Global Ethics 218 Technology and Ethics 220 The Ethics of Information 222 Ethical Decisions 224 Ethical Provocations 225 Applications 227 References 231 Index 233
£23.70
John Wiley & Sons Inc Go Blended
Book SynopsisCraft a blended learning program tailor-made for your students Go Blended! is a practical implementation guide for educators interested in getting blended learning off the ground.Table of ContentsForeword xi About the Author xv About the Contributors xvii Introduction 1 PART 1 STARTING THE PROCESS: THE FUNDAMENTAL DECISIONS 17 1 Identifying the Focus and Piloting 19 2 Determining School Readiness 32 3 Building the Team and Creating Buy-in 47 4 Recognizing and Planning for the Learning Curve 66 PART 2 PLANNING FOR IMPLEMENTATION: STRATEGIC DECISIONS AND CONSIDERATIONS 77 5 Choosing Your Model and Crafting Your Pilots 79 6 Finding the Right Software and Hardware 85 7 Making Use of Student Data 107 8 Setting Up the Space 127 9 Getting Your Network Up to Speed 134 PART 3 LAUNCHING BLENDED: HELPING TEACHERS AND STUDENTS BE SUCCESSFUL 147 10 Training Teachers and Other Leaders 149 11 Teacher Readiness and Classroom Readiness 158 12 Teaching Lessons to Support Blended Learning 170 13 Setting Up Your Classroom and Students for Success 181 14 Making Mistakes and Iterating to Improve the Work 205 Conclusion 215 Appendixes 222 A Blended Learning Analyst Job Description 223 B Blended Learning Teaching Assistant Job Description 227 C Director of Innovative Learning Job Description 230 D Sample Blended Learning Pilot Agreement 234 E Sample Project Plan 237 F Rocketship Curriculum Evaluation Rubric 245 G Teacher Self-Assessment: Blended Learning Readiness 250 H End-of-Year Teacher Survey Questions 252 I Sample Blended Newsletter 1 256 J Sample Blended Newsletter 2 257 K Sample Blended Learning Classroom Floor Plans 259 L Sample Common Core Weekly Schedule for Grades K–2 Blended Learning Classrooms 261 M Sample Common Core Weekly Schedule for Grades 3–5 Blended Learning Classrooms 265 N Twenty-One Lesson Plans for Implementing Blended Learning 269 Acknowledgments 293 Index 297
£17.84
John Wiley & Sons Inc Emotionally Intelligent Leadership for Students
Book SynopsisThis set includes one copy each of the second editions of: Emotionally Intelligent Leadership for Students: Inventory Emotionally Intelligent Leadership for Students: Student Workbook Emotionally Intelligent Leadership for Students: Facilitation and Activity Guide Trade Review“Students, faculty, and campus professionals will discover that emotionally intelligent leadership is the missing piece in college student leadership development. Shankman and Allen have the courage to invite students into a journey of self-discovery that is more holistic than the field has ever seen.” —Donald G. DiPaolo, associate professor, University of Detroit Mercy
£47.50
John Wiley and Sons Ltd The Changing Nature of Executive Control in
Book SynopsisExecutive control (EC) is a central construct in developmental science,although measurement limitations have hindered understanding ofits nature and development in young children, relation to social risk,and prediction of important outcomes. Disentangling EC from thefoundational cognitive abilities it regulates and that are inherentlyrequired for successful executive task completion (e.g., language, visual/spatial perception, and motor abilities) is particularly challenging atpreschool age, when these foundational abilities are still developing andconsequently differ substantially among children. A novel latent bifactormodeling approach delineated respective EC and foundational cognitiveabilities components that undergird executive task performance ina socio demographically stratifi ed sample of 388 preschoolers in alongitudinal, cohort-sequential study. The bifactor model revealed adevelopmental shift, where both EC and foundational cognitive abilitiescontributed uniquely to executiveTable of ContentsCONTENTSI. EXECUTIVE CONTROL IN EARLY CHILDHOOD.........................7C. A. C. Clark, N. Chevalier, J. M. Nelson, T. D. James,J. P. Garza, H.-J.Choi, and K. A. EspyII. THE PRESCHOOL PROBLEM SOLVING STUDY: SAMPLE, DATA, AND STATISTICAL METHODS...........................30T. D. James, H.-J.Choi, S. A. Wiebe, and K. A. EspyIII. DISTINGUISHING EXECUTIVE CONTROL FROM OVERLAPPING FOUNDATIONAL COGNITIVE ABILITIES DURING THE PRESCHOOL PERIOD..........................47J. M. Nelson,T. D. James, H.-J. Choi, C. A. C. Clark, S. A. Wiebe, and K. A. EspyIV. A NEW LOOK AT THE IMPLICATIONS OF THE SOCIO-FAMILIAL CONTEXT FOR YOUNG CHILDREN’S EXECUTIVE CONTROL: CLARIFYING THE MECHANISMS OF INDIVIDUAL DIFFERENCES....................69C. A. C. Clark, T. D. James, and K. A. EspyV. ELUCIDATING NEW PATHWAYS TO DIMENSIONS OF ADHD SYMPTOMS IN PRESCHOOL BY JOINTLY MODELING EXECUTIVE CONTROL AND FOUNDATIONAL COGNITIVE ABILITIES.......................................96J. M. Nelson, T. D. James, and K. A. EspyVI. EXECUTIVE CONTROL IN PRESCHOOLERS: NEW MODELS, NEW RESULTS, NEW IMPLICATIONS.................111K. A. Espy, C. A. C. Clark, J. P. Garza, J. M. Nelson, T. D. James, and H.-J. ChoiREFERENCES..............................................................................129ACKNOWLEDGEMENTS..............................................................150COMMENTARYCOMMENTARY ON THE CHANGING NATURE OF EXECUTIVE CONTROL IN PRESCHOOL.....................................151Michael T. WilloughbyCONTRIBUTORS........................................................................166STATEMENT OF EDITORIAL POLICY...........................................168SUBJECT INDEX........................................................................170
£32.25
John Wiley and Sons Ltd The Intentionality Model and Language Acquisition
Book SynopsisThe Intentionality Model builds on the childa s engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition.Table of ContentsI. Introduction. II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence. III. The Early Intervention Collaborative Study: Study Design and Methodology. IV. Results: Predictors of Functioning and Change in Children's Development and Parent Well-being. V. Discussion. VI. Implications for Research, Policy, and Practice. References. Acknowledgments. Contributors
£41.75
John Wiley and Sons Ltd Peer Groups and Childrens Development
Book SynopsisPeer Groups and Children''s Development considers the experiences of school-aged children with their peer groups and its implications for their social, personal and intellectual development Focuses on the peer group experiences of children attending school in Western societies, from five years of age through to adolescence Considers peer groups in classrooms, friendships made within and outside of school, and the groups that children participate in for extra-curricular activities Includes a final summary which brings together the significant implications for theory, policy and practice Unique in that no other volume reviews and integrates literature relating to peer groups in both classroom and out-of-class settings Addresses the research interests of psychologists and educationalists, as well as the practical concerns of teachers, parents, counsellors, and policy makers Trade Review"Both undergraduate and graduate students and researchers in education, child psychology, developmental psychology, and social psychology would find the book, or particular chapters, useful as they explore the nature of peer groups in educational settings. Researchers in psychology will become better aware of the many facets of school and classroom life that should be considered when studying children in the classroom context". (PsycCritiques, 8 December 2010) "The experiences of schoolchildren with their peer groups and the implications for social, personal and intellectual development are considered here, as Howe reviews and integrates literature relating to classroom and out-of-class settings. The text is intended to address psychologists' and educationalists' research concerns, as well as the practical concerns of teachers, parents, counsellors and policymakers." (Times Higher Education, November 2010)Table of ContentsChapter 1: Peer groups in a cultural context. Introduction. Cultural dependency. Theoretical framework. Piaget and Sullivan. Group socialization theory. Peer groups and children’s development. Overview of contents. An inter-disciplinary perspective. Chapter 2: Peer groups and classroom structure. Introduction. The peer group structure of classes. Class size. Selective assignment. The structure of classroom subgroups. Cultural and local influences upon classroom structure. Size and selectivity. Competing pressures. Summary and conclusions. Chapter 3: Performance and cooperation in classrooms. Introduction. Whole-class interaction and the performance mode. The ubiquitous IRF. Individual differences in performance roles. Subgroup interaction and the cooperative mode. Sitting in groups versus working with groups. Cooperative learning. Role differentiation in classroom subgroups. Summary and conclusions. Chapter 4: Cooperative interaction and curriculum mastery. Introduction. Piagetian perspectives upon cooperative interaction. Socio-cognitive conflict, transactive dialogue and exploratory talk. Group work in science. Resolving differences. Assistance and cooperative interaction. Helping and learning. Assistance versus contrasting. The social impact of classroom interaction. Selecting mechanisms. Social judgments in classrooms. Conclusions. Chapter 5: Friendship, status, and centrality. Introduction. Children’s friendships. Membership of friendship groups. The qualities of friends. Similarity and complementarity. Peer status in formal groups. Socio-metric relations. Assigning status. Beyond the classroom. Status in friendship groups. Ethnographic approaches. The concept of centrality. Conclusions. Chapter 6: Individual differences in informal experiences. Introduction. Varying experiences of status. Sociability, aggression and withdrawal. Behavioural characteristics and status. Behavioural characteristics in context. Friendship and status compared. Sociability and friendship. Aggression, friendship and centrality. Continuity and change. Context dependency. Conclusions. Chapter 7: Social and personal adjustment. Introduction. Peer groups and antisocial behaviour. Rejection and antisocial behaviour. Friendship and antisocial behaviour. Mutual support or bad examples. Peer groups and personal adjustment. Status and internalizing difficulties. Internalizing versus externalizing. Rejection and neglect. The protective status of friendship. Summary and conclusions. Chapter 8: School performance revisited. Introduction. Peer groups and educational failure. Status and performance. Status and friendship. Diverse consequences of friendship. Friends and academic polarization. Towards an integrated perspective. Classroom practice and developmental outcomes. Chapter 9: Implications for practice and future research. Summary and introduction. Remedial work with individuals. Skills training for at-risk children. Skills training in context. Qualified endorsement of the cooperative approach. Maximizing the 'promotiveness' of promotive interaction. The problem of aggression. Teacher involvement. Future research and theoretical development. Developing the socio-cultural perspective. Conclusion.
£35.10
Bristol University Press Educational Transitions and Social Justice
Book SynopsisDrawing on qualitative analysis in Barcelona and Madrid, this book explores upper secondary educational transitions in urban contexts, the different political, institutional and subjective dimensions of these transitions and the multiple mechanisms of inequality that traverse them.Table of ContentsIntroduction 1. Theoretical and methodological approaches to educational choices and transitions ~ Aina Tarabini Part I: The framing and enactment of upper secondary educational transitions 2. The political construction of upper secondary transitions: comparing problematisations and solutions in two urban contexts ~ Judith Jacovkis, Miriam Prieto, Javier Rujas 3. Upper secondary transitions and urban educational spaces: public representations of youth, choices and (im)mobilities ~ Aina Tarabini, Judith Jacovkis, Alejandro Montes 4. In the name of vocations: teachers’ discursive legitimations of upper secondary educational choices ~ Aina Tarabini, Javier Rujas, Sara Gil 5. Does school shape upper secondary educational transitions? Exploring the relationship between students’ trajectories and educational choices ~ Alba Castejón, Alejandro Montes, Martí Manzano Part II: The experience of upper secondary educational transitions 6. Working-class fractions and practical rationalities in the election of upper secondary education ~ Alejandro Montes, Javier Rujas, Judith Jacovkis 7. Understanding migrant students’ transitions to upper secondary education: devalued capitals and nonstandard timeframes ~ Martí Manzano, Aina Tarabini 8. Choosing against gender: making sense of girls’ and boys’ upper secondary vocational education choices ~ Marta Curran, Aina Tarabini 9. Reconstructing learner identity in upper secondary vocational education: from disaffection to recognition ~ Aina Tarabini, Judith Jacovkis, Marta Curran 10. Hermeneutical injustice in upper secondary educational transitions ~ Alberto Sánchez-Rojo, Miriam Prieto Conclusion 11. Towards a comprehensive understanding of educational choices and transitions ~ Aina Tarabini
£76.50
University of Toronto Press A Research Agenda for Graduate Education
Book SynopsisA Research Agenda for Graduate Education is a challenge to the higher education community to conduct research on graduate education as it would any other area of educational research.Table of ContentsForeword Preface Acknowledgments Introduction The Science of Graduate-Level Learning Graduate Student Career Preparation Graduate Program Improvement Conclusion References
£36.90
Bristol University Press Assembling Comparison: Understanding Education
Book SynopsisThis book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted. These approaches challenge taken-for granted and universalizing concepts in policy research and policy work in CIE – such as the nation-state, policy making/policy enactment, global/local, Global North/Global South – and highlight how policy is contingent on emerging through complex relations between people and places. Using illustrative cases drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.Table of Contents1. Why Policy, Why Comparison? 2. Policy Mobilities and Assemblage Theory: Key Concepts 3. Policy Mobilities and Assemblage Theory: A Conjoined Approach 4. Where (and When) Is Policy? 5. What Is Policy? 6. Why Is Policy? 7. How to Research Policy? 8. (Re)assembling Comparison
£40.50
John Wiley & Sons Inc How College Affects Students: Findings and
Book SynopsisForeword by Kenneth A. Feldman Not since Feldman and Newcomb's 1969 landmark book, TheImpact of College on Students has there been such acomprehensive resource available on what is known about the effectof college on students. In this book, Pascarella and Terenzini takeup where Feldman and Newcomb left off, synthesizing twenty moreyears of empirical research and over 2,600 studies, distilling whatis known about how students change and benefit as a consequence ofattending college.Trade ReviewAn extraordinarily well documented and comprehensive analysis of how the higher education experience affects students. The authors analyze more than 3,000 separate studies.... This volume is a gold mine of information and analysis.Table of ContentsForeword 1. Studying College Outcomes: Overview and Organization of theResearch 2. Theories and Models of Student Change in College 3. Development of Verbal, Quantitative, and Subject MatterCompetence 4. Cognitive Skills and Intellectual Growth 5. Psychosocial Changes: Identity, Selt-Concept, andSelf-Esteem 6. Psycholsocial Changes: Relating to Others and the ExternalWorld 7. Attitudes and Values 8. Moral Development 9. Educational Attainment 10. Career Choice and Development 11. Economic Benefits of College 12. Quality of Life After College 13. How College Makes a Difference: A Summary 14. Implications of the Research for Policy and Practice AppAndix: Methodological and Analytical Issues in Assessing theInfluence of College
£66.50
John Wiley & Sons Inc Eager to Learn: Helping Children Become Motivated
Book Synopsis"Addressing parents and teachers, this straightforward explorationof motivation for learning as a lifelong trait is a significantcontribution to the understanding of a complex process."--Publishers Weekly "A succinct and thought-provoking book for parents, teachers,and educators." --Library JournalTable of ContentsPart One: How Children Become Motivated to Learn. 1. Motivation: The Key to Learning. 2. Family, School, Culture: Powerful Influences. 3. Eagerness to Learn: Cultivating the Desire. 4. Grades, Homework, and Television: Thorny Concerns. Part Two: How to Support a Child's Learning and SolveMotivational Problems. 5. Building a Positive Parent-Teacher Relationship. 6. Fostering Success in Learning. 7. Reducing Anxiety Over Tests and Grades. 8. Overcoming Boredom and Indifference. 9. Encouraging Effort and Perseverance. Epilogue: Creating Friendship Between a Child and Learning.
£21.84
John Wiley & Sons Inc Knowing and Reasoning in College: Gender-Related
Book SynopsisThis book shows how ways of knowing change over the course of college and how gAnder influences ways of reasoning. It provides both student affairs professionals and teaching faculty with valuable insights into improving practice in such areas as student organizations, internships, campus employment, instructional approaches, evaluation methods, and more.Table of ContentsUNDERSTANDING GENDER-RELATED PATTERNS IN KNOWING. Studying Ways of Knowing. Gender-Related Patterns in Knowing. Absolute Knowing: Receiving and Mastering Knowledge. Transitional Knowing: Interpersonal and Impersonal Patterns. Independent Knowing: Embracing and Subordinating Others'Ideas. Contextual Knowing: Integrating One's Own and Others' Ideas. Relating the Patterns to Diverse Student Populations. IMPLICATIONS FOR ACADEMIC AND STUDENT AFFAIRS. Teaching Responsively to Different Ways of Knowing. Developing Students in the Classroom. Supporting Patterns of Knowing in the Cocurriculum. Promoting Cocurricular Learning. Becoming Responsive to Ways of Knowing in Higher Education. Resources: A. Context of the Study: Miami University. B. Design and Methods Used in the Study. C. Study Interview and Questionnaire.
£40.38
John Wiley & Sons Inc Coping Skills Interventions for Children and
Book SynopsisA book in the Psychoeducational Intervention Series Provides a wide range of coping skills interventions for helpingchildren learn to handle everyday stress and deal better withacademic, interpersonal, and physical demands both in and out ofthe classroom. Also includes specific techniques for promotingchange and evaluating results.Trade Review"Forman has assembled the most comprehensive literature on coping skills interventions for children and adolescents currently available...an extraordinarily valuable resource." --Thomas R. Kratochwill, professor, Department of Educational Psychology, University of Wisconsin, MadisonTable of ContentsStress and Coping in Children and Adolescents. Learning to Relax. Facilitating Social Problem Solving. Improving Social Interactions. Acquiring Assertiveness Skills. Using Self-Instruction Techniques. Decreasing Irrational Beliefs. Developing Stress-Reducing Thought Patterns. Changing Beliefs About Success and Failure. Promoting Behavioral Self-Control. Prevention Applications. Successful Implementation.
£40.38
