Teaching skills and techniques Books

Book SynopsisThis volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.Table of ContentsForeword Professor J.R. Martin, University of Sydney Introduction Chapter 1: Learning to Teach David Rose Chapter 2: Inclusion and Success for All Children: A Whole-school Approach Ingrid Freeman and Jane Kelly, Kenmore State School, Queensland, Australia Chapter 3: Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia Sarah Culican, Department of Education, Victoria, Australia Chapter 4: Whole-school Implementation of Reading to Learn in a Secondary Context Zena Carusi-Lees, Balmoral State High School, Queensland Chapter 5: The Story of Reading to Learn South Africa (RtLSA) Mike Hart, Reading to Learn South Africa, University of Kwa-Zulu Natal Chapter 6: Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy Tracey Millin, School of Teacher Education, University of Canterbury, New Zealand Chapter 7: Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss Ann-Christin Lövstedt, Reading for Life, Sweden Chapter 8: Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, Centre for School Development, Gothenburg, Sweden Chapter 9:A story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) Claire Acevedo Chapter 10: Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey Rachel Whittaker, Isabel García-Parejo and Aoife Ahern, Universidad Complutense de Madrid Chapter 11: Learning to use Reading to Learn in Portugal Carlos A. M. Gouveia, Letras, ULisboa & CELGA-ILTEC, UC, Marta Filipe Alexandre and Fausto Caels, ESECS-IPLeiria & CELGA-ILTEC, UC Chapter 12: Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States Andrés Ramírez, Florida Atlantic University, USA and María Gabriela Gutiérrez, Universidad de la Salle, Bogotá, Colombia Chapter 13: Introducing R2L into Higher Education Teaching in the Colombian Caribbean Sergio Álvarez Uribe, Norma Barletta, Teresa Benítez and Nayibe Rosado, Universidad del Norte, Barranquilla, Colombia Chapter 14:Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools Patricia V. Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva, Universidad Nacional de Córdoba, Argentina Chapter 15: R2L and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue Samiah Hassan and Cristina Boccia, Universidad Nacional de Cuyo, Mendoza, Argentina Chapter 16: Maths Process Modelling: A Reading to Learn Curriculum Genre Ingrid Westhoff, Universidad Andrés Bello and Fundación Educar para Crecer, Chile and Raimundo Olfos, Pontificia Universidad Católica de Valparaíso, Chile Chapter 17: Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach Harni Kartika-Ningsih, Universitas Indonesia

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Book SynopsisThe Acclaimed Bestseller That Can Improve Your Classroom Experience Forever! Over the years millions of parents and teachers have used the amazingly effective strategies of Positive Discipline to restore order and civility to their classrooms and homes. And in today''s classroom, where teachers must compete with digital distractions for their students'' attention while trying to satisfy increasingly demanding academic standards, it is more important than ever that educators be able to combat apathy, instill vital problem-solving skills, and create a climate that maximizes learning.  Now you too can use the time tested Positive Discipline strategies as a foundation for fostering cooperation, problem-solving skills, and mutual respect in children. This new edition of Positive Discipline in the Classroom is updated with essential tools for the modern teacher. Imagine, instead of controlling behavior, you can be teaching; instead of confrontin

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Book SynopsisEffective inclusion in the classroom shouldn't be a burden; it should be the most rewarding aspect of a teacher's role.''An excellent guide to changing approaches to inclusion and creating a culture where all children can flourish.'' SEN MagazineIn this innovative guide to supporting the most vulnerable students, experts Daniel Sobel and Sara Alston help primary and secondary teachers understand the barriers to children's learning. Emphasising the importance of meeting needs rather than focusing on diagnosis, they provide proven differentiation methods that maximise learning for the whole class, while reducing stress and saving time for the teacher. Guiding teachers through all the different phases of a single lesson, from starters to plenaries, the unique format of The Inclusive Classroom will help bring inclusion to the forefront of any lesson plan. Each chapter contains simple, effective actions to differentiate and improve learning outcomesTrade ReviewThe Inclusive Classroom is essential reading for new and experienced teachers. It is insightful, accessible and packed with practical ideas. This will prove to be a great resource supporting the inclusion of all children. -- Dr Helen Curran * Senior Lecturer in SEN at Bath Spa University, @drhelcurran *The Inclusive Classroom provides the perfect blend of tried and tested pedagogy with a fantastic and easily accessible way to advise all educators on how to be more inclusive. I thoroughly enjoyed the pearls of wisdom shared by two passionate educators who are refreshingly open and honest about the challenges they face with their own learning difficulties. -- Baasit Siddiqui * Director of Siddiqui Education, @SiddiquiEdu *An honest, genuine and authentic read by two authors with personal, first-hand experience of SEN. The book is peppered with tangible ways to look to the needs of all children as individuals. The “Try this… Instead of this” sections are particularly useful for practitioners. I highly recommend it. -- Helen Frostick * Former headteacher and educational consultant *This book is a comprehensive, step-by-step guide for professionals on how to best create a well-balanced and supportive classroom. It's a must-read to improve your planning and delivery of lessons and take a holistic approach to SEN. -- Alice Green * Primary school teacher, @mrsalicegreen *Practical, concrete advice peppered with brilliant anecdotes. This utterly readable book is not just for teachers of children with SEND; it has the power to absolutely change the way every teacher approaches every child. -- Charlie Allison * SEND Lead at the Xavier Catholic Education Trust, consultant and lecturer *The Inclusive Classroom urges us to really know what makes each young person in our care tick in order to support their learning. This is a must-have for everyone who works in schools. -- Jez Piper * CEO of Diocese of Bristol Academies Trust, @DBAT_UK *Each and every pupil is both unique and special. An additional learning need is not necessarily a difficulty. This book provides a timely, personal and welcome reminder of the importance of individual pupils’ needs, instead of an obsession with a diagnosis. -- Allison Yarrow * Deputy Headteacher and Wellbeing and Achievement Lead, @AllisonYarrow *It’s rare these days to come across an educational book that I both wish I’d written and wish I’d read at the beginning of my career. The Inclusive Classroom is exactly such a book. It is packed with practical, relevant and insightful advice that will enable any classroom practitioner to really meet the needs of all their children. What I love most is its simplicity. Complex theory and years of knowledge are distilled into bite-sized tips that everyone, from new teachers to experienced leaders, can apply immediately to support the creation of a calm, secure learning environment for all. This should be essential reading on initial teacher training if we’re serious as a nation about ensuring every child gets the education they deserve whilst giving teachers more precious time. -- Sarah Bailey * Headteacher of Croydon Virtual School and former primary headteacher @sarahba19844848 *This is a practical, honest and supportive guide to illuminate the importance of establishing an inclusive environment where all children can shine, be engaged and love their learning journey. It supports teachers to take structured steps to improve inclusivity for all children in their care. This is a must-read for every teacher and school leader! -- Stephen Lawler-Smith * National Leader of Education and Headteacher *Dispelling myths, generously sharing their own personal experiences of the education system and breaking their helpful advice into easily applicable chunks, Daniel and Sara empower and enable teachers to make a difference to children’s outcomes and life chances. -- Leanne Symonds * Headteacher and National Leader for Education, Ringwood School and the SPELL Alliance *Guiding teachers through the different phases of a lesson, from starters to plenaries, each chapter contains simple, effective actions to improve learning outcomes for students vulnerable to underachievement, including those traditionally labelled SEN, EAL, pupil premium, looked after and young carers. * Teach Secondary *They use short case studies to illustrate points and describe common classroom activities and situations. They then explain how these can be adapted to enable teachers to reflect on common practice and use relatively simple ways to create and sustain successful classroom routines. Back up ideas are also offered for when things don’t go as planned. This is an excellent guide to changing approaches to inclusion and creating a culture where all children can flourish. * SEN Magazine *Sara and Daniel have compiled a great book here offering a practical approach to differentiation ensuring all pupils in the classroom are offered opportunities to thrive. * UKEdChat *The book is packed with practical and often simple suggestions that would make all the difference. The authors are obviously speaking with bags of experience, demonstrating great understanding and a huge amount of perception. I think the tips and ideas suggested in this book would benefit all our teaching practices wherever we are in our careers. -- Rosie Watch * Love Reading 4 Schools *

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Book SynopsisThe definitive guide to the gradual release of responsibility - an instructional framework any teacher can use to help students to be more successful and self-directed learners. This book is an essential resource for improving your practice and empowering your students.

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Book SynopsisTable of Contents1. Introduction. 2. Models of Child Development, Psychopathology, and Treatment. 3. Principles and Practices of Developmental Psychopathology. 4. Classification, Assessment and Diagnosis, and Intervention. 5. Disorders of Early Childhood. 6. Intellectual Developmental Disorder and Learning Disorders. 7. Autism Spectrum Disorder. 8. Maltreatment and Trauma- and Stressor-Related Disorders. 9. Attention-Deficit/Hyperactivity Disorder. 10. Oppositional Defiant Disorder and Conduct Disorder. 11. Anxiety Disorders, Obsessive-Compulsive Disorder, and Somatic Symptom Disorders. 12. Depressive Disorders, Bipolar Disorders, and Suicidality. 13. Eating Disorders. 14. Substance Use Disorders, Personality Disorders, and Psychotic Disorders. Glossary. References. Name Index. Subject Index.

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Book SynopsisWhat if you could unlock the science of effective thinking and harness your mental processes for greater success at work and in life? Join two experts in the field of applied cognitive science as they reveal the hidden mechanisms behind our thoughts and actions.Beginning with the fundamental question of what makes some individuals excel in areas where others falter, this book explores how our mental frameworks - shaped by experience, knowledge, and the intricate workings of the mind - directly impact our effectiveness in everyday situations. From delivering a compelling presentation to leading a team through a challenging project, our cognitive models dictate our outcomes more than we realize.Drawing on the latest research in cognition and learning, Dr. Jim Heal and Dr. Rebekah Berlin provide a roadmap for refining the mental models that shape our daily decisions. Along the way, we''ll explore essential concepts of the mind like effective learning processes, the structure of memory, and how to manage cognitive load. With each chapter, you''ll gain practical strategies to enhance your thinking, improve your communication and better understand the complexities of human interaction.Whether you''re an educator, a manager, or a leader, Mental Models will equip you with the tools to elevate your effectiveness and unlock new opportunities for growth. Step beyond conventional wisdom and discover how a deeper understanding of your mind can transform your life.

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Book SynopsisTo access the exclusive SAGE Videos, please see the code and instructions on the inside front cover of your textbook. If you have purchased the eBook from Amazon or another online retailer, please visit the book′s online resource site to contact SAGE, and we will assist further. This bestselling book introduces you step-by-step to the key skills needed to become a successful coach. Supported by an Online Resource site with over 70 videos of coaching in action, this practical book will be an invaluable resource for novices and trainee coaches. Table of ContentsPart I – Context 1 - First things first 2 - Becoming a coach Part II – Key skills 3 - Listening to encourage thinking 4 - Asking powerful questions 5 - Paraphrasing and summarising 6 - Noticing Part III – The coaching process 7 - Conversational frameworks 8 - Changing ways of thinking 9 - Positive bias Part IV – Practical tools and techniques 10 - Body language and emotional intelligence 11 - Inspiring creativity: let’s talk 12 - Inspiring creativity: let’s draw 13 - Inspiring creativity: let’s play Part V – Coaching way of being 14 - Being human 15 - Inspiring others Part VI – Conclusion 16 - Reflecting on practice

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Book SynopsisIn The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter the erosion of humanistic education.Trade Review"'Thrilling' isn't a word I often apply to books about higher education, but these pages galvanized me." -- Barbara Hunt National Public Radio (NPR), May 13, 2016 "What Maggie Berg and Barbara Seeber are doing in The Slow Professor is protesting against the "corporatization of the contemporary university", and reminding us of a kind of "good" selfishness; theirs is a self-help book that recognises the fact that an institution can only ever be as healthy as the sum of its parts." -- Emma Rees Times Higher Education, May 26, 2016 "The fact that precarious labour is becoming the norm in the academy impacts everyone, including those with tenure." -- Christina Turner Rabble.ca, May 26, 2016 'A welcome part of a crucial conversation.' -- Rachel Hadas Times Literary Supplement, July 29, 2016 "The Slow Professor recognizes the psychological strains of academic work, but subtly points toward explicitly political responses to the emotional toxins we absorb; but, it also avoids the fate of most subject-centred therapeutic exercises which are mainly courses in adaptation and resignation. Although it is no call to arms, no manifesto, nor a shout of defiance at the authorities, for insightful readers, the next step beyond self-awareness will be obvious." -- Howard A. Doughty CAUT Bulletin, September, 2016 "It's a beguiling book, written in controlled anger at the corporatized university, overrun by administrators and marketers." -- Rick Salutin The Toronto Star, September 9, 2016 'Thoughtful, reflective... The best thing this book accomplishes is its unabashed encouragement to talk to our colleagues in order to increase solidarity and togetherness in the combat against changing and challenging professional environments.' -- Kate Mattocks Journal of Higher Education - September 2016 "While The Slow Professor has already raised some eyebrows as an example of "tenured privilege," it's at once an important addition and possible antidote to the growing literature on the corporatization of the university." -- Colleen Flaherty Inside Higher Education, April 19, 2016Table of ContentsPreface Introduction 1. Time Management and Timelessness 2. Pedagogy and Pleasure 3. Research and Understanding 4. Collegiality and Community Conclusion: Collaboration and Working Together

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Book SynopsisMind Mapping is a breakthrough system of planning and note-taking that cuts homework time in half and makes schoolwork fun. Mind Maps for Kids is Tony Buzan's first book written specially for a younger audience, suitable for ages 7 to 14.Tony Buzan has been teaching children all over the world for the past thirty years and has proved that Mind Maps are the magic formula in the classroom: remembering facts and figures is a piece of cake, planning is a doddle and getting stuck for an answer is a thing of the past.In Mind Maps for Kids, Tony Buzan explains this amazing system using step-by-step examples in every subject across the curriculum. He shows just how easy Mind Mapping is and how it can help kids to remember things and concentrate better make clearer and better notes revise and ace exams! come up with ideas and unlock the imagination save timeMind Maps for Kids is a full-colour workbook, with the emphasis on having fun. As well as tips for improving memory and concentration, the book is packed with jokes, cartoons and brainteasers.Mind Mapping is the shortcut to success that puts kids one step (and sometimes miles!) ahead.Trade Review‘Mind Maps are fun for all ages.’ The Independent (Top 10 Best Revision Guides) The whole world should Mind Map.'THE EXPRESS 'The biggest name in memory.'THE NEW YORKER 'Tony Buzan deserves a medal for coming up with the sanity-saving concept of Mind Maps, which make difficult mental tasks possible, even pleasurable, by engaging the right side of the brain, where colour and creativity reign…The system can be a lifesaver for children with dyslexia-type difficulties.’ Time Out

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Book SynopsisIn The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter the erosion of humanistic education.Trade Review'Thoughtful, reflective... The best thing this book accomplishes is its unabashed encouragement to talk to our colleagues in order to increase solidarity and togetherness in the combat against changing and challenging professional environments.' -- Kate Mattocks Journal of Higher Education - September 2016 "The Slow Professor recognizes the psychological strains of academic work, but subtly points toward explicitly political responses to the emotional toxins we absorb; but, it also avoids the fate of most subject-centred therapeutic exercises which are mainly courses in adaptation and resignation. Although it is no call to arms, no manifesto, nor a shout of defiance at the authorities, for insightful readers, the next step beyond self-awareness will be obvious." -- Howard A. Doughty CAUT Bulletin, September, 2016 "It's a beguiling book, written in controlled anger at the corporatized university, overrun by administrators and marketers." -- Rick Salutin The Toronto Star, September 9, 2016 'A welcome part of a crucial conversation.' -- Rachel Hadas Times Literary Supplement, July 29, 2016 "'Thrilling' isn't a word I often apply to books about higher education, but these pages galvanized me." -- Barbara Hunt National Public Radio (NPR), May 13, 2016 "What Maggie Berg and Barbara Seeber are doing in The Slow Professor is protesting against the "corporatization of the contemporary university", and reminding us of a kind of "good" selfishness; theirs is a self-help book that recognises the fact that an institution can only ever be as healthy as the sum of its parts." -- Emma Rees Times Higher Education, May 26, 2016 "The fact that precarious labour is becoming the norm in the academy impacts everyone, including those with tenure." -- Christina Turner Rabble.ca, May 26, 2016 "While The Slow Professor has already raised some eyebrows as an example of "tenured privilege," it's at once an important addition and possible antidote to the growing literature on the corporatization of the university." -- Colleen Flaherty Inside Higher Education, April 19, 2016Table of ContentsPreface Introduction 1. Time Management and Timelessness 2. Pedagogy and Pleasure 3. Research and Understanding 4. Collegiality and Community Conclusion: Collaboration and Working Together

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Book Synopsis

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Book Synopsis

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Book SynopsisHow do you embed excellence into schools' everyday practices, not as an incidental or an accident, but as an actual ethic? Like the original book, this book is not a manual but what it offers is a thorough analysis of the Ethic of Excellence toolkit strategies, which can be applied across all ages and phases. The examination is placed within a framework of relevant research and is aimed at corroborating Berger’s strategies and ethics, as they apply to classroom practice. The book is written with the full support, and the ethical guidance of the author of 'An Ethic of Excellence: Building a Culture of Craftsmanship with Students', Ron Berger. Each chapter exemplifies the active ingredients for each of the key principles and underpins them with evidence-informed practice and practical examples, from across the curriculum. The book offers case studies and insights from senior leaders and teachers on what excellence looks like, within their contexts. Whilst school improvement is never finished, the book offers a manual for identifying Berger’s principles of excellence. Through focused and evidence-informed offering, it considers how to make excellence as an ethic permanent across any school and any curriculum.

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Book SynopsisWhy do so few school improvement initiatives actually improve pupil outcomes? In this practical guide to implementing school improvement, Dr James Mannion argues that there are two main reasons. First, school leaders aren''t taught how to implement change effectively - and that''s essentially their job. Second, there are many problems with top-down change - and top-down change is our default model. Making Change Stick is a game-changing approach to improving pupil outcomes in real-world contexts. Through using a ''slice team'' to drive the process of implementing school improvement, you get much better decision-making - and you get buy-in like never before ... ''The impact has been huge ... As a school, moving forward, everything we try to implement will be done using this method because we''ve found it so successful. So go for it!'' Sarah O''Kelly, Deputy Head, Queen Elizabeth High School

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Book SynopsisThis practical guide breaks down the complex and broad field of physical geography, demonstrating how diagrams can be used by teachers to effectively explain the key concepts behind many natural processes and landforms. Featuring over 200 diagrams that cover the key topics taught in Key Stage 3 and 4 Geography, the book shows teachers how they can convey age-appropriate concepts without overwhelming or oversimplifying.Supported by summaries of background knowledge, common misconceptions, questions to check understanding, and extension activities, the concepts and topics explored include: Rocks and weathering Plate tectonics Rivers Coasts Weather and climate Ecosystems Glaciation Backed by research and evidence to support the use of diagrams in the classroom, this is an essential read for any geography teacher or subject lead who wants to support their students in learning key concepts in physical geographyTrade Review'For decades, evidence has been accumulating for the multimedia principle – the idea that people learn better from words and graphics than from words alone. Visualising Physical Geography by Luke Tayler examines why and how to apply the multimedia principle to teaching of physical geography. The book provides examples of how to incorporate graphics to explain a wide variety of topics in physical geography.'Richard E. Mayer, Distinguished Professor of Psychological and Brain Sciences at the University of California, Santa Barbara, and author of 'Multimedia Learning: Third Edition.' 'Geography is a very visual discipline and diagrams are a key way of simplifying the complexities of environmental systems and conveying them to students. In this book Luke Tayler convincingly makes the case for diagrams in pedagogy and provides some excellent examples and ideas for ways to use them in the classroom. A great resource for all geography teachers.'Professor Martin Evans, University of Manchester'Geography, the ill-informed often quip, is about colouring in. In this wonderful book, Luke Tayler, shows us why good drawing matters and how effective visual representation of natural process and landforms can enhance geographical education and learning. This is a volume chock full of suggestions, ideas, and resources – definitely a book every teacher will want at hand when planning or revising learning resources in physical geography.'Professor Alastair Owens, President of The Geographical AssociationTable of Contents1. Why use diagrams; 2. How diagrams support learning; 3. How diagrams support teaching; 4. The diagrams; Rocks and Weathering; Plate Tectonics; Rivers; Coasts; Weather and Climate; Ecosystems; Glaciation

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Book SynopsisNo matter what you teach, there is a 100 Ideas title for you!The 100 Ideas series offers teachers practical, easy-to-implement strategies and activities for the classroom. Each author is an expert in their field and is passionate about sharing best practice with their peers.Each title includes at least ten additional extra-creative Bonus Ideas that won''t fail to inspire and engage all learners._______________Essential for busy secondary form tutors, this book will inspire form time ideas that are constructive, exciting, yet take little preparation!Activities include community builders, PSHE related topics, creative thinking activities and a variety of active learning techniques to engage your students in discussions.While this book mostly focuses upon interesting, worthwhile and fun activities to do with a registration group it also includes some tips and advice on how to fulfill pastoral care responsibilities of pupils in a form group.

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Book SynopsisIn Powering Up Children Guy Claxton and Becky Carlzon harness the design principles of the Learning Power Approach to provide a rich resource of effective teaching strategies for use in the primary school classroom. The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all pupils as confident and capable learners – ready, willing and able to choose, design, research, pursue, troubleshoot and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life. Building upon the foundations carefully laid by Guy’s first book in the Learning Power series, The Learning Power Approach, this new instalment embeds the ideas of his influential method in the context of the primary school. Guy and Becky offer a thorough explanation of how the LPA’s core components apply to this level of education and, by presenting a wide range of classroom examples, illustrate how they can be put into practice with different age groups (from the early years through to age 11) and in different curricular areas – especially relating to literacy and numeracy, but also in specific subjects such as science, history, art and PE. Suitable for both newly qualified and experienced primary school teachers.

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Book SynopsisDrawing from captivating examples, lively visuals and the latest research, Goldstein/Cacciamani's SENSATION AND PERCEPTION, 11e, takes you on an intriguing journey through the senses, equipping you with a thorough understanding of perceptual research and how the results of this research relate to everyday experiences. Reflecting the latest developments from the field, the 11th edition is packed with cutting-edge research throughout, while approximately 85 all-new full-color figures bring chapter concepts to life. In addition, the Exploration feature in MindTap -- the digital learning solution that equips you with anywhere, anytime learning tools -- enhances your grasp of key concepts by enabling you to view experimental stimuli, perceptual demonstrations and short film clips about the research being discussed.Table of Contents1. Introduction to Perception. 2. Basic Principles of Sensory Physiology. 3. The Eye and Retina. 4. The Visual Cortex and Beyond. 5. Perceiving Objects and Scenes. 6. Visual Attention. 7. Taking Action. 8. Perceiving Motion. 9. Perceiving Color. 10. Perceiving Depth and Size. 11. Hearing. 12. Hearing in the Environment. 13. Perceiving Music. 14. Speech Perception. 15. The Cutaneous Senses. 16. The Chemical Senses. Appendix A: Methods of Adjustment and Constant Stimuli. Appendix B: The Difference Threshold. Appendix C: Magnitude Estimation and The Power Function. Appendix D: The Signal Detection Approach.

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Book Synopsis‘Adrian Bethune is an inspiration and this book should be required reading for everyone involved in teaching young children.’ - Dr Mark Williamson, Director of Action for Happiness, @actionhappiness This award-winning guide for teaching wellbeing and positive mental health in primary schools is packed with practical ideas for every classroom. This timely updated edition recognises the need for more guidance in schools following pupils’ rising levels of stress, anxiety and depression due to the pandemic. Evidence has shown that happy people (those who experience more positive emotions) perform better in school, enjoy healthier relationships, are generally more successful and even live longer! Many schools and teachers are looking for accessible ways to address these mental health problems in young people, and this revised edition is the essential tool needed to support healthy emotional development in the primary classroom. The book includes new chapters on: - the importance of nature for health, behaviour and concentration, - digital wellbeing and helping children to navigate life online in a healthy way, - and includes updated statistics and research on mental health and wellbeing of children and teachers. In this must-read book, experienced teacher and advisor on children's wellbeing, Adrian Bethune, takes the latest evidence and research from the science of happiness and positive psychology and brings them to life. Wellbeing in the Primary Classroom is packed full of tried-and-tested activities and techniques, including mindfulness, positive reflection, physical activity and acts of kindness.Trade ReviewIf you want healthier, happier children, this book is for you. Yet again, Adrian Bethune demystifies the theory of wellbeing and turns it into clear, practical advice we should all implement in our classrooms and schools. * Ben Levinson OBE, Executive Head Teacher at Kensington Primary School @mrlev *This is a wonderfully humane and useful book for teachers. Idea by idea it shows how the skills for living can be taught in practice. Beautifully written by a teacher who walks the talk. * Lord Richard Layard, Chairman of Action for Happiness *Adrian's book is one of those books that I genuinely recommend to teachers and head teachers all the time! This updated guide is a brilliant synthesis of valuable research and is brimming with practical ideas that will make a positive and life affirming difference to children and teachers alike! For schools and educators right now, this is the book you need; this is essential reading! * Rae Snape, Headteacher at Milton Road Primary School and author of The Headteacher's Handbook @RaeSnape *This is a helpful guide for teachers to think more about their and their students' well-being. * Laurie Santos, Professor of Psychology at Yale University and host of The Happiness Lab podcast @lauriesantos *This gem of a book is a must have for all who support the wellbeing of children in the primary classroom. Practical, totally accessible and full of 'positive psychology' tools which really work! * Dr Tina Rae, Educational and Child Psychologist and author of A Toolbox of Wellbeing @DrTinaRae *The timely publication of this new edition demonstrates Adrian's authorial authority as well as the impact his original work had. 'Tales from the Classroom' shows the practical application of sound research into happiness and wellbeing and the chapter on 'Neuroplasticity will be essential reading as schools develop their understanding of the mechanics of the maturing brain. A publication be well-thumbed and bookmarked! * Andrew Cowley, author of The Wellbeing Toolkit and The Wellbeing Curriculum *I thought I knew a lot about wellbeing in the classroom until I read this book, I learnt so many useful strategies that I can use not just in school, but for me as a person and a professional. I loved that the practical suggestions were backed up with research and evidence, I really think everyone working with children should read it - I'll be ordering all of our staff a copy! It's a 10/10 again for the wellbeing in schools guru! * Dave McPartlin, Headteacher Flakefleet Primary School @Dave_McPartlin *Wellbeing is more important and relevant than ever; Adrian’s book brings this to the forefront of discussion whilst giving so many fun ideas you can incorporate into your classroom and practice. * Emily Weston, Year 5 and 6 Teacher @primaryteachew *Wellbeing in the Primary Classroom is an essential guide for schools dedicated to nurturing the wellbeing of their students. I urge all headteachers and school leaders to explore this book, as its wisdom can revolutionise our approach to education, making our primary classrooms havens of happiness and positivity. * Headteacher Chat *Wellbeing in the Primary Classroom is an essential guide for schools. I urge all headteachers and school leaders to explore this book, as its wisdom can revolutionise our approach to education. * Headteachers Chat *

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Book SynopsisGood behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity. Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training – or worse, none. How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There’s no point just telling a child to behave; behaviour must be taught. Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes, pupils and staff.Running the Room is the teacher’s guide to behaviour. Practical, evidence informed, and based on the expertise of great teachers from around the world, it addresses the things teachers really need to know to build the classrooms children need. Bursting with strategies, tips and solid advice, it brings together the best of what we know and saves teachers, new or old, from reinventing the wheels of the classroom. It’s the book teachers have been waiting for.

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Book SynopsisTable of Contents1. Abnormal Behavior in Historical Context. 2. An Integrative Approach to Psychopathology. 3. Clinical Assessment and Diagnosis. 4. Research Methods. 5. Anxiety, Trauma, and Stressor-Related and Obsessive-Compulsive and Related Disorders. 6. Somatic Symptom and Related Disorders and Dissociative Disorders. 7. Mood Disorders and Suicide. 8. Eating and Sleep-Wake Disorders. 9. Physical Disorders and Health Psychology. 10. Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria. 11. Substance-Related, Addictive, and Impulse-Control Disorders. 12. Personality Disorders. 13. Schizophrenia Spectrum and Other Psychotic Disorders. 14. Neurodevelopmental Disorders. 15. Neurocognitive Disorders. 16. Mental Health Services: Legal and Ethical Issues.

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Book SynopsisHow can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments to measure and promote learning? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that offer a wide range of approaches to classroom assessment activities.Table of Contents Contents (Tentative) Foreword  Introduction 1. Principles of Effective Classroom Assessment Principle #1—Assessment Should Serve Learning Principle #2—Multiple Measures Provide More Evidence Principle #3—Assessments Should Align with Goals Principle #4—Assessments Should Measure What Matters Principle #5—Assessments Should Be Fair Conclusion 2. An Assessment Planning Framework Begin with the End in Mind Classroom Assessment and National Content Standards Purpose and Audience Matter Classroom Assessment and Statewide Accountability Testing Conclusion 3. Assessment Methods Selected Response Brief Constructed Response Performance-Based Assessments Process-focused Assessments Conclusion 4. Evaluating Student Performance Criterion Lists Rubrics Evaluation Roles Conclusion 5. Communicating Assessment Results Communication Methods Grading Principles and Practices Formative Assessment and Feedback Conclusion 6. Classroom Assessment Strategies for Teachers Practice 1. Use assessments to frame learning goals Practice 2: Diagnose before you start teaching. Practice 3: Create an authentic context for performance-based assessments Practice 4: Show evaluative criteria in the beginning Practice 5: Provide illustrative models Practice 6: Offer appropriate choices Practice 7: Provide ongoing feedback Practice 8: Encourage self-assessment and goal setting Conclusion 7. Tips for School Leaders 1. Assess the Staff 2. Conduct a School Assessment Audit 3. Offer Targeted Professional Development 4. Share and Discuss Assessment-Related Articles 5. Develop or Adopt Principles of Assessment and Grading 6. Share Successful Practices 7. Schedule Peer Visitations 8. Design Assessments Collaboratively 9. Examine Assessment Results in Teams 10. Discourage Excessive Test Prep 11. Organize a Voluntary Book Study Conclusion Glossary of Assessment Terms References Index About the Authors

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Book SynopsisMindful awareness practices to help teachers recognise and regulate emotional reactivity in their classrooms.Trade Review"Patricia Jennings has topflight expertise in mindful education, and shares it with other teachers in a reader-friendly, useful way. Mindfulness for Teachers offers a suite of practical tools for building a more positive, compassionate classroom-one where teachers do their best and students can shine. This book deserves your full, mindful focus." -- Daniel Goleman, PhD, author of Emotional Intelligence "Mindfulness for Teachers draws on research, theory, and Patricia Jennings' extensive experience in education to present a very readable set of guidelines for creating a mindful and caring classroom. This impressive book should be required reading for teachers during their training. The ideas here will help any teacher develop a greater awareness and find greater joy and personal fulfillment in teaching." -- Mark T. Greenberg, PhD, Bennett Chair of Prevention Research, Pennsylvania State University "This book is a wonderful resource for teachers. Patricia Jennings has a real understanding of the challenges teachers face. Utilizing her strong foundation in mindfulness practices, she provides effective exercises and a wealth of information to support educators both inside and outside the classroom." -- Sharon Salzberg, Co-Founder of the Insight Meditation Society and Author of Real Happiness "This book provides strategies for all educators to use their emotional energy to their advantage. Bringing the myriad of ways that mindfulness is a timeless component of pedagogy to readers' attention, Jennings demonstrates how attuning to their own emotions will allow educators to fully engage as creative professionals with individual students. Mindfulness for Teachers emphasizes that to truly connect with the hearts and minds of our students, teachers must first sustain their own presence and wellness." -- Linda Rosenbury, Middle School Principal, New York City Public Schools "Jennings blends years of personal practice with classroom experience and research to create a pertinent resource for any teacher wishing to begin or enrich a cultivation of mindfulness. An understanding of the human brain, and its' reactions to stress, are provided as a pathway to guide teachers to build a self-care practice that acts as a model for students and a foundation for classroom wellness. Through refined attention to and mindfulness of daily habits and actions, Jennings illustrates how repeated forms of inquiry can operate as pedagogical techniques for learning." -- Jennifer Dauphinais, Magnet Resource Teacher, Quinnipiac STEM Magnet School, New Haven, CT "Essential information on a subtle topic, presented with clarity and simplicity, and beautifully written, Patricia Jennings 'gets it' about being a teacher. She has been there, and now she is back with a great story about the enormous value of mindfulness, and she has the evidence to back it up. Teachers, take one of your most valuable possessions-your time-to read this thoughtful and thorough book!" -- Robert L. Selman, PhD, Roy E. Larsen Professor of Human Development and Education and Professor of Psychology in Psychiatry, Harvard University

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Book SynopsisChris Kearney and Tim Trull's ABNORMAL PSYCHOLOGY AND LIFE: A DIMENSIONAL APPROACH provides you with a concise, contemporary, science-based view of psychopathology that emphasizes the individual first. Featuring clinical cases and real first-person narratives, the text illuminates our understanding that abnormal behavior can be viewed along a continuum. This widely accepted view places the behavior of an individual at the forefront of clinical definition, assessment, and treatment. The book also gives you an understanding of the features and epidemiologies, risk factors and prevention, assessment and treatment, and long-term prognosis and associated stigma of mental disorders. Special sections are devoted to college students, ideas for those who may have certain symptoms of mental disorders, and other consumer-based material -- demonstrating how the subject is personally relevant to you and helping you become an intelligent consumer of mental health information.Table of Contents1. Abnormal Psychology and Life. 2. Perspectives on Abnormal Psychology. 3. Risk and Prevention of Mental Disorders. 4. Diagnosis, Assessment, and Study of Mental Disorders. 5. Anxiety, Obsessive-Compulsive, and Trauma-Related Disorders. 6. Somatic Symptom and Dissociative Disorders. 7. Depressive and Bipolar Disorders and Suicide. 8. Eating Disorders. 9. Substance-Related Disorders. 10. Personality Disorders. 11. Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria. 12. Schizophrenia and Other Psychotic Disorders. 13. Developmental and Disruptive Behavior Disorders. 14. Neurocognitive Disorders. 15. Consumer Guide to Abnormal Psychology.

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Book SynopsisIf there were a code you could learn that would enable you to become a wonderful teacher - of any young person in your life - wouldn''t you want to learn it? The Essential 55 collects together the amazingly effective rules that Ron Clark used to become an extraordinary - and award-winning - teacher. Through trial and error, he has distilled fifty-five ideas that have helped him transform apathetic students, in some of the most deprived and challenging circumstances, into prize-winning scholars. Covering all aspects of life - from the classroom to the world, from human interactions to cafeteria manners - Ron Clark shows that with determination, discipline and regular rewards, the children you stick by will be the children you eventually admire. ''As long as you have the ability to learn, he can do anything with you - he can make you a star'' - sixth-grade student in Harlem, NYTrade Review"'As long as you have the ability to learn, he can do anything with you - he can make you a star' - sixth-grade student in Harlem, NY"

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Book SynopsisTable of ContentsPart I: UNDERSTANDING ABNORMAL CHILD PSYCHOLOGY. 1. Introduction to Normal and Abnormal Behavior in Children and Adolescents. 2. Theories and Causes. 3. Research. 4. Assessment, Diagnosis, and Treatment. Part II: NEURODEVELOPMENTAL DISORDERS. 5. Intellectual Disability (Intellectual Developmental Disorder). 6. Autism Spectrum Disorder and Childhood-Onset Schizophrenia. 7. Communication and Learning Disorders. 8. Attention-Deficit/Hyperactivity Disorder (ADHD). Part III: BEHAVIORAL AND EMOTIONAL DISORDERS. 9. Conduct Problems. 10. Depressive and Bipolar Disorders. 11. Anxiety and Obsessive���Compulsive Disorders. 12. Trauma- and Stressor-Related Disorders. Part IV: PROBLEMS RELATED TO PHYSICAL AND MENTAL HEALTH. 13. Health-Related and Substance-Use Disorders. 14. Feeding and Eating Disorders.

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Book SynopsisAn essential guide for teachers and parents that’s destined to become a classic, The Art of Teaching Children is one of those rare and masterful books that not only defines a craft but offers a magical reading experience.After more than thirty years in the classroom, award-winning teacher Phillip Done decided that it was time to retire. But a teacher’s job is never truly finished, and he set out to write the greatest lesson of his career: a book for educators and parents that would pass along everything he learned about working with kids. From the first-day-of-school jitters to the last day’s tears, Done writes about the teacher’s craft, classrooms and curriculums, the challenges of the profession, and the reason all teachers do it—the children. Drawing upon decades of experience, Done shares time-tested tips and sage advice: Real learning is messy, not linear. Greeting kids in the morning as they enter the classroom is an important part of the school day. If a student is having trouble, look at what you can do differently before pointing the finger at the child. Ask yourself: Would I want to be a student in my class? When children watch you, they are learning how to be people, and one of the most important things we can do for our students is to model the kind of people we would like them to be. Done tackles topics you won’t find in any other teaching book, including Back to School Night nerves, teacher pride, the Sunday Blues, Pinterest envy, teacher guilt, and the things they never warn you about in “teacher school” but should, like how to survive recess duty, field trips, and lunch supervision. Done also addresses some of the most important issues schools face today: bullying, excessive screen time, the system’s obsession with testing, teacher burnout, and the ever-increasing demands of meeting the diverse learning needs of students. But The Art of Teaching Children is more than a guide to educating today’s young learners. These pages are alive with inspiration, humor, and tales of humanity. Done welcomes us like visitors at Open House Night to the world of elementary school, where we witness lessons that go well and others that flop, periods that run smoothly and ones that go haywire when a bee flies into the room. We meet master teachers and new ones, librarians and lunch supervisors, principals and parents (some with too much time on their hands). We get to know kids who want to hold a ball and those who’d rather hold a marker, students with difficult home lives and children with disabilities, youngsters who need drawing out and those who happily announce (in the middle of a math lesson) that they have a loose tooth. With great wit and wisdom, irresistible storytelling, and boundless compassion, The Art of Teaching Children is the new educator’s bible for teachers, parents, and all who work with kids and care about their learning and success.Trade Review“I fell in love. . . . There is so much amazing advice in Mr. Done's book, but the biggest takeaway is how much he loved his kids.” —Jenna Bush Hager, Today“You will smile the entire time you read this book. The reflections are priceless.” —Harry K. Wong, author of The First Days of School“I hope [this book] will spark some rethinking of certain attitudes and assumptions in the classroom. Done writes about his decades in the classroom, working with children, and challenges of the field. He discusses the obsession with testing, how some teachers kill the joy of learning and reading, and how ‘smart’ can look different in different people. Perhaps most importantly, if something’s not working, he writes about teachers looking at themselves before assuming it’s the student. This is a book about learning, not about school. About relationship and connection. At times, that feels downright revolutionary in education.” —Jaime Herndon, Book Riot“Done mines his 33 years of experience for colorful stories and sound advice in this spirited teacher’s survival guide. . . . Well-crafted examples and pithy prose drive his points home. Done’s experience will hearten those in the trenches and be a tonic for young teachers.” —Publishers Weekly“After three decades teaching elementary school, Done has amassed hundreds of interesting stories about his students, and he demonstrates a strong grasp of what works (and doesn’t) in the classroom. . . . Given the author’s highly successful career, it’s clear that his methods are proven to work. For teachers seeking inspiration, Done provides numerous stimulating concepts that can be incorporated into any lesson plan; for prospective or aspiring teachers, the author has plenty of insights into the ups and downs of teaching young children. All readers will have no doubt that Done chose the right profession. . . . A well-rounded, satisfying look at the daily life of a teacher.” —Kirkus Reviews“At no time in our history have kids and teachers had a greater need for what this book provides. It’s a recipe for love, comfort, and routine in the classroom, providing a true foundation for the love of learning.” —Jim Fay, author of Teaching with Love and Logic“Anyone who has ever considered taking on the challenge of teaching this current generation of children will find a rare and rich resource in The Art of Teaching Children. This is the book you’ll be reaching for again and again as you struggle to become the kind of inspirational teacher you’ve always dreamed of being.” —Adele Faber, author of How to Talk So Kids Will Listen & Listen So Kids Will Talk“With humor, warmth, practical tips, and cherished memories, Phillip Done offers the next generation of teachers a treasury of insights into the teaching profession. Part memoir, part practical guide, The Art of Teaching Children reminds educators that the spark that led them to choose teaching as their life’s work will ignite their imaginations and optimism even when faced with day-to-day challenges. This book is a love letter to teachers at any stage in the journey, written by a seasoned veteran who spent thirty-three years in a classroom. ‘Be committed, compassionate, and creative,’ writes Done. This book is rich with all three.” —Julie Bogart, author of Raising Critical Thinkers“Phillip Done has done it again! Done has become a go-to author for an authentic window into the classroom, his writing perpetually infused with the combination of gentle humor, kindness and pragmatism that is so needed today.” —Esmé Raji Codell, author of Educating Esmé

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Book SynopsisMichaela Community School in Brent, London is one of the most talked-about schools in the UK. In this follow-up to the best-selling book Battle Hymn Of The Tiger Teachers, their teachers further explain how their relentlessly high expectations are helping young people to get great results and be successful.Since opening in 2014, Michaela Community School has blazed a trail and defied many of the received notions about what works best in schools. In Michaela: The Battle For Western Education, staff explore some of the things they have learned since the publication of the original book and further develop the ideology that lies beyond the headlines and social media arguments.Chapters include: Don't be squeamish about scripture - why we teach religion at Michaela; Relationships & systems; National Citizenship and Identity; Teaching National History; Digital Detox; Authority; Original Sin & Christian beliefs at Michaela; Telling kids the truth/teaching personal responsibility; Assessment at Michaela; Loving the difficult kids; The baby in the progressive bath water; The culture of feedback at Michaela; Why is teaching gratitude important?; Parenting the Michaela way

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Book SynopsisTable of ContentsPart I: INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY. 1. Introduction to Developmental Psychology and Its Research Strategies. Part II: BIOLOGICAL FOUNDATIONS OF DEVELOPMENT. 2. Hereditary Influences on Development. 3. Prenatal Development and Birth. 4. Infancy. 5. Physical Development: The Brain, Body, Motor Skills, and Sexual Development. Part III: COGNITIVE DEVELOPMENT. 6. Cognitive Development: Piaget's Theory and Vygotsky's Sociocultural Viewpoint. 7. Cognitive Development: Information-Processing Perspectives. 8. Intelligence: Measuring Mental Performance. 9. Development of Language and Communication Skills. Part IV: SOCIAL AND PERSONALITY DEVELOPMENT. 10. Emotional Development, Temperament, and Attachment. 11. Development of the Self and Social Cognition. 12. Sex Differences and Gender-Role Development. 13. Aggression, Altruism, and Moral Development. Part V: THE CONTEXT OF DEVELOPMENT. 14. The Family. 15. Peers, School, and Media.

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Book SynopsisA proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study.Table of ContentsList of Figures and Tables ix DVD Contents xi Foreword xiii Preface xvii Acknowledgments xxi About the Authors xxv PART ONE Some Thinking about Thinking 1 ONE Unpacking Thinking 3 Beyond Bloom 6 Beyond Memorization, Work, and Activity 8 A Map of Thinking Involved in Understanding 11 Other Kinds of Thinking 14 Uncovering Students’ Thinking About Thinking 15 TWO Putting Thinking at the Center of the Educational Enterprise 23 How Does Visibility Serve Both Learning and Teaching? 27 How Can We Make the Invisible Visible? 30 PART TWO Using Thinking Routines to Make Thinking Visible 41 THREE Introduction to Thinking Routines 43 ThreeWays of Looking at Thinking Routines 45 How Are the Thinking Routines Organized? 49 FOUR Routines for Introducing and Exploring Ideas 53 See-Think-Wonder 55 Zoom In 64 Think-Puzzle-Explore 71 Chalk Talk 78 3–2–1 Bridge 86 Compass Points 93 The Explanation Game 101 FIVE Routines for Synthesizing and Organizing Ideas 109 Headlines 111 CSI: Color, Symbol, Image 119 Generate-Sort-Connect-Elaborate: Concept Maps 125 Connect-Extend-Challenge 132 The 4C’s 140 The Micro Lab Protocol 147 I Used to Think. . . , Now I Think . . . 154 SIX Routines for Digging Deeper into Ideas 163 What Makes You Say That? 165 Circle of Viewpoints 171 Step Inside 178 Red Light, Yellow Light 185 Claim-Support-Question 191 Tug-of-War 199 Sentence-Phrase-Word 207 PART THREE Bringing the Power of Visible Thinking to Life 215 SEVEN Creating a Place Where Thinking Is Valued, Visible, and Actively Promoted 217 Making Room for Reflection 222 Making Time for Our Own Learning 229 The Making of an Elaborated Conversation 234 The Forces That Shape Culture 240 EIGHT Notes from the Field 247 The Challenges of Making Thinking Visible in a Mathematics Class and Beyond: The Case of Mark Church 250 Content + Routines + Students = A Culture of Thinking: The Case of Sharonne Blum 256 What These Cases Reveal About the Use of Routines 261 Stages of Development in the Use of Thinking Routines 262 Common Pitfalls and Struggles 267 In Conclusion 272 References 275 Index 281 How to Use the DVD 293

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Book SynopsisTable of Contents1. An Introduction to Culture and Psychology 2. Cross-Cultural Research Methods 3. Enculturation 4. Culture and Development 5. Culture, Self, and Identity 6. Culture and Personality 7. Culture and Gender 8. Culture and Cognition 9. Culture and Emotion 10. Culture and Communication 11. Culture and Physical Health 12. Culture and Mental Health 13. Culture and Psychological Interventions 14. Culture and Social Behavior 15. Culture and Organizations

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Book SynopsisThink Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to Meet the demands of rigorous academic standards Use the Structure of Knowledge and Process when designing disciplinary units Engage students in inquiry through inductive teaching Identify conceptual lenses and craft quality generalizations Explore deeper levels of learning and become a Master Concept-Based Teacher. "This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit." Carol Ann Tomlinson, William Clay Parrish, Jr. Professor University of Virginia, Curry School of Education "As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices." Charles Fadel, Author of "Four-Dimensional Education" and "21st Century Skills" Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of EducationTrade Review"This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking—both too long absent in too many schools." -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor"This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts." -- Julie Stern, Independent Trainer and Curriculum Designer"This new, updated edition of Erickson’s Concept-Based Curriculum and Instruction for the Thinking Classroom provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators!" -- Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics"The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they’ve learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. Concept-Based Curriculum and Instruction does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand "how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development." I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors." -- Karen L. List, Project Director, PK – 3rd Grade Leadership Program, Executive Coach, LEAD CT"Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance. Given the pressures of a coverage curriculum, developing students’ critical, creative and conceptual minds is one of the biggest challenges our teachers face today. This brilliant piece of work by Lynn, Lois, and Rachel is what teachers need to address the challenge. The authors have beautifully presented a broad range of theoretically grounded and highly practical strategies to improve student engagement, thinking, and motivation through the principles of Concept-Based Curriculum and Instruction. " -- Ashish Trivedi, MYP School Services Manager, Asia Pacific"What should students know in an age of search engines? As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This should be the Holy Grail of a modern education, which needs to crisply redefine what type of content matter is most needed so as to reserve time and space for deeper learning to occur. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices, which every teacher will be enchanted to have." -- Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills""A must read for all teacher credentialing programs. A valuable teacher’s guide on creating deep, passionate concept-based units of inquiry. This book artfully engages the reader’s thinking and takes them through a journey merging best practices in teaching and learning with brain based pedagogy. Once again, the authors explicitly demonstrate why Concept-Based teaching and learning is essential for all 21st century learners." -- Guadalupe Arellano, Student Advocate and Instructional Coordinator"The 2nd edition of Concept-Based Curriculum and Instruction effectively brings together Erickson′s Structure of Knowledge and Lanning′s Structure of Process to present a coherent vision for Concept-Based teaching and learning across the disciplines. The enhanced focus on inquiry reiterates the importance of giving children the opportunity to form their own conceptual understandings inductively. I recommend this book to anyone interested in getting to the heart of Concept-Based Curriculum and Instruction!" -- Carla Marschall, Vice Principal and Concept-Based Curriculum and Instruction Consultant"This book provides support for educators implementing a concept-based curriculum. The practical planning steps and concrete examples for a range of grade levels provide an invaluable guide for those who aspire to make learning powerful. The book does not shy away from the reality of what a challenging journey the transition to a concept-based curriculum will be; rather it embraces the challenge as part of the joy of learning." -- Caroline Joslin-Callahan, Primary School Principal"Concept-Based Curriculum and Instruction for the Thinking Classroom starts with a brief introduction on how our brains work and why it is important to look at each unit of study with a conceptual focus. The authors discuss the difference between inductive and deductive instruction and also show us how structured versus guided inquiry differ. There are lesson templates, examples of lessons, checklists, and even most frequently asked questions to guide us in continuing our challenging but rewarding journey into concept-based teaching." -- MiddleWebTable of ContentsIntroduction 1. The Thinking Classroom 2. The Structures of Knowledge and Process 3. Designing Concept-Based Instructional Units 4. Inquiry in Designing Concept-based Lessons 5. The Developing Concept-based Teacher and Self Assessments Resources A. Concept-Based Curriculum Glossary of Terms B. Sample Verbs for Level 2 and 3 Generalizations C. Concept-Based Graphic Organizers D. Unit Design Steps E. Checklist for Evaluating Concept-based Units F. Mathematics Generalizations for Secondary Grade Levels G. 3D American History Unit Web References

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Book SynopsisWalk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms—much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before—educate all students to high levels—yet we don’t know how to do that in every classroom for every child. This book is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.

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Book SynopsisWritten under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

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Book SynopsisA Creative Approach to Teaching Science Outdoors is filled with exciting and innovative ways to teach the National Curriculum for primary physics, chemistry and biology from Years 16 all in the great outdoors!This book is jam-packed full of activities and ready-made ideas with a creative edge, like using racing leaves' to teach about physics and movement and audio trails' to learn about sound waves. The lesson plans are all curriculum-linked and aimed at engaging children and encouraging them to think critically and scientifically. Tried and tested by expert authors, every activity uses materials which can easily be found outside or around the home and is adaptable for every setting no matter how much or little green space you have!Teaching outdoors has proven benefits for mental health and wellbeing and creates natural links to talking about the environment and climate change in a fun and accessible way. This book is a must-have for teachers looking to inspire their pupils and show children that science is truly everywhere!

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Book SynopsisAccording to a professional association of 67,000 pediatricians, the lifelong success of children is based on their ability to be creative and to apply the lessons learned from playing. But play-including physical activity, the arts, and even free play-is being eliminated in our society and schools and despite huge financial investment these education policies have not improved learning. In Let the Children Play, the authors, both fathers of school-age children, tell how switching countries -- Pasi Sahlberg brought his Finnish family to the United States, while William Doyle brought his American family to Finland -- shocked them into writing this book. With research breakthroughs and case histories from Finland, China, Singapore, Scotland, New York, Texas, and around the world, the authors reveal how intellectual and physical play is the ultimate engine of transforming education -- the key to giving our children the well-being, happiness, and skills they need to thrive in the 21st centTrade ReviewReview from previous edition The definitive account of how educational policy-makers, presumably well-intentioned, have gone completely astray, in the United States and elsewhere, along with a vivid and convincing account of how to restore play to its proper place in the lives of children. * Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education *Inspirational, well written, and superbly documented, this book is a gift to the next generation. Adding play back into children's hurried and stressed lives might just be the elixir that will help them thrive in a workforce of thinkers, innovators, and collaborators. Thank you Doyle and Sahlberg for giving us a road map so that we can put our educational systems back on course. * Kathy Hirsh-Pasek, Lefkowitz Faculty Fellow in Psychology at Temple University *Sahlberg and Doyle whack us in the head with the reality that 21st Century skills require old-fashioned learning as children. Play is the analog of life - observing the world, identifying challenges, taking risks, failing, problem-solving again and again, struggling to find consensus with others, absorbing defeats with grace and celebrating victories with exuberance. What builds successful adults is the ability to rise undaunted to opportunities, build relationships, feed curiosity and seize the joy that is at the heart of learning and of living! * Michael Rich, Associate Professor of Pediatrics at Harvard Medical School and author of Ask the Mediatrician *Let the Children Play should be in the hands of every single teacher, parent and policy maker who touch the lives of the children they serve. Sahlberg and Doyle clearly articulate and demand that we wake up and finally acknowledge that children have the fundamental right to play in school. This is a compelling vision of the power of play and what we can do to ensure it comes off the 'endangered species' list and back into every school around the world. * Michael J. Hynes, Ed.D., Superintendent of Schools for the Patchogue-Medford School District in New York *Let the Children Play is a passionate, eloquent and substantiated argument for a radical change of priorities in how many parents, educators and policymakers provide for the education, health and well being of children. * Sir Ken Robinson *We have undervalued the role of play in school to our own detriment as educators, and that of our students. In a culture where standardized testing has crowded out inquisitiveness and play, our students don't get an opportunity to tinker and experiment without high stakes judgments. Without play, teachers don't get to learn from watching their students be unbound by their inner creative selves. When children play, we observe the possibility of their imagination, and retool our structured classroom learning to create activities that model the authentic play and joy of students. It's a missed opportunity to learn from a feedback loop on what comes naturally to children. Play can liberate the power of inquiry in classrooms, that ironically can produce better test scores. Kudos for being so bold with this book! * Eric Contreras, Principal, Stuyvesant High School, New York City *Play develops our imagination and capacity to collaborate and is what makes us human. Sahlberg and Doyle have written a brilliant and compelling manifesto for bringing play back into the lives of children. Let the revolution begin! * Tony Wagner, best-selling author of The Global Achievement Gap and Creating Innovators *Insightful... An excellent offering for parent activists, education students, and school administrators. * Library Journal *The book convincingly shows the reader that all children deserve to grow physically, emotionally, academically and socially--the benefits of real play nurture the soul as well as the development of the whole child. What's more important than that? * School Administrator Magazine *Table of ContentsSir Ken Robinson: Foreword 1: The Coming Golden Age of Childhood 2: A Tale of Two Fathers 3: The Learning Power of Play 4: The GERM that Kills Play 5: An American Tragedy: The Death of Recess 6: The Global War on Play 7: The Great Play Experiments 8: Play in the Schools of Tomorrow 9: The Global Play Summit Appendices 1: The Declaration of Play - Call to Halt the War on Childhood 2: The Play Stages of a Child's School Life 3: 7 Steps to Help Children and Schools Thrive 4: Play Recommendations of the American Academy of Pediatrics

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Book SynopsisRobin and Joan Shohet are pioneers in supervision training for the helping professions. Much more than a manual, this book embodies the heart, soul, spirit and values of their training courses - a golden treasury of insight, wisdom and practical techniques. Its detailed descriptions of their courses apply directly to the work of the helping professions and the therapeutic relationship; what they say apply also to how we all negotiate relationships in our work and our lives. The book opens with the '23 principles' that form the basis of their beliefs about the role and function of supervision. It goes on to describe in detail five of the courses they have been running for some 40 years. These are vivid scripts taken directly from course recordings, bringing to life the interactions, exchanges and relationships played out in the training process. Here we have the Core Course, the Seven-Eyed Model, the Group Supervision Course, the Advanced Course, and the one-day workshop Fear and Love in Supervision. The book ends with a bank of resources drawn from Robin's published writings over the years. These are bold, brave, sometimes raw and always deeply honest accounts of the Shohets' inspirational supervision training - each accompanied by one of Joan's cake recipes.Trade ReviewThis is a breath-taking treasure trove of a book. Robin and Joan share their lives' work in developing, practising and teaching the art of supervision. They describe in detail not only the models they have developed and the principles behind them but how they teach them - right down to the detailed design of their programmes, the exercises and experiments they use - and even the recipes for the cakes Joan bakes for the participants. But not only that. The book is a delightful read - it zings engagingly along, full of stories and vignettes, quotations and anecdotes. One feels privileged to meet the authors in all their humanity - their mistakes as well as their brilliance, their feelings and their experience. I feel deeply appreciative. - Professor Charlotte Sills, Ashridge Business School and Metanoia Institute, London. I shall return to the book regularly in order to savour each reflection and continue learning from the wisdom and humanity contained within it. - Els van Ooijen, psychotherapist, counsellor and supervisor in private practice in Bristol, a former visiting lecturer to the counselling and supervision courses at the University of South Wales, and author of Clinical Supervision Made Easy.Table of ContentsPreface - Michael Carroll. Foreword - Ben Fuchs. PART 1: SOURCES, 1 Supervision: a way of life, 2 Core propositions and principles. PART 2: COURSES, 3 The core course, 4 The seven-eyed model of supervision, 5 The group supervision course, 6 The advanced course, 7 The 'fifth' module: the inquiry process, focusing on the supervisory relationship, 8 Love and fear in supervision: a one-day workshop, 9 The Beast from the East: an account of a challenging supervision training, 10 Beyond otherness: supervision as spiritual practice. PART 3: RESOURCES, The versatility of the seven-eyed model - Joseph Wilmot, Paralleling in the supervision process - Joan Wilmot and Robin Shohet, Exploring the dynamics of complaints - Robin Shohet, How green is your mind? - Robin Shohet, Using improv as a therapeutic and supervisory technique: a beginner's view - Robin Shohet, Residential supervision training - Joan Shohet.

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Book SynopsisTable of Contents1. Introduction to Statistics. 2. Frequency Distributions. 3. Central Tendency. 4. Variability. 5. z-Scores: Location of Scores and Standardized Distributions. 6. Probability. 7. Probability and Samples: The Distribution of Sample Means. 8. Introduction to Hypothesis Testing. 9. Introduction to the t Statistic. 10. The t Test for Two Independent Samples. 11. The t Test for Two Related Samples. 12. Introduction to Analysis of Variance. 13. Two-Factor Analysis of Variance. 14. Correlation and Regression. 15. The Chi-Square Statistic: Tests for Goodness of Fit and Independence.

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Book SynopsisFrom leading Early Years expert Penny Tassoni MBE, Time To... picture books use simple words and colourful illustrations to help young children understand all-important everyday skills. Featuring practical advice and tips for practitioners, carers and parents, these books will help you explore positive behaviour with children in a fun and friendly way._______________Sometimes mealtimes can be a battle with young children, especially when they don''t want to try new foods. How can we best help children understand that it can take time to like a new food? And how can we develop their vocabulary so they can articulate how they are feeling about food?Penny Tassoni, leading Early Years education consultant, author and trainer, presents a picture book with simple words and delightful full-colour illustrations by Mel Four that encourages children to change their attitudes towards food through looking at shapes and colours, talking about textures and generally making food Trade ReviewWhat a great resource – I need these books in my life. -- Kate Pankhurst * Author of the 'Fantastically Great Women' series *A highly recommended set of books to have in your Early Years setting or on the bookshelf at home. -- Kathy Brodie * Early Years professional, consultant and trainer *With positive language through the books, children will find them fun and likeable with joyful and inclusive illustrations to match. -- Rosalind Millam * Professional Association for Childcare and Early Years *I love these books and can’t wait to read them with my two boys! -- Adrian Bethune * Author of 'Wellbeing in the Primary Classroom' *

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Book SynopsisLooking for Learning: Loose Parts won Highly Commended in the Creative Play Awards 2019 for Teaching Resources.Looks for Learning: Loose Parts is a full-colour, practical guide to inspire child-led learning that''s linked to to current policy and the EYFS framework. As each child progresses through their learning journey, Early Years practitioners are expected to identify and understand what learning is taking place in every activity that a child is involved in. Laura England, creator of Little Miss Early Years, uses her wealth of experience as an Early Years teacher to explore the learning that takes place when a child is tinkering with loose parts, including tinker trays filled with nuts and bolts, pompoms and play dough to combine, construct and investigate with.Loose parts are natural or synthetic materials and resources that have no pre-planned use; they can be moved, combined with other resources, lined up, deconstructed and constructed again. They can

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Book SynopsisBe the caring and positive force that girls need Social media, friendships, dating culture, academic pressures, bullying, self-concept, fear of failure These are just a few of the complex challenges facing adolescent girls. In a world that is changing rapidly, it can be difficult to know how to foster effective communication and provide authentic support for the girls that we teach, parent, mentor, and coach. The newly updated edition of Girls Without Limits offers relevant insights and concrete strategies that will help you: Understand the unique challenges girls face, including relationship troubles, social and academic pressures, disrespect and harassment, body image, academic and career choices, and becoming leaders Teach girls the skills they need to safely and confidently navigate social media and other evolving technologies Empower girls with the skills they need to establish healthy and supportive relationships, build a strong sense of self, and develop the confidence they need to confront negative societal expectations and make healthy, positive decisions Combining relevant research, findings from a large-scale national survey of more than 10,000 girls, and the voices and experiences of today's adolescents, Girls Without Limits equips educators, parents, school counselors, mentors, and coaches with the skills and strategies they need to build solid relationships, handle difficult conversations, and cultivate a generation of girls who are strong, capable, confident, and successful. What your colleagues have to say: Girls Without Limitsis the first book I recommend to anyone I know who has daughters or works with girls. It's timely, relevant, and contains eye-opening insights for understanding their world, and is packed with practical tools and tips for engaging the girls in your life. A pivotal read, it forever put me on the path of empowering our girls to change the world around them! Kaishauna Johnson, School Counselor Chino High School, CA In this second edition, the data from Dr. Hinkelman's research on the experiences, opinions, and behaviors of girls is combined with practical ways of engaging them on a variety of topics, from body image and confidence to healthy relationships and leadership. Readers will gain tangible ways of actually relating to girls and teaching them the skills needed to live in a world that is saturated with technology.Girls Without Limitsis a must-read for anyone who works with, educates, or parents girls! Sibyl West, Ph.D., Associate Professor of Counselor Education and co-director of the Frederick Douglass Institute on Intercultural Research Indiana University of PennsylvaniaTrade Review"This is one of the most candid, inspiring, empowering, and generous books you will read this year. Today is unlike any moment in history. We have an opportunity to transform the narrative and provide genuine, educated support for girls on their journeys. This book reveals what it means to be a girl today and provides adults with relevant tools for having purposeful conversations and creating authentic connections. I highly recommend that Girls Without Limits be read and shared with all!" -- Janice Jones, Licensed Clinical Social Worker "Dr. Hinkelman is the only person writing about girls who has conducted large-scale, national research on the experiences, opinions, and behaviors of girls. In this second edition, the data from her research is combined with practical ways of engaging with all girls on a variety of topics, from body image and confidence to healthy relationships and leadership. Readers will gain tangible ways of actually relating to girls and teaching them the skills needed to live in a world that is saturated with technology. Girls Without Limits is a must-read for anyone who works with, educates, or parents girls!" -- Sibyl West, Ph.D., Associate Professor of Counselor Education and Co-Director of the Frederick Douglass Institute on Intercultural Research "As a school counselor, Girls Without Limits prepares me for the stresses that my students bring to my office. It helps me meet my students where they are and it provides a great communication tool to use with their parents. As a father to a young girl, this book is invaluable. It seamlessly merges research with practical suggestions, insight, and resources that give me more confidence for the road ahead with my family. Girls Without Limits is most valuable in helping me reinterpret and better understand the behaviors, stressors, and unique challenges that accompany growing up as a young girl in this world. Where I previously experienced frustration, I now have opportunities for understanding and connecting with the girls I work with and who are in my family." -- Justin Fields, PhD, Lead Counselor "Dr. Hinkelman’s energy and the fresh perspectives woven throughout her work make learning fun and engaging. This is an excellent book to add to your toolbox." -- Marisa Castello, National Board Certified School Counselor "Girls Without Limits is the first book I recommend to anyone I know who has daughters or works with girls. It’s timely, relevant, and eye-opening and contains insights and context for understanding the world of girls. It′s also packed with practical tools and tips for engaging the girls in your life. This is a pivotal read; it forever put me on the path of empowering our girls to change the world around them!" -- Kaishauna Johnson, School Counselor "Girls without Limits offers real insight and practical solutions in my work with girls. It has also changed how I communicate with my own daughter in order to create a more supportive relationship with her. This is a MUST-read for anyone who has girls that they care about in their life." -- Amanda Mariucci, School Counselor "Girls Without Limits is a must for anyone who has girls in their lives. Combining practical advice with researched-based data, Dr. Hinkelman has provided parents, educators, and other supporters of girls with the tools they need to help girls thrive." -- Jennifer Ciccarelli, Head of School"As a mother of four daughters and a social worker who works with countless girls every year, I find myself needing resources to help me make a difference. Girls Without Limits is my go-to both professionally and personally. It is packed with knowledge on how to manage the ever-changing world of girls. The tools in this book have helped me have relevant, meaningful conversations with girls in a time they need them the most." -- Jaime Fogarty, LSWTable of ContentsPreface Acknowledgments About the Author Chapter 1: What’s Really Going on for Girls, and How Can We Help Them? Chapter 2: Streaks, Likes, Followers, and Friends: The Impact of Social Media in Girls’ Lives Chapter 3: Being a Girl Today Is Hard: Gender Roles, Body Image, and Confidence Chapter 4: Mean Girls: Dealing With Drama and Relationships Chapter 5: Relationships, Dating, and Coercion: Developing Healthy Relationships in an Age of Sexting, Swiping, and Snapping Chapter 6: “Lighten Up,” “I Was Just Joking,” “Boys Will Be Boys,” and Other Stuff Girls Hear: Addressing Disrespect and Sexual Harassment Chapter 7: Looking Out for the Girls: Identifying and Preventing Sexual Violence Chapter 8: The Pressure to Be Perfect: Stress and Coping in an Age of Perfectionism and Helicopter Parents Chapter 9: Academic or Instagram Influencer? Why Girls Feel They Have to Choose Chapter 10: What Do You Want to Be When You Grow Up? How Stereotypes Are Holding Girls Back Chapter 11: CEOs, Politicians, and Superintendents: But Where Are All the Female Leaders? Chapter 12: What Girls Want Chapter 13: What Girls Need References Index

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