The origins of On Becoming a Scholar lie in the realisation that there is a need for a vademecum, a handy compendium of ideas, plans and strategies for building a productive and fulfilling academic career to guide the host of prospective academics.

On Becoming a Scholar is geared to help relatively new scholars to construct personal futures and to find their way through the 21st century university. It is intended to be a map, and like any map it does not contain all the contours and details of the landscape, but rather seeks to reveal the important pathways and milestones in the journey to becoming an established academic.

Drawing on highly experienced academics and accomplished professors in their different fields, as well as promising younger academics already on their way, this book cover a concentrated resource of practical wisdom. The topics are broad and, cumulatively, they seek to answer the many questions that experienced mentors encounter every day in their work with new academics.

The present volume is based on the proceedings of the Advanced Study Institute (AS I) sponsored by the North Atlantic Treaty Organization (NATO) held in Alvor, Algarve, Portugal. A number of scholars from different countries participated in the two-week institute on Cognitive and linguistic aspects of reading, writing, and spelling. The present papers are further versions with modifications and refinements from those presented at the Advanced Study Institute. Several people and organizations have helped us in this endeavor and their assistance is gratefully acknowledged. Our special thanks are to: the Scientific Affairs division of NATO for providing the major portions of the financial support, Dr. L.V. da Cunha of NATO and Dr. THo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology of the various aspects of the institute; and (ITST) for their help and support the staff of Hotel Alvor Praia for making our stay a pleasant one by helping us to run the institute smoothly.

This book offers a comprehensive and critical guide to research and practice in the field of arts education and conflict management. The DRACON project explores the relationship between drama and conflict transformation. This international, interdisciplinary and comparative action research project, begun in 1996, is aimed at improving conflict management and transformation among adolescent school students using the medium of educational drama. The book reports on the underpinning principles, and on action research practice in Malaysia, Sweden and Australia. The strategies and techniques, which were revolutionary when first introduced, are now tried and tested. The book chronicles the history, successes, opportunities and challenges of the original 10-year project, and brings the story up to date by highlighting some of its many legacies and resulting influences around the world. This book will benefit researchers, academics and graduate students in Education, the Social Sciences, Dispute Resolution and the Performing Arts.

The volume represents the continuing of the Yearbook of Idiographic Science project, born in 2009 and developed through an annual series of volumes collecting contributes aimed at developing the integration of idiographic and nomothetic approaches in psychology and more in general social science. This year's YIS project received many positive feedbacks and signals of interest, as well as several submissions, from many parts of the world. This fifth volume directs attention to relevant and actual psycho-social phenomena as the development of identity in terms of self identity, social identity and local identity. The volume is directed to students, researchers and clinicians, interested in deepening theoretical and methodological issues and improve clinical practices and research cultures.

Consultation is an indirect model of delivering psychological services. Within this model, a consultant and caregiver (consultee) work together to optimize the functioning of a client in the caregiver's setting and to increase the caregiver's capacity to deal with similar situations in the future. In schools, for example, a psychologist may consult with a teacher about a student in the teacher's classroom. The practice of school consultation has burgeoned since its formal introduction into public education during the 1960s. Today, graduate training programs in various specialties of psychology and education require coursework in consultation, and many professionals in these areas spend some portion of their day engaged in consultation. Consultation can be a powerful tool in delivering psychological services in schools, but only when the consultant possesses a requisite level of skill and sophistication. In preparing this volume, we envi sioned its major purpose as reducing the level of naivete typically experienced by the beginning school consultant. Toward that end, we offer a systematic approach to school consultation that targets much of the information needed for one to consult in a competent manner. The reader should note that our use ofthe somewhat ambiguous term school consultant is intentional and recognizes that consultants working in schools today represent a variety of professional disciplines. The pri mary intended audience for this book, however, is clinical child psy chologists and school psychologists, although psychologists having other specialties are likely to find its content useful."

Questions about land control have invigorated thinkers in agrarian studies and economic history since the nineteenth century. Exclusion, alienation, expropriation, dispossession, and violence animate histories of land use, property rights, and territories. More recently, agrarian environments have been transformed by processes of de-agrarianization, urbanization, migration, and new forms of primitive accumulation. Even the classic agrarian question of how the social relations of agriculture will be influenced by capitalism has been reformulated at critical historical moments, reviving or producing new debates around the importance of land control.

The authors in this volume focus on new frontiers of land control and their active creation. These frontiers are sites where established power relationships are challenged by new enclosures and property regimes, producing new social and environmental dynamics in their stead. Contributors examine labor and production processes engaged by new configurations of actors, new agrarian and environmental subjects and the networks connecting them, and new legal and violent means of challenging established or imminent land controls. Overall we find that land control still matters, though in changed degrees and manners. Land control will continue to inspire struggles for a long time.

This book was originally published as a special issue of the Journal of Peasant Studies.

This book was written and edited as a project of the International Asso- ciation for the Study of Cooperation in Education (lASCE). It grew di- rectly out of the second conference of the lASCE, held at Brigham Young University, Provo, Utah, in [uly 1982. The chapters in the book were originally presented in some form at the Provo conference, though most have been considerably revised since that time. This is the second book sponsored by the lASCE; the first, Cooperation in Education (Provo, Utah:Brigham Young University Press, 1980),edited by Shlomo Sharan, Paul Hare, Clark Webb, and Rachel Hertz-Lazarowitz, was based on the proceedings of the first conference of the IASCE in Tel Aviv, Israel, in 1979. The IASCE is a group of educators interested in studying, devel- oping, or applying cooperative methods at various levels of the process of education. It includes researchers, teacher educators, teachers, and school administrators from more than a dozen countries.

The way students learn changes when they have access to digital tools. The Digital Classroom demonstrates that using technology to enhance students' learning is not dependent on a specific learning management system or software - it is about changing the pedagogy with the help of an arsenal of useful tools and methods. This practical book introduces easy to use methods to all teachers in digital classrooms with the intention to make it simple, accessible, and achievable for everyone. It is not only about the tools, and the how and why, but also about changing the pedagogy making the learning more relevant to the students. When you open the classroom to the rest of the world, the teacher becomes more important than ever. Topics in the book include: Technology and deeper learning Social media in the global classroom Building a personal learning network The flipped classroom and cooperative learning The use of iPads in primary and middle school Teaching with videogames Special education Digital citizenship Digital tools can play a key role in making learning happen and what the teachers know about the use of technology is key. The Digital Classroom will be of great interest to teachers and trainee teachers who wish to develop their digital competency by using the book as part of their professional learning.

Given the continuing cataclysmic shift in the economic landscape in the last few years, librarians have been forced to reevaluate not only the traditional services that they offer but also their continued existence and relevance to their academic institutions. Given the new normal of tighter constraint on personnel and materials budgets, librarians now are compelled to find new ways of offering services and forging new relationships with departments and programs outside the traditional library setting.

This volume highlights a number of projects being implemented in academic libraries including: rethinking the entire concept of a library, redefining physical space for new collaborative uses, adapting entrepreneurial techniques to acquire funding, creating new research tools and improving services, forging new consortial partnerships, allying more closely the mission of the library with that of the institution, and adapting public library programs to academic libraries. By re-examining the purpose of an academic library under continuing financial duress, librarians can ensure that their libraries will continue to have relevance to higher education.

This book was published as a special issue of College & Undergraduate Libraries.

Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of "mother-tongue" literacy programs, the notion of literacy "relapse, " and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious instruction.

First published in 1987, Common Knowledge offers a radical departure from the traditionally individualistic psychologies which have underpinned modern approaches to educational theory and practice. The authors present a study of education as the creation of 'common knowledge' or shared understanding between teacher and pupils. They show the presenting, receiving, sharing, controlling, negotiating, understanding and misunderstanding of knowledge in the classroom to be an intrinsically social communicative process which can be revealed only through close analysis of joint activity and classroom talk. Basing this analysis on a detailed examination of video-recorded school lessons with groups of 8 to 10-year-olds, they show how classroom communications take place against a background of implicit under-standing, some of which is never made explicit to pupils, while there develops during the lessons a context of assumed common knowledge about what has been said, done, or understood. This wide-ranging study makes an important contribution to the current debate about both teaching methods and the structure of education. It is essential reading for educationalists and developmental psychologists and has a clear practical relevance to teachers and teacher trainers.

Being kind in education is about much more than being nice. This unique book shows how transformational kindness needs to be an explicit, essential part of classroom and school culture in order to improve student success. Author Hope E. Wilson offers practical steps for creating a culture of transformational kindness through your approach to classroom management, relationships, assessment, and the content areas. She also demonstrates how to build kindness toward colleagues, parents, and families, and what to do in situations where supervisors are not so supportive. Finally, she describes how you can show more kindness toward yourself, including by giving grace. Throughout this book, you'll find vignettes about the educators who have influenced their own communities through transformational kindness. You'll come away feeling inspired and encouraged to imagine a world in which schools are places where kindness and humanity are felt by all.

* The volume provides a holistic understanding of the state of health psychology in the Indian context. * It brings to light a spectrum of new perspectives to health and diseases that include psychological measures as preventive steps, social dynamics that constitute a support system and psychosocial interventions. * It will be of interest to students, teachers, and researchers of psychology, psychiatry, social psychology, sociology, social work across UK and US. It will also be useful for psychologists, sociologists, and professionals and practitioners of psychology, medical sciences, sociology, community health and other allied disciplines.

Improving Pupils Motivation Together provides a refreshing and much-needed focus on how motivation can be enhanced by teachers and teaching assistants working both individually and collaboratively. Written in an accessible and engaging manner, the book explores various theories of motivation from a range of perspectives, applying academic theory to real life classroom situations. Using a combination of case studies and empirical research, this book demonstrates how teachers and TAs can successfully enhance the motivation of their students through collaborative practice. Improving Pupils Motivation Together starts by introducing theories of learning and motivation and goes on to offer insight in areas including: Collaboration and ways to collaborate; Motivation and giftedness; Assessment for Learning; Learning goals and learning objectives; Common pupil responses; Research in Action. Improving Pupils Motivation Together is an ideal resource for both teachers and teaching assistants working with pupils who are difficult to motivate and who find learning challenging. Further, this book will be highly useful for teachers managing their support staff, and for trainee teachers looking to develop their skills in motivating and engaging pupils.

• What are the risks and benefits of non-parental care for young children?
• What are the short- and long-term effects of academically vs. play-focused environments for learning?
• How and when should we teach reading?
• What are the purposes of Education?

• What is the best way to teach mathematics to children, from preschool and beyond?

Contemporary Debates in Childhood Education and Development is a unique resource and reference work that brings together leading international researchers and thinkers, with divergent points of view, to discuss contemporary problems and questions in childhood education and developmental psychology. Through an innovative format whereby leading scholars each offer their own constructive take on the issue in hand, this book aims to inform readers of both sides of a variety of topics and in the process encourage constructive communication and fresh approaches.

Spanning a broad spectrum of issues, this book covers:

• Phonic and whole language reading approaches
• The developmental effect of non-parental childcare
• The value of pre-school academic skill acquisition
• The most effective methods of teaching mathematics
• Standardized assessment does it work?
• The role of electronic media and technology
• The pedagogical value of homework
• The value of parents reading to children.

This book combines breadth of vision with cutting edge research and is a must have resource for researchers, students and policy makers in the fields of education and child development.

This book deals with the elements of educational psychology, such as the nature and development of human behavior, adjustment, learning, and counseling.

In this book, we try to provide a practical, down-to-earth guide for those who are involved in language learning and teaching. We hope that this book will be a useful reading for those who would like to incorporate higher-order thinking skills (HOTS)-enhancing techniques in their teaching practice. We set out from the position that, although it is hardly doubtful that it is at the heart of education, critical thinking is in reality often not given its due attention in pedagogy, particularly in language education. This book offers readers some practical advice on how to implement HOTS in their own practice. It has been written to take the reader through each technique with the ultimate goal of promoting HOTS step-by-step. In the introductory chapter, we present an overview of the theory behind HOTS, its definition, its relation to Bloom's Taxonomy, its two dimensions (critical thinking and reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence enhancing techniques, reflective journals, and mindfulness-based strategies. As the book draws on a wide-ranging review of literature with exercises for direct use with language learners, we hope that this provides both theoretical and practical support for the teaching process to help language learners become effective critical thinkers. The compilation of the ideas in this book took us a long time, over a decade. Something that takes such a long time requires much engagement and life experience; so did this book.

Human learning, reasoning and thinking, and the different sites in which these activities take place, are the focus of this book. It presents the results of research into the nature of learning and the influence of different contexts and factors within the context of learning, the constraints that contexts place on reasoning and learning, and the nature of learning when using the tools and artefacts. It also addresses the nature of the influence of technology on learning, focusing especially on information technology and how it can influence any type of learning situation.
The book begins by asking whether the context determines the nature of the knowledge to be learned, such that different sets of contextual practices related to the knowledge in question need to be acquired in order for learning to be successful. Next, it describes the forms of reasoning and learning in social and physical contexts, including but not limiting itself to logical reasoning, and asks how particular types of context constrain or activate different forms of reasoning and learning. It then looks at people learning with computers, examining how IT resources enhance or hinder learning. Finally, it compares human learning with learning done by machines in specific contexts.

A volume in Research on Stress and Coping in Education Gordon S. Gates, Walter H. Gmelch, and Mimi Wolverton, Series Editors Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades. Notwithstanding, the authors in this book have expanded the base of stress and coping research by providing a valuable reference source that includes guidelines and frameworks as well as empirical findings related to the application of mixed methods approaches to the study of stress and coping. This book is intended not only for stress and coping researchers, but also for social and behavioral science researchers at various levels-from students, instructors, and advisors to applied researchers, research methodologists, and theorists. The 15 chapters are divided into three distinct sections. The five chapters in Section I focus mainly on topics pertaining to the conceptual and theoretical aspects of mixed methods research in the study of stress and coping. The five chapters in Section II address the major methodological issues of mixed methods research. Section III presents five empirical studies of mixed methods research as applied to the field of stress and coping. This book illustrates the perspectives of innovative interconnections in the application of mixed methods research to the study of stress and coping. It also provides readers with new ways of designing and evaluating strategies and programs that aim to reduce stress and improve coping mechanisms.

As the linguistic, cognitive and social elements of our lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. The Impact of Technology on Relationships in Educational Settings sets out to explore the role of ICTs in relationship forming, social networking and social relationships within our schools and has grown out of the European Cooperation in Science and Technology (COST); Action on cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one. This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practiitioners in the fields of Educational and developmental psychology, as well as those specialising in educational technology and the sociology of education.

Aims to do for Religious Education what developmental psychology has already done for learning in science, maths and literacy. Informed by research with both children and teachers and offers perspectives from a range of faiths and traditions - Christian, Hindu, Muslim and Jewish. Essential reading for all developmental psychologists researching religious and spiritual development, and special teachers and researchers of RE who want to better understand children's knowledge, teaching and learning.

* A text specifically targeted at a Level 3 Foundation Year cohort. * Covers a range of topical issues from across applied psychology in one book. * Demonstrates how psychological research can be applied to issues that are controversial and show how psychology can help to address these. * Companion website offers teachings and learning materials.

Published long before the importance of early childhood education was formally recognised in the educational landscape this book explores the significance of play for young children. The volume includes an appendix on Montessori education.