Elephant in the Classroom is an exploration of the vast complexity of teaching as it is described by research and experienced by teachers. The reality of a job so vital to the proper functioning of a society should not be as mysterious as teaching continues to be. This book takes readers on a guided tour of 13 competencies and practices that are a critical part of teaching.

A revolution is happening in education, with leaders and teachers now asked to focus on learning, to develop collaborative teams to impact on students, to use and raise professional standards, and to identify and esteem expertise in our profession. With new demands relating to technological advances, changing demographics, internationalism, and the inclusion of 'twenty-first-century skills,' there is pressure on schools to deliver greater and deeper success with more students. The Turning Point aims to present the factors needed to affect real change for school systems, in classrooms, and in the teaching profession by: Arguing for the establishment of teaching as a true 'profession' alongside areas such as medicine or law. Identifying the expertise fundamental to the meeting demands of schools. Elaborating on evaluative thinking and clinical practice as the basis of this new profession. Outlining core levers of change to show how teachers can have profound impacts on educational, medical, and social dimensions of students. This book is essential reading for teachers, school leaders, education policymakers, teacher candidates, and teacher educators. Those working in affiliated professions, such as adolescent psychologists and health workers, will also find aspects of the book relevant to their work.

This book goes through the changing pattern of various stages of teacher education development in Autism Spectrum Disorder, and then analyses the factors bearing on them. It presents a multifaceted approach in understanding the subject, as well as providing the current practice of teacher development for children with Autism Spectrum Disorder. This book suggests a system of professional development that builds on the principles of implementation science is most likely to lead to the adoption and use of innovations necessary to improve the quality of special education services. Implementation science emphasizes the systematic delivery of evidence-based practices. This book gives hints to educators and serves as a useful reference in the delivery of high quality professional development programmes.

Critical Race and Education for Black Males: When Pretty Boys Become Men is not another boring academic book full of complex theories and jargon that only people who have earned a doctoral degree can understand. It is a series of narratives based on the author's experiences as a Black male from the third grade through earning his PhD in Policy Studies in Urban Education. Each chapter illustrates how race, racism, and gender influenced Dr. Vernon C. Lindsay's upbringing in Chicago, Illinois, and the south suburbs. In vivid detail, he provides insight to his life as a preacher's kid, the struggle in searching for an authentic vision of himself, and how school suspensions, detentions, and other infractions impacted the process to realize his full potential. Critical Race and Education for Black Males: When Pretty Boys Become Men is written in a format conducive to students and teachers. It strategically uses language that makes the material relatable to Black males and practical for educators who desire to create positive relationships with their students. Critical Race and Education for Black Males is designed for courses that reflect the following themes: critical race theory in education; African Americans and education; introduction to urban education; social theory in educational foundations; critical pedagogy; gender, difference, and curriculum; and teaching and learning in the multicultural, multilingual classroom.

High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.

New Perspectives on Happiness and Mental Wellbeing in Schoolchildren presents a revolutionary approach to handling social rejection during the latency period. It offers the reader an innovative educational approach, adapted to this pre-adolescent age group, for systemic intervention in classes experiencing negative social phenomena. Presenting latency as a significant developmental stage, it explains children's cruelty in social rejection from a developmental perspective. The book presents the "Envelopes" therapy method to improve children's status immediately and proposes a school intervention for social rejection. It also offers an educational approach appropriate to the developmental needs of latency age children. The approaches described are based on a new developmental psychology paradigm that can illuminate latency with far-reaching insights that aid in adapting approaches suitable to this age. This new paradigm of significant and unique intrapsychic development during early childhood asserts that the most important human development occurs during latency. With informative case studies used throughout, this book will be of great interest to academics and researchers in the fields of clinical psychology, educational psychology, and teacher training.

The Association for the Study of Play (TASP) (www.tasp.org) is the sponsor of volume twelve in the Play & Culture Studies series. TASP is a professional group of interdisciplinary researchers who study play. Polyphony, defined as having many tones or voices, was used by the Russian philosopher Mikhail Mikhailovich Bakhtin to describe the immense plurality of experiences in relationships. The chapters in volume 12 of Play & Culture Studies address the polyphony or many voices in the study of play from an interdisciplinary cadre of scholars in the fields of anthropology, education, psychology, linguistics, and history. In this time of globalization, hyper-capitalism, and discourses that disqualify children's play, we invite the reader to participate in diverse ways of thinking about play and pedagogy. To this end, Play, Volume 12 addresses research methodology, contemporary theories, technology, and advocacy. Applications to practice and policy implications are presented.

A cornerstone for effective teaching and learning is vested in the quality of the way in which students focus on the content of their lessons. The chapters in this book, then, offer cross-national perspectives on best practices when dealing with the challenge of student misconduct. The chapter authors, all distinguished academics and/ or jurists, have contributed their reviews of the state of the law and practice in their nations. As readers peruse the chapters, they will recognize that the way in which educators address student discipline varies around the world. The first book of its kind, this volume consists of a collection of essays designed to enhance a common understanding of the rights of students when they are subjected to discipline. These informative, thought provoking, well-written, and researched chapters, authored by leading academics and/ or jurists in the field, serve as up-to-date and ready sources of information to help keep educational leaders, academics, and students abreast of the many changes in the ever-growing area of comparative student discipline.

Theories of School Psychology: Critical Perspectives describes the theories, frameworks, and conceptual models that underlie the science and practice of school psychology. Chapters provide an orientation to theories, frameworks, and conceptual models that address core school psychology domains along with application to common student, school, and system issues prevalent in the field. Promoting a deeper study of the fundamental processes and approaches in school psychology, this book advances the embedding of theories, frameworks, and models into the design and delivery of educational and psychological services for children, youth, families, and schools. Case vignettes, empirical evidence, and a broad emphasis on prevention and implementation science provide students and trainers with important information for problem-solving in research and in the field.

Do the emotional responses of students and to traumatic conflict constitute insurmountable obstacles in peace education efforts? How do hegemonic narratives shape the emotions of ethnic identity and collective memory, and what can be done pedagogically to transform the powerful influence of such narratives and emotions? Can peace education efforts that foreground emotion in critical ways become a productive pedagogical intervention in conflicted societies? Emotion and Traumatic Conflict takes us through an ethnographic journey into a specific site of conflict to show how emotions are entangled with educational efforts towards peacebuilding, healing, and reconciliation. While sociologists, anthropologists, historians, and political scientists have long analyzed the emotional dynamics of conflict and peace, rarely have educators looked into the emotional complexities of traumatic conflict, the impact of emotion in everyday school interactions and pedagogical practices, and the consequences of the role of emotion in what has become known as "critical peace education." This book not only offers an analysis of the emotional consequences of traumatic conflict in schools, it also develops an innovative, compelling, and cross-disciplinary perspective on the entanglement of emotion, power, politics, trauma, healing, and critical education. The book provides a detailed ethnographic analysis of the ideological appropriation of emotions of conflict in schools, yet it pushes boundaries further through a theorization of the consequences of this appropriation and the pedagogical interventions required to challenge, undermine, or subvert this process. Zembylas argues that these pedagogical interventions, rooted in both psychoanalytic and socio-political perspectives of trauma and emotion, ought to engage emotions as critical and transformative forces in peace education. Grounded in recent literature on affect and emotion that spans the social sciences, Zembylas's analysis of the emotions of traumatic conflict in education offers a provocative proposal for the role of critical peace education in healing and reconciliation.

Mindful Teaching and Learning: Developing a Pedagogy of Well-Being features a community of scholar-practitioners from across disciplines, methodologies, and ideological perspectives exploring and examining contexts that support mindful teaching, mindful learning, and a pedagogy of well-being. Collectively, these chapters document and analyze the opportunities and challenges within pedagogical sites and discuss how the disposition of mindfulness can be nurtured and sustained in educational practice and praxis. Bolstered by the positive evidence-based standards emanating from clinical settings, mindfulness based training has spread into a variety of other fields like psychology, healthcare, and more recently, education. Within pedagogical environments, an emergent secular conception of mindfulness, under the auspices of educational psychologists like Langer (1987; 1997), Goleman, (2008), Lantieri (2008), Roeser, Skinner, Beers, and Jennings, (2012), and Schonert-Reichl and Lawlor (2010), is making headway. Consequently, Mindfulness Training (MT) resources have been applied to educational contexts in order to maximize the academic, emotional, physical, and psychological benefits provided by this mind-body approach to well-being. Acknowledging the increasing evidence base for the efficacy of mindfulness interventions as well as the elevated stress levels reported by many educators and their students, this book discusses how mindful practices, praxis, and research can inform and support pedagogy, curriculum, and leadership initiatives in higher education in the twenty-first century. Alongside the multitude of recent studies in the area of Mindfulness, contributors discuss their own experiences using Self-study, Contemplative pedagogy, Living Educational Theory, and Curriculum Inquiry. The content of this book examines ways in which to develop habits of mind and courses of action, as well as a curriculum of study that can support educators as they cultivate competencies for thriving and coping with the modern demands of being a teacher.

Written so as to be accessible for both undergraduate and graduate students, referring to real world dilemmas around citizenship. Offers pedagogical supplements, from reflection questions to practices and exercises. Stimulates students' awareness of political issues and how best to insert themselves as engaged actors.

In this edited book, expert assessors illustrate through case examples how they apply psychoanalytic theory to different clinical settings. These settings include private practice, neuropsychological, medical, forensic, personnel, custody, school, and psychiatric-residential. Psychoanalytic Assessment Applications for Different Settings allows the reader to track the assessor's work from start to finish. Each chapter presents a description of the clinical setting in which the assessment occurred; a detailed review of the referral and patient history; test selection and test findings with supporting data drawn from self-report, and cognitive and personality performance-based measures; psychiatric and psychodynamic diagnoses; implications and recommendations; discussion of the feedback process; and assessor-self reflections on the case. Throughout the book, psychodynamic concepts are used to help understand the test data. The authors are experts in the psychodynamic assessment of clients in private practice, educational, medical, neuropsychological, and forensic settings. The findings are derived from methods particular to each setting, with supporting data highlighted and woven throughout the interpretive process. Students, educators, practitioners, and the professionals who collaborate with assessors will benefit from this book's offerings.

In this edited book, expert assessors illustrate through case examples how they apply psychoanalytic theory to different clinical settings. These settings include private practice, neuropsychological, medical, forensic, personnel, custody, school, and psychiatric-residential. Psychoanalytic Assessment Applications for Different Settings allows the reader to track the assessor's work from start to finish. Each chapter presents a description of the clinical setting in which the assessment occurred; a detailed review of the referral and patient history; test selection and test findings with supporting data drawn from self-report, and cognitive and personality performance-based measures; psychiatric and psychodynamic diagnoses; implications and recommendations; discussion of the feedback process; and assessor-self reflections on the case. Throughout the book, psychodynamic concepts are used to help understand the test data. The authors are experts in the psychodynamic assessment of clients in private practice, educational, medical, neuropsychological, and forensic settings. The findings are derived from methods particular to each setting, with supporting data highlighted and woven throughout the interpretive process. Students, educators, practitioners, and the professionals who collaborate with assessors will benefit from this book's offerings.

This accessible book provides evidence-based guidelines on dyscalculia, offering a thorough explanation of the science behind the disorder. It combines this theoretical framework with practical recommendations, offering interventions for managing the condition at home and school and avoiding potential behavioural consequences. Written in a straightforward style, this book provides a concise summary of relevant research to empower the reader to take an informed and positive approach to dyscalculia and those who live with it. The internationally based team of contributors examine the different models that explain the construct of dyscalculia, looking at definitions and theories alongside signs, symptoms and diagnosis. Chapters also explore how to communicate diagnosis to peers, possible cultural differences and sensitivities when related to mathematics education and dyscalculia and the importance of maintaining a proactive attitude when working with children with dyscalculia. Understanding Dyscalculia is essential reading for parents and practitioners in clinical and educational psychology, education professionals and students and researchers of special educational needs, educational psychology and counselling psychology.

This accessible guide offers a concise introduction to the science behind worry in children, summarising research from across psychology to explore the role of worry in a range of circumstances, from everyday worries to those that can seriously impact children's lives. Wilson draws on theories from clinical, developmental and cognitive psychology to explain how children's worry is influenced by both developmental and systemic factors, examining the processes involved in pathological worry in a range of childhood anxiety disorders. Covering topics including different definitions of worry, the influence of children's development on worry, Generalised Anxiety Disorder (GAD) in children, and the role parents play in children's worry, this book offers a new model of worry in children with important implications for prevention and intervention strategies. Understanding Children's Worry is valuable reading for students in clinical, educational and developmental psychology, and professionals in child mental health.

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?

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.

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.

Scientific Inquiry into Human Potential explores the intellectual legacy and contemporary understanding of scientific research on human intelligence, performance, and productivity. Across nineteen chapters, some of the most eminent scholars of learning and psychology recount how they originated, distinguished, measured, challenged, and adapted their theories on the nature and nurture of human potential over decades of scientific research. These accessible, autobiographical accounts cover a spectrum of issues, from the biological underpinnings and developmental nature of human potential to the roles of community, social interaction, and systematic individual differences in cognitive and motivational functioning. Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

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.

School-Based Behavioral Intervention Case Studies translates principles of behavior into best practices for school psychologists, teachers, and other educational professionals, both in training and in practice. Using detailed case studies illustrating evidence-based interventions, each chapter describes all the necessary elements of effective behavior intervention plans including rich descriptions of target behaviors, detailed intervention protocols, data collection and analysis methods, and tips for ensuring social acceptability and treatment integrity. Addressing a wide array of common behavior problems, this unique and invaluable resource offers real-world examples of intervention and assessment strategies.