Purpose-Driven Learning advocates that the primary goal of education is to empower our students' innate drive to learn, which can be unlocked through the discovery and development of key social-emotional learning skills. This book offers an intentional framework for exploring strategies of inclusion, SEL, and assessment that goes beyond abstract buzzwords. It features heartfelt stories, intriguing research, and effective action steps to inspire and empower teachers and their students to write authentic stories of social-emotional well-being and passionate, lifelong learning. PDL is a process that can be explored and utilized in any educational context; teachers, coaches, camp directors, faith leaders, parents, and more will all find value in this resource.

* 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

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.

Combining widely-accepted concepts of human behavior with elements from Rational Emotive Therapy, Positive Psychology, Emotional Intelligence, and most prominently Transactional Analysis, the second edition of Rethinking Everything explores in immediately understandable terms why we act as we do, how we frequently undermine our relationships, why we often cripple our potential, and how we can take greater control of our lives. By providing the language, real-life examples, cutting-edge research, and behavioral explanations to label, recognize, and examine dysfunctional conduct, Rethinking Everything empowers an awareness-inspired journey towards self-improvement. To that end, the expectation is not for readers of this book to save the world, but rather for those internalizing its insights to rethink everything in saving themselves.

Caliendo examines the results of a comprehensive study of how students learn about American Government. The working premise is that while many political attitudes formed during adolescent socialization are open to change throughout one's life, latent attitudes that are not salient and, thus, are not challenged with new information provided by media or other communications are more likely to persist into adulthood. He focuses on diffuse support for the United States Supreme Court and argues that how students are taught about the Court in high school is likely to have a particularly lasting effect due to the Court's relative invisibility.

Drawing from interviews with teachers, analysis of Government textbooks, and student surveys, the findings suggest that teachers make a difference in how students perceive parts of the political system (particularly the Supreme Court). This is particularly relevant for more abstract parts of the system since those types of attitudes are unlikely to be challenged through the mass media throughout one's life. Normative discussion of the role of schools in educating for democracy suggests that there is a problem of priority as well as approach. Putting social science on the back burner may have important ramifications, as students are not asked to think critically about the American political system and their role within it. Of particular interest to scholars, researchers, and policy makers involved with social science education and political socialization.

1. Creating Meaning in Young Adulthood explores how young adults find self-empowerment in the aftermath of existential trauma by creating meanings in life through their relationships with the world. 2. People will want to buy this book because it outlines how to cultivate growth-promoting relationships with young adults that have experienced existential crises, in order to provide the necessary resources that support healing, well-being, and enlightenment. 3. Readers will choose this book over competitors for two main reasons: First, it utilizes the current research literature on the COVID-19 pandemic as an illustration of young adults' existential trauma. Second, the book synthesizes unique multicultural perspectives and research literature to contemporary humanistic and existential research. The book also contains case studies that explore 3 young adults' journeys to create meaning through their relationships with caring adults, animals, nature, and within solitude.

* Providing a comprehensive review of cognitive mapping-supported problem-based and inquiry learning from both the learning sciences and cognitive sciences perspectives * Incorporating two cases of empirical studies that may provide some implications for relevant researchers and practitioners * Elaborating how problem-based learning and cognitive maps can be assessed, which are the assessment issues that researchers and practitioners are concerned

*Well-researched and based on real work with real parents and kids. *Rich with case studies and activities for parents and teachers to try. *Introduces a special set of skills and attitudes that hold children accountable by connecting with them, maintaining their dignity freeing them from shame.

*Well-researched and based on real work with real parents and kids. *Rich with case studies and activities for parents and teachers to try. *Introduces a special set of skills and attitudes that hold children accountable by connecting with them, maintaining their dignity freeing them from shame.

*Focuses on individual and collective practices of creativity, embodiment and movement as acts of self-care and wellbeing *Positions creative expression as an important act for professionals working in higher education, as a way to connect, communicate, practice activism or simply to slow down *Provides examples as diverse as movement through dance and exercise, expression through drawing, writing or singing, and creating objects with one's hands

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.

This book examines the current political, social, and economic positions that push the responsibility for the emotional health of students onto schools. The context of recent education reform asks schools to mitigate adverse emotional health of students by developing and implementing broad programming, curriculum, and policies immersed in cognitive behavioral approaches. The design plan is intended to build resilience and develop strategies in students that will enable them to succeed despite adverse structural conditions. The swindle of education reform is that it deflects and blames families, youth, and the school system for the social ills of society. From the perspective of a thirty year Massachusetts educator and high school principal emerges an alternative reality that not only challenges decades of education reform entrenched in victim blaming but also exposes a serious responsibility gap.

This book shares insights drawn from the diverse voices of public school teachers, community outreach education workers, professors, writers, poets, artists, and musicians on suffering in school and the classroom. Teachers speak about their own encounters with and perceptions from suffering using critical-analytic textual works, as well as first-hand personally reflective accounts. By sharing their stories and reflections, the editors and contributors shed light upon the dark areas that often are not addressed in Teacher Training Programs, and that generally remain unaddressed and unacknowledged even as teachers become well-established as professionals in the field of education.

Education and Learning offers an accessible introduction to the most recent evidence-based research into teaching, learning, and our education system. * Presents a wide range references for both seminal and contemporary research into learning and teaching * Examines the evidence around topical issues such as the impact of Academies and Free Schools on student attainment and the strong international performance of other countries * Looks at evidence-based differences in the attainment of students from different socioeconomic and ethnic backgrounds, and explores the strong international performance of Finnish and East Asian students * Provides accessible explanations of key studies that are supplemented with real-life case examples

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation. This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

"There are words that are so familiar they obscure rather than illuminate the thing they mean, and 'learning' is such a word. It seems so ordinary, everyone does it. Actually it's more of a black box, which Dehaene cracks open to reveal the awesome secrets within."--The New York Times Book Review An illuminating dive into the latest science on our brain's remarkable learning abilities and the potential of the machines we program to imitate them The human brain is an extraordinary learning machine. Its ability to reprogram itself is unparalleled, and it remains the best source of inspiration for recent developments in artificial intelligence. But how do we learn? What innate biological foundations underlie our ability to acquire new information, and what principles modulate their efficiency? In How We Learn, Stanislas Dehaene finds the boundary of computer science, neurobiology, and cognitive psychology to explain how learning really works and how to make the best use of the brain's learning algorithms in our schools and universities, as well as in everyday life and at any age.

The Ethics of Artificial Intelligence in Education identifies and confronts key ethical issues generated over years of AI research, development, and deployment in learning contexts. Adaptive, automated, and data-driven education systems are increasingly being implemented in universities, schools, and corporate training worldwide, but the ethical consequences of engaging with these technologies remain unexplored. Featuring expert perspectives from inside and outside the AIED scholarly community, this book provides AI researchers, learning scientists, educational technologists, and others with questions, frameworks, guidelines, policies, and regulations to ensure the positive impact of artificial intelligence in learning.

* Closes the gap in literation on the role that SEL plays in mitigating and reducing school violence * Activities for elementary and secondary school counselors can be comprehensive counseling programs worldwide to create more peaceful, healthy, and responsive schools * Emphasizes importance of school-based professionals' role in creating school climates that are culturally responsive, student-centered, inclusive, and help to promote success of all students

The book integrates research and practice and provides specific examples of applied interventions and prevention programs Broad system perspective on trauma as related to the individual, family, school and community Wide range of traumas as related to diverse groups (e.g., military, Middle Eastern refugees, Indigenous tribal communities) Includes recommendations for a wide variety of professionals from different disciplines that include not only educators and therapists, but also, professionals from other sectors (e.g., child welfare, juvenile justice, public health).

This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.

Drawing on the author's lifelong practice in the non-competitive and defensive Japanese art of Aikido, this book examines education as self-cultivation, from a Japanese philosophy (e.g. Buddhist) perspective. Contemplative practices, such as secular mindfulness meditation, are being increasingly integrated into pedagogical settings to enhance social and emotional learning and well-being and to address stress-induced overwhelm due to increased pressures on the education system and its constituents. The chapters in this book explore the various ways, through the lens of this non-violent relational art of Aikido, that pedagogy is always something being practiced (on the level of psychological, somatic and emotional registers) and thus holding potential for transformation into being more relational, ecological-minded, and reflecting more 'embodied attunement.' Positioning education as a practice, one of self-discovery, the author argues that one can approach personal development as engaging in a spiritual process of integrating mind and body towards full presence of being and existence.

Clear presentation of the underlying theory Practical introduction to fitting Rasch models by means of the freely available statistical software R

1. Creating Meaning in Young Adulthood explores how young adults find self-empowerment in the aftermath of existential trauma by creating meanings in life through their relationships with the world. 2. People will want to buy this book because it outlines how to cultivate growth-promoting relationships with young adults that have experienced existential crises, in order to provide the necessary resources that support healing, well-being, and enlightenment. 3. Readers will choose this book over competitors for two main reasons: First, it utilizes the current research literature on the COVID-19 pandemic as an illustration of young adults' existential trauma. Second, the book synthesizes unique multicultural perspectives and research literature to contemporary humanistic and existential research. The book also contains case studies that explore 3 young adults' journeys to create meaning through their relationships with caring adults, animals, nature, and within solitude.

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas - transdisciplinarity, design, cognition, and technology - this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.