This book presents the results of the most complete and updated assessment of cognitive resources of students in Latin America: the Study of Latin American Intelligence (SLATINT). During four years, top researchers of the region used a standardized set of cognitive measures to assess 4,000 students aged between 14 and 15 years from six countries: Brazil, Argentina, Mexico, Chile, Colombia and Peru. The data collected and now analyzed in this volume is a first step to understand the human cognitive capital of the region, a crucial resource for any country today. Intelligence research has shown that the cognitive skills of a population are strongly associated with the school performance of its students and the development of a nation. This makes Intelligence Measurement and School Performance in Latin America a valuable tool both for Latin American researchers and authorities engaged in the improvement of each country's human resources and for psychologists, educators and other social scientists dedicated to the study of the impact of intelligence in the development of nations.

Intended for school psychologists, counselors, and social workers, teachers, and therapists who work with school systems, this book presents a philosophy and numerous practical strategies for handling behavioral problems presented by students.

The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.

Some educators feel that children's cognitive styles should be taken into account when learning activities are planned for them. The term cognitive styles refers to one's personal style, and describes an individual's mode of understanding, thinking, remembering, judging, and solving problems; in short, how he or she responds to and makes sense of the world. Assessing this functioning makes more sense than relying on a simple score on a standardized intelligence test. Teachers need to be aware of recent cognitive style research and learn to use the results of this research to plan effective educational programs. This book presents historical perspectives, suggests practical classroom applications, and provides implications for future research.

This is the first volume to present individual chapters on the full range of developmental and acquired pragmatic disorders in children and adults. In chapters that are accessible to students and researchers as well as clinicians, this volume introduces the reader to the different types of pragmatic disorders found in clinical populations as diverse as autism spectrum disorder, traumatic brain injury and right hemisphere language disorder. The volume also moves beyond these well-established populations to include conditions such as congenital visual impairment and non-Alzheimer dementias, in which there are also pragmatic impairments. Through the use of conversational and linguistic data, the reader can see how pragmatic disorders impact on the communication skills of the clients who have them. The assessment and treatment of pragmatic disorders are examined, and chapters also address recent developments in the neuroanatomical and cognitive bases of these disorders.

Becoming: An Introduction to Jung's Concept of Individuation arose from Jungian psychoanalyst Deldon McNeely's reflections on her lifelong work in psychoanalysis, as well as her sadness at the dismissal by current trends in psychology and psychiatry of so many of the principles that had guided her. The teaching of Jung's psychology is discouraged in some schools, and, while Jung's ideas generate lively conversations among diverse groups of thinkers that are presented in journals and conferences, little of this reaches mainstream psychology. Dr. McNeely realized the need for a new explication of Jung's process of individuation, one written for twenty-first century readers who have little or no knowledge of Jung. Becoming begins by identifying the historical and philosophical contexts in which Jung was situated and then addressing the question of where this approach fits with the cultural issues of today. Dr. McNeely addresses contemporary issues such as gender identity, addiction, the collective, depression and mental health, and the view from outside a western cultural lens. The volume touches upon topics like the overvaluing of the heroic ego, elitism, the function of introspection in an extraverted culture, and the role of inner resources in self-development. Religious parallels include perspectives on eastern thought, mysticism, spiritual experience, and the development of a "new myth" for modern times. Her chapter "The Opus: Finding the Spirit in Matter" delves into Jung's description of alchemist Gerhard Dorn's three stages of individuation.In the half century since Jung's colleague, Jolande Jacobi, wrote her now-classic The Way of Individuation, modern, post-modern, and post-post-modern thought has raised many questions that color the images of individuation Jacobi presented. Becoming addresses these, offered for those whose minds are receptive to the unknown, in the hope that "it will help some of us to think - more with respect than dread - of the possibility that we act unconsciously.Deldon Anne McNeely received her Ph.D. in Clinical Psychology from Louisiana State University and is a member of the International Association for Analytical Psychology. A senior analyst of the Inter-Regional Society of Jungian Analysts, she is a training analyst for their New Orleans Jungian Seminar. Publications include Touching: Body Therapy and Depth Psychology; Animus Aeternus: Exploring the Inner Masculine; and Mercury Rising: Women, Evil, and the Trickster Gods.

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.

This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Learning often begins with an experience in the body. Our body can tighten or feel expansive depending on different learning contexts. This experience of learning in the body is crucial to holistic education. This book explores embodied learning from several perspectives. This first section explores how psychology can inform us about embodied learning; for example, the work of Carl Jung and Wilhelm Reich devoted much of their thinking to how energy manifests itself in the body. Meditation and movement are also examined as ways of embodied learning; for example, Dalcroze, a form of movement education, is presented within the context of whole person education. The book also presents schools where embodied learning is nurtured. Waldorf education is discussed as well as a public school in Toronto where the body is central to holistic education. The book also presents visions of embodied learning. John Miller presents a holistic vision of teacher education and Tobin Hart, who has written extensively in this field, writes about the embodied mind. Embodied learning is an emerging area of inquiry in holistic education and this book presents a variety of perspectives and practices that should be helpful to both scholars and practitioners.

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.

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.

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.

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.