Adolescence in India: An Interdisciplinary Perspective highlights the need and importance of studying adolescence in the domain of education. Using an interdisciplinary approach, it discusses adolescence from the perspective of sociology, psychology, education and health studies. Against the backdrop of economic development and globalization, the book looks at adolescence in the changing social milieu. It offers an understanding of adolescence by exploring the socio-cultural influences on adolescents and their interactions in various spaces like the school, among peers, family and the media. The book reflects on classroom group processes and instructional practices for better psychosocial growth of adolescents as well as discusses the need for a greater emphasis on making resources available for adolescents to realise and strengthen their skills and agency. The book outlines various life-skills policies and programmes in India and uses vignettes, anecdotes, emerging classroom discussions, case studies, activities, and self-assessment tools and questionnaires to facilitate a deeper understanding of the concept. The book will be of interest to students, teachers, and educators in teaching programmes including educational psychology, adolescent psychology, and human development. It will also be useful for policymakers, NGOs, and public and private sector bodies who work in the field of adolescent psychology.

Draws together a diverse range of 26 countries to show the complexity of early childhood within a contemporary world. The first book to bring together research from across the globe focusing on parental engagement and early childhood education.

Draws together a diverse range of 26 countries to show the complexity of early childhood within a contemporary world. The first book to bring together research from across the globe focusing on parental engagement and early childhood education.

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.

First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms advocated, often by people with scant comprehension of modern educational practices. Schools as institutions, schooling patterns, the curriculum and teachers themselves have come under heavy criticism, but it has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the framework which has determined their raison d'etre for the past two hundred years. The authors argue that schools do not need fine tuning, or more of the same; rather some of the fundamental assumptions about schooling have to be revised. They argue that learning about the future must become very much a part of the present, and they set out in the book some of the thinking and several techniques which permit us to confront the future and make it a more friendly place. The book will be of interest to students, teachers and policymakers.

This book explores the practical and psychological factors that regulate teaching and learning in the classroom, and illustrates how hope and creativity may arise out of unforeseen, non-standard, or turbulent conditions. Written at the intersection of curriculum theory and psychoanalysis, this volume offers an original pedagogical stance that seeks to ameliorate the impact of the classroom's regulated and standardized environment. The author's approach to classroom education suggests that teachers investigate students' psychological entanglements to explain and transform difficult classroom experiences into productive, educative ones. By promoting an ethos of ironic engagement in teaching and learning, this book also demonstrates the importance of playfulness, imagination, and a readiness to make mistakes in classroom settings. This book will be of great interest to graduate and postgraduate students, researchers, academics, and policy makers in the fields of curriculum studies, teacher education, educational psychology and classroom management.

Bringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives, this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.

New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation.

Uses a multi-tiered systems of support (MTSS) framework Contains theoretical foundations of MTSS and FSCP, as well as providing direct interventions and mental health strategies in schools eResources include handouts, forms, and monitoring measures

The Soul of the Schoolhouse: Cultivating Student Engagement's primary focus is to help readers understand the many, diverse factors that make up engaged learning and students' motivation to learn. The authors acknowledge the importance of cognitive aspects of education and the techniques that skilled educators use to enhance the learning process; such information is contained in chapters on motivation and models of thinking about how to engage those in our schools. This tome also reflects the essential and interrelated nature of emotional, social, spiritual, and relational elements of engagement in the learning process. As such, chapters of this book cover such topics as educational leadership for engaged learning, school-community connections, co-curricular activities, models of curriculum design, and school law and policies that bolster student learning, as well.

1. This practical guide provides all of the information practitioners need to consider when making the decision to engage with young children and their carers. 2. This is the first book to provide practical guidance on how to attract young children and their carers into the museum. This will ensure that the book is essential reading for experienced and junior professionals, who are working in museums large and small around the world. 3. There is no competition to this book. Drawing on current neurological research and best practices in early childhood education and development, this guide presents case studies from a variety of different institutions around the world and will be truly unique as a result.

Critical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.

Uses a multi-tiered systems of support (MTSS) framework Contains theoretical foundations of MTSS and FSCP, as well as providing direct interventions and mental health strategies in schools eResources include handouts, forms, and monitoring measures

Following up on Mindful Medical Practice, this book describes in detail how mindfulness is being taught to medical students, residents, practicing physicians, and allied health care professionals. Steps to set up and integrate programs into curricula are featured and educators' questions concerning practical aspects of doing this work are addressed. The argument on how to promote the kinds of leadership and cultural changes necessary are also discussed along with the many challenges facing health professionals in multiple settings. Mindful Medical Practitioners is an invaluable resource that raises interest, provides a rationale and details how to integrate mindfulness into clinical work and serves as a guide for those qualified to teach it.

Integrates the act of creating a measure with the act of using the measure for a specific purpose Emphasis on concrete examples drawn from simulated or empirical data. Engaging and accessible writing style. Provides a deep conceptual treatment of measurement in the context of education and psychology Inter-disciplinary appeal

Integrates the act of creating a measure with the act of using the measure for a specific purpose Emphasis on concrete examples drawn from simulated or empirical data. Engaging and accessible writing style. Provides a deep conceptual treatment of measurement in the context of education and psychology Inter-disciplinary appeal

School Counselling in an Asian Cultural Context focuses on the ways in which cultural setting influences the practice of school counseling, its effectiveness, and the experience of young people as they engage in counseling in schools. The mental health of young people is increasingly a cause for concern, particularly in Asia's high-pressured league-topping education systems, and the wellbeing of students is becoming more a part of the wider remit of schools. Mark Harrison presents a broad overview of the development and current practice of school counseling in Hong Kong in both local and international schools and examines this in relation to school counseling in US and UK settings as well as the wider Asia-Pacific region. The book brings together two foci: the practice of school counseling in the Asian cultural context of Hong Kong, and the effectiveness and experience of school counseling from the perspective of young people and counselors. The diversity of schools in Hong Kong makes it a microcosm of trends and practices in school counseling globally and, as such, offers insights which will be of interest to students in training; school counselors, administrators and policy makers in the Asia-Pacific region and further afield.

School Counselling in an Asian Cultural Context focuses on the ways in which cultural setting influences the practice of school counseling, its effectiveness, and the experience of young people as they engage in counseling in schools. The mental health of young people is increasingly a cause for concern, particularly in Asia's high-pressured league-topping education systems, and the wellbeing of students is becoming more a part of the wider remit of schools. Mark Harrison presents a broad overview of the development and current practice of school counseling in Hong Kong in both local and international schools and examines this in relation to school counseling in US and UK settings as well as the wider Asia-Pacific region. The book brings together two foci: the practice of school counseling in the Asian cultural context of Hong Kong, and the effectiveness and experience of school counseling from the perspective of young people and counselors. The diversity of schools in Hong Kong makes it a microcosm of trends and practices in school counseling globally and, as such, offers insights which will be of interest to students in training; school counselors, administrators and policy makers in the Asia-Pacific region and further afield.

This book equips school psychologists and other mental health professionals with a comprehensive understanding of mental health and well-being in adolescent girls. The text places adolescent girls in a developmental and social-cultural context and outlines factors that can shape girls' well-being including family, peers, and media. Chapters discuss trajectories that might result in mental distress and dysfunction in adolescent girls and identify pathways to their optimal development. Additionally, the book reviews the domains of well-being including physical health and habits, emotional well-being, healthy relationships, and identity and agency. Each chapter includes theory-informed and empirically supported interventions to help promote girls' positive physical and socio-emotional development and culminates in a list of further recommended resources for the reader. Well-Being in Adolescent Girls is a valuable resource for school psychologists, counselors, and other mental health professionals working with adolescents along with those in graduate-level courses in school psychology and school counseling programs.

This book, * presents the diversity of childhoods while providing scope for comparing multiple childhoods across history and different cultural groups through inequalities present in contemporary Indian society; * contributes towards making a difference within the mainstream educational discourse and ways in which childhood is understood as a life stage in India; * will be of interest to teachers and students of education, childhood studies, elementary education, sociology of education and social psychology across UK and US. It will also be helpful for education professionals, educationalists, academicians, policymakers and researchers working in these areas.

Training Teachers in Emotional Intelligence provides pre- and in-service teachers with foundational knowledge and skills regarding their own and their students' emotions. Teachers are increasingly charged with providing social-emotional learning, responding to emotional situations in the classroom, and managing their own stress, all of which have real consequences for their retention and student achievement. Focused on the primary/elementary level, this book is an accessible review of children's emotional development, the role of emotions in learning, teaching, and teachers' professional identity. The book provides strategies for teachers to foster their emotional awareness, use emotions to promote learning and relationships, foster emotional competencies in students, and stay emotionally healthy.

- Provides a user-friendly guide to how teachers can use Nudges - small, behaviourally-informed changes which apply psychological principles to common problems - to improve motivation and behaviour. - provides practical examples from schools that have used these approaches - written by leading teacher trainer, blogger and speaker that is gaining international recognition for his work in this area.

Although much has been written in recent years on what museum visitors actually experience, there is little research-backed guidance available for developing meaningful exhibits and programs for specific educational purposes. Deborah Perry looks at what we know about the experiences of people in museums and other informal learning settings, and then shares a set of tested principles and strategies known as the Selinda Model for the design of effective museum exhibits. Along the way, she showcases examples of both effective and ineffective exhibit designs drawn from two decades of work in the field.

Behavioral and cognitive development is considered here as an ordered change in an individual throughout his or her lifespan, and not as sets of individual differences between persons, nor as stage-like progressions. The concept of developmental task is introduced, stressing contexts within which individuals meet, eliciting transitions in their behavior and, by implication, in the self. The developmental task concept is compatible with the activity theory of Gal'perin, especially the concept of meaningful learning. The authors show how their concept may be applied to age-related crises, the acquisition of a moral status, the achievement of educational independence, the assessment of readiness for school, acquisition of peer status, acquisition of concepts of morality, and the task of ageing. For professional psychologists and educationalists, and advanced research students in the same subjects.

Liberation in Higher Education introduces and expands on the notion of Endarkened Feminist Epistemology (EFE) based on a qualitative case study of Cynthia B. Dillard and her students as well as the white researcher and author, Sarah Militz-Frielink, as she became transformed through her research in higher education. Dillard, who created EFE as a teaching and research paradigm in 2000, grounded it in several frameworks: Black feminist thought, standpoint theory, the tenets of African American spirituality, and the work of Parker J. Palmer on non-religious spirituality in education. The book delves into EFE's origins and students' meaning-making experiences with EFE-including related themes such as healing, identity development, cultural histories, spirituality, and the evolution of the phenomenon over time. This book also includes a chapter in which Militz-Frielink applies EFE as a methodology to herself, which is one of the recommended practices of EFE as a research tool. Liberation in Higher Education concludes with implications and recommendations for practitioners, particularly white practitioners in higher education who work with African American students in predominantly white institutions.