There is love on these pages, love for nature, the cosmos, the body's deep knowing and students. Learning in Nature focuses on the lives of 6 drama students who gathered weekly at a community arts center during their childhood and adolescence. Before each play rehearsal the students explored contemplative practices such as meditation, yoga, breathing and visualization. After these warm-up sessions the rehearsals were dynamic and highly creative. So, what might happen if these students went out into nature and experimented with the same practices? What would happen, over a year long period, if they stopped the noise of life and just listened, deeply, just looked and inhaled, phenomenologically? Returning the experience of learning to nature, the book tells the story of this group, it tells of their lives and their growing understanding of consciousness, and does so through the complex and rich perspectives of holistic teaching and learning.

There is love on these pages, love for nature, the cosmos, the body's deep knowing and students. Learning in Nature focuses on the lives of 6 drama students who gathered weekly at a community arts center during their childhood and adolescence. Before each play rehearsal the students explored contemplative practices such as meditation, yoga, breathing and visualization. After these warm-up sessions the rehearsals were dynamic and highly creative. So, what might happen if these students went out into nature and experimented with the same practices? What would happen, over a year long period, if they stopped the noise of life and just listened, deeply, just looked and inhaled, phenomenologically? Returning the experience of learning to nature, the book tells the story of this group, it tells of their lives and their growing understanding of consciousness, and does so through the complex and rich perspectives of holistic teaching and learning.

This book furthers understanding of how child temperament is linked to educational outcomes through mediating and moderating factors. As the importance of socio-emotional development for educational outcomes is increasingly recognized, understanding the influence that children's temperament-which includes their emotional reactivity and regulation of emotions, cognitions, and behaviors-can have on educational factors, such as school readiness and academic achievement, is crucial. First, the chapters in this book examine pathways connecting temperament with educational outcomes; for example, one study reports that toddler negative affect predicted executive functioning, which then predicted achievement at age six. The second way that chapters in this book examine links between temperament and education is by identifying factors that make associations between temperament and educational outcomes more salient; for example, findings from one study show that shyness and negative emotion were more strongly associated with lower academic achievement only when children received fewer than nine hours of sleep each night, highlighting the importance of sleep. By examining pathways through which temperament exerts effects on educational outcomes (i.e., mediators), or factors that modify associations between temperament and educational outcomes (i.e., moderators), the potential for interventions aimed at improving early educational outcomes can be fully realized. This book was originally published as a special issue of Early Education and Development.

This book reconstructs the foundations of developmental and educational psychology and fills an important gap in the field by arguing for a specific spatial turn so that human growth, experience and development focus not only on time but space. This regards space not simply as place. Highlighting concrete cross-cultural relational spaces of concentric and diametric spatial systems, the book argues that transition between these systems offers a new paradigm for understanding agency and inclusion in developmental and educational psychology, and for relating experiential dimensions to causal explanations. The chapters examine key themes for developing concentric spatial systemic responses in education, including school climate, bullying, violence, early school leaving prevention and students' voices. Moreover, the book proposes an innovative framework of agency as movement between concentric and diametric spatial relations for a reconstruction of resilience. This model addresses the vital neglected issue of resistance to sheer cultural conditioning and goes beyond the foundational ideas of Bronfenbrenner's ecological systems theory, as well as Vygotsky, Skinner, Freud, Massey, Bruner, Gestalt and postmodern psychology to reinterpret them in dynamic spatial systemic terms. Written by an internationally renowned expert, this book is a valuable resource for academics, researchers and postgraduate students in the areas of educational and developmental psychology, as well as related areas such as personality theory, health psychology, social work, teacher education and anthropology.

International Handbook of Inquiry and Learning is an overview of scholarship related to learning through and engagement in inquiry. Education takes on complex dimensions when learners solve problems, draw conclusions, and create meaning not through memorization or recall but instead through active cognitive, affective, and experiential processes. Drawing from educational psychology and the learning sciences while encompassing key subdisciplines, this rigorous, globally attentive collection offers new insights into what makes learning through inquiry both possible in context and beneficial to outcomes. Supported by foundational theories, key definitions, and empirical evidence, the book's special focus on effective environments and motivational goals, equity and epistemic agency among learners, and support of teachers sets powerful, multifaceted new research directions in this rich area of study.

This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for high school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

The most distinctive feature of the Second Edition is its theoretical orientation coupled with a focus on understanding emerging and young adulthood from multiple perspectives. The updated and expanded book offers readers an opportunity to "listen to the voices" of emerging and young adults, parents, and employers, which is key to understanding this particular developmental period. In addition, the case studies provided throughout the book are diverse and detailed. The issues of emerging adulthood are complicated, nuanced, and defy easy characterizations. This book provides an opportunity to debunk many established pernicious stereotypes about emerging and young adults. The presentation of diverse voices and case material serves as a springboard for discussion and engages readers with material depicting emerging adults in the throes of working through developmental challenges characteristic of this period. In addition, the recent economic downturn has created havoc and further instability in the lives of emerging and young adults. The Second Edition focuses on the effects of - as well as possible solutions to - unemployment on emerging and young adults. A new chapter focuses on career experimentation versus career floundering, which is an important distinction. Additional new chapters address the effects of technology as well as depression and anxiety on emerging and young adults. The Second Edition examines emerging and young adulthood within a larger developmental and ecological context. In addition, it ensures that readers are well positioned to understand how the developmental demands of this period intersect with current economic, social, and political realities. It is a must-have resource for developmental, clinical child and school psychologists, rehabilitation counselors and therapists, I/O psychologists, and sociologists as well as for researchers and graduate-level students across these various disciplines.

Educators, parents, and those who work with middle school students in various settings will find this book to be a valuable addition to their library. Early adolescence is a time of tremendous change with the potential for positive development in the academic, social, and emotional domains; yet, often this age group struggles to adjust to the transition of middle school and the tasks that are required to be successful there. The authors -- both of whom are seasoned educators and administrators -- cover a variety of topics germane to positive development. These include social and emotional development, current research on the adolescent brain, and the academic challenges of entering middle school. There are also chapters on contemporary issues such as bullying, social media, and inclusive leadership. Parents will find suggestions for how to support their middle school child, and educators will discover a wealth of best practices to incorporate into their interactions with early adolescents and their families.

Creativity, Critical Thinking, and Communication contains research, strategies, and lesson plans that will help increase students' skill level in the 3 Cs: creativity, critical thinking, and communication. The strategies of the 3 Cs renew stale curricula and supports deeper learning of core concepts. This book provides parents and those interested in the education system a glimpse into how schools can be more efficient and effective by saving what works in education.

Racial Trauma in the School System provides foundational and clinical information for school-based mental health professionals to better understand and address the nuanced experience of racial trauma in their school. The book focuses on conceptualizing racial trauma and the impact it has on a child's development and academic functioning, providing information on how to look at racially based experiences through a trauma-informed lens. Examining a wide range of racial and ethnic identities, chapters explore critical issues such as ethno-racial identity development and diagnostic classifications to help readers develop a conceptual lens to guide their approach. The clinical application of theory to practice is emphasized using complex case studies and the explanation of practical interventions. This text is the first of its kind to focus exclusively on discussing the impact of racial trauma on children and to discuss the intersection between identity and racism in the school system. Geared toward school-based professionals, this book considers racial trauma across a wide range of contexts and clinical presentations for other mental health professionals to adapt and apply the content to their clinical practice.

The time has come for Debunking ADHD and exposing how this invented disorder created to drug children does not exist. Despite unanimous agreement that no test exists to identify ADHD, 6.4 million American children are labeled ADHD. To make matters worse, approximately two-thirds of those children diagnosed ADHD are prescribed drugs with many dangerous side effects, which include developing more serious mental disorders and death. After six decades of marketing stimulants and scaring parents into thinking something is seriously wrong with their highly creative, energetic, and communicative children, ADHD drug manufacturers still claim they have no idea what ADHD drugs actually do to children's brains. They make such claims when research shows ADHD drugs cause permanent brain damage in lab animals. How can children reach their full potential, if they are drugged? How can they dream about achieving greatness and release their imagination and creativity when they are drugged every day, year after year, to do the opposite? This book provides you evidence to say no to ADHD and gives 10 Reasons to Stop Drugging Kids for Acting Like Kids! For more information, visit Dr. Corrigan's Facebook (R) page at https://www.facebook.com/debunkingadhd.

The gradual and cumulative sleep deprivation that many students endure not only makes them too tired to focus well but also hampers memory consolidation and motivation. If we really want to improve school performance and graduation rates, we cannot afford to overlook something as basic and critical as sleep. Additionally, if we want to make an impact on both the physical and mental health of individuals in our society (which impacts mortality rates, health care, health insurance rates, the aging process, etc.), we need to begin by educating our youth about the relevance of sleep.

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.

This edited volume focuses on best practices in experiential learning. Chapters address service- learning, community-based research, international efforts and other experiential methods, highlighting innovative approaches, successes, and issues of concern. Further, the book also demonstrates the interdisciplinary nature of experiential education, with authors hailing from psychology, sociology, education, social work, nursing, business and more. This timely and thorough volume will be useful to educators who are already involved in experiential education as well as those who are interested in the pedagogy and practice.

This edited volume focuses on best practices in experiential learning. Chapters address service- learning, community-based research, international efforts and other experiential methods, highlighting innovative approaches, successes, and issues of concern. Further, the book also demonstrates the interdisciplinary nature of experiential education, with authors hailing from psychology, sociology, education, social work, nursing, business and more. This timely and thorough volume will be useful to educators who are already involved in experiential education as well as those who are interested in the pedagogy and practice.

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.

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.

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.

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.

Teaching and Learning from Within brings together theory, research, and practice on core reflection, an approach that focuses on people's strengths as the springboard for personal growth and serves every human being involved in education-including students, teachers, school principals, and university faculty. This approach supports the essential role of authenticity in the development of the whole person. It has been used in contexts around the world and has shown great promise in helping to re-chart the course for education and to re-think its purpose in global and democratic societies. The book looks at the current educational context and the need for core reflection; introduces the theory and its linkages to previous studies in numerous disciplines; presents various applications in multinational research and practice-with teachers, with students and schools, and with teacher educators; and highlights ongoing work in around the world along with future plans, opportunities, and resources for professional development and research. .

From texting and social networking sites to after-school activities, young people have many opportunities to interact with one another, and yet loneliness and isolation trouble today's youth in increasing numbers. Many children and teens report feeling lonely even in the midst of family and friends, and childhood loneliness is a prime risk factor for adult alienation. Lonely Children and Adolescents: Self-Perceptions, Social Exclusion, and Hope illuminates seldom-explored experiences of social isolation among young people as well as the frustrations of the parents and teachers who wish to help. This groundbreaking book conceptualizes loneliness not simply as the absence of social connections, but as a continuum of developmental experience, often growing out of the conflict between opposite needs: to be like one's peers yet be one's unique self. The author draws clear distinctions between loneliness and solitude and identifies genetic and environmental characteristics (i.e., social, psychological, familial, and educational) that can be reinforced to help children become more resilient and less isolated. In addition, therapeutic approaches are described that challenge loneliness by encouraging empowerment, resilience, and hope, from proven strategies to promising tech-based interventions. Highlights include: * Developmental perspectives on loneliness. * Schools and the role of teachers, from preschool to high school. * Peer relations (e.g., cliques, bullies, exclusion, and popularity). * Lonely children, lonely parents: models of coping. * Loneliness in the virtual world. * Prevention and intervention strategies at home, at school, in therapy. Asking its readers to rethink many of their assumptions about social competence and isolation, this volume is essential reading for researchers and professionals in clinical child, school, developmental, and educational psychology; allied education disciplines; social work; and social and personality psychology.