* New edition reflects the speed at which positive psychology theory has matured and school-based research has proliferated. * Chapters include implications for educational practice, summaries of key points from the chapter, and annotated lists of 3-5 suggested readings and 3-5 online resources. * Includes numerous real-life examples of how schools in Australia, China, Italy, Portugal, UK, and USA and are implementing programs that aim to enhance the well-being and life success of their students.

First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

The Myth of Education in America contends that formal education should be "how you learn" not only "what you learn". It emphasizes that utilization of critical thinking and analysis is a life-long journey, and everyone should be involved in the process. The ability to sort out differing opinions, determine accuracy of data, and evaluate options are important for all citizens. The core of the book is the Hammes Classroom Experience, a detailed explanation of what Dr. Hammes did to implement critical thinking in the classroom with specific techniques to utilize while using textbooks and other course content. The expanded value of the book goes beyond teachers at all levels, to students, administrators, boards of education, parents, and employers.

The basic premise of neurodiversity is that there is no "normal" baseline for brain processes, but that all individual brains vary and therefore are diverse. The CAST organization estimates that 11% of college students enrolling in post-secondary campuses having a learning disability or learning difference. As neurodiverse students enroll in post-secondary education, the environments within which these students learn, can either support or impede their ability to succeed. Simply put, a neurodiverse campus population means that educators recognize that all students process and learn differently and must adapt our approaches and services in order to reach and support all students enrolled on our campuses. Neurodiverse students are a growing population on today's college campus. Their growing presence prompts new approaches to support their success and change traditional student services and collegiate experiences. This practical guide: Assists readers in better understanding neurodiverse students and the way campus services can create welcoming environments Explores the role Universal Design for Learning (UDL) and Executive Functioning (EF) plays in student success, and Focuses on specific collegiate offices and services that effectively address the needs of neurodiverse learners. Chapters cover tutoring, learning supports, academic coaching, academic advising, career services, residential living, and classroom experiences that impact and assist neurodiverse college students.

Unpacks the benefits of using technology in education, answering the question, "How can technology free teachers from time and effort devoted to routine matters to instead assume roles that are potentially more satisfying and supportive of their students' learning?" Renowned educators McDiarmid and Zhao explore a timely and critical issue, discussing how technology can revolutionize education in ways that will better position students for an uncertain future. The latest book in the well-known Routledge Leading Change series edited by Andy Hargreaves and Pak Tee Ng.

In an age where we are inundated with information, the ability to discern verifiable information to make proper decisions and solve problems is ever more critical. Modern science, which espouses a systematic approach to making "inferences," requires a certain mindset that allows for a degree of comfort with uncertainty. This book offers inspirations and ideas for cultivating the proper mindset for the studying, teaching, and practicing of science that will be useful for those new to as well as familiar with the field. Although a paradigm shift from traditional instruction is suggested in the National Framework for K-12 science, this volume is intended to help educators develop a personal mental framework in which to transition from a teacher-centered, didactical approach to a studentcentered, evidence-guided curriculum. While the topics of the book derive from currently published literature on STEM education as they relate to the National Framework for K-12 Science and the Three-Dimensional science instruction embedded in the Next Generation Science Standards, this book also examines these topics in the context of a new societal age posited as the "Age of Inference" and addresses how to make sense of the ever-increasing deluge of information that we are experiencing by having a scientific and properly discerning mindset.

The Extended Mind by award-winning science writer, Annie Murphy Paul, is not an out-and-out education book. But it is entirely focused on how learning and thinking happen, illustrating how a multi-modal approach to cognition can widen points of access to intellectual activity. Using evidence from cognitive science, neuroscience, and psychology, The Extended Mind might broaden your understanding of human cognition. The findings of Annie Murphy Paul parallel those of cognitive load theorists: memory is at the core of cognition, and the body, the environment and other people enrich learning. In this book, Emma Turner, David Goodwin, and Oliver Caviglioli demonstrate how teachers can help their students augment their thinking with their bodies (embodied cognition), external tools (situated cognition) and the people around them (distributed cognition). To ease your concerns, you will read how the works of several eminent researchers validate claims put forward. Teachers and leaders of all education phases will find this book enlightening; using practical strategies and cases studies, the authors highlight opportunities to enrich students' learning by widening points of access to intellectual activity.

The Myth of Education in America contends that formal education should be "how you learn" not only "what you learn". It emphasizes that utilization of critical thinking and analysis is a life-long journey, and everyone should be involved in the process. The ability to sort out differing opinions, determine accuracy of data, and evaluate options are important for all citizens. The core of the book is the Hammes Classroom Experience, a detailed explanation of what Dr. Hammes did to implement critical thinking in the classroom with specific techniques to utilize while using textbooks and other course content. The expanded value of the book goes beyond teachers at all levels, to students, administrators, boards of education, parents, and employers.

First published in 1979. Routledge is an imprint of Taylor & Francis, an informa company.

1. This practical guide provides all of the information practitioners need to consider when making the decision to engage with young children and their carers. 2. This is the first book to provide practical guidance on how to attract young children and their carers into the museum. This will ensure that the book is essential reading for experienced and junior professionals, who are working in museums large and small around the world. 3. There is no competition to this book. Drawing on current neurological research and best practices in early childhood education and development, this guide presents case studies from a variety of different institutions around the world and will be truly unique as a result.

Although most children learn language relatively quickly, as many as 10 per cent of them are slow to start speaking and are said to have developmental language disorder (DLD). Children with DLD are managed by a variety of different professionals in different countries, are offered different services for different periods of time and are given a variety of different therapeutic treatments. To date, there has been no attempt to evaluate these different practices. Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond does just this, reporting on the findings of a survey carried out as part of the work of COST Action IS1406, a European research network. Law and colleagues analyse the results of a pan-European survey, looking at how different services are delivered in different counties, at the cultural factors underpinning such services and the theoretical frameworks used to inform practice in different countries. The book also provides a snapshot of international practices in a set of 35 country-specific "vignettes", providing a benchmark for future developments but also calling attention to the work of key practitioners and thinkers in each of the countries investigated. This book will be essential reading for practitioners working with children with language impairments, those commissioning services and policy in the field and students of speech and language therapy.

This book equips school psychologists and other mental health professionals with a comprehensive understanding of mental health and well-being in adolescent girls. The text places adolescent girls in a developmental and social-cultural context and outlines factors that can shape girls' well-being including family, peers, and media. Chapters discuss trajectories that might result in mental distress and dysfunction in adolescent girls and identify pathways to their optimal development. Additionally, the book reviews the domains of well-being including physical health and habits, emotional well-being, healthy relationships, and identity and agency. Each chapter includes theory-informed and empirically supported interventions to help promote girls' positive physical and socio-emotional development and culminates in a list of further recommended resources for the reader. Well-Being in Adolescent Girls is a valuable resource for school psychologists, counselors, and other mental health professionals working with adolescents along with those in graduate-level courses in school psychology and school counseling programs.

First published in 1975. Routledge is an imprint of Taylor & Francis, an informa company.

Ormrod's engaging, conversational writing style introduces readers to all of the essential learning theories and their real-world classroom implications The market-leading education textbook on learning theories, Human Learning , looks at a broad range of theoretical perspectives, including behaviorist, social cognitive, cognitive, constructivist, cognitive-developmental, sociocultural, and contextual. Each chapter is filled with concrete examples of how these theories apply to learning, instruction, and assessment as well as specific ways readers can apply the theories in their own classrooms. The straightforward, conversational writing style readily engages readers and helps them truly understand the concepts, principles, and theories related to human learning and cognition. The new 8th Edition includes expanded discussions of several contemporary perspectives and a variety of new topics that have emerged in recent research (e.g., motivated reasoning, desirable difficulties). Some discussions of psychological perspectives on learning that have primarily historical value have been either condensed or altogether removed to make room for recent advances in theory and research.

Jean Piaget was one of the most salient and inspirational figures in psychological and educational research this century. He was prolific, authoring or editing over eighty books and numerous journal papers which have spawned a huge and fertile continuation of his research over the decades. A major component of any course on children's psychological development and a research tradition that is expanding, scholars need access to the original texts rather than relying on secondhand accounts. "Jean Piaget: Selected Works" is a chance to acquire key original texts, most of which have been previously unavailable for several years.

We probably went to school for what felt like a very long time. We probably took care with our homework. Along the way we surely learnt intriguing things about equations, the erosion of glaciers, the history of the Middle Ages, and the tenses of foreign languages. But why, despite all the lessons we sat through, were we never taught the really important things that dominate and trouble our lives: who to start a relationship with, how to trust people, how to understand one's psyche, how to move on from sorrow or betrayal, and how to cope with anxiety and shame? The School of Life is an organisation dedicated to teaching a range of emotional lessons that we need in order to lead fulfilled and happy lives - and that schools routinely forget to teach us. This book is a collection of our most essential lessons, delivered with directness and humanity, covering topics from love to career, childhood trauma to loneliness. To read the book is to be invited to lead kinder, richer and more authentic lives - and to complete an education we began but still badly need to finish. This is homework to help us make the most of the rest of our lives.

The health emergency caused by COVID-19 has been a global challenge. During this period, it was necessary to quickly develop solutions that were able to cope with the pandemic and help mitigate the effects that the new coronavirus was causing in many sectors. This book analyzes how gamification and artificial intelligence (AI) have been used during the COVID-19 pandemic in health and education. To this end, a review of the main applications of gamification and AI during this period is made. We also analyze four cases framed in health care and education in which both resources, gamification and AI, are combined and their usefulness in the context characterized by COVID-19 is analyzed. Finally, some of the ethical issues surrounding gamification and AI in this scenario are examined.

This book is an expansion and major updating of the highly successful Theories of Learning for the Workplace, first published in 2011. It offers fascinating overviews into some of the most important theories of learning and how they are practically applied to organisational or workplace learning. Each chapter is co-authored by an academic researcher and an expert in business or industry, providing practical case studies combined with a thorough analysis of theories and models of learning. Key figures in education, psychology, and cognitive science present a comprehensive range of conceptual perspectives on learning theory, offering a wealth of new insights to support innovative research directions and innovation in learning, training, and teaching for the upcoming post-Covid-19 decades. Containing overviews of theories from Argyris, Decuyper, Dochy & Segers, Engestroem, Ericsson, Kolb, Lave & Wenger, Mezirow, Raes & Boon, Schoen, Senge, and Van den Bossche, this book discusses: Learning of employees in the digital era Workplace learning High impact learning Informal learning Adult learning Learning & development didactics (L&D) Reflective practice Transformational learning Experiential learning Deliberate practice Communities of practice Team learning Organisational learning Expansive learning Combining theory and practice, this book will be essential reading for all trainee and practising educational psychologists, organisational psychologists, researchers, and students in the field of lifelong learning, educational policy makers, students, researchers, and teachers in vocational and higher education. It will also be of interest to those involved in training trainers and teacher training.

How do we navigate uncertain times? What competencies and motivational factors accelerate us to grow and develop and what hinders our success? What are strategies that researchers, educators and policymakers can engage in to more fully realize the potential of all students, combatting institutional and interpersonal inequities? To answer these questions, we need to develop a deeper understanding of what motivates youth and adults, inclusive of the contextual and institutional variables that influence individuals, to develop and apply their social and emotional competencies. Motivating the SEL Field Forward Through Equity looks for a deeper critical understanding of the role of social and emotional learning (SEL) as a lever for equitable access to the competencies and skills individuals will ultimately need to be successful in school, work, and life. To do this, we need to explore the motivational factors of individuals and how that connects to SEL for all students, programs and practices that promote a more equitable SEL experience for all students, and practices to engage researchers and practitioners to deepen implementation of SEL with all students. This handbook will benefit the broader SEL market including researchers, practitioners, school and district leaders, and teacher preparation programs in the SEL and motivation fields who are actively engaged in working to create equitable outcomes for adults and youth.

Dissertating During a Pandemic: Narratives of Success from Scholars of Color examines the experiences of doctoral students of color writing the dissertation currently and those who successfully defended their dissertation after the onset of COVID-19 and subsequent shutting down of college campuses in March 2020. While we know that scholars of color experience many barriers to completing the dissertation process prior to COVID-19 such as being in racist academic environments and being engaged in research areas that may not be supported by predominantly White faculty, it is important to consider how scholars of color are managing the dissertation process during this pandemic. We approach this book from an asset-based approach where chapter authors are approaching both the challenges and opportunities they have experienced due to being a dissertation writer during the pandemic. Chapter authors also provide poignant feedback on how professors can be supportive to their needs as dissertation writers. One especially important contribution of this book is that our authors are from a variety of disciplines including: education, social work, psychology, African American studies, and sociology. Additionally, chapter authors are doctoral candidates (and recent graduates) at predominantly White institutions, historically Black colleges and universities, and online universities. Given the breadth of institution types each chapter will provide poignant suggestions for doctoral students across the nation as well as for faculty who are looking to better understand the dissertation writer experience to support their own students. Because of the novelty of COVID-19, little is known about how doctoral students engaged in writing the dissertation during COVID19 are adapting. Moreover, there is little information available for professors on how to support their doctoral students during these unprecedented times. Thus, Dissertating During a Pandemic: Narratives of Success from Scholars of Color is positioned to be a must read for professors looking to support their doctoral student advisees as well as for doctoral students who are looking for strategies to navigate the dissertation process during the pandemic and beyond.

Games enable children to practice emotions in spaces that are free from actualized consequences. With thoughtful guidance, games can help children manage emotions, perspective-take, demonstrate empathic concern, and exhibit prosocial behaviors. Emerging research suggests that these competencies-also known as social and emotional learning (SEL) skills-are, in fact, teachable. In Gaming SEL: Games as Transformational to Social and Emotional Learning, Matthew Farber investigates the rich opportunities games have in supporting SEL skill development. Experts from the fields of education, game development, and SEL-including folks from CASEL, the Fred Rogers Center, Greater Good in Education, iThrive Games, Minecraft Education, and UNESCO MGIEP-share advice. Games themselves cannot be responsible for children's learning. Having a supportive educator or caregiver guiding experiences can be crucial. This book also includes recommendations for embedding games in classrooms in ways that support meaningful SEL skill development. Regardless of your experience, content area, or grade level, this book is for you!