Tailored to the unique educational requirements of school psychology, this is the first complete guide to the practicum and internship process for school psychology students and faculty. Replete with practical information and advice, the book introduces students to a variety of professional issues they may be required to navigate during their supervised field-based experiences. The book covers all aspects of the entry-level practicum ranging from orientation to the professional's role, to portfolio and competency-based evaluation and working with supervisors. It addresses advanced clinical applications including systems-level school initiatives, practice in mental health settings, cross-comparison of educational and medical classification models, field-based research considerations and more. Coverage of the internship year discusses how to select an internship site, writing a winning CV, the application process, applying for the first career position, negotiation skills, as well as certification and licensure. Content reflects NASP and APA standards, guidelines, and best practices, and provides a plethora of user-friendly online resources for documenting field experiences, performance evaluations and more.

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.

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.

This edited volume highlights the rich and complex educational debates around Critical Disability Studies in Education (DSE), critical mental health, and crip theories. Chapter authors use the term Dis/ability to criticize aspects of education research and international development that do not center the experiences of dis/abled students and people with dis/abilities. Through case studies from around the Americas, chapters highlight how top-down approaches to disabilities further oppress rather than emancipate. The volume prioritizes the spaces of resistance where local initiatives speak back to the demands imposed by an ever-globalizing world shaped by colonialism and imperialism, undergird by intersectional ableism. Voices of disabled students and people with dis/abilities counter-narrate the personal, interpersonal, structural, and political ways in which biomedical and psychological models of disability have impacted their well-being throughout education and society in the Americas. Through a critical sentipensante approach that centers the "epistemologies of the south," this volume challenges global mental health and dis/ability hegemony in the Americas.

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.

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 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

This book provides an overview of the state-of-the art of psychological research on learning and knowledge exchange with digital media, based on a comprehensive research program that was realized at the Leibniz-Institut fur Wissensmedien(IWM) during the last decade. The dramatic rise of new tools and technologies, including both hardware devices like smartphones, tablets, multitouch-tables, or stereoscopic screens as well as software environments like Google, Wikipedia, Facebook, Twitter or MOOCs - has fundamentally reshaped teaching, learning, and knowledge exchange. The authors describe an area of digital learning in light of these recent technological developments, specify the relevant theoretical approaches, summarize the main research results from the lab, and discuss their theoretical and practical implications.

This book offers a socio-cultural examination of contemporary creativity studies. Drawing heavily on posthumanist, new materialist and affective theoretics, the author argues in favour of an expansive and sustainable approach to creativity which contributes to an emergent 'creativity studies' inter-discipline. It seeks to establish a broader consideration of creativity in socio-culture, that extends beyond, or indeed refutes, the narrowing aperture of entrepreneurship and innovation as synonyms for creativity in economic, cultural and educational contexts and discourses. Drawing on multiple case studies of creative relational and creative ecological empirical research, this book integrates a concern for personal, planetary and geo-political collaboration, as an antidote for 'innovation for innovation's sake'.

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.

Our principal concern in this book is to understand three important ideas: learning, technology and innovation, and to examine these ideas and the relationships between them in situ; that is, we examine a number of cases of learning technologies in action in two countries, England and Brazil. The purpose of our study is to provide an explanation of the means to, and constraints on, improvements to educational policies and practices, with particular reference to innovation. We have a plethora of theoretical models that in attempting to deal with causal relations usually come to the conclusion that there are socio-economic-cultural constraints, but these observations largely remain at an abstract level and/or come to very general conclusions that are not of particular help to practitioners in the field. These issues can only be properly addressed after examining the empirical reality and having a spectrum of cases to analyze. By combining the theoretical and the practical, our aim is to explain how and under what conditions new modes of learning can be put into practice successfully and sustainably, in order for the learner to develop innovatory skills and dispositions for work and in the life course.

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.

This book shares with English readers Chinese theoretical and practical explorations of moral education curriculum for primary schools within the basic education curriculum reform project since 2001.The book expounds this moral education curriculum reform and focuses on three main ideas: The curriculum's aim is to enrich children's experiences and reflect their own lives; the curriculum's content is originated from children's lives; the curriculum's structure is developed from children's learning approach in their morality and social study. In this book, light is also shed on how to construct moral education textbooks, direct moral instruction, and moral teacher identity in the perspective of moral learning; how to knit law education and Chinese traditional culture education in moral curriculum. This is the first comprehensive book focusing on Chinese moral education curriculum reform. It will appeal to researchers, research students, and writers of moral education textbooks. It is also suitable for teacher training programs to help future teachers learn about moral education curriculum and help them effectively design and organize it for children's morality study.

This book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills. Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other online communication affordances. The book will be of interest to researchers seeking a summary of recent empirical studies in the inquiry project-based learning domain that employ new technologies as constructive media for student synthesis and creation. The book also bridges the gap between empirical works and a range of national- and international-level educational standards frameworks such as the P21, the OECD framework, AASL Standards for the 21st Century Learner, and the Common Core State Standards in the US. Of particular interest to education practitioners, the book offers detailed descriptions of inquiry project-based learning interventions that can be directly reproduced in today's schools. Further, the book provides research-driven guidelines for the evaluation of student inquiry project-based learning. Lastly, it offers education policymakers insight into establishing anchors and spaces for applying inquiry project-based learning opportunities for youth today in the context of existing and current education reform efforts. The aim of this book is to support education leaders', practitioners' and researchers' efforts in advancing inspiring and motivating student learning through transformative social constructivist inquiry-based knowledge-building with information technologies. We propose that preparing students with inquiry mindsets and dispositions can promote greater agency, critical thinking and resourcefulness, qualities needed for addressing the complex societal challenges they may face.

The second volume of companion books on comparative student discipline identifies the best practices in dealing with student misconduct, on six continents, in a legally sound manner. It is essential for educators to examine national as well as international practices addressing student misconduct in schools because learner misbehavior often has a detrimental effect on the quality of teaching and learning in elementary and secondary schools. The countries covered are Brazil, China, Malaysia, Turkey and South Africa.

This book tries to trace Dewey's intellectual history from his early years to the end, focusing on the themes of psychology and the psychological aspect of education in Dewey's lifelong writing.The author mixed the discussion on Dewey's work with his life stories and shows readers how his ideas evolved over time. In turn, the book offers a critical review of his ideas in the areas of psychology and education. Lastly, it assesses Dewey's involvement in and impact on education. In short, it provides a comprehensive account of his legacy in psychology and education.

This book explains how a teaching system focused on identifying and stoking each student's strengths-rather than concentrating on deficits-can bring remarkable academic improvement and achievement. It's a familiar and seemingly logical model: to improve performance, identify weaknesses and target these problem areas. Could doing the opposite be a better way? Licensed clinical psychologist Elsie Jones-Smith argues that strengths-based systems are indeed more effective-not just in social work, where the philosophy became popular; or in the business world, where the concept is increasingly being embraced-but in the academic setting as well. Spotlighting the Strengths of Every Single Student: Why U.S. Schools Need a New, Strengths-Based Approach explains how and why a system that focuses on students' strengths enables kids to be self-confident, goal-directed, and to possess a stronger sense of self-efficacy, self-control, and academic achievement. Jones-Smith also explains how such a system spurs appreciation and advancement of multiple intelligences, which in turn gives students the ability to address weaknesses-on their own. Another plus: this approach has also been shown to generally reduce school disciplinary actions and increase class attendance time. Contains 25 teaching strategies that are part of the strength-based program Offers powerful vignettes to illustrate key points

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.

This book illustrates the problems of using eye tracking technology and other bio-measurements in science education research. It examines the application of bio-measurements in researching cognitive processes, motivation for learning science concepts, and solving science problems. Most chapters of this book use the eye-tracking method, which enables following the focus of the students' attention and drawing conclusions about the strategies they used to solve the problem. This book consists of a total of fifteen chapters. Authors from eight countries emphasise the same trends despite their cultural and educational differences. The book begins with general chapters describing cognitive processes and how these processes are measured using eye-tracking methods and other psychophysiology parameters and motivation. Finally, the book concludes the chapters presenting studies in specific scientific fields from chemistry, biology, physics and geology.