Self Managed Learning and the New Educational Paradigm proposes revolutionary change to the educational system. The overwhelming research evidence is that the sum total of educational and training input accounts typically for only 10-20% of what makes a person an effective human being. Balancing theory, evidence and practice, this ground-breaking book demonstrates that current structures in education are ill-equipped to support a learning-based approach. It establishes the case that learning, as a core human activity, is too important to be left to schools and other educational institutions. The book goes beyond just a critique of current practice in showing how a New Educational Paradigm can work. Self Managed Learning College (for 9-17 year olds) has no classrooms, no lessons, no imposed timetable and no imposed curriculum. This is a place where students can learn whatever they want, in any way they want and whenever they want. And it works - as evidenced by the lives of former students and from academic research. Dr Ian Cunningham, its founder, draws also on his extensive work in using Self Managed Learning in many of the world's largest organisations to show how this new paradigm can be put into practice. The book blends the unequivocal research evidence that we need a New Educational Paradigm with a real live demonstration of what it could look like. It should be essential reading for anyone wanting to see how a new approach to education can be achieved.

Merging the Instructional Design Process with Learner-Centered Theory brings together the innovations of two previously divided processes - learning design strategies/theories and instructional systems development - into a new introductory textbook. Using a holistic rather than fragmented approach that includes top-level, mid-level, and lower-level design, this book provides guidance for major topics such as non-instructional interventions, just-in-time analysis, rapid-prototype approaches, and learner-centered, project-based, anytime-anywhere instruction. Informed by the authors' considerable experience and leadership throughout dramatic shifts in today's learning landscape, this book offers the next generation of instructional designers a fresh perspective that synthesizes and pushes beyond the basics of design and development.

This book seeks to leave the reader feeling optimistic and forward-thinking about our collective ability to provide a better educational future for all of our children. Rather than simply recite problems, Unlearning Failure seeks to explore credible solutions. If we are to fix the current urban schooling mess that we find ourselves in, we might well need to reignite our collective outside-the-box thinking as well as revisit measures previously labeled controversial.

The change in children between roughly six and seven years old is significant, and can be challenging for parents, teachers and educators. This comprehensive book offers a multitude of resources and insights to help with the transformation. It is packed with research, anecdotes, study material, ideas for working in the classroom, examples of age-appropriate stories, verses, games, and much more. Parents, teachers, and therapists -- anyone who lives or works with children who are going through the change of teeth -- will find inspiration, encouragement and insight in this volume.

This handbook examines what education would look like if it prepared gifted students to transform the world-to make it a better place for all, not just for those who receive extra resources from schools in return for being labeled as "gifted." The editors explore how transformationally gifted people can seek to make the world a better and more just place: they try to make a positive, meaningful, and possibly enduring contribution to changing things in the world that are not working. They do not view "giftedness" merely as a transaction whereby, in exchange for being labeled as "gifted," they accrue benefits to themselves: such as a more prestigious education, more income, or residence in a more exclusive community. The overarching aim of this book is to present conceptions of what identification and instruction of the gifted would look like if the focus of gifted education was transformational rather than transactional. What if gifted education did not focus so much on acceleration vs. enrichment, or pull-out versus in-class integration, but rather on how to be gifted in giving back-in using one's gifts to create a better world?

"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.

Teachers are bombarded with advice about how to teach. The Fundamentals of Teaching cuts through the confusion by synthesising the key findings from education research and neuroscience to give an authoritative guide. It reveals how learning happens, which methods work best and how to improve any students' learning. Using a tried-and-tested, Five-Step model for applying the methods effectively in the classroom, Mike Bell shows how you can improve learning and eliminate time-consuming, low-effect practices that increase stress and workload. He includes case studies from teachers working across different subjects and age groups which model practical strategies for: Prior Knowledge Presenting new material Setting challenging tasks Feedback and improvement Repetition and consolidation. This powerful resource is highly recommended for all teachers, school leaders and trainee teachers who want to benefit from the most effective methods in their classrooms.

For centuries, educational policymakers have believed that studying mathematics is important, in part because it develops general thinking skills that are useful throughout life. This 'Theory of Formal Discipline' (TFD) has been used as a justification for mathematics education globally. Despite this, few empirical studies have directly investigated the issue, and those which have showed mixed results.Does Mathematical Study Develop Logical Thinking? describes a rigorous investigation of the TFD. It reviews the theory's history and prior research on the topic, followed by reports on a series of recent empirical studies. It argues that, contrary to the position held by sceptics, advanced mathematical study does develop certain general thinking skills, however these are much more restricted than those typically claimed by TFD proponents.Perfect for students, researchers and policymakers in education, further education and mathematics, this book provides much needed insight into the theory and practice of the foundations of modern educational policy.

It's Our School, It's Our Time outlines a whole-school approach to teacher-pupil collaboration, illustrating how aspects of social inequality can be addressed by involvement in the school community and active participation in decision-making from an early age. The book presents insights into the psychological processes that are at work when pupils and teachers share decision-making, and how this can harness and increase motivation for teachers and their pupils. Combining both theory and examples of practice, this book provides clarity about the impact of collaborative decision-making and how it can help pupils to take ownership of their classrooms and promote greater cooperation and productivity. This book: draws on 25 stories from Dr Rowe's own study and experiences as an educational psychologist, and the accounts of other educators and researchers. shows how teachers and school leaders have overcome some common hurdles that those in conventional schools might encounter. provides research-evidence and practical examples from real-life classrooms that will inspire teachers, teaching assistants and school leaders. Written by a highly experienced educational psychologist, this companion guide will help teachers, head teachers, teacher educators and student teachers to transform achievement, behaviour and motivation through greater collaboration with their pupils.

It's Our School, It's Our Time outlines a whole-school approach to teacher-pupil collaboration, illustrating how aspects of social inequality can be addressed by involvement in the school community and active participation in decision-making from an early age. The book presents insights into the psychological processes that are at work when pupils and teachers share decision-making, and how this can harness and increase motivation for teachers and their pupils. Combining both theory and examples of practice, this book provides clarity about the impact of collaborative decision-making and how it can help pupils to take ownership of their classrooms and promote greater cooperation and productivity. This book: draws on 25 stories from Dr Rowe's own study and experiences as an educational psychologist, and the accounts of other educators and researchers. shows how teachers and school leaders have overcome some common hurdles that those in conventional schools might encounter. provides research-evidence and practical examples from real-life classrooms that will inspire teachers, teaching assistants and school leaders. Written by a highly experienced educational psychologist, this companion guide will help teachers, head teachers, teacher educators and student teachers to transform achievement, behaviour and motivation through greater collaboration with their pupils.

Children are being diagnosed with autism spectrum disorders at a staggering rate-as many as one in 110, according to some studies. To this sobering statistic add the familiar figures of the toddler disengaged from his peers, the middle schooler shunned in the lunchroom, and the adult struggling with social cues on the job, and professionals are faced with a mounting challenge: to assist and support young people with these disorders to ensure their successful transition to adolescence and adulthood. The first volume dedicated solely to its topic, Interventions for Autism Spectrum Disorders provides a comprehensive overview of programs currently in use. Contributors explore programs focusing on long-term outcomes, home- and classroom-based strategies, resilience training for parents, and pharmacological management of symptoms. Background chapters review issues in reliability and validity of interventions and evaluating treatment effectiveness. And an especially cogent chapter discusses the centrality of treatment integrity to best practice. Comprehensive programs and targeted interventions covered include: The Early Start Denver Model for young children. The TEACCH program for children, adults, and families. The Center for Autism and Related Disorders (CARD) and CARD eLearning. PROGress: a program for remediating and expanding social skills. Evidence-based strategies for repetitive behaviors and sensory issues. Self-regulation strategies for students with autism spectrum disorders. Interventions for Autism Spectrum Disorders is an essential resource for researchers, professionals/practitioners, and clinicians in a wide array of fields, including clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics.

Every student and teacher is different but there's one thing each has in common: a responsive nervous system ready for action. Whether it's a fight breaking out in the playground, a difficult conversation with a parent or an impromptu fire drill, understanding how the nervous system responds can help keep teachers and students on an even keel. Polyvagal Theory (PVT) has had a tremendous impact on the mental health field, shedding light on how the nervous system predictably moves between different states in response to changing situations. School consultant Debra Em Wilson introduces PVT to educators and shows how using PVT-guided strategies can help create optimal learning environments. When school staff understand the role of the nervous system in learning, they can better help students develop the skills leading to increased resilience, adaptability and flexibility: essential qualities for social, emotional and academic success.

Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.

Understanding the effects of trauma on students, and how teachers can make a real and lasting difference, has never been more crucial. Here, mindfulness expert Patricia A. Jennings explains how resilience can be developed from within the classroom. This Guide offers three keys to compassionate and trauma-sensitive teaching: Helping students build supportive relationships with teachers and peers Supporting student empowerment, voice and choice by creating a safe and equity-centred learning environment Building upon strengths by supporting the development of self-regulation With exercises for staying calm, focused and positive, this Guide helps both students and teachers cultivate resilience-inside and outside the classroom. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

This book shows how to create a mentally healthy school by empowering young people to champion emotional wellbeing and positive mental health. It provides a practical toolkit to recruit and train Wellbeing Champions so that they can help to create an ethos and culture of positive mental health that ensures early access to the support and help needed. It explains how by focusing on emotions, selfcare, resilience, communication and support systems schools can identify what's working well and address areas for development. The detailed and user-friendly resources support every stage and include lessons and activities, supervision and training sessions, risk assessments, application forms, feedback forms and certificates. Wellbeing Champions is for primary and secondary schools who want to take a whole-school approach to improve the wellbeing of both students and staff at KS2, KS3 and KS4.

Written specifically for teachers in training, Motivating Students to Learn offers a wealth of research-based principles on student motivation for use in the classroom. Positioning the teacher as the decisive motivator, the book is grounded in the realities of contemporary schools, curriculum goals, and peer dynamics. Twelve rich chapters offer extrinsic and intrinsic approaches to guide daily practice, guidelines for adapting to group and individual differences, and ways to reach discouraged or disaffected students. This revised fifth edition features new instructional strategies, summaries of effective interventions, chapters on family/cultural diversity and teacher motivation, and more.

"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.

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.

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students' writing proficiencies. The exploration takes into account three facets of metacognitive knowledge, namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaires, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge - theorized as a system - of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students' writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered. The book will appeal to researchers and teachers interested in metacognition and metacognitive knowledge.

This powerful and honest book uncovers how we can flip the system, building a more democratic, equitable, and cohesive society where teacher expertise drives solutions to education challenges. Editor Michael Soskil brings together a team of diverse voices to highlight solutions, spark positive change, and show us the path forward towards a more civil and more peaceful America. In each chapter, inspiring educators describe how we can create lasting and meaningful change by elevating teacher expertise; educating the whole child; increasing teacher morale; and fighting for all of our children to have equitable opportunity and quality schools.

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.

This book is a must read for any psychologist, psychiatrist, therapist or counsellor dealing with a young client undergoing cancer treatment. A cancer diagnosis can profoundly affect a young person's psychological, emotional, developmental and cognitive functioning. The environment in which they find themselves is unpredictable and burdened by challenging decisions. It is vital therefore that no matter what your therapeutic approach, you are able to identify the normal reactions that young people and their families experience when dealing with their cancer, both while treatment is happening and when it is completed. This will enable you to better tailor your therapeutic interventions and manage your client's psychological symptoms. A strong clinical focus throughout the text provides guidance and structure, showing how to work effectively with young people through learning the language of cancer diagnosis and treatment so that the therapeutic skills you already possess are translatable to cancer-related issues. Through the use of composite case studies, examples, and clinical guides, Toni Lindsay brings her many years of experience working with young people and their families into a practical and insightful guide to upskill even the most senior of clinicians. She explores the clinical implications of treatment, diagnosis, survivorship and end of life, and the way that young people experience and negotiate their way through such adversity.

With a focus on Asian contexts, this book brings together knowledge on how values and practices, embedded and practised in the classroom, school, family, and the society at large, can influence students' motivation, engagement and psychological well-being. The book synthesizes research on students and systems from culturally diverse Asian countries and economies, including Cambodia, Hong Kong-China, Indonesia, Japan, Korea, the Philippines, Singapore, Chinese Taipei, Thailand, the United Arab Emirates, and beyond. The book takes special interest in applying the insights gained from understanding students' motivation, engagement, and well-being within their sociocultural contexts. Importantly, chapters in the book are grounded on thorough theoretical reviews and sound empirical findings, which together inform practical applications to enhance the motivation, engagement, and well-being of students in the Asian region. Taken together, this book will serve as a comprehensive and authoritative source for scholars, researchers, and practitioners (teachers, school policy makers, and educators in general) who are interested in examining and enhancing student motivation, engagement, and well-being from Asian perspectives.

This powerful and honest book uncovers how we can flip the system, building a more democratic, equitable, and cohesive society where teacher expertise drives solutions to education challenges. Editor Michael Soskil brings together a team of diverse voices to highlight solutions, spark positive change, and show us the path forward towards a more civil and more peaceful America. In each chapter, inspiring educators describe how we can create lasting and meaningful change by elevating teacher expertise; educating the whole child; increasing teacher morale; and fighting for all of our children to have equitable opportunity and quality schools.

Emotion Coaching (EC) is a universal communication strategy which supports children and young people to self-regulate and manage their stress responses. Originally noticed as an effective way parents communicated with their children around challenging behaviours, Emotion Coaching has been shown to be highly successful in educational settings too. This is why the authors pioneered the research and application of Emotion Coaching into UK (primary and secondary) schools and community settings. The book includes straightforward descriptions and practical tips, with signposting to resources, case studies and vignettes to illustrate its practical application in educational settings. It supports adults to promote empathetic responses to challenging behaviours and situations, helping children and young people to understand their emotions and learn to manage them and their behavior in the longer-term.