Child and Adolescent Development is an exciting, first edition that offers teacher education a new child development text organized with a chronological approach. This means that descriptions of the physical, cognitive, and social and emotional development of children and adolescents are spiraled throughout the text as discussions examine the characteristics of and the developmental milestones of four major stages of development; infancy and toddlerhood, early childhood, middle childhood, and adolescents. Each text part investigates the significant changes that happen during that developmental period and discusses what may influence body growth, brain and motor development, language, intelligence, parent and peer relationships, and self identity. Unique to this text is how the discussions are written from a global perspective, not only illustrating the universal and diverse contexts in which children and adolescents grow up but also demonstrating how cultural contexts cultivate the development of language and impact children's and adolescent's world views and their growth. In Child and Adolescent Development, knowledgeable and revered authors, Anita Woolfolk and Nancy Perry, explore the implications and applications of the best research in child development. They provide reliable and practical guidelines to help prospective teachers, and other professionals who intend to work with children and adolescents, recognize typical and atypical development and learn how to support the development of children and adolescents in positive ways.

Combining the fields of child psychology and child education, this groundbreaking work explores how engaging children in Jungian sandplay therapy and imaginative storytelling can improve classroom performance and to increase intelligence scores. Written by child specialists, it makes a solid argument for the necessary consideration of the unconscious and the inner world of the individual child in learning and advocates that curriculum design for children must include both imaginative therapeutic play and active attention to children's emotional needs. Educators, psychotherapists, and concerned parents alike will find this book informative and useful.

Embodied wisdom: Meditations on memoir and education by Alison Pryer, Ph.D. explores the interconnectedness of body, mind and spirit within diverse educational contexts. Evocative, sensual prose carries the reader on a journey through the personal and the remembered in a layered series of autobiographical essays, each one affording deeper insights into the ways in which the inner, emotional life of an educator is intertwined with everyday embodied practice. This is a provocative text, alive with the richness and complexity of pedagogical experience, one that acknowledges the presence of the body, the spirit, the passionate, the subjective, the intuitive, the chaotic, and the sacred in all the relationships that make teaching and learning possible. In speaking beyond the limitations of dualistic pedagogy, in its diverse forms and locations, Embodied wisdom enters at times into unexpected and little explored pedagogical territories, engaging with educational contexts that our dualistic culture often denigrates, dismisses, or considers taboo. This work offers readers subtle understandings of the centrality of love, desire and eros in teaching and learning; carefully examines the connections between powerful family and school pedagogies, including "domestic" violence against women and childhood sexual abuse; opens up a textual space in which to contemplate the contemporary relevance of the ancient wisdom of Zen pedagogy; and gives serious consideration to the role that the public pedagogies of popular culture play in the formation of personal and cultural identity. The work of healing our dualistic educational culture is a significant political and ethical undertaking - a matter of social justice. Embodied wisdom is a book that lights the way for those who want to engage in meaningful cultural transformation. It is, above all, a generative and hopeful text, one that makes possible new kinds of conversations. It will be of interest to curriculum theorists and teacher educators, as well as those engaged in holistic education, social ecology, women's and gender studies, and cultural studies. This award-winning, ground breaking exploration of memoir as methodology is also an exquisitely written resource for those engaged in innovative arts-based and autobiographical research.

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.

The Handbook of Crisis Intervention and Developmental Disabilities synthesizes a substantive range of evidence-based research on clinical treatments as well as organizational processes and policy. This comprehensive resource examines the concept of behavioral crisis in children and adults with special needs and provides a data-rich trove of research-into-practice findings. Emphasizing continuum-of-care options and evidence-based best practices, the volume examines crisis interventions across diverse treatment settings, including public and private schools, nonacademic residential settings as well as outpatient and home-based programs. Key coverage includes: Assessment of problem behaviors. Co-occurring psychiatric disorders in individuals with intellectual disabilities. Family members' involvement in prevention and intervention. Intensive treatment in pediatric feeding disorders. Therapeutic restraint and protective holding. Effective evaluation of psychotropic drug effects. The Handbook of Crisis Intervention and Developmental Disabilities is a must-have resource for researchers, scientist-practitioners, and graduate students in clinical child, school, developmental, and counseling psychology, clinical social work, behavior therapy/analysis, and special education as well as other related professionals working across a continuum of service delivery settings.

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.

As the first volume in the series sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and California Association for Asian and Pacific American Education, this book sheds important light on the educational issues and needs of Asian and Pacific American students in k- college. Each chapter illuminates the unique educational issues of Asian and Pacific Americans and provides crucial information necessary to understand how Asian and Pacific American students learn, how educational practitioners should work with Asian and Pacific students, and the outcomes we can expect from various programs in Asian and Pacific American education. This body of knowledge can inform researchers and practitioners, as well as policy makers of effective instruction for Asian and Pacific American students at all levels. The series intend to be a national voice for the education of Asian and Pacific Americans, and provide an integral view of new knowledge in the field of Asian and Pacific American education from scholarly and educational practitioners' perspectives.

The book is inspired by the third seminar in a cycle connected to the celebrations of the 150th anniversary of the Politecnico di Milano (July 2013). "Educating by Image. Teaching Styles vs Learning Styles" was the motto of this meeting. The contributions (coming from lectures, the poster session, interviews and round table) aim to propose an updated look at visual education, highlighting how digital tools and networks have profoundly affected the "representational styles" of the teachers and the "cognitive styles" of the learners, while at the same time reaffirming the importance of the interaction between the two groups. As Herbert Alexander Simon once said, "Learning results... only from what the student does and thinks"; therefore "the teacher can advance learning only by influencing what the student does to learn". That is no mean feat if we consider that, according to Benjamin Samuel Bloom, visual education not only involves the pure cognition, but also the affective and the psychomotor domains, not to mention the social aspects. This is why, alongside some theoretical and historical retrospectives, the contributions recommend a continuous revision of "what" and "how" could be included in the academic curricula, also in connection with secondary schools, the professional world, targeted Lifelong Learning Programmes for students and teachers. The volume includes an interview with the science journalist and writer Piero Angela.

Drawing on the tradition of John Dewey and William James, the authors offer a concise overview of psychological theories and their applications to education, while managing to maintain the distinction between the two disciplines. Their seminal work will prove invaluable for educators, administrators, students in teacher preparation programs, as well as psychologists.

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.

'I believe this book will change the conversation in schools on children's behaviour.' - Dr Luna Centifanti A School Without Sanctions offers an innovative approach to behaviour management in schools, prioritising compassion and behaviour modification over punishment. Drawing on their award-winning methods, Steven Baker and Mick Simpson explain why challenging behaviour occurs and provide a toolbox of non-confrontational approaches that will benefit the whole school community. When Steven and Mick set out to transform their school's approach to behaviour, it changed everything. With the help of Dr Alice Jones Bartoli at Goldsmiths, they developed a sanction-free approach in their special school for boys with social, emotional and mental health (SEMH) difficulties. Far from descending into anarchy, lessons began to improve and student-staff relationships flourished. The school is now rated outstanding in all areas, and more importantly, student outcomes have been remarkable. Steven and Mick apply this experience, as well as their work in pupil referral units and young offender institutions, to explore their strategies for managing behaviour without the need for zero tolerance, discussing exclusions, trauma, motivation and engagement along the way. Rooted in neuroscience and evolutionary psychology, this book will revolutionise the way you think about behaviour management, help boost student mental health and academic achievement, and protect teacher wellbeing.

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.

Instruction highlights the ongoing research of military and academic communities--research aimed at developing new approaches in the instruction of complex intellectual processes and skills. Representative work includes learning procedural tasks and learning text comprehension processes in various environments such as computer-managed instructional settings. A variety of technological factors relevant to developing training materials for computerized environments is also presented. In addition, new domains such as learning map interpretation skills are included. This major collaborative effort was supported by the Navy Personnel Research and Development Center in San Diego, California.

Researchers from major military personnel research organizations and universities contributed to this volume. The essays study: student cognitive attributes and performance in a computer-based instructional setting; factors in retention of procedural tasks; experimental investigation of text comprehension in bilinguals; functional context theory; literary and electronics training; problem solving in technical domains; motivation, learning, and prescriptions for change; teaching interpretive skills; training analysis and design for complex aircrew tasks; and implementation of instructional system development in the U.S. Army. This book will be invaluable to educators in the academic and military worlds.

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.

* Spans current research into areas reading, writing, mathematics, executive functioning, social-emotional learning and mental health, and technology use, areas highly relevant to the work of school psychologists. * Addresses the expansion of school psychology practice beyond assessment of eligibility for specialized services by including an emphasis on preventative consultation. * Includes key introductory-level content on dispelling neuromyths, understanding neuroimaging research, and grasping the cellular and circuit structures of the brain.

Volume 43 of "Advances in Child Development and Behavior" includeschapters that highlight some of the most recent research in the area of Rational Constructivism. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students.

Chapters that highlight some of the most recent research in the area. Rational Constructivismdiscussed in detail "

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.

Transforming Learning Through Tangible Instruction offers a transformative, student-centered approach to higher education pedagogy that integrates embodied cognition into classroom practice. Evidence across disciplines makes clear that people learn with their bodies as well as their brains, but no previous book has provided evidence-based guidance for adopting and refining its practice in colleges and universities. Collecting findings from cognitive science, educational neuroscience, learning theories, and beyond, this volume's unique approach-radical yet practical, effective yet low-cost-will have profound implications for higher education faculty and administrators engaged in teaching and learning. Seven concise chapters explore how physical objects, hands-on making, active construction, and other elements of body and environment can enhance comprehension, memory, and individual and collaborative learning.

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.

The Brain-Based Classroom translates findings from educational neuroscience into a new paradigm of practices suitable for any teacher. The human brain is a site of spectacular capacity for joy, motivation, and personal satisfaction, but how can educators harness its potential to help children reach truly fulfilling goals? Using this innovative collection of brain-centric strategies, teachers can transform their classrooms into deep learning spaces that support their students through self-regulation and mindset shifts. These fresh insights will help teachers resolve classroom management issues, prevent crises and disruptive behaviors, and center social-emotional learning and restorative practices.

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.

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."

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.