Educational systems and structures Books
Cambridge University Press Childhood Programs and Practices in the First Decade of Life A Human Capital Integration
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£47.50
Cambridge University Press Achievement and Motivation
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£95.00
Cambridge University Press Sociocultural Approaches to Language and Literacy
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£104.50
Cambridge University Press Measuring the Mind
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£114.00
Cambridge University Press Interaction in Cooperative Groups
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£57.95
Cambridge University Press Schemas in Problem Solving
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£104.50
Cambridge University Press Social Motivation
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£113.40
Cambridge University Press Interaction in Cooperative Groups
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£29.44
Cambridge University Press Explorations in Giftedness
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£61.75
Cambridge University Press bullyinginschoolshowsuccessfulcaninterventionsbe
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£41.79
Cambridge University Press Understanding Practice
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£49.39
Cambridge University Press Social Motivation
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£36.87
Cambridge University Press Dialogic Inquiry
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.
£104.50
Cambridge University Press Dialogic Inquiry Towards a Sociocultural Practice and Theory of Education Learning in Doing Social Cognitive and Computational Perspectives
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£38.94
Cambridge University Press Contemporary Issues in Mathematics Education
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£35.14
Cambridge University Press Explorations in Giftedness
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£29.99
Cambridge University Press Cultural Development of Mathematical Ideas Papua New Guinea Studies Learning in Doing Social Cognitive and Computational Perspectives
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£103.11
Cambridge University Press Happiness and Education
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£34.20
Cambridge University Press Thinking in Education
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£61.75
Cambridge University Press Observational Research in U.S. Classrooms
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£60.80
Cambridge University Press Bullying in Schools
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£99.00
Cambridge University Press Observational Research in U.S. Classrooms
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£28.99
Cambridge University Press Working Relationally in and across Practices
Book SynopsisThis book offers resources for reflecting on and developing professional and research practices, and the conditions in which they occur. It is based in cultural-historical approaches and focuses on learning and change; the three ideas at the core of the arguments presented are relational expertise, common knowledge, and relational agency.Table of Contents1. Revealing relational work Anne Edwards; Part I. Working Relationally in the Professions: 2. Expertise, learning, and agency in partnership practices in services for families with young children Nick Hopwood; 3. Learning and deploying relational agency in the negotiation of inter-professional hierarchies in a UK hospital Joce Nuttall; 4. Relational agency, double stimulation and the object of activity: an intervention study in a primary school Annalisa Sannino and Yrjö Engeström; 5. An analysis of the use of relational expertise, relational agency and common knowledge among newly appointed principals in Chile's public schools Carmen Montecinos, Verónica Leiva, Fabián Campos, Luis Ahumada and Sergio Galdames; 6. Building and using common knowledge for developing school-community links Prabhat Chandra Rai; 7. Building common knowledge: negotiating new pedagogies in higher education in South Africa Shirley Walters, Freda Daniels and Vernon Weitz; Part II. Working Relationally in Networks: 8. Networked expertise, relational agency, and collective creativity Kai Hakkarainen, Kaisa Hytönen, Jenna Vekkaila and Tuire Palonen; 9. Relational agency and the development of tools in service networks Laura Seppänen and Hanna Toiviainen; 10. Creating a system of distributed expertise: the Oxford Education Deanery narrative Nigel Fancourt; 11. Common knowledge: the missing link in hybrid value chains? Marc Thompson, Catherine Dolan, Colin Mayer, Kate Roll and Ruth Yeoman; 12. The relational agency framework as a tool for supporting the establishment, maintenance and development of multidisciplinary networks of professionals Marilyn Fleer, Iris Duhn and Linda J. Harrison; Part III. Working Relationally in Research: 13. Research as relational agency: expert ethnographers and the cultural force of technologies Cathrine Hasse; 14. When daycare professionals' values for transition to school do not align with the educational demands from society and school: a practice developing research project for daycare professionals' support to children's transition to school Mariane Hedegaard; 15. Relational approaches to knowledge exchange in social science research Anne Edwards and Eleni Stamou; 16. Designing the epistemic architecture for Galaxy Zoo: the case study of relational expertise in citizen science Bipana Bantawa; Epilogue: 17. Using and refining the relational concepts Anne Edwards.
£95.00
Cambridge University Press Delta Theory and Psychosocial Systems The Practice of Influence and Change
Book SynopsisDelta Theory establishes the foundation for a true scientific applied psychology, a theory of how human influence induces change in others. Delta Theory is unified and universal, applying to all cultures, historical periods and goals for change. It integrates concepts and research from psychology, sociology, anthropology, evolution theory, philosophy, psychoneurology, cognitive science and cultural-historical-activity theory. Yet Delta Theory is clear, economical and elegant, with a full exposition of tactics for its practices. Rich examples are drawn from professional practices, but also from the creation and operations of criminals, healing ceremonies of indigenous peoples, and cross-species comparisons. This book ultimately seeks to describe how influence works, how it could be improved and how it can be resisted.Trade Review“A psychologist by training and a poet in spirit, Tharp reaches across multiple disciplines and applications to weave a compelling theory of behavior influence and change. Delta Theory answers critics who dismiss modern behavioral and social science as a bundle of facts in search of conceptualization. Tharp has delivered what many have called for: a grand and testable theory. A generation of researchers and graduate students will find hypotheses aplenty to quarrel over and put to the test. Let the disputation and testing begin!” –Ronald Gallimore, University of California, Los Angeles"...overall, the book is written in a stylized scientific manner.... offers helpful illustrations of how delta theory can be used; examples range from how schools operate to effectively teach cohorts of children to how pimps recruit new young prostitutes.... Recommended..." --C. J. Jones, California State University, Fresno, CHOICE"...One learns a lot by reading [his] book.... This relatively brief book has range, and the author knows many things, most of which he cites and uses to explain his universal theory." –Dr. Kurt Salzinger, Senior Scholar in Residence, Hofstra University, PsycCRITIQUESTable of ContentsPart I. The Theory of Influence and Change: 1. Introduction and overview; 2. Psychosocial systems and the exercise of influence; 3. The zone of proximal development, activity, and semiotics; 4. The means of influence; 5. The organization of activity; 6. Unifying the study of culture and psychology: philosophical and scientific Issues; Part II. The Practice of Influence and Change: 7. Influencing and change: delta theory of practice; 8. A natural history museum of influence and change: dioramas; 9. Who influences? The triadic model of influence and change; 10. Basic tactics and strategy in designing influence; 11. Cultural patterns in the practice of influence; 12. Challenges, research, and future development.
£31.34
Cambridge University Press Scientists Making a Difference One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions
Book SynopsisScientists Making a Difference is a fascinating collection of first-person narratives from the top psychological scientists of the modern era. These readable essays highlight the most important contributions to theory and research in psychological science, show how the greatest psychological scientists formulate and think about their work, and illustrate how their ideas develop over time. In particular, the authors address what they consider their most important scientific contribution, how they got the idea, how the idea matters for the world beyond academic psychology, and what they would like to see as the next steps in research. The contributors, who were chosen from an objectively compiled list of the most eminent psychological scientists, provide a broad range of insightful perspectives. This book is essential reading for students, researchers and professionals interested in learning about the development of the biggest ideas in modern psychological science, described firsthand bTrade Review'In 100 autobiographical essays, psychology's preeminent contributors reveal the roots and fruits of their famed contributions. Here are stories for posterity, from the funding barriers that challenged Thomas Bouchard's study of reared-apart twins, to Michael Gazzaniga's exhilaration on discovering the wonders of human split-brains, to Carol Dweck's 'me-search' on how she and others could find a thriving mindset when facing obstacles. This is living history - and a great read for both psychological scientists and students.' David G. Myers, Hope College, Michigan'Reading this book is like spending an afternoon chatting with some of psychology's most prominent scholars. They talk about the significance of their work, describe how they honed their creative ideas, and offer advice for dealing with failures, adversity, and success. The authors invite us inside their laboratories and provide a rare insight into the process of making a difference.' Diane Halpern, Dean of Social Sciences, Emerita, Minerva Schools at KGI and Professor of Psychology, Emerita, Claremont McKenna College, California'Asking a couple 'How did you two meet?' inevitably elicits an interesting story, and this is essentially what the editors of this volume have done by asking a group of eminent psychological scientists to talk about their love affairs with their work. The result is a set of brief but fascinating stories that not only inspire admiration of these brilliant authors but will surely lead some of today's best students to dream of following in their footsteps.' Douglas Bernstein, University of South Florida'A wonderful book and an instant classic. In this remarkable series of essays bookended by two thought-provoking summaries, 100 eminent psychological scholars offer readers an insider's glimpse of how to achieve scientific excellence. This superb book is a powerful reminder of the value of serendipity in scientific discovery. Psychology lovers will find the often surprising insights from our field's premier scholars invaluable, and will have a difficult time putting the book down. Great fun and highly recommended.' Scott O. Lilienfeld, Samuel Candler Dobbs Professor of Psychology, Emory University, Atlanta and Editor, Clinical Psychological Science'In engaging and highly personal essays, the most eminent psychologists of our time show the human side of their life's work. Anyone with an interest in the influences behind the key theories and findings of the discipline will be captivated by this volume.' Robert S. Feldman, Deputy Chancellor, University of Massachusetts, Amherst'Surely every psychological researcher or professor will want to read this insightful book. Moreover, every student should be required to read it. Most undergraduate psychology majors and even many graduate students can name hundreds of athletes, singers, and actors, but they struggle to name any living psychologist other than their professors and 'Dr Phil'. It's about time we call attention to our research rock stars!' James Kalat, Professor Emeritus, North Carolina State University'Even beyond the Who's Who of psychological scientists represented by the authors and editors of this volume (and talk about an impossible task to begin with!), the sum of the topics contained throughout these chapters makes the indisputable case for psychological science as the way forward in understanding so much of what is important in our world.' Alan Kraut, Association for Psychological Science, Executive Director Emeritus'A wonderful collection of essays from psychology's A-listers. We quickly learn that they are engaging writers, as their stories bring their important discoveries to life. Every aspiring psychological scientist will want to read these essays, hoping to emulate at least some of the qualities that these eminent scientists share.' Todd F. Heatherton, Lincoln Filene Professor in Human Relations, Dartmouth College, New Hampshire'The book makes the reader feel as if he or she is an active participant in both the process and the story behind these famous studies. The essays abound with anecdotes, philosophy, and advice for young scientists. This book will be an excellent addition to any university collection, as well as to the shelves of the interested layperson.' Choice'… the editors have produced an excellent sampler of psychological science and the people and processes that create it. I know of no other volume that meets the editors' objectives as well as does this one - it is an important volume that should find many readers.' Donald A. Dewsbury, PsycCRITIQUESTable of ContentsPart I. Introduction; Part II. Biological Bases of Psychology; Part III. Cognition; Part IV. Development; Part V. Motivation and Emotion; Part VI. Social and Personality Processes; Part VII. Clinical and Health Psychology.
£37.37
John Wiley & Sons Inc The Handbook of School Psychology
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).
£207.90
John Wiley and Sons Ltd Scaling the Higher Education Pyramid
Book Synopsis Looks at the representation of women and ethnic minorities entering and completing programs in science, technology, engineering, and mathematics (STEM) The articles contained in this issue represent cutting-edge research by some of the top researchers in social psychology, developmental psychology, education, and medical sciences The articles cover broad ground with regard to topic of study, age focus, methodology, and level of analysis The research contained in the issue has the potential to have an impact on policy and program development and serves as a catalyst for further thinking on this important social issue Table of ContentsFOREWORD Foreword: Pursuing Effective Integrated Education Claude M. Steele SECTION I: INTRODUCTION Ethnic Minorities and Women in STEM: Casting a Wide Net to Address a Persistent Social Problem Moin Syed and Martin M. Chemers SECTION II: INDIVIDUAL REACTIONS: SOURCES, MEDIATORS AND OUTCOMES Identity and Academic Success among Underrepresented Ethnic Minorities: An Interdisciplinary Review and Integration Moin Syed, Margarita Azmitia, and Catherine R. Cooper The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students Martin M. Chemers, Eileen L. Zurbriggen, Moin Syed, Barbara K. Goza, and Steve Bearman How Women Cope: Being a Numerical Minority in a Male-Dominated Profession Laura Smart Richman, Michelle vanDellen, and Wendy Wood Assessing the Role of Gender Rejection Sensitivity, Identity, and Support on the Academic Engagement of Women in Nontraditional Fields using Experience Sampling Methods Bonita London, Lisa Rosenthal, and Angel Gonzalez SECTION III: INSTITUTIONAL EFFORTS: BARRIERS AND OPPORTUNITIES Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years Melissa R. Witkow and Andrew J. Fuligni “We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts Sylvia Hurtado, M. Kevin Eagan, Minh C. Tran, Christopher B. Newman, Mitchell J. Chang, and Paolo Velasco SECTION IV: INTERVENTION STRATEGIES: ALIGNING AMBITIONS AND MENTORING Design of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program Vineet Arora, Barbara Schneider, Rebecca Thal, and David Meltzer Processes and Outcomes of a Mentoring Program for Latino College Freshmen Jean S. Phinney, Cidhinnia M. Torres Campos, Delia M. Padilla Kallemeyn, and Chami Kim Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize Stacy Blake-Beard, Melissa L. Bayne, Faye J. Crosby, and Carol B. Muller SECTION V: COMMENTARY Understanding Educational and Occupational Choices Jacquelynne S. Eccles SECTION VI: 2010 KURT LEWIN AWARD Introduction to Mark Zanna’s SPSSI Kurt Lewin Award Address Faye J. Crosby While Waiting for Nature to Take Her Course: There’s Nothing So Practical as a Good...Design Mark P. Zanna
£39.95
The Experiment LLC Roots of Empathy: Changing the World Child by
Book SynopsisThis is the landmark presentation of the widely acclaimed programme, increasingly adopted worldwide, that fosters empathy in children with the goal of creating a more civil society, one child at a time. "Roots of Empathy" constitutes a radical new look at what's important in childhood development. Violence, anti-social behaviour, bullying, and aggression among young children continue to escalate everywhere. But Mary Gordon, an educator who has worked for more than two decades with children from all kinds of backgrounds, has discovered that the solution to bullying and other anti-social behaviour lies within each child's innate sense of caring and compassion. In "Roots of Empathy", Gordon lays out her belief in and program for infusing children with empathy, the ability to understand another person's point of view and respect their feelings. "The Roots of Empathy" programme creates a rich, rewarding classroom experience that fosters empathy within every child by bringing babies and children together to create a symbiotic loving environment that reduces aggression in children while increasing tolerance and emotional literacy. An interactive experience for parents, teachers, and children, the "Roots of Empathy" programme aims to create a more civil society and thereby to change the world, one child at a time. It will speak particularly to the approximately 1.5 million elementary school teachers nationwide.
£16.83
Australian Theological Forum Releasing the Angel: Saluting all Who Strive to
Book Synopsis
£26.07
