This unique book offers compelling stories to help you encounter life with mindfulness and find new vigor on your teaching path. Author Richard Brady, founder of the Mindfulness in Education Network, shares his experiences in a variety of areas, including motivation, agency and freedom, creativity, nurturing presence and community, and more. Following each story, you'll find reflections and contemplations that invite connection with your own experiences and ultimately with action. The book can be used by educators of all levels and subject areas, for personal use and for in-service and pre-service education.

Collaborating with the genius of C.S. Lewis, and particularly his brilliant work 'The Abolition of Man', the authors offer a multi-faceted, interdisciplinary investigation of perennial questions that impact human development and freedom.

This book presents various paradigms and debates on the diverse issues concerning disability in India from a sociological perspective. It studies disability in the context of its relationship with concepts such as culture/religion, media, literature, and gender to address the inherent failures in challenging prevalent stereotypical and oppressive ideologies. It traces the theological history of disability and studies the present-day universalized social notions of disablement. The volume challenges the predominant perception of disability being only a medical or biological concern and provides deeper insight into the impact of representation through an analysis of the discourse and criteria for 'normalcy' in films from the nineteenth and twentieth centuries. It analyzes the formation of perspectives through a study of representation of disability in print media, especially children's literature, comics, and graphic novels. The author also discusses the policies and provisions available in India for students with disabilities, especially women who have to also contend with gender inequality and gender-based discrimination. The book will be of interest to scholars and researchers of disability studies, educational psychology, special education, sociology, gender studies, politics of education, and media ecology. It will also be useful for educationalists, NGOs, special educators, disability specialists, media and communication professionals, and counsellors.

Transformative approaches to teaching and learning have become ubiquitous in education today. Researchers, practitioners and commentators alike often claim that a truly worthwhile education should transform learners in a profound and enduring way. But what exactly does it mean to be so transformed? What should teachers be transforming students into? Should they really attempt to transform students at all? The Transformative Classroom engages with these questions left open by the vast discussion of transformative education, providing a synthetic overview and critique of some of the most influential approaches today. In doing so, the book offers a new theory of transformative education that focuses on awakening and facilitating students' aspiration. Drawing on important insights from ethics, psychology, and the philosophy of education, the book provides both conceptual clarity and concrete practical guidance to teachers who hope to create a transformative classroom. This book will be of great interest for academics, K-12 teachers, researchers and students in the fields of curriculum and instruction, teaching and learning, adult education, social justice education, educational theory and philosophy of education.

Modes of Thought addresses a topic of broad interest to the cognitive sciences. Its central focus is on the apparent contrast between the widely assumed 'psychological unity of mankind' and the facts of cognitive pluralism, the diverse ways in which people think and the developmental, cultural, technological and institutional factors which contribute to that diversity. Whether described in terms of modes of thought, cognitive styles, or sensibilities, the diversity of patterns of rationality to be found between cultures, in different historical periods, between individuals at different stages of development remains a central problem for a cultural psychology. Modes of Thought brings together anthropologists, historians, psychologists and educational theorists who manage to recognise the universality in thinking and yet acknowledge the cultural, historical and developmental contexts in which differences arise.

This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism as a social theory of language and explains its importance in teaching and learning. Departing from the more traditional teacher-led mode of teacher-student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse.

Advanced Methods in Automatic Item Generation is an up-to-date survey of the growing research on automatic item generation (AIG) in today's technology-enhanced educational measurement sector. As test administration procedures increasingly integrate digital media and Internet use, assessment stakeholders-from graduate students to scholars to industry professionals-have numerous opportunities to study and create different types of tests and test items. This comprehensive analysis offers thorough coverage of the theoretical foundations and concepts that define AIG, as well as the practical considerations required to produce and apply large numbers of useful test items.

In this highly practical book, Rona Tutt and Paul Williams explore how schools and other educational settings can provide students with the right environment to support their emotional wellbeing and hence to maximise their learning potential. Encouraging collaboration between education and healthcare professionals, as well as other services, and with families, they show how to develop resilience in young people and provide them with the tools for coping with mental health issues. Based on a range of practical experiences from many different schools and practitioners, How to Maximise Emotional Wellbeing and Improve Mental Health discusses several crucial aspects of wellbeing in educational settings, including: Changing attitudes surrounding wellbeing and mental health Nurturing resilience, and its application Creating a healthy and constructive ethos and environment Providing extensive case studies, and featuring insightful conversations with school leaders and other professionals, this book will be an essential resource for staff in schools, including those leading in mental health, as well as trainee teachers and anyone with a wider societal concern about mental wellbeing in young people.

Advanced Methods in Automatic Item Generation is an up-to-date survey of the growing research on automatic item generation (AIG) in today's technology-enhanced educational measurement sector. As test administration procedures increasingly integrate digital media and Internet use, assessment stakeholders-from graduate students to scholars to industry professionals-have numerous opportunities to study and create different types of tests and test items. This comprehensive analysis offers thorough coverage of the theoretical foundations and concepts that define AIG, as well as the practical considerations required to produce and apply large numbers of useful test items.

Learn how to implement a restorative justice approach that reduces suspension and expulsion rates, without compromising school safety and classroom order. Author Dr. Zachary Scott Robbins, who has turned around schools in Boston, Massachusetts, and Las Vegas, Nevada, explores the assumptions that underpin school policies that lead to high rates of suspensions and expulsions, especially for African-American students. He shares his experiences using Restorative Justice Tribunals and Restorative Justice Circles, which strike an effective balance between serving consequences to students who misbehave and providing them with therapeutic wraparound supports. This powerful book will help school leaders avoid discriminating based on race, national origin, or disability; will improve school climate; and will help teachers spend less time on discipline, so they can have more time for instruction and preparing students to graduate.

The Classic Edition of this key text highlights seminal work done in the subject of learning by modeling and offers an extensive review of the major theories, edited by one of the most influential psychologists of his generation. In his introductory essay, Bandura identifies the most important controversial issues in the field of observational learning and reviews a large body of research findings, before carefully chosen articles, written by a team of expert contributors, tackle a range of key debates in the field. Topics explored include the role of reinforcement play in observational learning, the scope of modeling influences, the types of people most susceptible to modeling influences, and the relative effectiveness of models presented in live action, in pictorial presentations, or through verbal description. Written in a lively and engaging manner, this book will be of interest to all psychology students interested in psychological modeling, as well as educators and professionals working with children.

The Classic Edition of this key text highlights seminal work done in the subject of learning by modeling and offers an extensive review of the major theories, edited by one of the most influential psychologists of his generation. In his introductory essay, Bandura identifies the most important controversial issues in the field of observational learning and reviews a large body of research findings, before carefully chosen articles, written by a team of expert contributors, tackle a range of key debates in the field. Topics explored include the role of reinforcement play in observational learning, the scope of modeling influences, the types of people most susceptible to modeling influences, and the relative effectiveness of models presented in live action, in pictorial presentations, or through verbal description. Written in a lively and engaging manner, this book will be of interest to all psychology students interested in psychological modeling, as well as educators and professionals working with children.

Learn how to implement a restorative justice approach that reduces suspension and expulsion rates, without compromising school safety and classroom order. Author Dr. Zachary Scott Robbins, who has turned around schools in Boston, Massachusetts, and Las Vegas, Nevada, explores the assumptions that underpin school policies that lead to high rates of suspensions and expulsions, especially for African-American students. He shares his experiences using Restorative Justice Tribunals and Restorative Justice Circles, which strike an effective balance between serving consequences to students who misbehave and providing them with therapeutic wraparound supports. This powerful book will help school leaders avoid discriminating based on race, national origin, or disability; will improve school climate; and will help teachers spend less time on discipline, so they can have more time for instruction and preparing students to graduate.

Unethical practices in education come at too great a cost when our future generation is at stake. Educators are role models for students in their future careers and so must believe in and use ethical practices. In politics, in big and small business, and in legal and medical practice the question of ethical practices surrounds us. Have people become desensitized to ethics? Are we condoning unethical practice? Our educational profession must stand up for honesty and integrity. We, as educators, have the obligation of setting the standards for ethics. Ethical Dilemmas in Education addresses the dilemmas teachers face every day throughout all aspects of education in a comprehensive manner. The book outlines standards of professionalism and presents information teachers can use for the challenges teachers face. With the policies of today's educational system, teachers need to stand up for honesty and integrity, providing role models for students in their future careers. This book guides teachers towards developing ethical habits and a professional demeanor.

This book presents a detailed ethnographic study conducted in an urban slum in India. It explores how a State school, as a social and pedagogic institution, shapes the aspirations and worldviews of children in the urban margins. The volume engages with the children's experience of marginality and exclusion as they negotiate the intersecting axes of caste, class, gender, and citizenship. It further explores how their everyday school experience is mediated by the power asymmetries between the teachers and the community. In this process, it makes-sense of the political dynamics between the State and its margins while highlighting the role of schools and locating childhood in this context. Based on ethnographic fieldwork, the book will be of interest to researchers, students, and teachers of education studies, sociology and politics of education, teacher education, childhood and youth studies, and urban studies. It will also be useful for education policymakers, and professionals in the development sector.

"Teaching" and "learning" are two interrelated terms used to express our thinking about a major aspect of human development. However, didactics developed into an art, the "art" of teaching, while the processes of learning were neglected and not researched. Nowadays, many people perceive "learning" as an undesirable activity. The experience of learning is thought of as something expected of them from the outside and it is often remembered as stressful, a pressure to perform, a fear of failure, and alienation. But there are also some enriching experiences such as the joy of discovery, to ultimately achieve after many attempts something that you could not do previously, or to see a situation in a new light. How to Teach Without Instructing relinks teaching and learning. It examines the teaching practices in institutions of learning and formulates "rules" that assist teachers in their efforts to focus their teaching on the learner. The rules are based on situations that are routinely encountered in the teaching environment.

This edited volume fills the gaps in existing literature on visualization and dashboard design for learning analytics. To do so, it presents critical tips to stakeholders and acts as guide to efficient implementation. The book covers the following topics: visualization and dashboard design for learning analytics, visualization and dashboard preferences of stakeholders, learners' patterns on the dashboard, usability of visualization techniques and the dashboard, dashboard and intervention design, learning and instructional design for learning analytics, privacy and security issues about the dashboard, and future directions of visualization and dashboard design. This book will be of interest to researchers with interest in learning analytics and data analytics, teachers and students in higher education institutions and instructional designers, as it includes contributions from a wide variety of educational and psychological researchers, engineers, instructional designers, learning scientists, and computer scientists interested in learning analytics.

Humor gets very little respect While references to the importance of having a sense of humor are liberally sprinkled throughout the popular media, and it is usually mentioned as one of the qualities of effective employees, it is rare to find purposeful humor practice. Humor is without a doubt the one quality that most of us agree is needed in life. However, it is rare to find serious applications on the benefits of applying humor in everyday life and in our world of work. When the federal government tried to incorporate humor into a staff development program of a federal agency, there was an outcry. It seems that humor was thought to be a waste of taxpayer money, and the program was axed. The purpose of Using Humor to Maximize Living is to affirm, sustain, and encourage people in the practice of humor not only as a personal tool to optimize a healthy life style, but also to maximize the benefits of humor in everyday life. Check out the research that includes a review on the use of humor to nurture creativity, to increase the capacity for memory retention, to support an optimal work environment, and to build safe communities that reflect the relational trust necessary for maximizing living. Author, Mary Kay Morrison teaches a 3 hour grad course in Humor Studies through the Association for Applied and Therapeutic Humor (AATH) at the annual conference each year: http: //www.aath.org/humor-academy"

By showcasing asset-based approaches inspired by individual reflection, research, and experience, this volume offers a fresh and timely perspective on grief and trauma within higher education and illustrates how these approaches can serve as opportunities for hope and allyship. Featuring a broad range of contributions from scholars and professionals involved in educational research and academia, Humanizing Grief in Higher Education explores the varied ways in which students, scholars, and educators experience and navigate grief and trauma. Set into four distinct parts, chapters deploy personal narratives situated within interdisciplinary and transdisciplinary research frameworks to illustrate how issues such as race, gender, socio-economic class, and politics intersect with experiences of personal and professional grief in the academy. A variety of intersectional fields of study - from positive psychology, counselling, feminist and queer theories, to trauma theory and disability studies - inform an interdisciplinary framework for processing traumatic experiences and finding ways to hope. These narrative explorations are positioned as key to developing a sense of hope amongst the grieving and those supporting them. This text will benefit researchers, doctoral students, and academics in the fields of Higher Education, teacher education, trauma studies, and mental health education. Those interested in positive and educational psychology, as well as grief counselling in adults, will also enjoy this volume. Finally, this collection serves as a companion for those who find themselves grappling with losses, broadly defined.

This book explores student education transition and employability negotiation experiences in various contexts. It explores determinants of student transitions at three levels including macro, meso and micro but focuses on exploring affordances, constraints and strategies at the micro level. The framework underpinning the explorations at the micro level covers a range of different forms of capital including human, culture, social, identity, psychological and agentic. The book is unique in three ways. First, it consists of chapters about critical discussion, empirical research and practical guidance about student transition experiences. The critical discussion and empirical research chapters explore and obtain insights about the complexity of student transitions and develop conceptual frameworks that guide the development of applicable practices. The book is, therefore, a useful resource for policy makers, institutions, academics, professionals and students. Second, it provides insights about how student transitions are determined by a range of factors at different levels. These insights extend discussions about student transitions in the current literature which have mainly explored impacts of policies, institutional programmes and human capital. Finally, it is international in focus because it draws on research with different cohorts of students and graduates in different contexts. Insights provided in the book are, therefore, rich, diverse and comparative.

In Teaching for Wholeness, Clifford Mayes continues to expand the horizons of Jungian pedagogy, a movement that draws upon the thought of Carl Jung and Jungian scholars to address crucial educational issues and define new ones. Mayes leads readers through an analysis of Freudian and post-Freudian psychology in educational theory and practice, an examination of the epistemological foundations of Jungian thought, and a demonstration of how Jungian psychology can uniquely help teachers reflect deeply upon their roles as educators. Mayes also explores Jung's view of symbolism and its implications for curriculum and the Jungian idea of "the shadow" as the launching point for an examination of education as reclamation of the soul, before concluding with the case for "individuation" as the proper goal of education.

This book serves as an up-to-date Rorschach primer and elaborates on the various applications of Rorschach assessment for adolescents with respect to differential diagnosis, forensic consultation, and therapeutic assessment. It opens with three chapters that provide readers with a basic overview and introduction to the topics integrated throughout the text. The first reviews the development and foundations of the Rorschach Inkblot Method; the second discusses key issues in the assessment of adolescents, with particular attention to differentiating patterns of psychopathology from normal developmental variations; and the third presents general considerations in using performance-based assessment instruments in the assessment of personality functioning in adolescence. Later chapters explore the current status of the Rorschach Inkblot Method with respect to theoretical formulations, research findings, and practice guidelines. The final chapter draws on information in the preceding chapters to present a model for Rorschach assessment of adolescents. This model is designed to facilitate accurate and useful formulations of personality functioning that contribute substantially to advancing responsible adolescent development.

Reflecting on Service-Learning in Higher Education: Contemporary Issues and Perspectives examines forms of pedagogy such as service-learning, experiential learning, and problem-based learning in order to determine how students make connections between and among abstract academic concepts and real-life issues. This edited collection is divided into three sections-"Reflecting on Community Partnerships," "Reflecting on Classroom Practice," and "Reflecting on Diversity"-so as to represent interdisciplinary subjects, diverse student populations, and differing instructional perspectives about service-learning in higher education. Contributors provide service-learning programs and plans that can be replicated or adapted at other institutions of higher education. This book is recommended for scholars and practitioners of education.

Published in 1938, this book documents a psychological study carried out on behalf of the Girls' Public Day School Trust. Comprising 25 schools, the trust set the standard for girls' education for the first decade of the twentieth century and the pioneering study was set to serve the cause of national education. Marion Milner documents the study and her findings across four sections with topics covered including: intelligence testing, classroom observations, interpretation of material, varying effects of the environment and interviewing techniques. Sections also discuss practical implications from the research, and the importance of the psychologist in the classroom. This book provides a detailed study of mental development and education in adolescent girls in the 1930's as well as considering how important it can be to have a psychologist in the classroom. An original study that will still be of interest to researchers and academics in the fields of education, psychology and gender studies today.

Originally published in 1976 The Self-Teaching Process in Higher Education looks at the major changes that took place in the structure of university education. The book looks at how more emphasis was placed on students to take responsibility for their own progress by becoming self-directed individuals. Traditional methods of university education and some alternative approaches are considered in light of course needs of both students and teachers. Self-teaching is then examined in the overall context of the learning process. The book looks at three case studies of the development and use of self-teaching systems, one for chemical bonding, one for electrical circuits and a third for audio-visual communication.