Educational systems and structures Books

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

Read more less

Book Synopsis

Read more less

Book SynopsisThe unwritten rules of success that every student must follow to thrive in collegeThe Secret Syllabus equips students with the tools they need to succeed, revealing the unwritten rules and cultural norms and expectations not included in the official curriculum. Left to figure out on their own how the academic world works, students frequently stumble, underperform, and miss opportunities. Without mastery of the secret syllabus, too many miss out on the full, rich experience available to them in college. Jay Phelan and Terry Burnham share the essential lessons they have learned from struggling, unfocused students as well as award-winning college instructors and researchers. The Secret Syllabus draws on Phelan and Burnham's experiences with thousands of undergraduate and graduate students. Weaving engaging storytelling with practical, actionable advice, they illustrate both productive and counterproductive approaches to achieving academic excellence, and highlight the importance of sett

Read more less

Book SynopsisTwenty percent of all school-aged children in this country have been labeled Learning Disabled. But what is a genuine learning disability? How does it differ from garden-variety poor learning? How can we more accurately assess and then teach to individual learning strengths instead of merely pinpointing learning weaknesses? In this passionately argued yet clear-headed book, internationally acclaimed cognitive psychologist Robert Sternberg and research scientist Elena Grigorenko tackle these controversial issues, urging that we understand the full range of factors that contribute to learning disabilities (and sometimes to their misdiagnosis) in order to improve the American educational and diagnostic systems.From the biological bases of dyslexia and other disabilities, to the tests that do and do not accurately assess learning abilities, to the social and educational pressures that contribute to misdiagnosis, Our Labeled Children clearly outlines the issues that concern both parents a

Read more less

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

Read more less

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

Read more less

Book SynopsisDavid Solway's The Turtle Hypodermic of Sickenpods is an eye-opening polemic against technology in the classroom and pedagogical theory as furthered by current administrative policy. He dissects the way computers have affected the learning process and students' ability to understand material presented to them in books.Trade Review"David Solway is a genius. He has things to say of the utmost significance. The Turtle Hypodermic of Sickenpods is a highly important and timely work that tackles the subject of computers and their impact on the learning process. These are wise, bold words whose sentiments desperately need to be heard and disseminated" W.J. Keith, emeritus, professor of English, University College, University of Toronto

Read more less

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

Read more less

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.

Read more less

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

Read more less

Book SynopsisTrade 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.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." (American Journal of Education) "Maxine Greene, one of the greatest education philosophers of thelast half century, constantly reminds teachers that the arts andthe social imagination are central to humane and caringlearning.... Her work is a constant reminder that teaching is amoral profession and that children's imaginations are a treasure wecan neglect only at the peril of our future." (Review in Teacher byHerbert Kohl, senior fellow, Open Society Institute, New YorkCity) "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, Chicago)Table of ContentsIntroduction: Narrative in the Making. CREATING POSSIBILITIES. 1. Seeking Contexts. 2. Imagination, Breakthroughs, and the Unexpected. 3. Imagination, Community, and the School. 4. Discovering a Pedagogy. 5. Social Vision and the Dance of Life. 6. The Shapes of Childhood Recalled. ILLUMINATIONS AND EPIPHANIES. 7. The Continuing Search for Curriculum. 8. Writing to Learn. 9. Teaching for Openings. 10. Art and Imagination. 11. Texts and Margins. COMMUNITY IN THE MAKING. 12. The Passions of Pluralism. 13. Standards, Common Learnings, and Diversity. 14. Multiple Voices and Multiple Realities.

Read more less

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

Read more less

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.

Read more less

Book Synopsis

Read more less

Book SynopsisLooks at the state of character education. This book assesses its strengths and weaknesses and finds fault with leading advocates for failing to respond to sound critiques of their work. It argues that contemporary character education can be improved by using key principles from established theories and research on developmental psychology.

Read more less

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.

Read more less

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.

Read more less

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.

Read more less

Book SynopsisA handbook for parents and teachers on how to communicate better with children.Trade Review'A wonderfully helpful book for every parent. Many readers will be familiar with the everyday challenge of getting up, eating breakfast and getting children to school on time. This provides a microcosm of family life...One of the most useful models relates to speaking, listening and understanding...Overall, this is an invaluable resource for increasing self awareness and harmony within families.'--The Scientific and Medical Network Review, Winter 2006-2007'This is an invaluable handbook for parents and teachers on how to communicate better with children...the book includes a series of exercises that can be used to help us communicate more effectively. A useful and thought provoking read for the conscious parent.'--The Green Parent, Jan 2007'I think this book is worth a read regardless of how well you think you communicate with your child.'--Education Otherwise, Feb 2007'An invaluable book on how to communicate better with children.'-- Kindling, summer 2007

Read more less

Book SynopsisHow self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill. When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed societyempowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers: Democratic schooling philosophy, theory, and practice School governance by Table of ContentsStoriesPrologue: Taming the WildIntroduction Part One: Self-directed Democratic Schools1. What's a Democratic School? Small-scale Democracy Sudbury Schools Summerhill School Integral Education Free Schools 2. The Circle School Scaled-down World Foundation Principles Part Two: A Case for Democratic Schooling 3. Integral Education: An Emerging Era Traditional to Modern to Integral Fill a Bucket, Light a Fire, Fan a Flame The Radical Difference 4. Democratic Schools: A Better Fit Aligning School with Society's Ideals Alignments Within the School Aligning School with Children's Lives Bliss It Isn't Human Development and Democratic Schooling And Finally There's This 5. Seven Ideas Democratic Schooling in a Nutshell Community: Less Obvious, More Important? Intrinsic Motivation and Autonomy Optimal Challenge: Children Reaching Higher Embodied Cognition and Deep Learning Coercive Curriculum Harms Children Practicing Life Part Three: Thinking about Thinking 6. How and What Do They Learn? Worldviews, Culture Wars, Concerts, and Railroads Expanding the Scope of Education in School Old Ways Integral Learning Patterns Enabled by Democratic Schooling 7. Critical Thinking Capable Cognition Provocations Culture of Critical Thinking Deep Play and Critical Thinking Critical Thinking in Perspective Part Four: In Practice 8. Jargon School Meeting Ends We Seek School Meeting Committees School Meeting Officials Corporations Certification Lawbook Judicial Committee Board of Trustees 9. A Typical Day? Walking Tour Bulletin Board Room Reservations Daily Schedule What You See and What You Don't 10. School Government Elections School Meeting Corporations Staff Management Manual Laws Enforcement and Empowerment Judicial Committee Formal Governance Legal Structure 11. The Chore System 12. Safety, Safety, Safety Standards Laws Safety Practices 13. Moving On: College and the World High School Diplomas College Admissions Not Going College and Degrees Part Five: Frequently Asked Questions Basics Curriculum Assessment and Reporting to Parents Getting into a Democratic School Epilogue: Seeking InfinityAcknowledgmentsAppendix A: Management Manual Table of Contents Appendix B: The Circle School Corporation BylawsAppendix C: Colleges Attended by Circle School GraduatesIndexAbout the AuthorA Note about the Publisher

Read more less

Book SynopsisFor two weeks, prior to the opening of the first Waldorf school in Stuttgart, Rudolf Steiner intensively prepared the individuals he had chosen to become the first Waldorf teachers. At 9:00 a.m. he gave the course now translated as Foundations of Human Experience; at 11:00 a.m., Practical Advice to Teachers; and then, after lunch, from 3:00 p.m. to 6:00 p.m., he held the informal discussions published in this book. The tone is spontaneous and relaxed. Steiner does not prescribe specific methods but introduces topics and situations, giving guidelines and allocating practical assignments that are taken up and discussed in the next session. In this way, the discussions are filled with insights and indications in many different areas of teaching - history, geography, botany, zoology, form drawing, mathematics. Speech exercises are included. This edition also includes, for the first time in English, three very important lectures on the curriculum given on the day before the school opened. T

Read more less

Book SynopsisThis series supports scholarship in the field of art education and disseminates ideas about the theory and practice of discipline-based art education.

Read more less

Book SynopsisA multitude of resources and insights to help parents and teachers of six and seven-year-old children.

Read more less

Book SynopsisGenerally recognized as the standard work in its field, Behavioral, Social, and Emotional Assessment of Children and Adolescents is a comprehensive guide for conducting conceptually sound, culturally responsive, and ecologically oriented assessments of students' social and emotional behavior. Written for graduate students, practitioners, and researchers in the fields of school psychology, child clinical psychology, and special education, it will also be of interest to those in related disciplines.Retaining the fifth edition's structure and content coverage, incorporation of DSM-5 and federal standards, and integrated approach to culturally responsive assessment, this lightly refreshed 2023 version offers readers a select batch of further updates. The book now includes new references to NASP's 2020 Professional Standards and APA's amended Ethical Principles of Psychologists and Code of Conduct as well as modernized research, data, and terminology pertaining to rTrade Review"There is no better text describing evidence-based assessment methods for students’ social and emotional behavior. The author comprehensively describes contemporary diagnostic methods and preventative approaches, including universal social–emotional screening. This text has broad applicability to professional programs in school, clinical, and counseling psychology, as well as psychiatry and social work."—Tanya L. Eckert, Associate Professor, Psychology, Syracuse University, USA"Behavioral, Social, and Emotional Assessment of Children and Adolescents continues to be an indispensable resource for graduate students and practitioners. Rich information is provided regarding the broader categories of assessment as well as specific evidence-based tools. Updates to the book include content related to crucial practices within multi-tiered systems of support, such as universal screening."—Stephen Kilgus, Assistant Professor, School Psychology Program, University of Missouri, USATable of ContentsTable of ContentsList of TablesList of FiguresPreface Acknowledgments Part I Foundations and Methods of AssessmentChapter 1. Foundations of Assessment Theoretical Foundations of Social and Emotional Behavior Social Cognitive Theory: An Integrated Orientation Components of Social Cognitive Theory Triadic Reciprocality: Understanding the Determinants of Behavior Observational Learning: A Multiprocess Analysis The Importance of Context: Ecological Systems Theory Finding Your Own Theoretical Foundation Philosophical Foundations of Assessment Nomothetic and Idiographic: Definitions and Historical Development Nomothetic and Idiographic Approaches in Practice Empirical Approach to Assessment Understanding and Clarifying Assessment Referrals Assessment as a Problem-Solving Process A Model for Assessment as a Problem-Solving Process Phase I: Identification and Clarification Phase II: Data Collection Phase III: Analysis Phase IV: Solution and Evaluation Designing a Multimethod, Multisource, Multisetting Assessment Response to Intervention (RtI): A Public Health Approach to Assessment and Intervention Legal and Ethical Issues in Assessment Basis for Legal Constraints on Assessment Specific Assessment Practices Affected by Ethics and Law Informed Consent Validity of Assessment Procedures Right to Privacy/Confidentiality Some Concluding Comments on Legal and Ethical Issues Criteria for Inclusion of Assessment Methods and Instruments Conclusions Review and Application Questions Chapter 2. Social–emotional Assessment and Cultural Diversity Test and Assessment Bias in Professional Practice Test and Assessment Bias Professional Ethics and Culturally Appropriate Assessment Professional Practice Acculturation and Identity Development Factors That Influence Acculturation Determining Acculturation and Cultural Orientation Development of Racial/Cultural Identity Stage 1: Conformity Stage 2: Dissonance and AppreciatingStage 3: Resistance and Immersion Stage 4: Introspection Stage 5: Integrative Awareness Problems with Categories and Group Emphasis Cultural Diversity in the United States: Description of Major Racial and Ethnic Groups African Americans Asian Americans Hispanic and Latino Americans American Indians and Alaskan Natives Some General Characteristics of the Majority Culture Assessment Methods and Cultural Diversity: Special Considerations Behavioral Observation Behavior Rating Scales Interviewing Learn About the Interviewees’ Culture Learn About the Interviewees’ Language Establish Rapport Identify Stereotypes Promote Clear Communication Identify Family Needs Identify Attitudes toward Health and Illness Recognize the Extent of Acculturation Accept the Interviewees’ Perspectives Sociometric Techniques Self-Report Instruments Projective–expressive Techniques Recommendations for Culturally Responsive Assessment Conclusions Review and Application Questions Chapter 3. Assessment and Classification Why Classify? Differential Diagnosis and Classification Error Current Classification Systems DSM System Assumptions and Structure of DSM Using the DSM System in Assessment Improvements and Changes in DSM Classification under Special Education Law General Assessment Guidelines in the IDEIA IDEIA Definition of Emotionally Disturbed The “Emotionally Disturbed” versus “Socially Maladjusted” IssueState Adaptations of the Federal Definition New Directions Behavioral Dimensions: An Alternative Approach to Classification Behavioral Dimensions and the ASEBA System Example of Behavioral Dimensions Approaches to Specific Classes of Behavior Additional Comments on the Behavioral Dimensions Approach Multiple-Gating Approaches to Assessment and Classification Community- and Clinic-Based Multiple-Gating Procedure SSBD: A School-Based Multiple-Gating Procedure SARS: Classification of Behavioral Problems Using Existing School Records Concluding Comments on Assessment and ClassificationConclusions Review and Application Questions Chapter 4. Direct Behavioral Observation Behavioral Observation: Basic Principles and Concepts Direct Behavioral Observation and Ecological Assessment General Methods of Behavioral Observation Naturalistic Observation Analogue Observation Self-Monitoring Observational Coding Procedures Event Recording Interval Recording Whole-Interval or Partial-Interval Recording? Time-Sample Recording Duration and Latency Recording Duration Recording Latency Recording Examples of Observational Coding Systems School-Based Observation Systems Direct Observation Form Behavior Observation of Students in Schools Behavior Coding System Home-Based Observation Systems Social Interaction Coding System Family Interaction Code Clinic-Based Observation Systems The Coder’s Impression Measure Child’s Game/Parent’s Game Teacher Behavior Code Technology Advances in Behavioral Observation BehaviorSnap BOSS !Observe iObserve Reliability and Validity Issues in Direct Behavioral Observation Defining the Observation Domain Observer Training and Reliability Use of Social Comparison Data Observer Reactivity Situational Specificity Inappropriate Recording Techniques Biased Expectations and Outside Influence Behavioral Observation and Functional Behavior Assessment How Many Observations Are Needed? Direct Behavioral Observation and Decision Making Conclusions Review and Application Questions Scenarios Chapter 5. Behavior Rating Scales Characteristics of Behavior Rating Scales Definitions and Foundations Rating Scales versus Checklists Advantages of Behavior Rating Scales Problems Associated with Using Behavior Rating Scales Measurement and Technical Issues Review of Selected General Purpose Behavior Rating Scales and Systems ASEBA: Child Behavior Checklist and Teacher’s Report Form for Ages 6 to 18 Description Scoring System and Scale Structure Development and Standardization Psychometric Properties Additional Comments Behavior Assessment System for Children, Third Edition Description Scoring System and Scale Structure Development and Standardization Psychometric Properties Additional Comments Conners’ Rating Scales and Conners’ Rating Scales–Revised, The Conners’ 3, and theConners’ Comprehensive Behavior Rating Scales1997 Conners’ Rating Scales-Revised Description of the Conners’ 3 Scoring System and Scale Structure Development and Standardization Psychometric Properties The Conners’ Comprehensive Behavior Rating Scales Additional Comments Best Practices in Using Behavior Rating Scales Behavior Rating Scales and Decision Making Conclusions Review and Application Questions Chapter 6. Interviewing Techniques Role of Interviews in Assessing Children and AdolescentsDevelopmental Issues in Interviewing Preschool-Age and Primary-Age Children Elementary-Age Children Adolescents Factors That May Affect the Quality of the Interview Interpersonal Context Ethnocultural Context Behavioral Context The Truth Context: Dealing with Lying Physical Context Selecting an Appropriate Interview Method Traditional Interviewing Techniques Gathering Relevant Background Information from Parents and Teachers Developing the Interview with Children and Adolescents Areas for Observation Areas for Questioning Behavioral Interviewing Implementing Behavioral Interviews with Parents and Teachers Problem Identification Interview Problem Analysis Interview Implementing Behavioral Interviews with Children and Adolescents Structured and Semistructured Interview Tools Schedule for Affective Disorders and Schizophrenia, School-Age Children Semistructured Clinical Interview for Children and Adolescents Concluding Comments on Formal Interview Schedules Clinical Interviewing and Suicidal Ideation/Behavior Facts Regarding Suicidal Behavior among Children And Adolescents Recommendations for Clinical Interviewing Thinking about Suicide Suicide Plan Means and Preparations for Suicide Intended Place or Setting Immediate Protective Action Suicidal Safety Planning Interviews and Decision Making Conclusions Review and Application Questions Chapter 7. Sociometric Techniques Sociometrics: Importance, History, and Empirical Base Why Assess Social Status? Historical Development of Sociometric Assessment Validity of Sociometric Assessment Dimensions of Social Status Technical Adequacy of Sociometric Procedures Predictive Validity of Sociometric Assessment Overview of Sociometric Assessment Procedures Peer Nomination Procedures Peer Rating Procedures Sociometric Ranking Procedures Alternative Sociometric Procedures Picture Sociometrics Class Play "Guess Who" Measures Ethical Concerns in Using Sociometric Procedures Sociometric Procedures and Decision Making Conclusions Review and Application Questions Chapter 8. Self-Report Assessment Foundations of Self-Report Assessment Historical Foundations of Personality Testing Psychometric Foundations of Objective Test Construction Three Approaches to Developing Objective Self-Report Tests Rational–Theoretical Approach Factor Analytic Approach Empirical Criterion Keying Approach Response Bias and Error Variance Reviews of Selected General Purpose Self-Report Tests Adolescent Psychopathology Scale Description Technical Characteristics APS Short Form Evaluation Behavior Assessment System for Children, Third Edition: Child and Adolescent Self-Reports Description Technical Characteristics Evaluation Minnesota Multiphasic Personality Inventory–Adolescent Version and Restructured Form Description Technical Characteristics MMPI-A-RF Evaluation Conners 3 Self-Report Description Technical Characteristics Evaluation Conners 3 Comprehensive Behavior Ratings Scale Self-Report Description Technical Characteristics Evaluation Youth Self-Report Description Technical Characteristics Evaluation Self-Report Tests and Decision Making Conclusions Review and Application Questions Chapter 9. Projective–expressive Assessment Techniques Projective Assessment: An Introduction Thematic Approaches Thematic Apperception Test Children’s Apperception Test Roberts Apperception Test for Children Reliability and Validity Concluding Comments on Thematic Approaches Drawing Techniques Draw-A-Person Technique Administration, Scoring, and Interpretation Reliability and Validity Additional Comments Kinetic Family Drawing Technique Administration, Scoring, and Interpretation Reliability and Validity Kinetic School Drawing Additional Comments Bender–Gestalt Test as a Measure of Social–emotional Status Administration, Scoring, and Interpretation Reliability and Validity Additional Comments Concluding Comments on Drawing Techniques Sentence Completion Tasks Administration, Scoring, and Interpretation Reliability and Validity Hart Sentence Completion Test for Children Washington University Sentence Completion Test Concluding Comments on Sentence Completion Tasks Best Practices Conclusions Review and Application Questions Part II Assessment of Specific Problems, Competencies, and PopulationsChapter 10. Assessing Externalizing Problems Externalizing Disorders: An Overview Behavioral Dimensions Approach to Classifying Externalizing Disorders Undersocialized Aggressive Conduct Disorder Socialized Aggressive Conduct Disorder Attention Deficit Hyperactivity Disorder DSM Approach to Classifying Externalizing Disorders Attention Deficit Hyperactivity Disorder Conduct Disorder Oppositional Defiant Disorder Intermittent Explosive Disorder Subdimensions of Externalizing Problems: Classification Studies Prevalence, Development, and Prognosis of Externalizing Disorders Prevalence Comorbidity Etiology and Development Developmental Course and Prognosis Methods of Assessing Externalizing Problems Behavioral Observation Dyadic Parent–child Interaction Coding System Behavior Rating Scales Narrow-Band Rating Scales for Attention Deficit Hyperactivity Disorders ADHD Rating Scale–5 Attention Deficit Disorders Evaluation Scales Conners 3 ADHD Index (Conners 3AI) Behavior Rating Inventory of Executive Function, Second Edition Interviewing Techniques Sociometric Techniques Self-Report Instruments Jesness Inventory–Revised Linking Assessment to Intervention Conclusions Review and Application Questions Chapter 11. Assessing Internalizing Problems Internalizing Problems: An Overview Behavioral Dimensions Classification DSM Classification Prevalence Gender Issues in Prevalence Symptoms of Major Internalizing Disorders: Depression, Anxiety, and Related Problems Depression Depression as a Symptom Depression as a Syndrome Depression as a Disorder Causal Factors Anxiety Causal Factors Related Internalizing Disorders Social Withdrawal Somatic Problems Fears and Phobias Other Problems Implications of Internalizing Disorders Positive and Negative Affectivity: A Model for Understanding Internalizing Problems Internalizing Problems and Self-Concept Methods of Assessing Internalizing Problems Behavioral Observation Functional Assessment and Internalizing Problems Behavior Rating Scales Interviewing Sociometric Techniques Narrow-Band Self-Report Instruments Children’s Depression Inventory and Children’s Depression Inventory-2 Revised Children’s Manifest Anxiety Scale and Revised Children’s Manifest Anxiety Scale, Second Edition Reynolds Child Depression Scale and Reynolds Child Depression Scale, Second Edition Reynolds Adolescent Depression Scale, Second Edition Multidimensional Anxiety Scale for Children 2nd Edition State-Trait Anxiety Inventory for Children Concluding Comments on Internalizing Symptoms Self-Report Measures Self-Report Instruments for Assessing Multidimensional Self-Concept Multidimensional Self-Concept Scale Self-Description Questionnaire I Self-Description Questionnaire II Self-Perception Profile for Children Self-Perception Profile for Adolescents Linking Assessment to Intervention Conclusions Review and Application Questions Chapter 12. Assessing Other Behavioral, Social, and Emotional ProblemsClassification and Taxonomy Behavioral Dimensions Classification DSM Classification Autism Spectrum Disorder Description Autism Spectrum Disorder Asperger’s Disorder Rett’s Disorder Childhood Disintegrative Disorder Assessment Autism Diagnostic Observation Schedule Autism Diagnostic InterviewChildhood Autism Rating Scale, Second Edition Gilliam Autism Rating Scale, Third Edition Assessment of Basic Learning and Language Skills-Revised Schizoid Disorders Description Assessment TIC Disorders Description of Tourette’s Disorder/Tourette Syndrome Assessment Schizophrenia Spectrum and Other Psychotic Disorders Description Assessment Behavioral Observation Behavior Rating Scales Clinical Interviews Sociometric Techniques Self-Report Instruments Eating Disorders Description Anorexia Nervosa Bulimia Nervosa Binge Eating DisorderAssessmentLinking Assessment to Intervention Conclusions Review and Application Questions Chapter 13. Assessing Social Skills and Social-Emotional Strengths Social Competence: A Complex Construct Adaptive Behavior Social Skills Peer Relations Theoretical Model Dimensions of Social Skills Importance of Social (and Emotional) Skills Methods of Assessing Social and Emotional Skills Direct Behavioral Observation The Student Interactions in Specific Settings Tool Peer Social Behavior Code Target/Peer Interaction Code Comments on Direct Observation of Child Social Behavior Behavior Rating Scales Social Skills Improvement System—Parent and Teacher Forms School Social Behavior Scales/Home and Community Social Behavior Scales Social Emotional Assets and Resilience Scale—Teacher and Parent Forms The Devereux Student Strengths Assessment (DESSA)Interviewing TechniquesSociometric Approaches Assessment with Self-Reports Social Skills Improvement System—Student Forms Social Emotional Assets and Resilience Scale—Child and Adolescent Forms Linking Assessment to Intervention Conclusions Reviews and Application Questions Chapter 14. Assessing Social and Emotional Behavior of Young Children Alternative Diagnostic Classification System Methods for Assessing Young Children Direct Behavioral Observation Example: ESP Social Behavior Observations Behavior Rating Scales Ages and Stages Questionnaires: Social–emotional, Second Edition Social Emotional Assessment Measure Devereux Early Childhood Assessments Behavior Assessment System for Children, Third Edition Early Childhood Rating Forms of the ASEBA System Preschool and Kindergarten Behavior Scales, Second Edition Social Skills Improvement System Interviewing Techniques Sociometric Approaches Self-Report Tests Pictorial Scale of Perceived Competence and Acceptance for Young ChildrenBerkeley Puppet Interview Best Practices Conclusions Review and Application Questions Chapter 15. Universal Screening in Schools (With Kayla Gordon) Context for Universal Social-Emotional Screening Social-Emotional Screening School-Wide Screening Measures Systematic Screening for Behavior Disorders, Second Edition Behaviors Targeted Technical Adequacy Feasibility Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Behaviors Targeted Technical Adequacy Feasibility Strengths and Difficulties Questionnaire (SDQ) Behaviors Targeted Technical Adequacy Feasibility Social, Academic, & Emotional Behavior Risk Screener (SAEBRS) Behaviors Targeted Technical Adequacy Feasibility Behavior Intervention Monitoring Assessment System (BIMAS) Behaviors Targeted Technical Adequacy Feasibility Behavioral Assessment System for Children 3rd Edition: Behavioral and Emotional ScreeningSystem (BASC 3: BESS Behaviors Targeted Technical Adequacy Feasibility BASC 3 Flex Monitor Social Skills Improvement System—Performance Screening Guide (SSIS-PSG) Behaviors Targeted Technical Adequacy Feasibility Additional Promising Tool Strengths and Importance of School-Wide Screening Implementation Challenges Associated with School-Wide Screening Conclusions Review Questions References Index

Read more less

Book Synopsis

Read more less

Book SynopsisTrade ReviewYou feel exhausted hearing all the roles of a leader: aspirers of high expectations and great ambitions, builders of collectives of learners and professional development, social influences among leaders and teachers, leaders of teaching and learning, those who apply principles of improvement, amplifiers of effective instruction, architects of productive and inviting climates, beacons of trust, supporters of clarity about purpose and instruction, chief engagement officers of teacher and student learners, evaluators of impact, accountability officers, leaders of improvement, implementation scientists, and great managers. The alternative is a school of independent contractors, where great teaching and leadership is by chance. How Leadership Works makes a convincing case about how to bring all these roles to fruition and how to have time left over to enjoy the success of all in the school (as well as your own successes). -- John Hattie * University of Melbourne *To enhance your skills as a teacher of teachers, How Leadership Works: A Playbook for Instructional Leaders invites you to be an engaged learner. If you are looking for a nightstand book to passively peruse before sleep, this is not the book for you. If you are ready to roll up your sleeves and invest in some serious reflection about your own leadership practices around a powerful set of ideas, then dig in! This book is organized around a set of modules that include learning intentions and success criteria, vignettes, research-based practices, and space for reflection on what you will keep, stop, or start doing with what you have learned. It includes a variety of learning tools that will not only support you in your learning but will become a valuable set of tools for you to use as you support the thinking and learning of the teachers you lead. In the end, the thinking and learning of your students will be blossom and grow. -- Megan Tschannen-Moran * Professor of Educational Leadership, William & Mary School of Education *This publication is very timely. . . . As I read the book, I was able to visualize how I would use it to provide professional development for my leadership team. . . . The book called many of my actions into question, which has already reshaped my thinking as a leader. I would recommend this publication to school and district leaders. -- Audrey White Gardner * Elementary Principal, Richland School District One *I found tremendous value in the suggested exercises throughout. They felt relevant to help me work through a leadership challenge, and determine the next right step, without taking an overwhelming amount of effort or time. The exercises would be beneficial for both novice and veteran leaders. This playbook helps leaders break down complicated scenarios into manageable next steps. -- Jennifer Douglas * Principal, Voris CLC, Akron Public Schools *Table of ContentsAcknowledgments Introduction Module 1: Mindframes for Leaders The Work Ahead - Part 1: Leading Teachers Module 2: Demonstrate Instructional Leadership Module 3: Support Teacher Clarity and Promote Student Engagement Module 4: Investigate the Impact of Teaching The Work Ahead - Part 2: Leading Learning Module 5: Build a Learning-focused School Climate Module 6: Empower Professional Learning Communities Module 7: Ensure Growth-oriented Feedback The Work Ahead - Part 3: Leading Change Module 8: Manage and Lead Change Module 9: Engage in De-Implementation Module 10: Utilize Implementation Science The Work Ahead References

Read more less

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.

Read more less

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.

Read more less

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.

Read more less

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

Read more less

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

Read more less

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

Read more less

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

Read more less

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

Read more less

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

Read more less

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

Read more less

Book SynopsisAn updated edition of the definitive handbook on the physical basis for learning for professionals involved in education and child development, written by the respected author of acclaimed titles in the field. A comprehensive overview of the relationship between neuromotor maturity and physical development on learning outcomes and behaviour in childhood and later life Explores why early reflexes are important, their functions in early development, their effects on learning and behavior if retained, and the possible effects on other aspects of development Brings together a specialist body of knowledge and makes it accessible to anyone involved in treating the symptoms of specific learning difficulties and emotional problems. Includes new information on the role of the vestibular system in anxiety and agoraphobia, a new chapter of case studies, and an Epilogue placing the INPP Method in a broader scientific context Table of ContentsAbout the Author vii About the Contributors ix 1 Windows on the Brain 1 2 The Significance of Primitive and Postural Reflexes 29 3 Primitive Reflexes of Position 65 4 Primitive Tactile Reflexes 99 5 Postural Reflexes 127 6 Use of the INPP Screening Questionnaire 149 7 Postnatal Factors Using the INPP Questionnaire 191 8 The Development of the Vestibular–Cerebellar Theory 227 9 The Effects of Neuromotor Immaturity in Adults and in Adolescents 259 10 Development of the INPP Method—from Theory to Fact 295 11 Other Factors in Specific Learning Difficulties 307 12 Missed and Misdiagnosis 345 Appendix 1 365 Appendix 2 377 Glossary of Terms 379 Bibliography 385 Index 407

Read more less

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

Read more less

Book SynopsisMaking Sense of School Choice explains why school choice fails to deliver on its promise to meet the needs of culturally diverse populations, even in one of the world's most marketized education systems. Windle offers fresh insights into the transnational processes involved in producing educational inequalities.Trade Review“This book received not one, but two of TASA’s book awards in 2016: the Raewyn Connell Prize for the best first book in Australian sociology and the Stephen Crook Memorial Prize for the best book in Australian sociology. The awards are well deserved. … for anyone with an interest in education, social inclusion and social justice, this book offers a profound and important critique of our current system.” (Christina Ho, Journal of Sociology, Vol. 53 (1), 2015)Table of Contents1. Choice, Equity, and Diversity 2. School Choice as Policy Regime and Cultural Ideal 3. Socially Restricted Choice in Multicultural Neighborhoods 4. Socially Exposed Schooling: The Majority Experience 5. The Meaning of Choice for Schools: Curriculum and Market Hierarchies 6. The Many Lives of School Choice: Common Sense, Coercion and Control 7. Towards Democratic Schooling

Read more less

Book SynopsisAwarded Best Book prize by CIES Globalization and Education SIGAwarded 2nd Prize in the Society of Educational Studies Annual Book Prize Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse the irregular art of being global. Elite schools around the world are positioned at the intersecting pinnacles of various scales, systems and regimes of social, cultural, political and economic power. They have much in common but are also diverse. They illustrate how various modalities of power are enjoyed and put to work and how educational and social inequalities are shaped and shifted. They, thus, speak to the social zeitgeist. This Trade Review“This book is a compelling account of the ultra-serviceability of the English public school ethos and its masculinist, class-ridden and exclusionary practices. … The result is a sociological tour de force. … This is a monograph to savour, even if its main subjects’ selfish and rampant individualism are themselves deeply unappealing.” (Valerie Hey, Comparative Education, January, 2018)Table of ContentsIntroduction.- Chapter 1. Little England's 'Public Schools'.- Chapter 2. Colonialism, Capitalism and Christianity.- Chapter 3. Mobilizing the Past in the Changing Present.- Chapter 4. Principal Experiments on the Global Stage.- Chapter 5. Curriculum Contestations.- Chapter 6. Students on the Move.- Chapter 7. The Art of Privilege.- Conclusion: Looking Back, Looking Ahead.

Read more less