Cognitive style theory suggests that individuals utilize different patterns in acquiring knowledge. This book describes various styles of processing information that are employed by children as they receive new information in various settings--especially in teaching/learning situations. Cognitive style is not an indication of one's level of intelligence, but a description of the unique strategies that learners employ in acquiring new information. This book describes individual differences that have been documented through scholarly investigations of cognitive styles, highlights philosophical and theoretical foundations of cognitive style concepts, and pinpoints implications for classroom practice. Researched concepts are interwoven with current issues such as "affirmative action" and public policy to promote ideas that assist with a better understanding of at-risk learners and troubled youth in general. Currently, the theory of "multiple intelligences" is receiving widespread acceptance. This book suggests that MI theory is merely a reframing of cognitive style theory. The book also details how some children diagnosed as "hyperactive" are improperly labeled.

From The Principal's Office is a book about public school administration. It discribes how and why administrators chose such a career and shares the experience of the author as he discribes his forty years in public education. The reader will share the highs, lows, flustrations and the how to's of a career that encompasses all levels of public education.

This unique volume surveys recent research on spatial visualization in mathematics in the fields of cognitive psychology and mathematics education. The general topic of spatial skill and mathematics has a long research tradition, but has been gaining attention in recent years, although much of this research happens in disconnected subfields. This volume aims to promote interaction between researchers, not only to provide a more comprehensive view of spatial visualization and mathematics, but also to stimulate innovative new directions in research based on a more coordinated effort. It features ten chapters authored by leading researchers in cognitive psychology and mathematics education, as well as includes dynamic commentaries by mathematics education researchers on cognitive psychology chapters, and by cognitive psychologists on mathematics education chapters. Among the topics included: From intuitive spatial measurement to understanding of units. Spatial reasoning: a critical problem-solving tool in children's mathematics strategy tool-kit. What processes underlie the relation between spatial skill and mathematics? Learning with and from drawing in early years geometry. Communication of visual information and complexity of reasoning by mathematically talented students. Visualizing Mathematics makes substantial progress in understanding the role of spatial reasoning in mathematical thought and in connecting various subfields of research. It promises to make an impact among psychologists, education scholars, and mathematics educators in the convergence of psychology and education.

This book provides an in-depth understanding of how children's development at different stages of their lives interfaces with the kind of education and support they need at school and home. It examines closely how education, in turn, influences their development and prepares them for an uncertain future. The chapters focus on the rapid developments of the 21st century that are changing the nature of education, especially the shift needed to being able to sift through and meaningfully deal with overwhelming volumes of information now available. This book helps readers understand how children can benefit from the digital environment while avoiding its pitfalls. Keeping in mind that in today's world parents are getting to spend less time with their children, the authors provide research-backed ideas on how they can best enable children's development, including their thoughts, feelings and notions of self. Given the increasing disparities, there is a perceptive analysis of how education can build an awareness of equity in a context marked by diversity and disadvantage. This book addresses issues such as these in a reliable, scholarly yet accessible manner, for students, young researchers and lay readers. Consequently, it is a valuable source of fundamental insights and understanding for educators, policy-makers, educational administrators and students of human and child development, education, and teacher training courses.

Intervention is an intriguing and at times troublesome phenomenon. This book is meant for those already intrigued and those one hopes will become intrigued. The purpose is to sketch out fundamental problems that must be addressed in pursuing effective intervention. While the authors approach these problems from the perspective of psychology and education, they do so with an eclectic outlook and an emphasis on broad applications.

Specifically, they identify and describe essential facets of intentional intervention, explore how these facets relate to each other, and try to produce an outline picture of the whole. The presentation is structured around the view that intervention theory and practice must address four inextricably interrelated and fundamental topics: (1) the classification problem (i.e., differentiating phenomena--conceptually and methodologically--into relevant subgroups for purposes of planning, implementing, and evaluating intervention), (2) the underlying rationale problem (i.e., assumptions shaping intervention aims and means), (3) the planning and implementation problem (i.e., processes for optimizing intervention), and (4) the evaluation problem (i.e., describing, judging, and advancing intervention knowledge and practice). Each of these is discussed in sufficient detail to facilitate development of an agenda for improving practice through theory building, program development, and research.

Numbering with colors is tutorial in nature, with many practical examples given throughout the presentation. It is heavily illustrated with gray-scale images, but also included is an 8-page signature of 4-color illustrations to support the presentation. While the organization is somewhat similar to that found in "The Data Handbook," there is little overlap with the content material in that publication. The first section in the book discusses Color Physics, Physiology and Psychology, talking about the details of the eye, the visual pathway, and how the brain converts colors into perceptions of hues. This is followed by the second section, in which Color Technologies are explained, i.e. how we describe colors using the CIE diagram, and how colors can be reproduced using various technologies such as offset printing and video screens. The third section of the book, Using Colors, relates how scientists and engineers can use color to help gain insight into their data sets through true color, false color, and pseudocolor imaging.

Gordon shows how we can use assessment to support teaching and develop students' competencies. Between 2011 and 2013, Gordon chaired an interdisciplinary commission of scholars and thinkers, who connected transformative research and ideas on learning, teaching, measurement, the nature of tests, intelligence, capability, technology, and policy.

In this lively, research-based book, award-winning educator Larry Ferlazzo tackles everyday classroom challenges with creative instructional techniques to help middle- and high-school teachers develop self-motivated and high-achieving students. The practical tips, online resources, and mini-lessons in this book encourage students to take charge of their own learning, boosting their success in and outside of the classroom. Detailed lesson plans in every chapter align with the Common Core English Language Arts Standards and cover a variety of valuable skills, including: Personal responsibility and perseverance Social and emotional learning Standardized test-taking strategies And much more!

This book introduces a comprehensive RTP Model that reframes research to practice knowledge and inclusive education philosophy to promote the sustained use of research to promote and enhance meaningful education for all students.

Recent research findings have challenged the idea that creativity is domain-general. Domain Specificity of Creativity brings together the research information on domain specificity in creativity -- both the research that supports it and answers to research arguments that might seem to challenge it. The implications for domain specificity affect how we move forward with theories of creativity, testing for creativity, and teaching for creativity. The book outlines what these changes are and how creativity research and applications of that research will change in light of these new findings.

Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field.

This book explores a range of psychosocial resources, and discusses them in relation to lived experiences and outcomes in educational and socioeconomic domains. It offers close insights into the complex relationship between psychosocial resources, such as familial influence, religiosity, aspirations, and socioeconomic progression in Britain. This is achieved by exploring the lived experiences of a sample group of Caribbeans, one of Britain's most internally diverse but discernibly disadvantaged social groups. Detailed accounts of the participants' experiences are offered to provide insights to a wide range of stakeholders in education. Teachers, behaviour specialists, parents, policy advocates, psychologists, social researchers, social justice warriors and lay people will all benefit from this empirically informed perspective on psychosocial resources and their implications for educational attainment and socioeconomic progress. The book implores the reader to appreciate more fully how psychosocial resources play out in outcomes of achievement and progression, and how such outcomes may be improved among members of some disadvantaged social groups. It will be an invaluable resource for students, researchers, and educators in the fields of Education, Sociology, and Psychology.

This volume advocates an optimistic new conceptual and practical approach to adulthood, aging, and education for individuals with intellectual disability (ID) across the lifespan. The compensation age theory (CAT) at the heart of this book suggests that the adulthood period in populations with ID may be characterized by processes of cognitive development, growth, and neural sprouting, rather than stagnation or even decline. Empirical findings indicate the contribution of chronological age, maturity, and accumulating life experiences to adults' continued cognitive growth and intelligence, as a result of direct mediation, cognitive intervention, and academic learning as well as exposure to indirect learning. Grounded in cumulative evidence for the CAT, the book presents comprehensive analysis of a practical holistic educational intervention model for enhancing adults' Cognition (literacy), Affect (including autonomy), and Behavior (adaptive behavior skills), including operative strategies, mediational parameters, and guidance for change agents in diverse settings. This triple CAB model offers detailed tools for promoting the cognitive improvement and invigoration of adults with ID in during ADL, vocational and leisure activities, at all severity levels ranging from mild and moderate to severe and profound, across different ID etiologies including Down syndrome, and even at advanced ages for adults with ID exhibiting comorbid Alzheimer's.

A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Clark University Trust has a constituent role in human societies. It has been treated as a scientific topic in many disciplines. Yet, despite the fact that trust and distrust come to life primarily in human communication and through language, it has seldom been analyzed from a communicative or linguistic perspective. This is the theme of this path-breaking volume. This volume contains 12 chapters, plus introduction and epilogue by the editors. They have been authored by leading specialists on trust in language and communication, coming from many disciplines and from different cultures and countries. Most of the authors share a conceptual basis in dialogical theories. This book is a follow-up volume to two previous volumes on trust within cultural psychology, Trust and Distrust (Markova & Gillespie, 2008) and Trust and Conflict (Markova & Gillespie, 2012). It will be of interest to anyone seriously interested in trust in societies, and in trust and distrust as displayed in communication and language.

This book provides a multidisciplinary view into how individuals and groups interact with the information environments that surround them. The book discusses how informational environments shape our daily lives, and how digital technologies can improve the ways in which people make use of informational environments. It presents the research and outcomes of a seven-year multidisciplinary research initiative, the Leibniz-WissenschaftsCampus Tubingen Informational Environments, jointly conducted by the Leibniz-Institut fur Wissensmedien (IWM) and the Eberhard Karls Universitat Tubingen. Book chapters from leading international experts in psychology, education, computer science, sociology, and medicine provide a multi-layered and multidisciplinary view on how the interplay between individuals and their informational environments unfolds. Featured topics include: Managing obesity prevention using digital media. Using digital media to assess and promote school teacher competence. Informational environments and their effect on college student dropout. Web-Platforms for game-based learning of orthography and numeracy. How to design adaptive information environments to support self-regulated learning with multimedia. Informational Environments will be of interest to advanced undergraduate students, postgraduate students, researchers and practitioners in various fields of educational psychology, social psychology, education, computer science, communication science, sociology, and medicine.

The Young Adolescent and the Middle School, will focus on issues related to the nature of young adolescence and the intersection of young adolescence with middle level schooling. Examples of topics related to young adolescence include: (a) the developmental characteristics (i.e., physical, emotional, cognitive, social, ethical/moral, psychological), (b) self esteem, (c) identity formation, (d) issues related to gender, race/ethnicity, and sexual orientation, (e) peer pressure (e.g., bullying, suicide, and at-risk behaviors). Possible chapters that focus on the intersection of the nature of young adolescence with middle level schools include: (a) appropriate structures, organizational arrangements, interventions, and practices that are developmentally appropriate; (b) curricular, instructional, and assessment issues as they relate to this developmental period; (c) the characteristics/qualities of teachers and administrators that are essential for effectively working with young adolescents; and (d) issues related to special education; and (e) the involvement of family in middle level schooling. Of particular interest to the editor are manuscripts that present the perspectives of students on various issues related to young adolescence and schooling. Please check with the editor if you have any questions regarding the appropriateness of a topic.

Eugene J. Meehan's immediate purpose in this study is to explain the essentials of a promising approach to measuring and improving cognitive performance, and to summarize the exceptional results obtained thus far from years of experimental applications in the United States and abroad. The approach depends upon two primary constructs: first, a concept labeled cognitive skill or cognitive competence, which is identified with the individual's capacity to acquire, assess, and apply knowledge; and second, a theory of knowledge that is limited in scope but focused on the development and use of knowledge in the conduct of human affairs. Meehan's extended purpose, the reason for being concerned with measuring and improving cognitive competence, is the glaring inadequacy of intellectual performance of those educated in the United States and elsewhere, compared to current needs. This study details the strong theoretical base, examines the process of testing cognitive skill, and investigates the relationship between cognitive skill and real-world achievement. Meehan argues that a useful measure of the concept of cognitive skill testing can be created and stabilized, and that the skills included can be improved selectively and systematically. The book concludes with a discussion of the principal areas of uncertainty, including the long-range effects of cognitive training and the factors that influence retention--particularly in societies that maintain a generally anti-intellectual environment, or where methodological and analytical criticism is not a regular part of everyday practice, even among the well-educated. The significant research, testing, and results which show actual progress in improving educational practice as detailed in this book will interest methodologists, educators, and social scientists.

The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.

Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material: * A brand new chapter on current socio-dynamic and complex systems perspectives * New approaches to motivating students based on the L2 Motivational Self System * Illustrative summaries of qualitative and mixed methods studies * Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike.

This book discusses how we can inspire today's youth to engage in challenging and productive discussions around the past, present and future role of animals in science education. Animals play a large role in the sciences and science education and yet they remain one of the least visible topics in the educational literature. This book is intended to cultivate research topics, conversations, and dispositions for the ethical use of animals in science and education. This book explores the vital role of animals with/in science education, specimens, protected species, and other associated issues with regards to the role of animals in science. Topics explored include ethical, curriculum and pedagogical dimensions, involving invertebrates, engineering solutions that contribute to ecosystems, the experiences of animals under our care, aesthetic and contemplative practices alongside science, school-based ethical dialogue, nature study for promoting inquiry and sustainability, the challenge of whether animals need to be used for science whatsoever, reconceptualizing museum specimens, cultivating socioscientific issues and epistemic practice, cultural integrity and citizen science, the care and nurturance of gender-balanced curriculum choices for science education, and theoretical conversations around cultivating critical thinking skills and ethical dispositions. The diverse authors in this book take on the logic of domination and symbolic violence embodied within the scientific enterprise that has systematically subjugated animals and nature, and emboldened the anthropocentric and exploitative expressions for the future role of animals. At a time when animals are getting excluded from classrooms (too dangerous! too many allergies! too dirty!), this book is an important counterpoint. Interacting with animals helps students develop empathy, learn to care for living things, engage with content. We need more animals in the science curriculum, not less. David Sobel, Senior Faculty, Education Department, Antioch University New England