This book explores humanising practice within higher education (HE). It provides a fresh perspective by bringing together expert voices with empirical experience of humanising theory and practice in various areas of higher education, in order to influence and improve the way in which universities work. The book draws on Todres et. al's humanisation framework, as well other relevant theories such as positive organisational scholarship, Vygotsky's socio-cultural theory and socio-emotional intelligence. Topics include micro elements of humanisation such as transitions and the student experience, and macro elements such as the policy impact of humanising HE and sustainability. The authors demonstrate how a humanising approach can provide the catalyst for wider change and help to improve wellbeing in the community. This book offers an invaluable resource for scholars interested in teaching and learning in HE, and for HE practitioners and policy makers keen to develop a more human practice.

This collection of essays addresses problem solving, decision making, critical thinking, and various conceptions of the learning and thinking process as well as suggestions on how to facilitate these within the academic and business domains. Included are current points of view on the nature of learning and thinking from a wide representation of international sources.

The book provides an overview of cognitive science; a discussion of the theoretical underpinnings of higher order thinking; developed programs for the enhancement of thinking skills in elementary, secondary, and college populations; essays on reading and arithmetic, as well as history, physical education, and social competence; a discussion of the role and development of thinking skills in the business domain; essays emphasizing that creative thinking is within the reach of almost anyone; and a global perspective on the nature and development of thinking through a presentation of the common and variant philosophical orientations of eastern and western thought. This book will be valuable to educators, teachers, and educational psychologists, as well as to others who wish to improve the cognitive and life skills of school children.

When the original Visible Learning published in 2008 it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing 'teaching's Holy Grail'. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies and involving more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood - and at times misunderstood - and what future directions research should take. Visible Learning: The Sequel reiterates the author's desire to move beyond claiming "what works" to "what works best" by asking crucial questions such as: Why is the current 'grammar of schooling', so embedded in so many classrooms and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: * The evidence base and reactions to Visible Learning * The Visible Learning model * The intentional alignment of learning and teaching strategies * The influence of home, students, teachers, classrooms, schools, learning and curriculum on achievement * The impact of technology Building upon the success of original, this highly anticipated sequel expands Hattie's model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer or policy maker.

This new collection of writings describes the recent thinking of psychologists and educators regarding interactive development across the spectrum of competency domains within the individual. Significant research efforts emphasizing innovations in qualitative methodology, pedagogical refinements, and therapeutic interventions--both remedial and prophylactic--are presented to illustrate recent applications of current life-span development theorizing.

The volume begins with a section devoted to theory and practice in educating for human development; this is followed by sections examining counseling for development, and educating for morality, religion, and citizenship.

This book brings together authoritative information about the child/dog bond as it is manifested with family dogs, visiting therapy dogs, and service dogs trained to assist children with disabilities. Despite the widely accepted view that participating in a dog's care and interacting with dogs in behaviorally healthy ways is a route to becoming responsible and compassionate, research on this complex dynamic is difficult to design, time-consuming to collect, and challenging to analyze. This volume synthesizes theory, research, and practice, bringing all to bear upon child/dog interactions in homes, schools, libraries, and the community at large. Children, Dogs and Education serves as a handbook for a diverse group of adults who seek to build positive relationships between children and dogs-parents/families, professional dog trainers, teachers, librarians, mental health professionals, health care professionals, and university faculty. The study of interactions between human and nonhuman animals has captured the imagination of an international community of researchers from many different fields and professions. Even though dogs are ubiquitous in the lives of most children, studies of children's interactions with dogs in families and communities are lacking. Most of the previous research on the human-canine bond has focused on adolescents and adults or, even when younger children are the focus, it has tended to rely on parents to speak for children. There are three features of this book that make it unique. First, it goes beyond exploring the child/dog bond to examine additional important issues, including: children's concepts of responsible care, their ability to interpret dogs' behavioral cues, and their ideas about canine behavioral issues/training. Second, unlike most other work to date, it represents children's voices through cases, interviews, and drawings. Finally, the contributors to this edited work use their collective wisdom to draw educational implications and suggest direction in preparing the next generation of dog guardians.

This edited volume fills the gaps in existing literature on visualization and dashboard design for learning analytics. To do so, it presents critical tips to stakeholders and acts as guide to efficient implementation. The book covers the following topics: visualization and dashboard design for learning analytics, visualization and dashboard preferences of stakeholders, learners' patterns on the dashboard, usability of visualization techniques and the dashboard, dashboard and intervention design, learning and instructional design for learning analytics, privacy and security issues about the dashboard, and future directions of visualization and dashboard design. This book will be of interest to researchers with interest in learning analytics and data analytics, teachers and students in higher education institutions and instructional designers, as it includes contributions from a wide variety of educational and psychological researchers, engineers, instructional designers, learning scientists, and computer scientists interested in learning analytics.

Theory Driving Research: New wave perspectives on self-processes and human development provides a unique insight into self-processes from varied theoretical perspectives. The chapters in this volume develop avant-garde theoretical ideas to drive future, cutting-edge, empirical research and together, in one collected volume, make a valuable contribution to scholarly literature on self-processes. Among the themes covered are resurrecting the "I-self," a re-look at the dichotomy between the I-self, and the Me-self based on James's analysis, the actualization of human potential, naturalizing and contextualizing the self, hypo-egoic states, personal proficiency networks, competition and performance relationships, achievement motivations, passion and optimal functioning in society, competence and self-worth threat, new interpretations of expectancy-value research, methodological advances in BFLPE research and multilevel models of student achievement motivation. This monograph, the fourth in the International Advances in Self Research monograph series, provides a wealth of information on new theorizing and provides a platform for generating the next wave of research designed to understand the fundamental role self-processes play in human development.

This book explores models and concepts of trust in a digitized world. Trust is a core concept that comes into play in multiple social and economic relations of our modern life. The book provides insights into the current state of research while presenting the viewpoints of a variety of disciplines such as communication studies, information systems, educational and organizational psychology, sports psychology and economics. Focusing on an investigation of how the Internet is changing the relationship between trust and communication, and the impact this change has on trust research, this volume facilitates a greater understanding of these topics, thus enabling their employment in social relations.

This book focuses on the way academics understand, embrace and enact the concepts of mindfulness in approaching their work in demanding and dynamic contemporary higher education environments. It examines how they implement formal and informal mindfulness practices that increase the capacity to transform mind and body states by drawing on concepts such as compassion, kindness, gratitude, curiosity, self-awareness and non-judgemental stances. The book provides insights into and highlights the struggles of scholars through their experiences and perspectives in relation to their identities, practices and job enactment. Each chapter author explains their mindfulness practices and their motivations for implementing them, and explores how mindful ways of researching, writing, learning and teaching, leading, and engaging with others leads us to self-awareness and engagement in the present.

The Psychology of Teaching and Learning provides a thorough and comprehensive introduction to the psychology of instruction in the schools and colleges.The book divides the theory into three stages (the "three steps" in the subtitle): (i) work by the teacher prior to engagement with the student (e.g. needs assessment; diagnosis; mental ability including emotional intelligence); (ii) work by the teacher with the student (e.g. module delivery, formative assessment); and (iii) work done by the teacher after engagement with the student (e.g. summative assessment, remedial planning). The subject matter is wide-ranging including, for example, parental influence, behavioral factors and a consideration of different kinds of intelligence. Martinez-Pons has developed models of instruction in the form of flow charts, reports research (including plentiful quantitative studies) and includes boxed material explaining techniques and concepts (e.g. correlational analysis).It was written with graduate students of education in mind, especially for courses for educational psychology and pedagogy. Because the book develops out of general educational psychology, it is applicable to all stages of education from elementary school to college teaching as well as in-service professionals, including educational psychologists.

This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence 'from the field' in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.

The challenge of preventing and coping with violence and other psychosocial problems among youth is the inspiration for this work, which offers both a conceptual foundation and a practical guide for helping troubled youth in schools. The book is meant to be a guide for practicing school staff. It is intended to be either immediately useful, or to be a stimulus for longer-range plans. All chapters are written by veterans of school systems who are or have been principals, special education directors, directors of guidance, school counselors, school psychologists, teachers, and school social workers. The topics range from a call for socially critical leadership from school administrators to moment-to-moment suggestions for interactions with students.

Two sets of words echo throughout this book: "prevent" and "connect." Prevention, not only reaction, is necessary if schools are to assist troubled youth, and in order to do the best job possible, school staff members must connect not only with students, but with the students' families and the community at large, as well as other school colleagues. Part I presents the big pictures and helps readers to re-think current conceptions of the work of schools in the psychosocial development of youth. Part II provides complementary chapters with descriptions and illustrations of effective practices for meeting the learning needs of troubled youth. Armed with the inspiration and the applications of this book, school professionals will be able to get to work immediately on fulfilling all students' promise, as well as their own as professionals.

Internationalisation has had a forceful impact on universities across the Anglophone world. This book reviews what we know about interaction in the Anglophone university classroom, describes the challenges students and tutors face, and illustrates how they can overcome these challenges by drawing on their own experiences and practices.

This book addresses college students' weak foundation in algebra, its causes, and potential solutions to improve their long-term success and understanding in mathematics as a whole. The authors, who are experts in a wide variety of fields, emphasize that these difficulties are more complex than just forgotten rules, and offer strategic approaches from a number of angles that will increase the chances of student understanding. Instructors who are frustrated with their students' lack of skills and knowledge at college level will find this volume helpful, as the authors confront the deeper reasons why students have difficulties with Algebra and reveal how to remedy the issue.

This book addresses new research directions focusing on the emotional and aesthetic nature of teaching and learning science informing more general insights about wellbeing. It considers methodological traditions including those informed by philosophy, sociology, psychology and education and how they contribute to our understanding of science education. In this collection, the authors provide accounts of the underlying ontological, epistemological, methodological perspectives and theoretical assumptions that inform their work and that of others. Each chapter provides a perspective on the study of emotion, aesthetics or wellbeing, using empirical examples or a discussion of existing literature to unpack the theoretical and philosophical traditions inherent in those works. This volume offers a diverse range of approaches for anyone interested in researching emotions, aesthetics, or wellbeing. It is ideal for research students who are confronted with a cosmos of research perspectives, but also for established researchers in various disciplines with an interest in researching emotions, affect, aesthetics, or wellbeing.

Designed primarily for teachers and school psychologists, this text reviews the literature on behavioral processes used in school-specific techniques like contracting, self-management, and token economies. Much of the material applies to mainstream classrooms and activities, but there are also chapters dealing with hyperactivity, aggression, withdrawal, depression, and suicide. Studies of such specimen populations as autistic, delinquent, or retarded children are also cited. The authors' stated intent is to provide a balanced mix of theory and methods, so that skills can be developed with confidence in the underlying knowledge base. The heavy emphasis on research, however, makes it a valuable guide to the theoretical study of behavioral science. Readings: A Journal of Mental Health Reviews, Commentary Written for educators and school psychologists who regularly deal with children, this book provides detailed information about the procedures teachers have successfully used to obtain positive outcomes in their classrooms. The authors base their discussion on the growing body of experimental research conducted in the classroom designed to identify techniques that encourage productive, happy, caring, healthful, and skillful behavior from students. The procedures they represent are backed by solid scientific data and have achieved proven results in real world settings. The authors also provide a thorough grounding in the behavioral principles that underlie the procedures. They demonstrate the ways in which these principles, which have been formulated as a result of basic laboratory research, can be effectively applied to behavioral techniques in the classroom to better the lives of both students and teachers.

Higher-order skills such as critical thinking, planning, decision-making and persistence are the key to success for today's students. With its novel approach to teaching and learning, 12 Brain/Mind Learning Principles in Action has been the go-to resource for thousands of teachers in leading their students to greater confidence and achievement. Now in an expanded third edition, Caine et al. offer three practical approaches to instruction-direct, problem or project-based learning, and the guided experience approach-while providing common-sense strategies to turn theory into effective classroom teaching. Features of the new edition include More strategies to deeply engage students and build foundational learning skills Guidance on peer-based professional development through Process Learning Circles Reflective questions and checklists for assessing progress Updated, real-life examples that illustrate brain-compatible learning in action Bridge research to practice through these innovative strategies to create a school environment where students and faculty learn and thrive.

Persistently cheeky, disruptive, even aggressive boys can be found in classrooms everywhere, as can the victims of bullying. These boys' behaviours often pose a problem to themselves as well as to others. As the hotly contested debates about boys' education swirl around them, what can teachers actually do to improve boys' performance in the classroom?Teaching Boys provides a practical framework for teachers to improve boys' education in ways that are appropriate for their school context and also sustainable. Drawing on intensive research in classrooms where innovative teachers are achieving good outcomes with boys, Keddie and Mills show how other teachers can learn from their success. They acknowledge that there are no simple solutions, but show that what teachers do in the classroom really does matter. They emphasise the importance of understanding the impact of dominant and subversive masculinities at all levels of schooling, on both boys and girls.' What is original about this book is that it marries theory and practice in a way that speaks to the everyday realities and concerns of teachers who work with boys in schools'Associate Professor Wayne Martino, The University of Western Ontario 'What is impressive about Teaching Boys is the way in which Keddie and Mills pull together the best research on boys and schooling with the best research on pedagogies.'Professor Bob Lingard, The University of Edinburgh

Building from the history of inequality in education up to current problems, this text posits viewpoints on how to cultivate humanistic leaders in education to best benefit underserved children around the world. Among perspectives examined are economic, cultural, and political circumstances that benefit some and harm others, creating educational inequality. To illustrate the work that must be done, this book connects vignettes of compelling school issues to educational philosophies, e.g., Makiguchi's work, to bridge the theoretical and the practical and pose real solutions.

This book argues that we have moved into a new cultural period, automodernity, which represents a social, psychological, and technological reaction to postmodernity. In fact, by showing how individual autonomy is now being generated through technological and cultural automation, Samuels posits that we must rethink modernity and postmodernity. Part of this rethinking entails stressing how the progressive political aspects of postmodernism need to be separated from the aesthetic consumption of differences in automoderntiy. Choosing culturally relevant studies of The Matrix, Grand Theft Auto, Eminem and Jurassic Park, he interprets these medias through the lens of eminent theorists like Slavoj Zizek, Frederic Jameson, and Henry Jenkins. Ultimately, he argues that what defines postmodernity is the stress on social construction, secular humanism, and progressive social movements that challenge the universality and neutrality of modern reason.

This book chronicles a professor's experience with a group of US undergraduate students at Holocaust memorials, museums, and sites of remembrance as part of a yearly Holocaust study abroad program to Germany and Poland. Narrated through a series of personal encounters, The Ethics of Teaching at Sites of Violence and Trauma synthesizes a concrete experiential teaching account - on issues ranging from trauma tourism to the ethics of spectatorship - with contemporary debates on Holocaust education. In doing so, this book seeks to offer a critical assessment on the possibilities and limitations of teaching at sites that were central to the planning and execution of the Holocaust.

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.

Advances in Contemplative Psychotherapy offers mental health professionals of all disciplines and orientations the most comprehensive and rigorous introduction to the art of integrating contemplative psychology, ethics, and practices, including mindfulness, compassion, and embodiment techniques. It brings together clinicians, scholars, and thought leaders of unprecedented caliber, featuring some of the most eminent pioneers in the rapidly growing field of contemplative psychotherapy. The new edition offers an expanded array of effective contemplative interventions, contemplative psychotherapies, and contemplative approaches to clinical practice. New chapters discuss how contemplative work can effect positive psychosocial change at personal, interpersonal, and collective levels to address racial, gender, and other forms of systemic oppression. The new edition also explores the cross-cultural nuances in the integration of Buddhist psychology and healing practices by Western researchers and clinicians and includes the voices of leading Tibetan doctors. Advances in Contemplative Psychotherapy offers a profound and synoptic overview of one of psychotherapy's most intriguing and promising fields.

This book defends that math education should systematically start out from the diverse out-of-school knowledge of children and develop trajectories from there to the Academic Mathematics tower of knowledge. Learning theories of the sociocultural school (Vygotsky and on) are used here, and ethnographic knowledge from around the world is shown to offer a rich and varied base for curricula. The book takes a political stand against the exclusively western focus in OECD analyses and proposals on math education. This book aims at agents in education and social actions in every cultural environment. But it is also attractive to mathematicians, anthropologists and other specialists. It offers a broad and scholarly view of knowledge and culture and a very original transcultural and transdisciplinarian approach to education. Ubiratan D'Ambrosio, UNICAMP/Universidade Estadual de Campinas, Brazil