Educational systems and structures Books
Taylor & Francis Learning and Teaching Mathematics
a huge range and FREE tracked UK delivery on ALL orders.
£56.04
Taylor & Francis Principles Of Abilities And Human Learning
a huge range and FREE tracked UK delivery on ALL orders.
£39.99
Taylor & Francis Ltd The Foundation of Literacy The Childs Acquisition of the Alphabetic Principle Essays in Developmental Psychology
a huge range and FREE tracked UK delivery on ALL orders.
£104.00
Taylor & Francis Ltd Art Therapy With Families In Crisis
a huge range and FREE tracked UK delivery on ALL orders.
£71.24
Taylor & Francis Ltd (Sales) Experiential Education in the College Context What it is How it Works and Why it Matters
Book SynopsisExperiential Education in the College Context provides college and university faculty with pedagogical approaches that engage students and support high-impact learning. Trade Review"This book is an important, insightful and practical guide to experiential approaches that maximize engagement in teaching and learning. While giving technology its due, Roberts reminds us that higher education’s transformative power is in ‘live encounters.’" —Parker J. Palmer, Founder and Senior Partner of the Center for Courage and Renewal and author of The Courage to Teach"Experiential Education in the College Context is a wonderful, timely antidote to fads and technologies that promise much but often fail to ignite deep thinking and transformational learning. Roberts' book helps us see experiential education as an ecology of methods and theories that, when taken together and designed with caring intent, can ‘revitalize the live encounter’ between students and professors. This book makes a great contribution to the field at just the right time."--Kathleen Knight Abowitz, Chair of the Department of Educational Leadership, Miami University, and Past President, John Dewey Society"Roberts has written a book that both synthesizes and pushes our current examination of education. He combines theory and practice with motivation and design to teach us the importance of framing, empathy, reflection, chunking, processing, ownership, and more, in experiential education. He provides a comprehensive look at how to teach people, not content."--José Antonio Bowen, President of Goucher CollegeTable of ContentsPrefaceForeword PART ONE: THE LANDSCAPE OF EXPERIENTIAL EDUCATIONChapter 1: Introduction Chapter 2: Defining Experiential Education Chapter 3: Models and Methodologies of Experiential EducationChapter 4: The Instructional Paradigm: Leaving Safe Harbors PART TWO: PRINCIPLES AND PRACTICES OF EXPERIENTIAL EDUCATIONChapter 5: Design and Experiential Education Chapter 6: Facilitation and Experiential Education Chapter 7: Assessment and Experiential EducationChapter 8: The Integrated, Experiential Campus Afterword
£34.99
Taylor & Francis Ltd The Teaching Instinct
Book SynopsisHow we select, prepare, and support teachers has become a surprisingly common topic among journalists, politicians, and policymakers. Contemporary recommendations on teaching and teachers, whatever their intentions, fail to assess this deeply human activity from its historical roots. In The Teaching Instinct: Explorations Into What Makes Us Human, Kip Téllez invites us to reappraise teaching through a wide lens and argues that our capacity to teach is one part culture, two parts genetic. By rescuing the field of instinct psychology from the margins, this challenging book explores topics as diverse as teaching in other species, teaching across human cultures, and the development of teaching in young children, finally drawing readers into a discussion about how our teaching instinct influences modern teacher learning, selection, and preparation. Drawing on disciplines as diverse as comparative biology, evolutionary psychology, and teacher education policy, Téllez warns us that Table of ContentsContents1. What Is Teaching? What Is Instinct?2. Teaching in Other Species3. When Do We Know How to Teach?4. Is Teaching Universal in Human Cultures?5. How Do We Find the Instinct, and Can It Be Measured?6. "You Didn’t Know What You Didn’t Know": Steven’s Story7. Concluding ThoughtsAppendix: Parenting as TeachingReferences
£42.99
Taylor & Francis Ltd Phonological Skills and Learning to Read
Book SynopsisIn this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time.Phonological Skills and Learning to Read will contiTrade ReviewThis book really gives one the feeling that progress has been made. The meticulous stock-taking evident in the extensive literature review has brought this out. The great puzzle of the phoneme in literacy is virtually solved. The hunt for this solution has been one of the most exciting enterprises in psychology today. Moreover, it has brought developmental psychology into direct contact with educational practice. This book is scholarly yet clear, didactic yet fun to read. It can be recommended to anybody who has ever wondered how children learn to read…I am wholly enthusiastic about this book, and I believe that it will be much in demand as a set course book. - Uta Frith, MRC Cognitive Development Unit, London, UK Goswami and Bryant have provided us with an excellent book. It is clearly written and a delight to read. It is relevant to both theory and the practical task of teaching children to read. It will, deservedly, be read by a wide audience. - Margaret Snowling, Journal of Child Psychology and Psychiatry I have thoroughly enjoyed reading this monograph…The argument is a delight…This will be a very valuable contribution to thinking about the role of phonological processing in reading and in learning to read, but it will also be usable as an undergraduate text. I shall certainly consider using it to support my own course on Reading and Understanding. -Geoffrey Underwood, University of Nottingham, UK Goswami and Bryant assemble an impressive number of research studies which bear on their thesis, outlining them clearly and succinctly. They write persuasively but never dogmatically, revealing a refreshing willingness to give credit to theoretical positions other than their own. This book deserves serious attention by all those who are keen to relate the practice of the teaching of reading to theory which is firmly grounded in careful empirical work. -Katherine Perera, The Times Higher Education Supplement Perhaps the real contribution of this attractive monograph is that it offers a new conceptualisation of the relationship between speech and literacy which can give an exciting direction for future research. -P.H.K. Seymour, The Times Higher Educational Supplement I think this is an excellent and timely book. It has been a pleasure reviewing it. -Charles Hulme, University of York, UKThis is a revised edition of the authors' groundbreaking work, which revists their theory about how phonlogical skills support the development of literacy. This new edition evaluates research from the past 25 years and examines fresh evidence from a wide variety of associated fields, assessing how the original theory stands the test of time. - Neil Henty, Early Years EducatorTable of ContentsPraise for the First EditionIntroduction to the Classic Edition1 Phonological Awareness and Reading. 2 How Children Read Words.3 Spelling and Phonological Awareness. 4 How Children Read and Write New Words. 5 Comparisons with Backward Readers and Spellers.6 Correlations and Longitudinal Predictions.7 Teaching Children About Sound. 8 Do Children Read and Fail to Learn to Read in Different Ways from Each Other. 9 Theories About Learning to Read.Index
£43.99
Taylor & Francis Ltd Learning and Collective Creativity
Book SynopsisThis book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.Table of ContentsActivity-Theoretical and Sociocultural Approaches to Learning and Collective Creativity: An Introduction Annalisa Sannino and Viv Ellis Part 1. Creative Collective Endeavors as Pathbreakers of New Learning 1. Musical Creativity And Learning Across The Individual And The Collective Karin Johansson 2. Critical Transitions in the Pursuit of a Professional Object: Simone de Beauvoir’s Expansive Journey to Become a Writer Annalisa Sannino 3. Beyond Traditional School Learning: Fostering Agency and Collective Creativity in Hybrid Educational Activities Katsuhiro Yamazumi 4. Interagency, Collective Creativity, and Academic Knowledge Practices Kai Hakkarainen, Kaisa Hytönen, Juho Makkonen, Pirita Seitamaa-Hakkarainen, and Hal White Part 2. Creative Production and Innovation as Collective Activities Crossing Epistemic Boundaries 5. Resourceful Leadership: Revealing the Creativity of Organizational Leaders Anne Edwards and Marc Thompson 6. Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings Sten Ludvigsen and Monika Nerland 7. Researching Technologies for Enhancing Collective Creativity in Interagency Working Harry Daniels and Peter Johnson 8. Creative Encounters, Collaborative Agency and the Extraordinary Act of the Meeting of a Need and an Object Reijo Miettinen Part 3. Interventions Mobilizing Creative Efforts in Collective Problem Solving and Development of Activities 9.Creative Tools for Collective Creativity: The Serious Play Method Using Lego Bricks Klaus-Peter Schulz and Silke Geithner 10. Learning, Social Creativity, and Cultures of Participation Gerhard Fischer 11. Professional Creativity: Towards a Collaborative Community of Teaching Viv Ellis 12. Collective Concept Formation as Creation at Work Yrjö Engeström
£50.34
Cambridge University Press Thinking in Education
Book SynopsisThe first edition of Thinking in Education made a case for inserting thinking into all levels of education by infusing critical thinking into existing disciplines. Matthew Lipman, a leading education theorist, provided procedures to enable students at all levels of education to become more thoughtful, more reasonable, and more judicious. In the 12 years since the first edition was published, the author has broadened his approach to teaching thinking. While critical thinking is important and highly valuable, it is not sufficient; students must develop creative and caring thinking as well. This edition provides methods for integrating emotive experience, mental acts, thinking skills and informal fallacies into a concerted approach to the improvement of reasoning and judgment. It also shows how the community of inquiry can be utilized for the reduction of violence in the classroom and for the improvement of the education of children at risk.Trade Review"This book highlights, very appropriately, why thinking needs improving in schools. It illustrates, in a variety of ways, how teachers could encourage their pupils in thought-provoking debates....This book would be a useful resource to anyone involved in teaching philosophy, citizenship or subject-specific thinking." British Journal of Educational StudiesTable of ContentsPart I. Education for Thinking: 1. The reflective model of educational practice; 2. Approaches in teaching for thinking; 3. Obstacles and misconceptions in teaching for thinking; Part II. Communities of Inquiry: 4. Thinking in community; 5. The community of inquiry approach to violence reduction; Part III. Orchestrating the Components: 6. The emotions in thinking and in education; 7. Mental acts; 8. Thinking skills; Part IV. Education for the Improvement of Thinking: 9. The transactive dimensions of thinking; 10. Education for critical thinking; 11. Education for creative thinking; 12. Education for caring thinking; 13. Strengthening the power of judgment.
£37.04
Cambridge University Press Sociocultural Approaches to Language and Literacy
a huge range and FREE tracked UK delivery on ALL orders.
£36.87
Cambridge University Press Early Learning and Development CulturalHistorical Concepts in Play
a huge range and FREE tracked UK delivery on ALL orders.
£31.34
Cambridge University Press Childrens Problems in Text Comprehension
a huge range and FREE tracked UK delivery on ALL orders.
£31.90
Cambridge University Press Special Education in Context
a huge range and FREE tracked UK delivery on ALL orders.
£29.44
Cambridge University Press Childhood Programs and Practices in the First Decade of Life
a huge range and FREE tracked UK delivery on ALL orders.
£35.14
Cambridge University Press Towards Discursive Education
a huge range and FREE tracked UK delivery on ALL orders.
£28.99
Cambridge University Press Developmental Contexts in Middle Childhood
a huge range and FREE tracked UK delivery on ALL orders.
£41.83
Cambridge University Press Towards Discursive Education Philosophy Technology and Modern Education
a huge range and FREE tracked UK delivery on ALL orders.
£41.80
Cambridge University Press Childhood Programs and Practices in the First Decade of Life A Human Capital Integration
a huge range and FREE tracked UK delivery on ALL orders.
£47.50
Cambridge University Press Achievement and Motivation
a huge range and FREE tracked UK delivery on ALL orders.
£95.00
Cambridge University Press Sociocultural Approaches to Language and Literacy
a huge range and FREE tracked UK delivery on ALL orders.
£104.50
Cambridge University Press Measuring the Mind
a huge range and FREE tracked UK delivery on ALL orders.
£114.00
Cambridge University Press Interaction in Cooperative Groups
a huge range and FREE tracked UK delivery on ALL orders.
£57.95
Cambridge University Press Schemas in Problem Solving
a huge range and FREE tracked UK delivery on ALL orders.
£104.50
Cambridge University Press Social Motivation
a huge range and FREE tracked UK delivery on ALL orders.
£113.40
Cambridge University Press Interaction in Cooperative Groups
a huge range and FREE tracked UK delivery on ALL orders.
£29.44
Cambridge University Press Explorations in Giftedness
a huge range and FREE tracked UK delivery on ALL orders.
£61.75
Cambridge University Press bullyinginschoolshowsuccessfulcaninterventionsbe
a huge range and FREE tracked UK delivery on ALL orders.
£41.79
Cambridge University Press Understanding Practice
a huge range and FREE tracked UK delivery on ALL orders.
£49.39
Cambridge University Press Social Motivation
a huge range and FREE tracked UK delivery on ALL orders.
£36.87
Cambridge University Press Dialogic Inquiry
Book SynopsisVygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers.Trade Review"An important contribution. . . . Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it tackles difficult theoretical questions without avoiding their complexity. . . Wells has demonstrated. . . that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary PsychologyTable of ContentsConventions of transcription; Introduction; Part I. Establishing the Theoretical Framework: 1. The complementary contributions of Halliday and Vygotsky to a 'language-based theory of learning'; 2. In search of knowledge; 3. Discourse and knowing in the classroom; Part II. Discourse, Learning, and Teaching: 4. Text, talk, and inquiry: schooling as semiotic apprenticeship; 5. Putting a tool to different uses: a reevalution of the IRF sequence; 6. From guessing to predicting: progressive discourse in the learning and teaching of science; 7. Using the tool-kit of discourse in the activity of learning and teaching; 8. Making meaning with text: a genetic approach to the mediating role of writing; Part III. Learning and Teaching in the ZPD: 9. On learning with and from our students; 10. The zone of proximal development and its implications for learning and teaching ; Appendices; References; Indexes.
£104.50
Cambridge University Press Dialogic Inquiry Towards a Sociocultural Practice and Theory of Education Learning in Doing Social Cognitive and Computational Perspectives
a huge range and FREE tracked UK delivery on ALL orders.
£38.94
Cambridge University Press Contemporary Issues in Mathematics Education
a huge range and FREE tracked UK delivery on ALL orders.
£35.14
Cambridge University Press Explorations in Giftedness
a huge range and FREE tracked UK delivery on ALL orders.
£29.99
Cambridge University Press Cultural Development of Mathematical Ideas Papua New Guinea Studies Learning in Doing Social Cognitive and Computational Perspectives
a huge range and FREE tracked UK delivery on ALL orders.
£103.11
Cambridge University Press Happiness and Education
a huge range and FREE tracked UK delivery on ALL orders.
£34.20
Cambridge University Press Thinking in Education
a huge range and FREE tracked UK delivery on ALL orders.
£61.75
Cambridge University Press Observational Research in U.S. Classrooms
a huge range and FREE tracked UK delivery on ALL orders.
£60.80
Cambridge University Press Bullying in Schools
a huge range and FREE tracked UK delivery on ALL orders.
£99.00
Cambridge University Press Observational Research in U.S. Classrooms
a huge range and FREE tracked UK delivery on ALL orders.
£28.99
Cambridge University Press Working Relationally in and across Practices
Book SynopsisThis book offers resources for reflecting on and developing professional and research practices, and the conditions in which they occur. It is based in cultural-historical approaches and focuses on learning and change; the three ideas at the core of the arguments presented are relational expertise, common knowledge, and relational agency.Table of Contents1. Revealing relational work Anne Edwards; Part I. Working Relationally in the Professions: 2. Expertise, learning, and agency in partnership practices in services for families with young children Nick Hopwood; 3. Learning and deploying relational agency in the negotiation of inter-professional hierarchies in a UK hospital Joce Nuttall; 4. Relational agency, double stimulation and the object of activity: an intervention study in a primary school Annalisa Sannino and Yrjö Engeström; 5. An analysis of the use of relational expertise, relational agency and common knowledge among newly appointed principals in Chile's public schools Carmen Montecinos, Verónica Leiva, Fabián Campos, Luis Ahumada and Sergio Galdames; 6. Building and using common knowledge for developing school-community links Prabhat Chandra Rai; 7. Building common knowledge: negotiating new pedagogies in higher education in South Africa Shirley Walters, Freda Daniels and Vernon Weitz; Part II. Working Relationally in Networks: 8. Networked expertise, relational agency, and collective creativity Kai Hakkarainen, Kaisa Hytönen, Jenna Vekkaila and Tuire Palonen; 9. Relational agency and the development of tools in service networks Laura Seppänen and Hanna Toiviainen; 10. Creating a system of distributed expertise: the Oxford Education Deanery narrative Nigel Fancourt; 11. Common knowledge: the missing link in hybrid value chains? Marc Thompson, Catherine Dolan, Colin Mayer, Kate Roll and Ruth Yeoman; 12. The relational agency framework as a tool for supporting the establishment, maintenance and development of multidisciplinary networks of professionals Marilyn Fleer, Iris Duhn and Linda J. Harrison; Part III. Working Relationally in Research: 13. Research as relational agency: expert ethnographers and the cultural force of technologies Cathrine Hasse; 14. When daycare professionals' values for transition to school do not align with the educational demands from society and school: a practice developing research project for daycare professionals' support to children's transition to school Mariane Hedegaard; 15. Relational approaches to knowledge exchange in social science research Anne Edwards and Eleni Stamou; 16. Designing the epistemic architecture for Galaxy Zoo: the case study of relational expertise in citizen science Bipana Bantawa; Epilogue: 17. Using and refining the relational concepts Anne Edwards.
£95.00
Cambridge University Press Delta Theory and Psychosocial Systems The Practice of Influence and Change
Book SynopsisDelta Theory establishes the foundation for a true scientific applied psychology, a theory of how human influence induces change in others. Delta Theory is unified and universal, applying to all cultures, historical periods and goals for change. It integrates concepts and research from psychology, sociology, anthropology, evolution theory, philosophy, psychoneurology, cognitive science and cultural-historical-activity theory. Yet Delta Theory is clear, economical and elegant, with a full exposition of tactics for its practices. Rich examples are drawn from professional practices, but also from the creation and operations of criminals, healing ceremonies of indigenous peoples, and cross-species comparisons. This book ultimately seeks to describe how influence works, how it could be improved and how it can be resisted.Trade Review“A psychologist by training and a poet in spirit, Tharp reaches across multiple disciplines and applications to weave a compelling theory of behavior influence and change. Delta Theory answers critics who dismiss modern behavioral and social science as a bundle of facts in search of conceptualization. Tharp has delivered what many have called for: a grand and testable theory. A generation of researchers and graduate students will find hypotheses aplenty to quarrel over and put to the test. Let the disputation and testing begin!” –Ronald Gallimore, University of California, Los Angeles"...overall, the book is written in a stylized scientific manner.... offers helpful illustrations of how delta theory can be used; examples range from how schools operate to effectively teach cohorts of children to how pimps recruit new young prostitutes.... Recommended..." --C. J. Jones, California State University, Fresno, CHOICE"...One learns a lot by reading [his] book.... This relatively brief book has range, and the author knows many things, most of which he cites and uses to explain his universal theory." –Dr. Kurt Salzinger, Senior Scholar in Residence, Hofstra University, PsycCRITIQUESTable of ContentsPart I. The Theory of Influence and Change: 1. Introduction and overview; 2. Psychosocial systems and the exercise of influence; 3. The zone of proximal development, activity, and semiotics; 4. The means of influence; 5. The organization of activity; 6. Unifying the study of culture and psychology: philosophical and scientific Issues; Part II. The Practice of Influence and Change: 7. Influencing and change: delta theory of practice; 8. A natural history museum of influence and change: dioramas; 9. Who influences? The triadic model of influence and change; 10. Basic tactics and strategy in designing influence; 11. Cultural patterns in the practice of influence; 12. Challenges, research, and future development.
£31.34
Cambridge University Press Scientists Making a Difference One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions
Book SynopsisScientists Making a Difference is a fascinating collection of first-person narratives from the top psychological scientists of the modern era. These readable essays highlight the most important contributions to theory and research in psychological science, show how the greatest psychological scientists formulate and think about their work, and illustrate how their ideas develop over time. In particular, the authors address what they consider their most important scientific contribution, how they got the idea, how the idea matters for the world beyond academic psychology, and what they would like to see as the next steps in research. The contributors, who were chosen from an objectively compiled list of the most eminent psychological scientists, provide a broad range of insightful perspectives. This book is essential reading for students, researchers and professionals interested in learning about the development of the biggest ideas in modern psychological science, described firsthand bTrade Review'In 100 autobiographical essays, psychology's preeminent contributors reveal the roots and fruits of their famed contributions. Here are stories for posterity, from the funding barriers that challenged Thomas Bouchard's study of reared-apart twins, to Michael Gazzaniga's exhilaration on discovering the wonders of human split-brains, to Carol Dweck's 'me-search' on how she and others could find a thriving mindset when facing obstacles. This is living history - and a great read for both psychological scientists and students.' David G. Myers, Hope College, Michigan'Reading this book is like spending an afternoon chatting with some of psychology's most prominent scholars. They talk about the significance of their work, describe how they honed their creative ideas, and offer advice for dealing with failures, adversity, and success. The authors invite us inside their laboratories and provide a rare insight into the process of making a difference.' Diane Halpern, Dean of Social Sciences, Emerita, Minerva Schools at KGI and Professor of Psychology, Emerita, Claremont McKenna College, California'Asking a couple 'How did you two meet?' inevitably elicits an interesting story, and this is essentially what the editors of this volume have done by asking a group of eminent psychological scientists to talk about their love affairs with their work. The result is a set of brief but fascinating stories that not only inspire admiration of these brilliant authors but will surely lead some of today's best students to dream of following in their footsteps.' Douglas Bernstein, University of South Florida'A wonderful book and an instant classic. In this remarkable series of essays bookended by two thought-provoking summaries, 100 eminent psychological scholars offer readers an insider's glimpse of how to achieve scientific excellence. This superb book is a powerful reminder of the value of serendipity in scientific discovery. Psychology lovers will find the often surprising insights from our field's premier scholars invaluable, and will have a difficult time putting the book down. Great fun and highly recommended.' Scott O. Lilienfeld, Samuel Candler Dobbs Professor of Psychology, Emory University, Atlanta and Editor, Clinical Psychological Science'In engaging and highly personal essays, the most eminent psychologists of our time show the human side of their life's work. Anyone with an interest in the influences behind the key theories and findings of the discipline will be captivated by this volume.' Robert S. Feldman, Deputy Chancellor, University of Massachusetts, Amherst'Surely every psychological researcher or professor will want to read this insightful book. Moreover, every student should be required to read it. Most undergraduate psychology majors and even many graduate students can name hundreds of athletes, singers, and actors, but they struggle to name any living psychologist other than their professors and 'Dr Phil'. It's about time we call attention to our research rock stars!' James Kalat, Professor Emeritus, North Carolina State University'Even beyond the Who's Who of psychological scientists represented by the authors and editors of this volume (and talk about an impossible task to begin with!), the sum of the topics contained throughout these chapters makes the indisputable case for psychological science as the way forward in understanding so much of what is important in our world.' Alan Kraut, Association for Psychological Science, Executive Director Emeritus'A wonderful collection of essays from psychology's A-listers. We quickly learn that they are engaging writers, as their stories bring their important discoveries to life. Every aspiring psychological scientist will want to read these essays, hoping to emulate at least some of the qualities that these eminent scientists share.' Todd F. Heatherton, Lincoln Filene Professor in Human Relations, Dartmouth College, New Hampshire'The book makes the reader feel as if he or she is an active participant in both the process and the story behind these famous studies. The essays abound with anecdotes, philosophy, and advice for young scientists. This book will be an excellent addition to any university collection, as well as to the shelves of the interested layperson.' Choice'… the editors have produced an excellent sampler of psychological science and the people and processes that create it. I know of no other volume that meets the editors' objectives as well as does this one - it is an important volume that should find many readers.' Donald A. Dewsbury, PsycCRITIQUESTable of ContentsPart I. Introduction; Part II. Biological Bases of Psychology; Part III. Cognition; Part IV. Development; Part V. Motivation and Emotion; Part VI. Social and Personality Processes; Part VII. Clinical and Health Psychology.
£37.37
John Wiley & Sons Inc Essentials of Tat and Other Storytelling
Book SynopsisQuickly acquire the knowledge and skills you need to confidently administer, score, and interpret a variety of storytelling techniques Storytelling techniques are a popular projective approach for assessing many aspects of a person''s personality, such as cognitive processes, emotional functioning, and self-regulation. The broad spectrum of techniques includes the Thematic Apperception Test (TATthe most widely embraced), Roberts-2, and TEMAS (Tell-Me-A-Story). To use these tests properly, professionals need an authoritative source of advice and guidance on how to administer, score, and interpret them. Written by Hedwig Teglasi, a leading researcher of the TAT and other storytelling techniques, Essentials of TAT and Other Storytelling Assessments, Second Edition is that source. Like all the volumes in the Essentials of Psychological Assessment series, this book is designed to help busy mental health professionals, and those in training, quickly acquire thTable of ContentsSeries Preface xi Acknowledgments xiii One: Overview 1 Two: Essentials of Storytelling Administration 29 Three: Essentials of Storytelling Interpretation 49 Four: Essentials of TAT Assessment of Cognition 74 Five: Essentials of TAT Assessment of Emotion 137 Six: Essentials of TAT Assessment of Object Relations 183 Seven: Essentials of TAT Assessment of Motivation and Self-Regulation 218 Eight: Essentials of the Children’s Apperception Test and Other Storytelling Methods for Children 262 Nine: Strengths and Weaknesses of Storytelling Assessment Techniques 300 Ten: Storytelling in the Assessment Battery 316 References 348 Annotated Bibliography 376 Index 378 About the Author 386
£999.99
John Wiley & Sons Inc Comprehensive Evaluations
Book SynopsisAn invaluable collection of sample case reports from experts in child and adolescent assessment With contributions from authorities in the fields of psychology and special education-including Dawn Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, Nadeen Kaufman, George McCloskey, Jack Naglieri, Cecil Reynolds, and Gale RoidComprehensive Evaluations provides over fifty sample case reports to help you draft carefully planned, goal-directed, and comprehensive evaluations that clearly explain the reasons for a student''s school-related difficulties, from preschool to postsecondary level. A wellspring of information for educational professionals, Comprehensive Evaluations provides models for writing diagnostic reports to accompany the tests most frequently administered in the evaluation of children, adolescents, and adults, including the BASC-2, KABC-II, WAIS-IV, WISC-IV, and WJ III. The reports reflect various disciplines within psychology and education, difTable of ContentsAcknowledgments. List of Contributors. Foreword (John O. Willis, Ed.D.). Introduction. 1 Assessment of Individuals with Autism: Procedures and Pitfalls (Sally Logerquist, Ph.D.). 2 Neuropsychological Evaluation of a Young Child with a Seizure Disorder (Marshall Andrew Glenn, Ph.D.). 3 Language Assessment of a Sibling of a Child with Autism (Dale A. Bailey, M.A., CCC-SLP). 4 Cognitive and Achievement Correlates of Language Disorders (Stephen Camarata, Ph.D., CCC-SLP, and Mary N. Camarata, M.S., CCC-SLP). 5 Comorbidity and Cumulative Effects of Inattention, Poor Emotional Control, and Language Problems on Academic Achievement in Early Childhood (R. W. Kamphaus, Ph.D., and Tara C. Raines, Psy.S.). 6 How a Weakness in Attention Can Mask True Learning Capabilities and Achievement Gains (Eva M. Prince, Ed.S). 7 Associative Memory Disorder: An Unexpected Struggle Resulting in Difficulty with Basic Skill Acquisition (James M. Creed, M.Ed.). 8 Evaluation of a Bilingual Student with a History of Language Delay: Differentiating Between a Language Impairment and Second Language Learning (Brigid Garvin, M.Ed.). 9 Twice-Exceptional: A Gifted Child with Concomitant Learning Disabilities (Aimee Yermish, Psy.D.). 10 An Elementary School Student with a Specific Learning Disability in Reading: Use of the DAS-II to Generate and Test Causal Hypotheses (Colin D. Elliott, Ph.D.). 11 Using a Pattern of Strengths and Weaknesses Approach in a Complex Case (James Hanson, M.Ed.). 12 Learning Is the Best Therapy: The Emotional Consequences of a Learning Disability (Lynne E. Jaffe, Ph.D.). 13 Difference versus Disorder: Nondiscriminatory Assessment of an English Learner Suspected of Learning Disability (Samuel O. Ortiz, Ph.D.). 14 Using the PASS Theory to Uncover Disorders in Basic Psychological Processes: An Example of Specific Learning Disability (Jack A. Naglieri, Ph.D.). 15 Neuropsychological Evaluation of a Child with a Brain Injury at Birth (Sam Goldstein, Ph.D., and Sean Cunningham, M.S.). 16 Missing Out on Early Intervention: The Delay of Appropriate Services for a Child with SLD (Nancy Mather, Ph.D.). 17 Learning Disabilities and Mathematics: A School Psychological Framework (Steven G. Feifer, D.Ed.). 18 The Cognitive Assessment System and the Wechsler Intelligence Scale for Children-IV in a Neuropsychological Context (Tulio M. Otero, Ph.D., and Jack A. Naglieri, Ph.D.). 19 Reestablishing Eligibility and Reevaluation Post Natural Disaster (Tara C. Raines, Psy.S., and Cecil Reynolds, Ph.D.). 20 Psychoeducational Assessment of a Child with High-Functioning Autism Using a Problem-Solving Approach (Joel S. Hanania, Ph.D.). 21 RTI Data and Cognitive Assessment Are Both Useful for SLD Identification and Intervention Planning (Dawn Flanagan, Ph.D., and Vincent Alfonso, Ph.D.). 22 Specific Learning Disability Report: The Importance of Professional Judgment (Edward Schultz, Ph.D.). 23 Integrating RTI with an Individual Comprehensive Assessment to Identify a Specific Learning Disability in Reading (Donna Rury Smith, Ed.D.). 24 Assessing a Child with a Nonspecific Pervasive Development Disorder: Can a Nonverbal Cognitive Measure Help? (R. Steve McCallum, Ph.D.). 25 Difficulty Versus Disability? A Student Struggling with Math (John M. Garruto, D.Ed.). 26 Psychoeducational Assessment of a Student with a Visual Impairment Using the Woodcock-Johnson III Tests of Achievement—Braille Adaptation (Kimberly Morris, Ph.D.). 27 Differential Diagnosis: ADHD, Emotional Disturbance, or Asperger’s Syndrome? (Elaine Fletcher-Janzen, Ed.D.). 28 The Heterogeneity and Complexities of Children with Developmental Delays (Melissa M. King, M.Ed., and Mary C. Wright, M.A.). 29 Differential Diagnosis: Emotional Disturbance or Conduct Disorder? (Elaine Fletcher-Janzen, Ed.D.). 30 Integration of Post-Referral Progress Monitoring Data in a Specific Learning Disability Evaluation (Robert Misak, M.A., M.Ed.). 31 Sweet Child (But Only When Not in School) (Mitchel D. Perlman, Ph.D.). 32 Psychoeducational Evaluation of a Bilingual Student with a Visual Impairment (Sarah Gaines, Psy.S.). 33 Memory and Processing Assessments: A Report for Parents (Milton J. Dehn, Ph.D.). 34 Oral and Written Language Influences on Academic and Social Functioning: A Whole Child Approach (Blanche Podhajski, Ph.D., and Frances Ingram, M.A.). 35 Process Assessment of the Learner, 2nd Edition (PAL-II): Comprehensive Assessment for Evidence-Based, Treatment-Relevant Differential Diagnosis of Dysgraphia, Dyslexia, Oral and Written Language Learning Disability (OWLLD), and Dyscalculia (Virginia W. Berninger, Ph.D.). 36 Math Problem Solving: Applying a Processing Model to LD Determination (Gail M. Cheramie, Ph.D., Linda Hernandez Parks, M.A., and Ashley Schuler, M.A.). 37 "Nonverbal" Learning Disabilities or Asperger's Syndrome? Clarification Through Cognitive Hypothesis Testing (Lisa A. Hain, Psy.D., and James B. Hale, Ph.D.). 38 Applying a Multilevel Interpretive Framework with an Emphasis on the Assessment of Executive Functions (George McCloskey, Ph.D.). 39 The Assessment of "Nonverbal" Learning Disabilities (Christopher J. Nicholls, Ph.D.). 40 Actively Involving an Adolescent in the Evaluation Process from Intake to Feedback: Promoting Positive Outcomes (Elizabeth O. Lichtenberger, Ph.D., and Nadeen L. Kaufman, Ed.D.). 41 A Comprehensive Evaluation of a High School Student: When Social-Emotional Functioning and Specific Learning Disabilities Interact (Toby D. Laird, Ph.D.). 42 ADHD: To Be or Not to Be? That Was the Question (Ron Dumont, Ed.D.). 43 Assessing an Adolescent English Language Learner: Teasing Apart the Threads of Two Languages (Deborah Rhein, Ph.D.). 44 Neuropsychological Evaluation of an Adolescent with Moderate Mental Retardation: The Importance of Making an Accurate Diagnosis (Janice Sammons, Ph.D., and Judith M. Kroese, Ph.D., CCC-SLP). 45 The Impact of Slow Processing Speed on Performance (Jane McClure, Ph.D.). 46 Falling Through the Cracks: An Adolescent with a Severe Reading Disability (Bashir Abu-Hamour, Ph.D., Annmarie Urso, Ph.D., and Nancy Mather, Ph.D.). 47 A Multiple Measures Approach to Assessing a Student Who Is Deaf (Lisa S. Coyner, Ph.D.). 48 Comprehensive Assessment of an Attention-Based Learning Problem: Capturing the Relevance of "Psychological Vital Signs" (Thomas M. Brunner, Ph.D.). 49 Psychoeducational Assessment of a Juvenile Offender in a Correctional Setting (Christina Vasquez, Ed.S., and Richard Morris, Ph.D.). 50 When the Child with Specific Learning Disabilities Grows Up (Nicole Ofiesh, Ph.D.). 51 A Comprehensive Evaluation of a High-Functioning Secondary Student with Dyslexia (Chris Coleman, M.A.). 52 Use of Nonverbal Cognitive Assessment to Distinguish Learning Disabilities from Second Language Learning Difficulties (Sherry Mee Bell, Ph.D.). 53 The Enduring Nature of Specific Learning Disability: A College Freshman with a Specific Reading Disability (Barbara J. Wendling, M.A.). 54 Comprehensive Evaluation of a Hard of Hearing High School Student in a Rural Setting (Kelly Metz, M.Ed.). 55 Assessment of a Cognitively Capable Student Who Is Struggling to Succeed in College (Andrew Shanock, Ph.D.). 56 Making the Most of One's Strengths: When Verbal Intelligence and Dedication to Succeed Overcome Late Identification (Michael E. Gerner, Ph.D.). 57 Use of the Stanford-Binet Fifth Edition in a Brain Injury Case (Gale Roid, Ph.D., and Krystle Edwards, B.S.). 58 Psychoeducational Evaluation of an Adult for LD and ADHD: Integrating Neuropsychological Measures into Cross-Battery Assessment (Cathy Fiorello, Ph.D.). Appendix A: Table of Reports. Appendix B: Guidelines for Writing Psychoeducational Assessment Reports. Appendix C: Test Acronyms.
£999.99
John Wiley & Sons Inc The Handbook of School Psychology
Book SynopsisThe Fourth Edition of The Handbook of School Psychology continues the tradition of providing a unique and comprehensive outlet for disseminating the collective wisdom and insight of outstanding scholars working in the field of school psychology. This edition brings together the field''s latest developments in research and practice, highlighting domains in which there has emerged both growing consensus and vibrant cross currents of thought and analysis. Featuring chapters with new foci, authors, and content, this edition showcases the trajectory of the field and is intended to lead students forward into an increasingly challenging and rewarding future.Table of ContentsSection 1. The Scientific Foundations of School Psychology. 1. Advances in Quantitative Research (Tim Z. Keith & Matthew R. Reynolds). 2. Advances in Qualitative Research (Bonnie Kaul Nastasi). 3. Advances in Single Subject Design (Nancy A. Neef). 4. The Contributions of Educational to School Psychology (Brendan J. Bartlett & Stephen N. Elliott). 5. Contributions of Applied Behavior Analysis (Ed Daly III, Brian K. Martens, Christopher H. Skinner, & George H. Noell). 6. School Psychology and Developmental Psychology: Moving From Programs to Processes (Robert C. Pianta). 7. Contributions of Cognitive Psychology to School Psychology (Gregory Schraw & Peter Reynolds). 8. Contributions of Social Psychology to School Psychology (Fred J. Medway & Thomas P. Cafferty). 9. Contributions of Biological Psychology (James Kalat & John C. Begeny). 10. Contributions of Developmental Psychopathology to School Psychology (John E. Lochman, Caroline L. Boxmeyer, & Nicole R. Powell). Section 2. Psychological and Educational Assessment. 11. Roles of Diagnosis and Classification in School Psychology (Erin Dowdy, Kristen L. Mays, Randy W. Kamphaus & Cecil R. Reynolds). 12. Errors in Diagnostic Decision Making and Clinical Judgment (Marley M. Watkins). 13. Assessment of Intelligence and Achievement (Randy W. Kamphaus). 14. Preschool Assessment (Patti L. Harrison). 15. Children's Knowledge of Basic Concepts: An Essential Component of Direction Following and Problem Solving (Anne Boehm). 16. Assessment of Personality and Adjustment (Cedar W. O'Donnell & Paul J. Frick). 17. Neuropsychological Assessments in the School (Joan Mayfield, Cecil R. Reynolds & Elaine Fletcher-Janzen). 18. The Problem of Bias in Psychological Assessment (Cecil R. Reynolds). 19. Behavioral Assessment (Timothy R. Vollmer, Claire C. St. Peter Pipkin, Jorge R. Reyes & Kimberly N. Sloman). 20. Curriculum-Based Assessment (John M. Hintze). 21. Functional Assessment of Instructional Environments for the Purpose of Making Data-Drive Instructional Decisions (Jim Ysseldyke & Matthew Burns). 22. Response to Intervention (Dan J. Reschly & Melissa K. Bergstrom). Section 3. Interventions: Focus on Children. 23. Ecological School Psychology: A Personal Opinion and a Plea for Change (Terry Gutkin). 24. Evidence-Based Interventions and Practices in School Psychology: Challenges and Opportunities (Thomas R. Kratochwill, Kimberly Eaton Hoagwood, Jennifer L. Frank, Jessica Mass Levitt, Serene Olin, Lisa Hunter Romanelli & Noa Saka). 25. Working with Struggling Readers: Why We Must Get Beyond the Simple View of Reading and Visions of How It Might Be Done (Michael Pressley, Nell K. Duke, Irene W. Gaskins, Lauren Fingeret, Juliet Halliday, Katherine Hilden, Yonghan Park, Shenglan Zhang, Lindsey Mohan, Kelly Reffitt, Lisa Raphael Bogaert, Julia Reynold, Deborah Golos, Katie Solic & Stephanie Collins). 26. Working With Children With Math Problems (Fredricka K. Reisman). 27. Evidence-Based Approaches to Working with Children with Disruptive Behavior (Richard J. Cowan & Susan M. Sheridan). 28. School-Based Consultation: The Science and Practice of Indirect Service Delivery (Terry Gutkin & Michael J. Curtis). 29. Conducting Evidence Based Interventions in the Schools (Kevin D. Stark, Jennifer Hargrave, Bradley Gerber, Melissa Fisher & Amy Hamilton). 30. Partnering with Families for Educational Success (Karla Buerkle, Elizabeth M. Whitehouse & Sandra L. Christenson). 31. Psychopharmacology in School-Age Children (Ronald Brown & Delores M. Zygmont). 32. Pediatric School Psychology: Future Directions for Training School Psychologists (Edward S. Shapiro, Jessica Blom-Hoffman & Jennifer A. Mautone). 33. Understanding and Promoting Resilience in Children: Promotive and Protective Processes in Schools (Ann S. Masten & Frosso Motti-Stefanidi). 34. Assessment of Learning Strategies and Related Constructs in Children and Adolescents (Kathy Stroud & Cecil R. Reynolds). Section 4. Interventions: Focus on Systems. 35. Effective Teaching and Effective Schools (Maribeth Gettinger & Karen Stoiber). 36. Effective Classrooms: Classroom Learning Environments That Foster School Success (Beth Doll, Courtney LeClair, & Sarah Kurien). 37. Teams as Value Added Consultation Services (Todd A. Gravois, Sarah Groff & Sylvia Rosenfield). 38. Promoting Inclusive Practice in Schools: A Challenging Role for School Psychologists (Peter T. Farrell, Shane R. Jimerson, Andy J. Howes & Sue M. Davies). 39. Thinking Diversity: A Habit of Mind for School Psychology (Mary Clare). 40. Cultural Competence in School Psychology: Established or Elusive Construct? (Craig L. Frisby). 41. Managing Crisis: Prevention, Intervention and Treatment (Jonathan Sandoval & Stephen Brock). 42. Prevention Programs (Joseph A. Durlak). 43. Organizational Consultation and Systems Intervention (Joel Meyers, Adena B. Meyers, Sherrie Lynn Proctor & Emily Cook Graybill).
£207.90
St Martin's Press The Absorbent Mind A Classic in Education and
Book Synopsis
£17.59
John Wiley and Sons Ltd Scaling the Higher Education Pyramid
Book Synopsis Looks at the representation of women and ethnic minorities entering and completing programs in science, technology, engineering, and mathematics (STEM) The articles contained in this issue represent cutting-edge research by some of the top researchers in social psychology, developmental psychology, education, and medical sciences The articles cover broad ground with regard to topic of study, age focus, methodology, and level of analysis The research contained in the issue has the potential to have an impact on policy and program development and serves as a catalyst for further thinking on this important social issue Table of ContentsFOREWORD Foreword: Pursuing Effective Integrated Education Claude M. Steele SECTION I: INTRODUCTION Ethnic Minorities and Women in STEM: Casting a Wide Net to Address a Persistent Social Problem Moin Syed and Martin M. Chemers SECTION II: INDIVIDUAL REACTIONS: SOURCES, MEDIATORS AND OUTCOMES Identity and Academic Success among Underrepresented Ethnic Minorities: An Interdisciplinary Review and Integration Moin Syed, Margarita Azmitia, and Catherine R. Cooper The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students Martin M. Chemers, Eileen L. Zurbriggen, Moin Syed, Barbara K. Goza, and Steve Bearman How Women Cope: Being a Numerical Minority in a Male-Dominated Profession Laura Smart Richman, Michelle vanDellen, and Wendy Wood Assessing the Role of Gender Rejection Sensitivity, Identity, and Support on the Academic Engagement of Women in Nontraditional Fields using Experience Sampling Methods Bonita London, Lisa Rosenthal, and Angel Gonzalez SECTION III: INSTITUTIONAL EFFORTS: BARRIERS AND OPPORTUNITIES Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years Melissa R. Witkow and Andrew J. Fuligni “We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts Sylvia Hurtado, M. Kevin Eagan, Minh C. Tran, Christopher B. Newman, Mitchell J. Chang, and Paolo Velasco SECTION IV: INTERVENTION STRATEGIES: ALIGNING AMBITIONS AND MENTORING Design of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program Vineet Arora, Barbara Schneider, Rebecca Thal, and David Meltzer Processes and Outcomes of a Mentoring Program for Latino College Freshmen Jean S. Phinney, Cidhinnia M. Torres Campos, Delia M. Padilla Kallemeyn, and Chami Kim Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize Stacy Blake-Beard, Melissa L. Bayne, Faye J. Crosby, and Carol B. Muller SECTION V: COMMENTARY Understanding Educational and Occupational Choices Jacquelynne S. Eccles SECTION VI: 2010 KURT LEWIN AWARD Introduction to Mark Zanna’s SPSSI Kurt Lewin Award Address Faye J. Crosby While Waiting for Nature to Take Her Course: There’s Nothing So Practical as a Good...Design Mark P. Zanna
£39.95
The Experiment LLC Roots of Empathy: Changing the World Child by
Book SynopsisThis is the landmark presentation of the widely acclaimed programme, increasingly adopted worldwide, that fosters empathy in children with the goal of creating a more civil society, one child at a time. "Roots of Empathy" constitutes a radical new look at what's important in childhood development. Violence, anti-social behaviour, bullying, and aggression among young children continue to escalate everywhere. But Mary Gordon, an educator who has worked for more than two decades with children from all kinds of backgrounds, has discovered that the solution to bullying and other anti-social behaviour lies within each child's innate sense of caring and compassion. In "Roots of Empathy", Gordon lays out her belief in and program for infusing children with empathy, the ability to understand another person's point of view and respect their feelings. "The Roots of Empathy" programme creates a rich, rewarding classroom experience that fosters empathy within every child by bringing babies and children together to create a symbiotic loving environment that reduces aggression in children while increasing tolerance and emotional literacy. An interactive experience for parents, teachers, and children, the "Roots of Empathy" programme aims to create a more civil society and thereby to change the world, one child at a time. It will speak particularly to the approximately 1.5 million elementary school teachers nationwide.
£16.83
