Educational systems and structures Books

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

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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

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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

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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

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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

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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

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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

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Book SynopsisThe Intentionality Model builds on the childa s engagement in a world of persons and objects, the effort that learning language requires, and the essential tension between engagement and effort that propels language acquisition.Table of ContentsI. Introduction. II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence. III. The Early Intervention Collaborative Study: Study Design and Methodology. IV. Results: Predictors of Functioning and Change in Children's Development and Parent Well-being. V. Discussion. VI. Implications for Research, Policy, and Practice. References. Acknowledgments. Contributors

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Book SynopsisPeer Groups and Children''s Development considers the experiences of school-aged children with their peer groups and its implications for their social, personal and intellectual development Focuses on the peer group experiences of children attending school in Western societies, from five years of age through to adolescence Considers peer groups in classrooms, friendships made within and outside of school, and the groups that children participate in for extra-curricular activities Includes a final summary which brings together the significant implications for theory, policy and practice Unique in that no other volume reviews and integrates literature relating to peer groups in both classroom and out-of-class settings Addresses the research interests of psychologists and educationalists, as well as the practical concerns of teachers, parents, counsellors, and policy makers Trade Review"Both undergraduate and graduate students and researchers in education, child psychology, developmental psychology, and social psychology would find the book, or particular chapters, useful as they explore the nature of peer groups in educational settings. Researchers in psychology will become better aware of the many facets of school and classroom life that should be considered when studying children in the classroom context". (PsycCritiques, 8 December 2010) "The experiences of schoolchildren with their peer groups and the implications for social, personal and intellectual development are considered here, as Howe reviews and integrates literature relating to classroom and out-of-class settings. The text is intended to address psychologists' and educationalists' research concerns, as well as the practical concerns of teachers, parents, counsellors and policymakers." (Times Higher Education, November 2010)Table of ContentsChapter 1: Peer groups in a cultural context. Introduction. Cultural dependency. Theoretical framework. Piaget and Sullivan. Group socialization theory. Peer groups and children’s development. Overview of contents. An inter-disciplinary perspective. Chapter 2: Peer groups and classroom structure. Introduction. The peer group structure of classes. Class size. Selective assignment. The structure of classroom subgroups. Cultural and local influences upon classroom structure. Size and selectivity. Competing pressures. Summary and conclusions. Chapter 3: Performance and cooperation in classrooms. Introduction. Whole-class interaction and the performance mode. The ubiquitous IRF. Individual differences in performance roles. Subgroup interaction and the cooperative mode. Sitting in groups versus working with groups. Cooperative learning. Role differentiation in classroom subgroups. Summary and conclusions. Chapter 4: Cooperative interaction and curriculum mastery. Introduction. Piagetian perspectives upon cooperative interaction. Socio-cognitive conflict, transactive dialogue and exploratory talk. Group work in science. Resolving differences. Assistance and cooperative interaction. Helping and learning. Assistance versus contrasting. The social impact of classroom interaction. Selecting mechanisms. Social judgments in classrooms. Conclusions. Chapter 5: Friendship, status, and centrality. Introduction. Children’s friendships. Membership of friendship groups. The qualities of friends. Similarity and complementarity. Peer status in formal groups. Socio-metric relations. Assigning status. Beyond the classroom. Status in friendship groups. Ethnographic approaches. The concept of centrality. Conclusions. Chapter 6: Individual differences in informal experiences. Introduction. Varying experiences of status. Sociability, aggression and withdrawal. Behavioural characteristics and status. Behavioural characteristics in context. Friendship and status compared. Sociability and friendship. Aggression, friendship and centrality. Continuity and change. Context dependency. Conclusions. Chapter 7: Social and personal adjustment. Introduction. Peer groups and antisocial behaviour. Rejection and antisocial behaviour. Friendship and antisocial behaviour. Mutual support or bad examples. Peer groups and personal adjustment. Status and internalizing difficulties. Internalizing versus externalizing. Rejection and neglect. The protective status of friendship. Summary and conclusions. Chapter 8: School performance revisited. Introduction. Peer groups and educational failure. Status and performance. Status and friendship. Diverse consequences of friendship. Friends and academic polarization. Towards an integrated perspective. Classroom practice and developmental outcomes. Chapter 9: Implications for practice and future research. Summary and introduction. Remedial work with individuals. Skills training for at-risk children. Skills training in context. Qualified endorsement of the cooperative approach. Maximizing the 'promotiveness' of promotive interaction. The problem of aggression. Teacher involvement. Future research and theoretical development. Developing the socio-cultural perspective. Conclusion.

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Book SynopsisDrawing on qualitative analysis in Barcelona and Madrid, this book explores upper secondary educational transitions in urban contexts, the different political, institutional and subjective dimensions of these transitions and the multiple mechanisms of inequality that traverse them.Table of ContentsIntroduction 1. Theoretical and methodological approaches to educational choices and transitions ~ Aina Tarabini Part I: The framing and enactment of upper secondary educational transitions 2. The political construction of upper secondary transitions: comparing problematisations and solutions in two urban contexts ~ Judith Jacovkis, Miriam Prieto, Javier Rujas 3. Upper secondary transitions and urban educational spaces: public representations of youth, choices and (im)mobilities ~ Aina Tarabini, Judith Jacovkis, Alejandro Montes 4. In the name of vocations: teachers’ discursive legitimations of upper secondary educational choices ~ Aina Tarabini, Javier Rujas, Sara Gil 5. Does school shape upper secondary educational transitions? Exploring the relationship between students’ trajectories and educational choices ~ Alba Castejón, Alejandro Montes, Martí Manzano Part II: The experience of upper secondary educational transitions 6. Working-class fractions and practical rationalities in the election of upper secondary education ~ Alejandro Montes, Javier Rujas, Judith Jacovkis 7. Understanding migrant students’ transitions to upper secondary education: devalued capitals and nonstandard timeframes ~ Martí Manzano, Aina Tarabini 8. Choosing against gender: making sense of girls’ and boys’ upper secondary vocational education choices ~ Marta Curran, Aina Tarabini 9. Reconstructing learner identity in upper secondary vocational education: from disaffection to recognition ~ Aina Tarabini, Judith Jacovkis, Marta Curran 10. Hermeneutical injustice in upper secondary educational transitions ~ Alberto Sánchez-Rojo, Miriam Prieto Conclusion 11. Towards a comprehensive understanding of educational choices and transitions ~ Aina Tarabini

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Book SynopsisA Research Agenda for Graduate Education is a challenge to the higher education community to conduct research on graduate education as it would any other area of educational research.Table of ContentsForeword Preface Acknowledgments Introduction The Science of Graduate-Level Learning Graduate Student Career Preparation Graduate Program Improvement Conclusion References

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Book SynopsisThis book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted. These approaches challenge taken-for granted and universalizing concepts in policy research and policy work in CIE – such as the nation-state, policy making/policy enactment, global/local, Global North/Global South – and highlight how policy is contingent on emerging through complex relations between people and places. Using illustrative cases drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.Table of Contents1. Why Policy, Why Comparison? 2. Policy Mobilities and Assemblage Theory: Key Concepts 3. Policy Mobilities and Assemblage Theory: A Conjoined Approach 4. Where (and When) Is Policy? 5. What Is Policy? 6. Why Is Policy? 7. How to Research Policy? 8. (Re)assembling Comparison

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Book SynopsisForeword by Kenneth A. Feldman Not since Feldman and Newcomb's 1969 landmark book, TheImpact of College on Students has there been such acomprehensive resource available on what is known about the effectof college on students. In this book, Pascarella and Terenzini takeup where Feldman and Newcomb left off, synthesizing twenty moreyears of empirical research and over 2,600 studies, distilling whatis known about how students change and benefit as a consequence ofattending college.Trade ReviewAn extraordinarily well documented and comprehensive analysis of how the higher education experience affects students. The authors analyze more than 3,000 separate studies.... This volume is a gold mine of information and analysis.Table of ContentsForeword 1. Studying College Outcomes: Overview and Organization of theResearch 2. Theories and Models of Student Change in College 3. Development of Verbal, Quantitative, and Subject MatterCompetence 4. Cognitive Skills and Intellectual Growth 5. Psychosocial Changes: Identity, Selt-Concept, andSelf-Esteem 6. Psycholsocial Changes: Relating to Others and the ExternalWorld 7. Attitudes and Values 8. Moral Development 9. Educational Attainment 10. Career Choice and Development 11. Economic Benefits of College 12. Quality of Life After College 13. How College Makes a Difference: A Summary 14. Implications of the Research for Policy and Practice AppAndix: Methodological and Analytical Issues in Assessing theInfluence of College

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Book Synopsis"Addressing parents and teachers, this straightforward explorationof motivation for learning as a lifelong trait is a significantcontribution to the understanding of a complex process."--Publishers Weekly "A succinct and thought-provoking book for parents, teachers,and educators." --Library JournalTable of ContentsPart One: How Children Become Motivated to Learn. 1. Motivation: The Key to Learning. 2. Family, School, Culture: Powerful Influences. 3. Eagerness to Learn: Cultivating the Desire. 4. Grades, Homework, and Television: Thorny Concerns. Part Two: How to Support a Child's Learning and SolveMotivational Problems. 5. Building a Positive Parent-Teacher Relationship. 6. Fostering Success in Learning. 7. Reducing Anxiety Over Tests and Grades. 8. Overcoming Boredom and Indifference. 9. Encouraging Effort and Perseverance. Epilogue: Creating Friendship Between a Child and Learning.

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Book SynopsisThis book shows how ways of knowing change over the course of college and how gAnder influences ways of reasoning. It provides both student affairs professionals and teaching faculty with valuable insights into improving practice in such areas as student organizations, internships, campus employment, instructional approaches, evaluation methods, and more.Table of ContentsUNDERSTANDING GENDER-RELATED PATTERNS IN KNOWING. Studying Ways of Knowing. Gender-Related Patterns in Knowing. Absolute Knowing: Receiving and Mastering Knowledge. Transitional Knowing: Interpersonal and Impersonal Patterns. Independent Knowing: Embracing and Subordinating Others'Ideas. Contextual Knowing: Integrating One's Own and Others' Ideas. Relating the Patterns to Diverse Student Populations. IMPLICATIONS FOR ACADEMIC AND STUDENT AFFAIRS. Teaching Responsively to Different Ways of Knowing. Developing Students in the Classroom. Supporting Patterns of Knowing in the Cocurriculum. Promoting Cocurricular Learning. Becoming Responsive to Ways of Knowing in Higher Education. Resources: A. Context of the Study: Miami University. B. Design and Methods Used in the Study. C. Study Interview and Questionnaire.

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Book SynopsisA book in the Psychoeducational Intervention Series Provides a wide range of coping skills interventions for helpingchildren learn to handle everyday stress and deal better withacademic, interpersonal, and physical demands both in and out ofthe classroom. Also includes specific techniques for promotingchange and evaluating results.Trade Review"Forman has assembled the most comprehensive literature on coping skills interventions for children and adolescents currently available...an extraordinarily valuable resource." --Thomas R. Kratochwill, professor, Department of Educational Psychology, University of Wisconsin, MadisonTable of ContentsStress and Coping in Children and Adolescents. Learning to Relax. Facilitating Social Problem Solving. Improving Social Interactions. Acquiring Assertiveness Skills. Using Self-Instruction Techniques. Decreasing Irrational Beliefs. Developing Stress-Reducing Thought Patterns. Changing Beliefs About Success and Failure. Promoting Behavioral Self-Control. Prevention Applications. Successful Implementation.

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Book SynopsisGives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. --Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, MinnesotaTrade Review"Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers." (Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, Minnesota)Table of ContentsUNDERSTANDING ACTIVE LEARNING. 1. The Case for Active Learning. 2. What Active-Learning Is and How It Works. 3. Creating an Active Learning Environment. STRATEGIES AND TECHNIQUES. 4. Informal Small Groups. 5. Cooperative Student Projects. 6. Simulations. 7. Case Studies. RESOURCES THAT ENCOURAGE ACTIVE LEARNING. 8. Integrating Reading Materials and Guest Speakers. 9. Using Technology Effectively. 10. Developing and Assessing Instructional Expertise.

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Book SynopsisThis comprehensive guide describes practical interventions for virtually every major behavioral problem that students may exhibit from kindergarten to grade 12. It focuses on promoting a healthy and social school environment in which all children can learn and grow.Table of ContentsIntroduction: Perspectives on School-Based Interventions. Classroom Management. Externalizing Responses. Internalizing Responses. Cognitive and Social Competence. Relationships with Peers. Relationships with Adults. Health Management.

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Book SynopsisIn this volume, David Geary provides a comprehensive theory that brings children's education into the 21st century, and provides directions for the development of a new discipline, evolutionary educational psychology. Geary presents the case that a scientifically grounded approach to children's schooling and, to a lesser degree, their later occupational interests can be informed by recent advances in the application of evolutionary theory to the understanding of the human brain, mind, and its development. He develops a taxonomy of evolved cognitive abilities and describes how, from an evolutionary perspective, these abilities are modified and refined during childhood. From there, he lays the framework for understanding the relation between evolved abilities, such as language, and the non-evolved competencies that are built from them with schooling, such as reading. Geary describes the mechanisms, such as working memory, that enable humans to transform evolved cognitive abilities into culturally important, school taught competencies.These are integrated with discussion of human intellectual history and cultural evolution, and the sources of children's motivation to learn inside and outside of the classroom. In all, this may well be the most revolutionary theory of children's schooling since Rousseau.Table of ContentsForeword. Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology. David C. Geary. Knowledge, Abilities, and Will, Phillip L. Ackerman. Instructing Evolved Minds: Pedagogically Primary Strategies for Promoting Biologically Secondary Learning, Daniel B. Berch. The Most Educable of Animals, David F. Bjorklund. Educating the Evolved and the Developing Mind: Commentary on Geary's ""Educating the Evolved Mind: Conceptual Foundations for an Evolutionary Educational Psychology"", Andreas Demetriou. What is the Meaning of Evolutionary Psychology for Education?, Earl Hunt. Evolution of Scientific Thinking: Comments on Geary's ""Educating the Evolved Mind"", David Klahr. Evolutionary Biology and Educational Psychology, John Sweller. Educating the Evolved Mind: Reflections and Refinements, David C. Geary. About the Authors.

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Book SynopsisThe revised and expanded edition of a popular book trusted in classrooms across the country, Behavior Support is your guide to implementing effective positive behavior support (PBS)—both in the classroom and across an entire school. You’ll get explicit, research-based strategies for implementing the three tiers of PBS: universal, school-wide interventions; selected interventions with students exhibiting risk behaviours; specialized interventions with students who need intensive, individualized help. Packed with updated strategies on hot topics, redesigned forms, and the newest research on multitiered systems of support, this new edition will help you support positive changes in your students’ behaviour—so you can keep the focus on learning. (Ideal for both in-service teacher training and college and university courses!)RESEARCH-BASED STRATEGIES FOR HELPING STUDENTS: Stop challenging behaviour before it starts Improve communication, social, and self-control skills Form positive, respectful relationships with classmates, teachers, and other community members Take a more active part in their school, classroom, and community WHAT’S NEW: More research and strategies on key topics, including bullying prevention, safe and responsive school climates, functional assessment, and individual student interventions. You’ll also get more explicit step-by-step instructions, new case examples, tips on sustaining PBS in your school, redesigned forms that are practical and easy to use, and focusing questions for each chapter that highlight key takeaways.This revised and expanded edition is your guide to implementing effective positive behaviour support. Includes more on bullying prevention, safe and responsive school climates, and functional behaviour analysis.

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Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Kids™ - Grades 6 - 8 curriculum! Strong Kids is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.

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Book SynopsisTeach social-emotional competence to children Grads K - 2 with the NEW edition of the Strong Start - Grades K - 2 curriculum! Part of the Strong Kids™ series, Strong Start is the fun, easy way to help children develop the social-emotional skills they need to build a strong foundation for school success. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase children's knowledge of healthy behavior Easy to implement with no training required Brief enough to use with any program Through engaging classroom activities, children learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and more. This scientifically based curriculum runs for 10 weeks, and lessons are easy to fit into your existing schedule. Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so you have everything you need to implement the program with little added cost or preparation.

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Book Synopsis

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Book SynopsisThe writing of this book was in part supported by a grant from the National Science Foundation (NSFEHR 0335369). It represents a significant extension and enriched interpretation of earlier work on “motivation as an instructional outcome” (e.g., Maehr, 1976). Such enrichment and enhancement was prompted by the work on the project as it was conceptualised and envisioned by Paul Pintrich---and later, following his untimely death, carried out by a cadre of students and colleagues, including especially his Wife, Life Partner and also oft-time collaborator in multiple research and scholarly endeavours: Dr. Elizabeth DeGroot as well as several colleagues, including, the author of this volume and Dr. Stuart Karabenick. Of course, it is the primary author of this volume who must bear the responsibility for omissions, errors and interpretations that may have slipped into the text. But whatever portions of this volume may be deemed worthy of consideration and possibly of some value for fellow scholars presently or in the future --- and also contribute in at least some small way not only to continuing scholarly study of “The Most important attitude that can be formed: “That of Desire to go on Learning.” But therewith here and there also prove useful not only for scholars and the development of an increased understanding of the nature and nurture of motivation and its impact on the pursuit of knowledge but also prove useful to students in preparing to become educators --- and perhaps also of value to experienced educational practitioners ---- and here there maybe also to parents and others with a concern for the nature and nurture of excellence in teaching and learning.

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Book SynopsisThe writing of this book was in part supported by a grant from the National Science Foundation (NSFEHR 0335369). It represents a significant extension and enriched interpretation of earlier work on “motivation as an instructional outcome” (e.g., Maehr, 1976). Such enrichment and enhancement was prompted by the work on the project as it was conceptualised and envisioned by Paul Pintrich---and later, following his untimely death, carried out by a cadre of students and colleagues, including especially his Wife, Life Partner and also oft-time collaborator in multiple research and scholarly endeavours: Dr. Elizabeth DeGroot as well as several colleagues, including, the author of this volume and Dr. Stuart Karabenick. Of course, it is the primary author of this volume who must bear the responsibility for omissions, errors and interpretations that may have slipped into the text. But whatever portions of this volume may be deemed worthy of consideration and possibly of some value for fellow scholars presently or in the future --- and also contribute in at least some small way not only to continuing scholarly study of “The Most important attitude that can be formed: “That of Desire to go on Learning.” But therewith here and there also prove useful not only for scholars and the development of an increased understanding of the nature and nurture of motivation and its impact on the pursuit of knowledge but also prove useful to students in preparing to become educators --- and perhaps also of value to experienced educational practitioners ---- and here there maybe also to parents and others with a concern for the nature and nurture of excellence in teaching and learning.

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Book SynopsisThis particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policy makers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy. We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilises strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.

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Book SynopsisThis particular case study is designed to explore the extent to which a teacher evaluation system is effective. It also addresses the challenge of measuring student achievement gains when the students in question are already at the high end of the scale, a different yet important—problem in an era when many concentrate on “low-hanging fruit” or students “on the bubble” between failure and marginal performance. By presenting a realworld case, various research methods for studying issues raised by the case, and the interchange among scholars engaged in this effort, this volume will allow educational policy makers and practitioners to decide if a proposed approach is compelling and relevant for their settings. Concurrently, a comparison of various research methods addressing a real school-based problem provides an important learning tool for the research community, and for those who study and make policy. We also believe that the case study and the research designs will be useful for those with responsibility for framing and funding a research agenda in education that utilises strong research designs applied to topics that matter to student outcomes at all levels of the U.S. education system and at all levels of pupil performance. And finally, we hope that doctoral programs that seek to prepare the next generation of education researchers will find our approach helpful in their work.

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Book SynopsisThrough its research-to-practice focus, this book honours the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent self-regulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking self-regulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimise their individual growth and development.

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Book SynopsisThrough its research-to-practice focus, this book honours the professional contributions of Professor Barry J. Zimmerman as illustrated by the recent self-regulation applications of a highly respected group of national and international scholars. This book will serve as a valuable resource for those interested in empowering and enabling learners to successfully manage and self-direct their lives, education, and careers. In particular, K-12 educators, college instructors, coaches, musicians, health care providers and researchers will gain invaluable insight into the nature of self-regulation as well as how they can readily apply self-regulation principles into their teaching, instruction, or mentoring. Emergent trends in education and psychology circles, such as linking self-regulated learning assessment and interventions as well as the use of technology to enhance student learning and self-regulation, are additional themes addressed in the book. The kaleidoscope of self-regulation issues addressed in this book along with the wide range of promising intervention applications should also prove to be particularly appealing to graduate students as they pursue their future research activities and seek to optimise their individual growth and development.

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Book SynopsisSome old ideas can become very new. This is the case of the notion of creativity in psychology. Traditionally conceptualized in the narrow framework of the amazing things poets, composers, painters, and scientists do, creativity research had reached an impassé in its efforts to locate creativity within the confines of personality characteristics.This is the time for change. The New Look at creativity that is rooted within the sociocultural tradition in psychology and elaborated in the present book finds creativity in each and every moment of our everyday lives. We are creative when we move around in the streets, dance tango, fool around with our self-images while shopping for clothes, or resist pre-given recipes while cooking dinners. We are being creative even in our bedrooms where we perform the difficult tasks of falling asleep or waking up through arrays of sleep inducers and alarm clocks, not to speak of the time we spend in the very state of sleep. All our actions at night—ranging from what we later call nightmares--or dreams—are arenas of creativity even if we may barely remember what we have done.The present monograph by Lene Tanggaard constitutes a powerful multi-pronged exposition of the New Look at Creativity. Its starting point is in the move to pay attention to the processes of acting in everyday life—rather than start from the classification of products of human actions into classes of “creative” versus “non-creative.”

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Book SynopsisSome old ideas can become very new. This is the case of the notion of creativity in psychology. Traditionally conceptualized in the narrow framework of the amazing things poets, composers, painters, and scientists do, creativity research had reached an impassé in its efforts to locate creativity within the confines of personality characteristics.This is the time for change. The New Look at creativity that is rooted within the sociocultural tradition in psychology and elaborated in the present book finds creativity in each and every moment of our everyday lives. We are creative when we move around in the streets, dance tango, fool around with our self-images while shopping for clothes, or resist pre-given recipes while cooking dinners. We are being creative even in our bedrooms where we perform the difficult tasks of falling asleep or waking up through arrays of sleep inducers and alarm clocks, not to speak of the time we spend in the very state of sleep. All our actions at night—ranging from what we later call nightmares--or dreams—are arenas of creativity even if we may barely remember what we have done.The present monograph by Lene Tanggaard constitutes a powerful multi-pronged exposition of the New Look at Creativity. Its starting point is in the move to pay attention to the processes of acting in everyday life—rather than start from the classification of products of human actions into classes of “creative” versus “non-creative.”

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Book SynopsisBiographical Ruptures and their Repair: Cultural Transitions in Development represents the efforts of bridging theoretical, methodological, and practice oriented issues revolving around the notion of biographical ruptures and their repairs from cultural psychological perspectives in order to bring novel understandings to the debateof what it means to be a developing human being in an ever changing world.While persons develop in their every day interactions, they are bound to experience different forms of ruptures, which then must be managed individually. Contrary to mainstream psychology ruptures and repairs are here not necessarily understood as a personal experience, which then must be overcome through various coping strategies, but rather as an experience, which necessarily emerges out of the complex interrelatedness of intra-psychological, inter-personal, and societal processes. Moving along these different levels of analysis, each of the 13 chapters of this book contributes to the general cultural psychological understanding of ruptures from their own particular standpoint. The notion of ruptures and their repairs are thus discussed from e.g. classical developmental psychological theories, while following chapters then challenge such developmental approaches. Ruptures in relation to racial interpellations are discussed using the documentary method and these analyses are then further developed in a following chapter with social representations theory. On the object level ruptures are pointed to within popular music videos to further develop the documentary method, which is then taken up in another chapter and discussed from a Ganzheitspsychological approach.The current book thus does not only represent a conglomerate of various theoretical, methodological, or practice oriented approaches to ruptures and their repairs, each adding with their own expertise a little part to a better understand of the phenomenon in its whole. It further demonstrated a lively debate between leading specialists and practitioners from different disciplines and countries discussing theoretical and methodological issues, but also ethical and moral ones, each from their own cultural psychological viewpoint. This book will interest anyone who is interested biographical rupture and their repairs from a cultural psychological, developmental, social psychological, or psychotherapeutic viewpoint.

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Book SynopsisBiographical Ruptures and their Repair: Cultural Transitions in Development represents the efforts of bridging theoretical, methodological, and practice oriented issues revolving around the notion of biographical ruptures and their repairs from cultural psychological perspectives in order to bring novel understandings to the debateof what it means to be a developing human being in an ever changing world.While persons develop in their every day interactions, they are bound to experience different forms of ruptures, which then must be managed individually. Contrary to mainstream psychology ruptures and repairs are here not necessarily understood as a personal experience, which then must be overcome through various coping strategies, but rather as an experience, which necessarily emerges out of the complex interrelatedness of intra-psychological, inter-personal, and societal processes. Moving along these different levels of analysis, each of the 13 chapters of this book contributes to the general cultural psychological understanding of ruptures from their own particular standpoint. The notion of ruptures and their repairs are thus discussed from e.g. classical developmental psychological theories, while following chapters then challenge such developmental approaches. Ruptures in relation to racial interpellations are discussed using the documentary method and these analyses are then further developed in a following chapter with social representations theory. On the object level ruptures are pointed to within popular music videos to further develop the documentary method, which is then taken up in another chapter and discussed from a Ganzheitspsychological approach.The current book thus does not only represent a conglomerate of various theoretical, methodological, or practice oriented approaches to ruptures and their repairs, each adding with their own expertise a little part to a better understand of the phenomenon in its whole. It further demonstrated a lively debate between leading specialists and practitioners from different disciplines and countries discussing theoretical and methodological issues, but also ethical and moral ones, each from their own cultural psychological viewpoint. This book will interest anyone who is interested biographical rupture and their repairs from a cultural psychological, developmental, social psychological, or psychotherapeutic viewpoint.

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Book SynopsisService Learning: An Agent for Social Change discusses personal, social, academic, and career-related impact of service-learning as an instructional method is well documented. This book contributes to the literature by providing access to examples of the service-learning process; the nuances of its implementation; and qualitative evaluation of what works, from the students' perspective. It can serve as a resource for educators, advocacy groups, community organizers, and other students interested in engaging in social action. The work reports on the process and outcomes of service-learning projects implemented in a higher education setting on topics of domestic violence and youth violence; provides an alternative service-learning approach for non-traditional college settings; and discusses new directions in service-learning project development including web-based and grade school programming and asset-based community development.

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Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools.Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.

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Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between K-12 schools and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on schools and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside K-12 schools.Teacher educators, schoolteachers, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic schools and a society would consider this volume essential reading.

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Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between institutions of higher education and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on education and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside universities and colleges.Teaching faculty, research faculty, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic higher education and a more democratic society would consider this volume essential reading.

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Book SynopsisThe word fundamentalism usually conjures up images of religions and their most zealous followers. Much less often the word appears in connection with political economy. The phrase “free market” gives the connotation that capitalism is freedom. Neoliberalism is the rise of global free-market fundamentalism. It reaches into nearly every aspect of our daily lives as it seeks to dominate and eliminate the last vestiges of public domains through wanton privatization and deregulation. It degrades all that is public. The good news is that a global community of resistance continues to struggle against neoliberal oppression. Formal and informal education entities contribute to these struggles, offering visions and strategies for creating a better future.The purpose of this volume is twofold. Several contributors will highlight how the neoliberal agenda is impacting educational policy formation, teaching and learning, and relationships between institutions of higher education and communities. Other contributors will highlight how the global community has gradually become conscious of the ideological doctrine and how it is responsible for human suffering and misery.The volume is needed because the growing body of educational research linked to exploring the impact of neoliberalism on education and society fails to provide conceptual or historical understanding of this ideology. It is also an important scholarly intervention because it provides insights as to why educators, scholars, and other global citizens have challenged the intrusion of market forces over life inside universities and colleges.Teaching faculty, research faculty, and anyone who yearns to understand what is behind the debilitating trend of commercial forces subverting humanizing educational projects would benefit from this volume. Activists, educators, youth, and scholars who seek strategies and visions for building democratic higher education and a more democratic society would consider this volume essential reading.

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Book SynopsisAnalyzing Influences: Research on Decision Making and the Music Education Curriculum examines influences on research in music teacher preparation, practices, and policies. These influences include administrators’ perspectives, preservice music educators’ beliefs, and in-service teachers’ practices. Invited essays offer insights into past and present trends in music teacher preparation.This collection of studies represents best thinking in the field and serves as an impetus for further research and action. Each author’s analysis on the influences affecting their specific areas provides insights into key issues affecting decision making processes. This volume is a significant addition to the libraries of Colleges of Education and Schools of Music, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.

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Book SynopsisAnalyzing Influences: Research on Decision Making and the Music Education Curriculum examines influences on research in music teacher preparation, practices, and policies. These influences include administrators’ perspectives, preservice music educators’ beliefs, and in-service teachers’ practices. Invited essays offer insights into past and present trends in music teacher preparation.This collection of studies represents best thinking in the field and serves as an impetus for further research and action. Each author’s analysis on the influences affecting their specific areas provides insights into key issues affecting decision making processes. This volume is a significant addition to the libraries of Colleges of Education and Schools of Music, as well as an important reference for music scholars and educators, researchers, and graduate students who are concerned with advancing both the scope and quality of research in the study of music teaching and learning.

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Book SynopsisLeading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology.Educational psychology addresses subject matter as diverse as child and adolescent development, motivation, learning theories, student assessment, teacher expertise, and research methods and statistics. Drawing from their years of classroom experience, as well as their expertise in designing and conducting educational research, the contributing authors report their successful instructional efforts and innovations designed to increase student learning and knowledge of the discipline.

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Book SynopsisLeading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology.Educational psychology addresses subject matter as diverse as child and adolescent development, motivation, learning theories, student assessment, teacher expertise, and research methods and statistics. Drawing from their years of classroom experience, as well as their expertise in designing and conducting educational research, the contributing authors report their successful instructional efforts and innovations designed to increase student learning and knowledge of the discipline.

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Book SynopsisThis book forms a basis and a starting point for a closer dialogue between musicologists, anthropologists and psychologists to achieve a better understanding of the cultural psychology of musical experience. This is done by arranging a meeting point or an arena in which different aspects of psychology and musicology touch and encounters each other due to how the two fields might be defined today. In line with this the book consists of a group of scholars that have their feet solidly grounded in psychology, social science or musicology, but at the same time have a certain interest in uniting them. On this basis it is divided into five parts, which investigates musical sensations, musical experiences, musical transformations, musical fundamentals and the notion of a cultural psychology of music. Thus another aim of this book is to prepare the basis for a further growth of a cultural psychology that is able to include the experiences of music as a basis for understanding the ordinary human life. Thus this book should be of interest for those who want to investigate the mysterious intersection between music and psychology.

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Book SynopsisThis book forms a basis and a starting point for a closer dialogue between musicologists, anthropologists and psychologists to achieve a better understanding of the cultural psychology of musical experience. This is done by arranging a meeting point or an arena in which different aspects of psychology and musicology touch and encounters each other due to how the two fields might be defined today. In line with this the book consists of a group of scholars that have their feet solidly grounded in psychology, social science or musicology, but at the same time have a certain interest in uniting them. On this basis it is divided into five parts, which investigates musical sensations, musical experiences, musical transformations, musical fundamentals and the notion of a cultural psychology of music. Thus another aim of this book is to prepare the basis for a further growth of a cultural psychology that is able to include the experiences of music as a basis for understanding the ordinary human life. Thus this book should be of interest for those who want to investigate the mysterious intersection between music and psychology.

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Book SynopsisMaking of the Future is the first English?language coverage of the new methodological perspective in cultural psychology—TEA (Trajectory Equifinality Approach) that was established in 2004 as a collaboration of Japanese and American cultural psychologists. In the decade that follows it has become a guiding approach for cultural psychology all over the World. Its central feature is the reliance on irreversible time as the basis for understanding of cultural phenomena and the consideration of real and imaginary options in human life course as relevant for the construction of personal futures.The book is expected to be of interest in researchers and practitioners in education, developmental and social psychology, developmental sociology and history. It has extensions for research methodology in the focus on different sampling strategies.

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Book SynopsisMaking of the Future is the first English?language coverage of the new methodological perspective in cultural psychology—TEA (Trajectory Equifinality Approach) that was established in 2004 as a collaboration of Japanese and American cultural psychologists. In the decade that follows it has become a guiding approach for cultural psychology all over the World. Its central feature is the reliance on irreversible time as the basis for understanding of cultural phenomena and the consideration of real and imaginary options in human life course as relevant for the construction of personal futures.The book is expected to be of interest in researchers and practitioners in education, developmental and social psychology, developmental sociology and history. It has extensions for research methodology in the focus on different sampling strategies.

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Book SynopsisWhile the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti?bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

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Book SynopsisWhile the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs. During the last decades, several special issues devoted to research on bullying and victimization have been published in national and international scholarly journals. Based on the increase of published articles on bullying and victimization in journals, textbooks, government reports, and documents in professional organizations, it is timely for a special volume on research on bullying and victimization to appear in the series on Contemporary Perspectives in Early Childhood Education. The purpose of this volume is to share a collection of research strands on bullying and victimization of young children. It describes the historical roots and suggests anti?bullying programs and strategies to decrease bullying and victimization. The bullying and victimization volume can be a valuable tool to researchers who are conducting studies in that area. It focuses on important historical and contemporary issues on bullying and victimization in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps on research on bullying and victimization.

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