Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear.

This book outlines a range of innovative methods to gather student feedback, and explores the complex relation between student engagement, student satisfaction, and student success. Drawing on results from a set of numerous case-studies carried out at a school of education, the book reports on a range of theoretically-informed teaching innovations, including focus groups, learning analytics data, collegial conversations and insights from student researchers, that have been designed to create respectful, student-centred, and engaging learning environments. In the current climate of ever-increasing pressure on delivering high student satisfaction rates, these results are invaluable for university students and teachers across the globe. With its unique thematic focus on educational rapport and relationship-centred education, the book is an excellent reference point for staff with a commitment to the scholarship of learning and teaching. It will be of great interest to students, practitioners, teachers and policy makers in higher education.

While most teachers are skilled in providing opportunities for the progression of children's learning, it is sometimes without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learners, teachers are better equipped to provide experiences and situations that are more likely to lead to effective acquisition of knowledge, concepts and skills. Ways of Learning has been widely used and now, fully updated, it seeks to provide further insight into the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: an overview of learning behaviourism and the beginning of theory cognitive and constructivist learning multiple intelligences and learning styles difficulties with learning the influence of neuropsychology other theories, philosophies and names relating theory to practice. The fourth edition of this book includes developments in areas covered in the preceding editions, as well as expanding on certain topics to bring about a wider perspective; most notably, a new consideration of learning styles and a new chapter detailing important thinkers and writers from the history of education and their continuing influence along with other theories, ideas and thoughts not included in the rest of the book. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic.

Our uncertain times are hard enough for adults to navigate. For all too many young people-even many who appear to possess good coping skills-the challenges may seem overwhelming. More and more, resilience stands as an integral component in prevention programs geared to children and adolescents, whether at risk or not. Resilience Interventions for Youth in Diverse Populations details successful programs used with children and teens in a wide range of circumstances and conditions, both clinical and non-clinical. New strength-based models clarify the core aspects of resilience and translate them into positive social, health, educational, and emotional outcomes. Program descriptions and case examples cover diverse groups from homeless preschoolers to transgender youth to children with autism spectrum disorders, while interventions are carried out in settings as varied as the classroom and the clinic, the parent group and the playground. This unique collection of studies moves the field toward more consistent and developmentally appropriate application of the science of resilience building. Among the empirically supported programs featured: Promoting resilience in the foster care system. Developing social competence through a resilience model. Building resilience in young children the Sesame Street way. School-based intervention for resilience in ADHD. Girls Leading Outward: promoting resilience in at-risk middle school girls. Resiliency in youth who have been exposed to violence. Resilience Interventions for Youth in Diverse Populations is an essential resource for researchers, professionals/practitioners, and graduate students in clinical child and school psychology, social work, educational psychology, child and adolescent psychiatry, developmental psychology, and pediatrics.

Music is a powerful means of communication. It provides a means by which people can share emotions, intentions, and meanings even though their spoken languages may be mutually incomprehensible. It can also provide a vital lifeline to human interaction for those whose special needs make other means of communication difficult. Music can exert powerful physical effects, can produce deep and profound emotions within us, and can be used to generate infinitely subtle variations of expressiveness by skilled composers and performers. This new addition to the music psychology list brings together leading researchers from a variety of academic and applied backgrounds. It examines how music can be used to communicate and the biological, cognitive, social, and cultural processes which underlie such communication. Taking a broad, interdisciplinary look at all aspects of communication, from the symbolic aspects of musical notation, to the use of music in advertising, the book is the first of its kind. It will be valuable for all those involved in music psychology, music education, and communication studies.

This book shows how principles of self-regulated learning are being implemented in secondary classrooms. The 14 chapters are theoretically driven and supported by empirical research and address all common high school content areas. The book comprises 29 lesson plans in English language arts, natural and physical sciences, social studies, mathematics, foreign language, art, music, health, and physical education. Additionally, the chapters address students with special needs, technology, and homework. Each chapter begins with one or more lesson plans written by master teachers, followed by narratives explaining how the lesson plans were implemented. The chapters conclude with an analysis written by expert researchers of the self-regulated learning elements in the lessons. Each lesson and each analysis incorporate relevant educational standards for that area. Different types of high schools in several states serve as venues. This powerful new book edited by Maria K. DiBenedetto provides a unique and invaluable resource for both secondary teachers and researchers committed to supporting adolescents in the development of academic self-regulation. Each chapter is jointly written by teachers who provide a wealth of materials, including lesson plans, and researchers who situate these lesson plans and academic self-regulation goals within the larger work on self-regulation. The topics covered are far broader than any other book I have seen in terms of developing academic self-regulation, covering over a dozen content areas, including literacy, mathematics, social studies, the sciences, and the arts. Teachers and scholars alike will find this book a must read. Karen Harris, EdD, Arizona State University A practical and magnificent blend of educational research and application. This book goes beyond presenting the findings of research on self regulation by connecting detailed strategies that align with the standards to the research. DiBenedetto et al. clearly illustrate how to develop self regulated learners in the classroom. A refreshing must read for all secondary educators and educational researchers seeking to be well grounded in education research and practical application techniques. Heather Brookman, PhD, Fusion Academy- Park Avenue Self-regulated learning is a research-based process by which teachers help students realize their own role in the learning process. Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas consists of model teachers' lessons and analyses by prominent educational psychologists in the field of self-regulated learning. The book provides teachers with the tools needed to increase students' awareness of learning and inspires all educators to use self-regulated learning to promote engagement, motivation, and achievement in their students. The book also provides administrators with the principles needed to infuse evidenced based self-regulated learning into their curriculum and instruction. I highly recommend the book! Marty Richburg, Northside High School

Routledge Library Editions: Psychology of Education (53 Volume set) brings together a mix of titles involving psychology and education from early years to later life. Covering areas across both education and psychology, including learning theory and strategies, social, developmental and cognitive aspects, school psychology and counselling in schools. The series of previously out-of-print titles, originally published between 1930 and 1996, includes contributions from a range of authors, many considered leaders in their field.

Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.

Creative Response Activities for Children on the Spectrum is a clear, comprehensive and intuitive guide that offers a wide selection of hands-on interventions to be used in any therapeutic or educational setting with children who are 'on the spectrum'. From drawing and writing poetry to skiing and skateboarding, this book describes these and many other creative activities geared towards children with autistic features, attention deficits, hyperactivity, paediatric bipolar disorder and other related conditions. This new resource provides an innovative blend of theory and illustrative case examples designed to help therapists and educators assess children's needs, formulate therapeutic and aesthetic interventions, and analyze creative outcomes.

Healthy Children, Healthy Minds: Helping Children Succeed NOW for a Brighter Future is an excellent resource for educators, parents, and anyone who is interested in and committed to fostering healthy patterns of behavior, thinking, and lifestyle choices in children. This book provides strategies on how to keep the brain and mind healthy, address challenges to brain and mind health, such as mental illness and substance abuse, and concrete strategies for building a healthy brain and mind.

In this book, Bergeron demonstrates the negative emotional and pedagogical repercussions that result from American educators' embrace of self-esteem and the dogma surrounding its acceptance. Critically interpreting the meaning of self-esteem in education, he challenges "common sense" assumptions surrounding this notion and questions the historical, political, philosophical, and pedagogical forces that have shaped this psychological construct in education. Interrogating the pedagogical practices linked to student empowerment, self-determination, and social agency in the classroom, Bergeron discusses the ways in which the promise of self-esteem has backfired, particularly for marginalized and impoverished students.

Discover new, practical methods for teaching literacy skills in your early childhood classroom. Has teaching early literacy skills become a stumbling block to getting your preschool students kindergarten ready? Break out of the tired "letter of the week" routine and learn how to transform your lessons with fun and effective techniques. Teach Smarter: Literacy Strategies for Early Childhood Teachers will equip teachers to infuse every aspect of their teaching with exciting hands-on literacy teaching methods that engage students and help them build authentic connections with books, so that 100% of their students will have a strong literacy foundation and will be fully prepared for success in kindergarten and beyond. Respected author Vanessa Levin, veteran early childhood educator and author of the "Pre-K Pages" blog, breaks down the research and translates it into realistic, actionable steps you can take to improve your teaching. Features specific examples of teaching techniques and activities that engage students in hands-on, experiential learning during circle time, centers, and small groups. Offers a simple, four-step system for teaching literacy skills, based on the foundational principles of early literacy teaching Demonstrates how to build your confidence in your ability to get 100% of your students ready for kindergarten, long before the end of the school year Understand the problems with traditional literacy teaching and identify gaps in your current teaching practice with this valuable resource.

This series is aimed at graduate students in special education, educational psychology, and developmental and clinical psychology. Various contributors discusses basic theoretical positions and empirical findings within various professions which provide the foundation for research and clinical/educational applications to exceptional children. Included are chapters covering aspects of cognition, perception, language, memory, attention, motivation and socialization, as well as chapters dealing with behaviourist, psychodynamic, piagetian and cross-cultural approaches to understanding a typical development. Taken as a whole, this series identifies the important substantive constructs and concepts which provide the underpinnings for applied practice and research in special education and related fields.

This volume presents a collection of writings on the relations among creativity, culture and development. The editors invited "like-minded" researchers of creativity from around the world to share their respective notions of creativity. Given that human creativity is a potential that can and should be nurtured in the course of lifespan development and across all cultural backgrounds, the volume emphasizes the importance of promoting creativity in all cultures and through societal-educational opportunities, and offers a venue for the authors to make conceptual, empirical and practical inquiries into the relations among creativity, development and culture. The authors represent a varied "mix" of contemporary and emerging creativity researchers who use different methodologies to investigate the importance of culture in creativity development and the reciprocal role of developing creativity and cultural enrichment. The volume represents an attempt on the part of the editors and the authors to broaden our current understanding of creativity in the contexts of human and cultural development, and in so doing to enhance our understanding of creativity, culture and development in the contexts of flourishing human and societal activities. As the first volume in a book series on "Creativity in the Twenty-First Century", the book invites readers and researchers to engage in future interdisciplinary and intercultural discourses and dialogues on the importance of creativity for human and cultural development.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

Educators, parents, and those who work with middle school students in various settings will find this book to be a valuable addition to their library. Early adolescence is a time of tremendous change with the potential for positive development in the academic, social, and emotional domains; yet, often this age group struggles to adjust to the transition of middle school and the tasks that are required to be successful there. The authors -- both of whom are seasoned educators and administrators -- cover a variety of topics germane to positive development. These include social and emotional development, current research on the adolescent brain, and the academic challenges of entering middle school. There are also chapters on contemporary issues such as bullying, social media, and inclusive leadership. Parents will find suggestions for how to support their middle school child, and educators will discover a wealth of best practices to incorporate into their interactions with early adolescents and their families.

The area of cognitive processing of Chinese and Japanese is currently attracting a great deal of attention by leading cognitive psychologists. They aim to find out the similarities and differences in processing the morphosyllabic Chinese and Japanese syllabary as compared with alphabetic language systems.

Topics under the processing of Chinese include: the use of phonological codes in visual identification of Chinese words, the constraint on such phonological activation, recognition of Chinese homophones, Chinese sentence comprehension and children's errors in writing Chinese characters.

Topics under the processing of Japanese include: the automatic recognition of kanji within an interactive-activation framework, On-reading and Kun-reading of kanji characters, processing differences between hiragana and kanji, the effect of polysemy on katakana script, and the writing behavior of Japanese and non-Japanese speakers.

The interactive-activation model provides the phonologic-orthographic links in processing both language systems.

The present volume should add greatly to our understanding of this topic. Many of the contributors are internationally known for their experimental psychological work, Reprinted from Reading And Writing.

Learning Theory and Online Technologies offers a powerful overview of the current state of online learning, the foundations of its historical roots and growth, and a framework for distinguishing between the major approaches to online learning. It addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for undergraduate Education and Communication programs as well as Educational Technology Masters, Ph.D., and Certificate programs, Learning Theory and Online Technologies provides a synthesis of the key advances in online education learning theory and the key frameworks of research, and clearly links theory and research to successful learning practice. This revised second edition updates data on digital media adoption globally, adds a new chapter on connectivism as a learning theory, and updates the chapter on online collaborative learning, renaming the theory as collaborativism and considering the challenges that arise with the growth of artificial intelligence.

In the current era where lifelong learning is brought to the fore, higher education can no longer be regarded as an isolated trajectory within one's educational career as many students face substantial challenges in crafting their professional future. More specifically, the transition from school to higher education and continuing to the labour market are often a difficult hurdles for many students. Almost half of students do not succeed in the first year and often withdraw from education, students are faced with a variety of contexts and may choose to study in a different (international) context, and they are then confronted with structural barriers in finding a (high-quality) job, as evidenced by increasing levels of youth unemployment and underemployment. Higher Education Transitions aims to deepen our understanding of the transitions taking place when students enter, progress and leave higher education to enter the labour market. Drawing on an international team of contributors, this guide includes three conceptual and fifteen empirical studies which include a range of quantitative, qualitative, cross-sectional and longitudinal studies. Divided into three sections to reflect each important transition phase, topics include: transitions from secondary to higher education; transitions within higher education; transitions from higher education to the labour market. By considering transitions across different phases as a broad and interrelated process, this guide will be essential reading for higher education researchers, policy stakeholders and all those interested in the transitions into higher education and the labour market.

This qualitative multi-case study of academic literacy is the first research to assume the premises of the Multiliteracies Project of the New London Group of literacy researchers. It takes a multimodal view of literacy, not limited to reading and writing, and sets about to uncover the Design (the flexible structuring of rules and principles) that students and teachers both follow and create in college courses. This Design takes the form of a game in which students channel content from sources, such as texts and lectures, to assessments of various kinds. Students are then rewarded in the form of grades to the extent that the content they display matches the criteria the professor sets up.

The students in this study had to determine which content would or would not match these criteria, which of six "types of information" (facts, concepts, connections, processes, principles, or metainformation, e.g., rhetorical patterns) were desired and how best to supply them. To move content from source to target they used four "operations." These include exposure (making themselves conscious of the information), extraction (a process of selecting information), manipulation (changing or synthesizing information), and display (showing the information). Greater awareness of this Design led to greater success. Pedagogical implications of this model include establishing a more realistic curricula for academic literacy programs and educating professors to better match grading criteria with learning goals.

Yamamoto presents a perspective on the world of children as seen and felt from the inside, based on his own research and that of others. He shows contrasts with typical adult views and draws implications for parenting, childcare, and education. The discussion includes what upsets and disturbs children, how they may handle stressful experiences, what is needed to lay a secure foundation for a healthy development, how children look at themselves, and what characterizes children's worlds. This work offers abundant information on the development of children and encourages parents, other caregivers, and teachers to reach a better understanding of the unique world of children, to feel more secure in their respective roles, and to use their best learned judgment in relating to individual children. Yamamoto emphasizes the need to appreciate the inside-out outlook of children. This perspective is unique, along with his interpretation and integration of seemingly diverse information. Throughout the work, he presents arguments for thoughtful child care and meaningful education, and is supportive of parental initiative and discretion. A perspective on the world of children as seen and felt from the inside.

1. Offers a new approach to teaching/thinking and analysing in literary studies 2. Responds to the key concerns of most researchers and students right now - global social justice and sustainability and the value of literature/humanities 3. There are no other books that tie together systems thinking, wisdom, literary studies and social justice - it is unique

Youth Fantasies is a collection of studies conducted in cross-cultural collaboration over the past ten years that theorizes “youth fantasy” as manifested through the media of TV, film, and computer games. The collection includes case studies of “X-Files” fans, the influence of computer games and the “Lara Croft” phenomenon, and the reception of western television by Tanzanian youth. This book is a much needed reconciliation between cultural studies and Lacanian psychoanalysis, and highlights why Lacan is important to note when exploring youth fantasy and interest in the media, especially in shows like “X-Files”.

Instruction tailored to the individual student, learning and teaching outside the limits of time and space-ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them:

• Cognition and student-centered, Web-based learning,
• The progression of mental models throughout a course of instruction,
• Experiencing education with 3D virtual worlds,
• Expanding educational boundaries through multi-school collaboration,
• Adapting e-learning to different learning styles,
• The student blog as reflective diary.

With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.