* Looks at current school challenges from different angles using thinking drawn from economics, sport, psychology, and philosophy to offer a fresh approach to school leadership * Sets out a model for developing more sustainable and kinder schools * Encourages the reader to reflect on their priorities for education * Provides practical strategies that will motivate staff, reduce workload pressure and improve learning and teaching

Adoption Matters: Teacher Educators Share Their Stories and Strategies for Adoption-Inclusive Curriculum and Pedagogy explores the experiences of educators inside and outside of the classroom with students who are adopted. According to the U.S. Census Bureau, there are approximately 1.5 million children in the United States who have been adopted. Adoption is not a new way to form a family, but there have been shifts in adoption practices. Two of those shifts have been the increase in open adoptions and an increased understanding of how international adoption can influence children. Since the 1970s, the work of the Adoptees' Liberty Movement Association and other organizations working on behalf of adoptees has raised public awareness about adoption and spread adoption stories. In the United States, adoption is rarely a secret any more, and many children who are adopted are aware of it. This means that professionals working with children who were adopted need to be prepared to understand the lived experiences of these children and their families. The stories in Adoption Matters describe the experiences of teacher educators and illuminate how adoption continues to shape their professional practice. Educators' narratives reveal the intricate processes they have encountered in building their own families through adoption, as well as their struggles and triumphs with individual schools and school systems. Adoption Matters hopes to disrupt the notion that adoption and adoption-related issues should be secret, taboo, or dismissed.

Many parents delight in their child's imaginary companion as evidence of a lively imagination and creative mind. At the same time, parents sometimes wonder if the imaginary companion might be a sign that something is wrong. Does having a pretend friend mean that the child is in emotional distress? That he or she has difficulty communicating with other children? In this fascinating book, Marjorie Taylor provides an informed look at current thinking about pretend friends, dispelling many myths about them. In the past a child with an imaginary companion might have been considered peculiar, shy, or even troubled, but according to Taylor the reality is much more positive--and interesting. Not only are imaginary companions surprisingly common, the children who have them tend to be less shy than other children. They also are better able to focus their attention and to see things from another person's perspective. In addition to describing imaginary companions and the reasons children create them, Taylor discusses other aspects of children's fantasy lives, such as their belief in Santa, their dreams, and their uncertainty about the reality of TV characters. Adults who remember their own childhood pretend friends will be interested in the chapter on the relationship between imaginary companions in childhood and adult forms of fantasy. Taylor also addresses practical concerns, providing many useful suggestions for parents. For example, she describes how children often express their own feelings by attributing them to their imaginary companion. If you have a child who creates imaginary creatures, or if you work with pre-schoolers, you will find this book very helpful in understanding the roles that imaginary companions play in children's emotional lives.

First book on school safety for teachers and not for leaders or on a schoolwide approach. Offers practical features such as case studies and checklists. Timely topic to help educators feel more secure and prepared.

Stimulus Equivalence for Students with Developmental Disabilities provides a step-by-step program for converting lesson plans into equivalence-based instruction. Using language and tools accessible to both students and practitioners, chapters present the concept of equivalence-based instruction and include clear and concise procedural descriptions, as well as data sheets and PowerPoint slides, with replaceable stimuli, so that special educators and clinicians will be able to immediately implement this procedure to teach any academic skill. Written in engaging prose with an emphasis on practical application, this book is an essential resource for special educators and graduate students studying to become BCBAs and special educators.

Stimulus Equivalence for Students with Developmental Disabilities provides a step-by-step program for converting lesson plans into equivalence-based instruction. Using language and tools accessible to both students and practitioners, chapters present the concept of equivalence-based instruction and include clear and concise procedural descriptions, as well as data sheets and PowerPoint slides, with replaceable stimuli, so that special educators and clinicians will be able to immediately implement this procedure to teach any academic skill. Written in engaging prose with an emphasis on practical application, this book is an essential resource for special educators and graduate students studying to become BCBAs and special educators.

* Helps readers become proficient ethical decision-makers using the 2020 NASP ethical code and to critically engage the ethical standards and work through ethical dilemmas that often occur in school and clinical settings * Over 100 ethical case studies are presented in the text that specifically relate to NASP's Principles for Professional Ethics * Readers are provided step-by-step directions on how to use the ethical decision-making model when problem solving each case scenario

* Uniquely explores adversity in education from an international perspective; * Introduces influential thinkers, events, and ideas that shape current understanding and inform future developments in the area; * Identifies the key factors that give rise to adversities for learners; * Explores through practical cases studies, ways in which individuals, institutions, cultures/societies can help manage and overcome adversities; * Provides exemplars that illustrate successful proactive preventative approaches, interventions, and coping strategies; * Draws out principles that can be applied in developing a successful intervention

Written by a teacher for teachers, Teaching Resilience and Mental Health Across the Curriculum is an integrative approach to pedagogy for educators at the high school and college level to survive, thrive, and sustain in the profession. Blending theory, research, and practice for a comprehensive program for teachers to incorporate well-being tools into the classroom, each of the book's five foundations includes engaging information, strategies, real-world examples, interactive reflection questions, and activities that can be directly applied to teaching and life. Practical guidance in designing real-world curriculum is offered alongside accessible strategies for engagement, investment, and active learning in student-centered classrooms. An essential guide for teachers, it includes techniques for incorporating well-being that are grounded in culturally responsive teaching, trauma-informed instruction, mental health, resilience, and emotional literacy. Teachers will also gain insight on how to make the career sustainable through practices for self-compassion and authentic self-care so they can not only survive, but flourish in and out of school. For all the challenges that students and teachers face, this book defines what it means, and what it takes, to teach in today's classrooms.

First book on school safety for teachers and not for leaders or on a schoolwide approach. Offers practical features such as case studies and checklists. Timely topic to help educators feel more secure and prepared.

What happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today's students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience - what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.

This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discussing what can be learned and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Written by a teacher for teachers, Teaching Resilience and Mental Health Across the Curriculum is an integrative approach to pedagogy for educators at the high school and college level to survive, thrive, and sustain in the profession. Blending theory, research, and practice for a comprehensive program for teachers to incorporate well-being tools into the classroom, each of the book's five foundations includes engaging information, strategies, real-world examples, interactive reflection questions, and activities that can be directly applied to teaching and life. Practical guidance in designing real-world curriculum is offered alongside accessible strategies for engagement, investment, and active learning in student-centered classrooms. An essential guide for teachers, it includes techniques for incorporating well-being that are grounded in culturally responsive teaching, trauma-informed instruction, mental health, resilience, and emotional literacy. Teachers will also gain insight on how to make the career sustainable through practices for self-compassion and authentic self-care so they can not only survive, but flourish in and out of school. For all the challenges that students and teachers face, this book defines what it means, and what it takes, to teach in today's classrooms.

Chan's book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students' approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students' ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes. Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders - understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Offers a combination of a critical approach to education and psychology alongside a focus on professional dialogue, aimed at psychologists, educational professionals and those who work with them. Provides an alternative approach to the current focus in education establishments (which include instrumentalism and performativity) to support and improve relationships and mental health (particularly relating to teachers, parents and young people). This book addresses a fundamental issue for psychologists in the Western world in that it challenges the profession to uphold a moral and ethical practices.

Foundations of Educational Technology offers a fresh, interdisciplinary, problem-centered approach to educational technology, learning design, and instructional systems development. As the implementation of online, blended, hybrid, mobile, open, and adaptive learning systems rapidly expands, emerging tools such as learning analytics, artificial intelligence, mixed realities, serious games, and micro-credentialing are promising more complex and personalized learning experiences. This book provides faculty and graduate students with a conceptual, empirical, and practical basis for the effective use of these systems across contexts, integrating essential theories from the fields of human performance, learning and development, information and communications, and instructional design. Key additions to this revised and expanded third edition include coverage of the latest learning technologies, research from educational neuroscience, discussions about security and privacy, new attention to diversity, equity, and inclusion, updated activities, support materials, references, and more.

The field of reading is a compelling one, characterised by many debates and discussions. It is also amenable to investigations through a range of theories and research studies. In this book, eight leading authorities provide a 'state-of-the-art' overview of reading, using perspectives that have informed their work. There are overviews from linguistic, psychological, sociological and literary viewpoints, as well as more hybrid ones from investigations of digital literacy and multi-modality. This book celebrates what has already been achieved by bridging research, scholarship and practice; it also suggests what still needs to be done to bring the positive rewards from reading to greater numbers of young people. It also recognises that the benefits of reading extend beyond the personal. Accomplished reading skills empower people to meet the challenges of everyday life: making decisions, solving problems, and dealing with unexpected events. The need to refresh and renew our knowledge of reading has gained further impetus in the 'information age'. New technologies for information and communication continually appear: manifestations of 'fake news', disinformation and conspiracy theories spread rapidly across the globe. The book underlines the importance not only of reading, but also the fact that reading between and beyond the lines is more important than ever, in print and across multiple media platforms. The chapters in this book were originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

This book draws from the successes of award-winning schools, teachers, students, and parents to help leaders understand how they can positively change the educational experience of Black students. When Black Students Excel offers real-life examples of outstanding elementary, middle, and high schools where teachers and school leaders have rejected policies and practices built upon deficit perceptions about the capacity of Black students. Chapters highlight leadership implications and offer specific suggestions for educators who are seeking to transform their schools in ways that advance the success of Black students. This practical guide includes questions to ask students and their parents, self-assessment tools, and an array of leadership and teaching practices that are effective to empower Black students, elevate school attendance and academic engagement, and improve other important outcomes. Unpacking important themes that influence the success of Black students, this book is a useful tool for educators who are seeking to understand how they can change programs, procedures, and practices in ways that engage and empower Black students.

Through interviews with a selection of the most qualified and well-reputed Northern European researchers, Understanding Learning and Motivation in Youth explores, and offers a range of solutions to, one of the central problems in modern education: motivation for learning. The way that teaching is currently delivered to students aged 11-19 often does not support positive learning; the ongoing encouragement to produce as much competence as possible at the lowest possible costs elicits critical conditions for learning processes, endangering not only the motivation of students, but also the engagement and motivation of teachers themselves. This book examines how this can be handled in practice by teachers and educators, drawing on the perspectives of carefully selected experts to provide an introduction to the debates surrounding neoliberal education, as well as a means to counteract the damages in their everyday teaching and activities. With an original and accessible format and a unique insight into the thoughts of a select group of academics, Understanding Learning and Motivation is essential reading for students, researchers and academics studying the effects of neoliberal education, as well as practicing teachers and educational leaders who are attempting to combat the problem.

* Explores the emergent movement away from transmission based to coaching based learning * Champions education as a dialogic process between learners and coaches * Strives for a training model in which the motivated learner embraces challenges and learns to assess his/her own level, * Includes data and examples from schools in the Netherlands, Finland, Sweden, and Norway.

This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. The book identifies the conditions during any public health crisis that heighten the mental health needs of children and adolescents and suggests the reforms of mental health services needed to better meet the needs of children and youths during and following pandemics and other public health crises. Importance is placed not only on addressing the effects of COVID-19 but on anticipating and preparing for other public health disruptions to the lives of those who have not reached adulthood. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. The book will be of equal use to both students and researchers in the fields of mental health, well-being, and education as well as teachers, educational psychologists, social workers, and practitioners working in schools and communities to address students' mental health needs. It will help readers better understand how and why COVID-19 was a negative influence on students' mental health, and unpack how best to deal with the aftermath of the pandemic.

* Supports the training and development of school crisis responders across disciplines, by sharing narrative studies about actual traumatic events * Highlights the multi-phased, multi-disciplinary nature of school crisis response, emphasizing the need for effective coordination, collaboration, and evidence-based approaches * Illustrates the benefits of having conceptual frameworks such as the National Association of School Psychologists' PREPaRE model to guide prevention, preparedness, response, and recovery, to navigate the chaos of traumatic events * Describes application of learned concepts, interventions and skills during responses to high incidence traumatic events (i.e. death of student; death of teacher)

* Supports the training and development of school crisis responders across disciplines, by sharing narrative studies about actual traumatic events * Highlights the multi-phased, multi-disciplinary nature of school crisis response, emphasizing the need for effective coordination, collaboration, and evidence-based approaches * Illustrates the benefits of having conceptual frameworks such as the National Association of School Psychologists' PREPaRE model to guide prevention, preparedness, response, and recovery, to navigate the chaos of traumatic events * Describes application of learned concepts, interventions and skills during responses to high incidence traumatic events (i.e. death of student; death of teacher)

"Harassed" writes: "Your answers to correspondents are exceedingly clear, and when I read them I say, 'That is just the answer I should think of', though I believe I should have great difficulty when it came actually to putting it into words! However, I cannot answer my own problems, so will you please help me?" (20 August 1930) This much-needed collection brings together the columns of parenting adviser Ursula Wise, "agony aunt" for The Nursery World between 1929 and 1936, and pseudonym for the eminent educationalist and pioneering psychoanalyst Susan Isaacs. Wise's replies, informed by theories in education, psychology and psychoanalysis, provide an insight into the development of modern, child-centred attitudes to parenting, with remarkably fresh and relevant advice. The letters are passionate, urgent, occasionally provocative, sometimes funny and always thoughtful. Topics from behaviour and temperament, anxieties and phobias, to play and education are explored and each theme is introduced and contextualised in contemporary parenting approaches. Bringing pivotal theories from the fields of education, child psychology and psychoanalysis into dialogue, this is an essential read for early years practitioners, teachers, course leaders and those studying in the field of early years education and child psychoanalysis. The continued relevance of Isaacs' advice for modern parenting also makes this an enjoyable and informative read for parents. It is also an excellent resource for those interested in social history and the little known contributions made by women pioneers.

This book offers a careful look at how we came to have our traditional education system, and how it met the needs of a different time. By looking back at the past we can take on the task of change without casting blame, but with understanding. We will consider the systems design of the curriculum driven one-size-fits-all educational model, why it no longer meets our needs, and how to devise a system which can deliver a better future for our children and for ourselves as educators.