Achievement goal theory has emerged as one of the preeminent approaches to motivation. "Goals, Goal Structures, and Patterns of Adaptive Learning" presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider.
Written by scholars who are well-known in the field, this book:
*provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today;
*presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally;
*includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools;
*describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and
*points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.

From Ghosts to Graduates is a timely book that recognizes that three years of interrupted learning has created an impending dropout timebomb of students who are traditionally at risk, as well as those who became disengaged during pandemic learning. Many students are ghosts in the system - they have become disconnected and disenchanted with schooling. Instead of only addressing strategies to treat the symptoms of dropping out, this important resource addresses the causes of the disengagement that led to those symptoms. Author Emily Freeland shows how to identify existing and potential ghosts, how to reconnect students to the learning process and communicate that we see them and believe in them, how to overcome barriers to progress, and how to restore hope. Each chapter offers current research and practical strategies, as well as Do Now and Reflection sections to help you apply the ideas as you read. With the deliberate practices in this book, you'll be able to change the trajectory of the ghosting trend and help more of your students be seen.

Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes-direct physical, social, and environmental interactions-are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

How do children understand reasoning by mathematical induction? Mathematical induction - Poincare's reasoning by recurrence - is a standard form of inference with two distinctive properties. One is its necessity. The other is its universality or inference from particular to general. This means that mathematical induction is similar to both logical deduction and empirical induction, and yet is different from both. In a major study 40 years ago, Inhelder and Piaget set out two conclusions about the development of this type of reasoning in advance of logical deduction during childhood. This developmental sequence has gone unremarked in research on cognitive development. This study is an adaptation with a sample of 100 hundred children aged five-seven years in school years one and two. It reveals evidence that children can reason by mathematical induction on tasks based on iterative addition and that their inferences were made by necessity. According to the study the main educational implication is clear: young children can carry out iterative actions on actual objects with a view to reasoning about abstract objects such as numbers.

Uses a game theoretic approach to explore which economic policies are 'credible' and 'politically feasible', questions that had eluded traditional macroeconomic approaches.

Researching Creativity in Second Language Acquisition explains the links between creativity and second language learning and how to propel the research of creativity as an individual difference in second language acquisition forward at multiple levels. It features an array of sample research questions and methods for student and professional researchers, ranging from simple projects that can be executed from start to finish in 15 weeks all the way to multi-year project guidelines for more advanced scholars with additional time and resources. It also features in-class and out-of-class activity suggestions that will reinforce concepts in fun and creative ways. Using this book as a guide will save researchers time and effort in designing and executing their next projects as well as save instructors time in class planning. This book will be an invaluable resource to students and researchers of SLA, applied linguistics, TESOL, and psychology.

Language Acquisition: The Basics is an accessible introduction to the must-know issues in child language development. Covering key topics drawn from contemporary psychology, linguistics and neuroscience, readers are introduced to fundamental concepts, methods, controversies, and discoveries. It follows the remarkable journey children take; from becoming sensitive to language before birth, to the time they string their first words together; from when they use language playfully, to when they tell stories, hold conversations, and share complex ideas. Using examples from 73 different languages, Ibbotson sets this development in a diverse cross-cultural context, as well as describing the universal psychological foundations that allow language to happen. This book, which includes further reading suggestions in each chapter and a glossary of key terms, is the perfect easy-to-understand introductory text for students, teachers, clinicians or anyone with an interest in language development. Drawing together the latest research on typical, atypical and multilingual development, it is the concise beginner's guide to the field.

* unique formatting per study, with a graphic page highlighting the research findings, and an adjacent page with accompanying research and implications * themed and chronological arrangement of studies will allow readers to access particular studies with ease * covers areas which are of great interest to parents, such as memory and revision, the impact of sleep and mobile devices on learning, parental attitudes and expectations and children's behaviour. * will enable parents to increase their understanding of crucial psychological research so that they can help their children improve how they think, feel and behave in school.

The third edition of this book analyzes over 165 films distributed throughout the United States over the last 80 years to construct a theory of curriculum in the movies that is grounded in cultural studies and critical pedagogy. The portrayal of teachers in popular motion pictures is based on individual efforts rather than collective action and relies on codes established by stock characters and predictable plots, which precludes meaningful struggle. These conventions ensure the ultimate outcome of the screen narratives and almost always leave the educational institutions - which represent the larger status quo - intact and dominant. To interrogate "the Hollywood curriculum" is to ask what it means as a culture to be responsive to films at both social and personal levels and to engage these films as both entertaining and potentially transforming.

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap.
*Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China.
*Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa.
*Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States.
*Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication.
The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

Children can experience feelings they don't understand, causing them to act out. This Redleaf Quick Guide is filled with information on how to respond to an array of 12 common behavioral challenges including aggression, defiance, and separation anxiety, and offers prevention tips and developmental information that may affect young children's behavior.

Restructuring Schools presents conceptual and empirical models of school organization for promoting students' achievement. Papers by nationally recognized educational sociologists examine four dimensions of the educational process-school organization and governance, organization of students for instruction, classroom processes, and school-to-work transitions-and suggest methods to increase the effectiveness of each. The volume also explores the innovative concept of output-driven education which redirects attention to student achievement as an outcome variable.

This work offers a consideration of the nature of intelligence, cultural disadvantage and educational programmes for the culturally different. In this longitudinal study, profiles of development and expression of competencies are presented.

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions.
Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

This volume explores the integration of recent research on everyday, classroom, and professional scientific thinking. It brings together an international group of researchers to present core findings from each context; discuss connections between contexts, and explore structures; technologies, and environments to facilitate the development and practice of scientific thinking. The chapters focus on:
* situations from young children visiting museums,
* middle-school students collaborating in classrooms,
* undergraduates learning about research methods, and
* professional scientists engaged in cutting-edge research.
A diverse set of approaches are represented, including sociocultural description of situated cognition, cognitive enthnography, educational design experiments, laboratory studies, and artificial intelligence. This unique mix of work from the three contexts deepens our understanding of each subfield while at the same time broadening our understanding of how each subfield articulates with broader issues of scientific thinking. To provide a common focus for exploring connections between everyday, instructional, and professional scientific thinking, the book uses a "practical implications" subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.

This highly accessible guide to the varied aspects of Vygotsky's psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications. Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky's publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky's determination to create a psychology that is capable of explaining all aspects of the development of mind. Vygotsky the Teacher is essential reading for students on education and psychology courses at all levels, and for all practitioners wanting to know more about Vygotsky's theories and their roots in research and practice. It offers a unique road map of his work, connecting its different aspects, and placing them in the context of his life and the times in which he lived.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for high school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

* Skills-based: most books on burnout or compassion fatigue are largely signs, symptoms, and "self-care". This book defines concrete, acquirable skills. There is significant clamoring in the field for "what we do about it." * Evidence-Informed: The guidance offered in this book derives from an evidence-base. * Trauma-Informed: The foundation for trauma-informed treatment is the emotion regulation skills of the provider. The treatment professional must be emotionally regulated to effectively implement any trauma treatment--and a commitment to care for oneself can keep professionals in the field for a career.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for elementary school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

With this bestselling book from educational consultant Carla Tantillo Philibert, you'll gain practical strategies for teaching Social Emotional Learning (SEL), mindfulness, and well-being to help improve the human connection between you and your students. You'll find out how to lead students through mindfulness activities, simple yoga poses, and breath-work techniques. Topics include mindful practices, well-being strategies to combat stress and anxiety, giving your students the space to understand their emotions and strengthen peer-to-peer communication, developing the foremost and essential SEL competencies, and engaging in experiential activities to strengthen SEL skills. The new edition reflects the latest CASEL guidelines and includes updated activities, as well as a brand-new directory of terms, and an intentional focus on educators' and students' socio-emotional well-being. Perfect for middle school educators at any level of experience, the book will help you develop positive youth identity and promote connectedness so students can deal successfully with life's stressors beyond school doors.

Offers a combination of a critical approach to education and psychology alongside a focus on professional dialogue, aimed at psychologists, educational professionals and those who work with them. Provides an alternative approach to the current focus in education establishments (which include instrumentalism and performativity) to support and improve relationships and mental health (particularly relating to teachers, parents and young people). This book addresses a fundamental issue for psychologists in the Western world in that it challenges the profession to uphold a moral and ethical practices.

In the United States, community colleges are some of the most racially diverse institutions of higher education. And, as such, as argued in Minding the Obligation Gap in Community Colleges and Beyond (Sims et al., 2020), they are uniquely positioned to function as disruptive technologies, that is, spaces that disrupt institutionalized educational inequity. Pedagogy and curriculum must be liberatory if we hope to engender educational equity precisely because Nationwide, the majority of community college students are students of color and the majority of African American and Latinx college students start their journeys at a community college. The community college professorate is the inverse, as three-quarters of all college professors are white. These demographics create a cultural schism that is preventing students of color and other minoritzed groups from reaching their full intellectual and creative potential. This book fills a gap in the academic literature on how community college educators can more effectively serve their diverse students, from interrogating their own white racial identity, to overhauling their curricula and pedagogy, and later by committing to radical love as praxis. While this book's title explicitly calls on white educators, ultimately, it is for any educator who seeks to dismantle classroom power structures and who strives to create nurturing, justice-advancing curricula. "Given the disproportionate number of white faculty in the community system in comparison to the student population, this book is essential in providing the necessary guidance and tools that will allow white teachers to effectively teach students of color. Moreover, this text recognizes that if the community system is going to improve outcomes for students of color that white faculty have obligation to be equipped to have greater understanding of race and racism that would impact what and how they teach."-Edward Bush, President, Cosumnes River College "Improving outcomes for community college students begins with improving one's understanding of race and racism. The first-person perspective of engaging in anti-racist work in this book calls to our core values as community college educators. This book provides guidance, evokes critical self-reflection, and highlights practical tools to effectively educate historically minoritized students, especially for an educational system whose teaching faculty is predominantly white."-Angelica Garcia, President, Berkeley City College

Essential to the treatment of learning and behavioral disabilities is an understanding of the cognitive processes brought into play in educational contexts, how they contribute to problems in learning and behavior, and how these processes might be ameliorated. Equally important is a careful consideration of the setting in which learning takes place, and how it ameliorates, or contributes to, learning and behavioral disorders. In this volume, the role of cognition in learning and behavioral disorders is considered along with investigation of learning in diverse settings, including clinical, special class, and inclusive general education classrooms. In this volume are chapters on such cognitive processes as working memory, spatial learning, and cognition in mathematics. In addition, learning is examined within a variety of setting arrangements, and considers such topics as the context of teacher-student relationships, co-teaching arrangements in inclusive instruction, issues in educational placement, clinically-based interventions for dyscalculia, collaborative teaching relationships in inclusive social studies teaching. This volume includes contributions from internationally recognized experts in the field of learning and behavioral disabilities. The book is intended for interested professionals and practitioners; researchers in learning and behavioral disabilities; and graduate students in psychology, education, and special education, particularly those concerned with the issues of cognition and learning in a variety of instructional contexts.