Consent in the Childhood Classroom challenges typical premises of social and emotional learning, self-regulation, and putative misbehavior by centering the theme of consent in the experiences of young children and their teachers. Early childhood and elementary teachers often face disruptions and acts of dissent from young students, without a helpful conceptual framework for understanding how these expressions may stem from social injustices, developmental nuances, and problematic assumptions about the nature of children's agency. By posing complex yet relatable questions about the presumptions of authority, positivity, and routines in learning environments, and drawing on classroom anecdotes along with interviews with children and teachers, this book offers an accessible approach to cultivating expansive relationships in the classroom, a vision for a richer and more mutual education, and a clearer understanding of what school means from the perspective of the child.

This book presents an approach to quantifying consciousness and its various states. It represents over ten years of work in developing, test ing, and researching the use of relatively simple self-report question naires in the retrospective assessment of subjective or phenomenologi cal experience. While the simplicity of the method allows for subjective experience to be reliably and validly assessed across various short stim ulus conditions, the flexibility of the approach allows the cognitive psy chologist, consciousness researcher, and mental health professional to quantify and statistically assess the phenomenological variables associ ated with various stimulus conditions, altered-state induction tech niques, and clinical procedures. The methodology allows the cognitive psychologist and mental health professional to comprehensively quantify the structures and pat terns of subjective experience dealing with imagery, attention, affect, volitional control, internal dialogue, and so forth to determine how these phenomenological structures might covary during such stimulus conditions as free association, a sexual fantasy, creative problem solving, or a panic attack. It allows for various phenomenological pro cesses to be reported, quantified, and statistically assessed in a rather comprehensive fashion that should help shed greater understanding on the nature of mind or consciousness."

This book is on the scope of Person-centred therapy in Pakistan and the UK from a perspective of cultural differences, and counselling Psychology courses in both countries. The book also describes four cultural differences between Pakistan and the UK. A new cultural difference Tawbah (Repentance), which plays a prominent role in Pakistani culture, has been derived from Islamic ideology. The book will be helpful for those who want to use person-centred therapy from the perspective of Asian culture in the treatment of their Muslim clients.

This volume presents a comprehensive overview of inclusion and diversity in education across the globe. It examines how more inclusive education systems can be built, and covers areas and topics such as disability studies, sexual minorities, and indigenous communities, marginalized communities among others. The book presents perspectives of experienced and distinguished experts and researchers on inclusive practices related to participation, equity, and access from countries such as India, USA, Australia, UK, Canada, South Africa, Japan, Pakistan, Rome, Hungary, Sweden, and others. It discusses how spoken language, race, gender, and religion contribute to inclusion and marginalization. The volume also explores ideas on how schools and educational systems can respond to diversity-related issues, and the lessons learnt about how to improve capacity for further inclusion. Additionally, it provides a holistic understanding of the classroom practices and interventions adopted to handle problems of students with diverse needs. This incisive and comprehensive volume will be of interest to students, teachers and researchers of education, inclusion and diversity, equity and access, disability studies, educational psychology, social work, sociology, and anthropology. It will also be useful for teacher educators of B.Ed. and B. El. Ed courses, and anyone who is associated with or working in the field of diversity and inclusion.

This volume represents a beginning effort to compile a history of educational psychology The project began, innocuously enough, several years ago when we decided to add mon material about the history of educational psychology to the undergraduate course we were teaching. What seemed like a simple task became very complex as we searched in vain for a volume dealing with the topic. We ended up drawing on various histories of psychology that devoted anywhere from a few paragraphs to several pages to the topic and on a very few articles addressing the issue. We were startled, frankly, by the apparent lack of interest in the history of our field and decided to attempt to compile a history ourselves. As is the case with any edited volume, the contributing authors deserve credit for its positive features. They uniformly made every effort asked of them and taught us much about educational psychology. Any errors or omissions are our responsibility alone.

Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.

The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.

Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.

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.

The educational assessment of bilingual children in the Western world is highly controversial. The editors and authors of this book are experienced academics and practitioners in this field in the UK. They have taken the creative ideas of Jim Cummins across the Atlantic and have applied them through a novel technique of curriculum related assessment. The book describes the technique in detail and reports on its use in a wide range of settings. The book introduces the context and outlines some of the challenges facing teachers of bilingual children. Five central chapters show how teachers and psychologists have applied Cummins' framework to the analysis of classroom support; to specialist support for children with learning difficulties; to differentiating the curriculum in English and Science in secondary schools; to work with young children in primary schools; and to the assessment of children who have hearing impairment. These accounts demonstrate the flexibility and promise of the technique and also point out its limitations. The final section of the book applies Cummins' ideas to the analysis of language development in bilingual children. In addition, one chapter describes a new resource for assessing their language skills in both their languages.

What assistance can be provided to disadvantaged youngsters to help them conquer the many challenges they face while growing up? At-Risk Children & Youth: Resiliency Explored analyzes the results from accumulated research on the risk and resiliency of children and youth in Ireland. Author Niall McElwee explains many of the challenges faced by children, including poor literacy and numeracy skills, poverty, distrust, and other difficult issues. Practical strategies are presented to help disadvantaged children and youth to overcome societal and self-imposed barriers for improvement. A detailed review and assessment is provided on the efficacy of Ireland's Youth Encounter Projects. This important resource focuses on what works and what does not in youth services. At-Risk Children & Youth: Resiliency Explored closely examines risk factors, and what it specifically means to be 'at-risk'. Going further beyond the standard risk factors usually considered such as drug use or dropping-out of school, this probing text explores the full range of factors and coping and healing mechanisms. The author challenges several of the views and beliefs about risk and resiliency generally held by many in child and youth services and in society. This book is extensively referenced and includes helpful figures tables to clearly present information. Topics in At-Risk Children & Youth: Resiliency Explored include: A breakdown of terms for risk behaviors and predictors of risk Issues of social class and social exclusion The impact of school difficulties on students, including truancy and poor academic standing Strategies to build on student strengths The quality of the entirety of the school experience as a determination of success Strategies for intervention A review of literature on risk and resiliency A relational research model, including methodology and ethical issues Description and functions of Youth Encounter Projects-and an assessment of their value Results of risk studies over the past decade Recommended changes in policies At-Risk Children & Youth: Resiliency Explored is a valuable addition to the libraries of educators, students, and child and youth service providers everywhere.

Discover strategies to reinforce the strengths of the youngest members of society What assistance can be provided to a disadvantaged youngster to help them bounce back to conquer challenges while growing up? At-Risk Children and Youth analyzes the results from accumulated research on the risk and resiliency of children and youth in Ireland. Niall McElwee shines a crucial spotlight on the challenges facing children, including poor literacy and numeracy skills, poverty, distrust, and other difficult issues. Practical strategies are presented to help disadvantaged children and youth to overcome societal and self-imposed barriers for improvement. A detailed review and assessment is provided of the efficacy of Ireland's Youth Encounter Projects. This important resource focuses on what works and what does not in youth services. At-Risk Children and Youth closely examines at-risk factors and what it specifically means to be 'at-risk'. Going further beyond the standard risk factors usually considered such as drug use or dropping-out of school, this probing text explores the full range of factors and coping and healing mechanisms. The author challenges several of the views and beliefs about risk and resiliency generally held by many in child and youth services and in society. This book is extensively referenced and includes helpful figures tables to clearly present information. Topics in At-Risk Children and Youth include: detailed breakdown of terms for risk behaviors and predictors of risk the issues of social class and social exclusion the impact of school difficulties on students, including truancy and poor academic standing building on student strengths the quality of the entirety of the school experience as a determination of success strategies for intervention a review of various literature on risk and resiliency a relational research model, including methodology and ethical issues description and functions of Youth Encounter Projects-and an assessment of their value at-risk youth perceptions of risk, in their own words results of risk studies over the past decade recommended changes in policies At-Risk Children and Youth is a valuable addition to the libraries of educators, students, and child and youth service providers everywhere.

Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.

This book is about how people help other people to learn. Human life depends on knowledge being jointly created and shared: we rely on others for developing our understanding and for acquiring practical and intellectual skills. Yet most research on learning and thinking has focused on individuals. In The Guided Construction of Knowledge the author uses examples of talk recorded in classrooms and other places to show how teachers and learners, or learners working together, succeed and fail in the vital process of guiding learning and constructing knowledge. The book makes the ideas of socio-cultural research accessible to a wide audience and directly relevant to the practical concerns of teachers about the quality of education in their classrooms.

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.

This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school.

This volume is a collection of papers, each of which is a version of a lecture previously given as part of the Tavistock course, "Emotional Factors in Learning and Teaching: counselling aspects in education." The course, which is for teachers and others working in educational settings, has been running for more than thirty years. It began as a collaboration between Martha Harris, then Head of the Child Psychotherapy training at the Tavistock Clinic and her husband, Roland Harris, an educationalist and writer. This partnership between clinical thinking and expertise in educational theory and practice continues to the present day, with child psychotherapists and educationists working closely together. The ideas underpinning the course were first elaborated by Isca Saltzberger Wittenberg, Gianna Henry and Elsie Osborne in 1983 in The Emotional Experience of Learning and Teaching, a book which remains a valued, core text. This new volume represents an attempt to revisit some of the same themes and to set the applied psychoanalytic thinking in the current educational context.

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today.

City schools, especially those attended by working class and ethnic minority pupils are teh catalysts of many significant issues in educational debate and policy making. They bring into sharp focus questions to do with class, gender and race relations in education; concepts of equality of opportunity and of social justice; and controversies about the wider political economic and social context of mass schooling.

America, Western Europe and Australia have all taken a keen interest in the problems of urban schooling. The contributors to this collectiona of original essays all share a concern about these problems, although they approach them from a wide range of theoretical and ideological positions.

Gerald Grace and his contributors criticis the current limitations of urban education as a field of study and they present a foundation for a more historically located and critically informed inquiry into problems, conflicts and contradictions in urban schooling. Part I presents contributions on theories of the urban. Part II focuses upon the history of urban education both in Britain and the USA. Part III discusses contemporary policy and practice with essays relating to education in inner city London and in New York City.

This book was first published in 1984."

The giant city of today is a unique phenomenon. Never before have such acute problems of government, the provision of essential services, planning, social life, and civilized living arisen from uncontrolled urbanization. In the West and in the East, in the more developed and in the less developed countries, in capitalist and communist states, the great metropolis represents a problem of the first importance which challenges the statesman, the official, the town planner, the political scientist, the sociologist and, above all, the intelligent citizen.

The editor has here assembled an authoritative series of studies describing the growth, significance, government, politics adn planning of twenty-four great cities of the world. They show how these widely scattered cities faced essentially similar problems. Each study deals with the actual working of one city in the 1950s, how its elective adn executive bodies are organized, the kind of political forces which motivate their activities, the scope and character of the municipal services, how they are finiance. The cities dealt with include Bombay, Amsterdam, Moscow, Montreal, Stockholm, Rome, New York, London, Sydney and Tokyo.

This book was first published in 1954.

This unique forcast of the shape of the property market of the future includes 22 individual research contributions by leading private practice, institutional and academic research departments and by other expert commentators. All the major components of the property mix - retail, commercial, industrial, residential and leisure - are considered in detail. Leading professionals also give their views on the investment strategies of the future, funding options, public sector involvement, property management and agency practice. Although this research concentrates on London and the South East of England the trends it reveals and the options it suggests are relevant to all major conurbations. There are important lessons here for every property professional, wherever based. This book was first published in 1986.

This book was first published in 1977.

* Promotes inclusion in general education environments, while maintaining a secure "home base" in the therapeutic program classroom * Takes a building block by building block approach to describing the components of an effective therapeutic inclusion program, including the program's central classroom, staff roles and qualifications ,staff to student ratios, and the role of administration * Intended for education and counseling professionals looking to design, implement, and maintain an effective therapeutic inclusion program

This book was first published in 1967.

Now in its seventh edition, Creativity in the Classroom helps teachers link creativity research and theory to the everyday activities of classroom teaching. Ideal reading for any course dealing wholly or partially with creativity and teaching, this foundational textbook covers definitions, research, and theory in the first half, and reflects on classroom practices in the second. Thoroughly revised and updated, the seventh edition features new research on neuroscience and creativity in specific disciplines; new sections on social-emotional learning, teaching engineering, and leadership; and an entire new chapter on building creativity at the school or district level.