The Neuroscience of Autism provides a comprehensive accounting of autism spectrum disorders by integrating scientific findings from behavioral, cognitive and neurobiological research. The book begins by defining autism, identifying characteristics and prevalence, exploring its history, and then moving on to the cognitive and social bases of behavioral symptoms, the brain bases of behavioral and cognitive symptoms, and finally, intervention practices. It examines theoretical models such as weak central coherence, enhanced perceptual functioning, and the extreme male brain hypothesis. Finally, the book addresses the increased attention on the brain connectivity model of autism, looking at the synchronization of brain activity across different brain areas, the causal influence of a brain region on another, and white matter cable connections in the brain.

- Provides students with research-backed strategies from cognitive science for studying effectively and efficiently - Includes concrete examples of the ways students can use each strategy and questions and activities for retrieval practice - Provides a wealth of illustrations to explain complex concepts and to make them memorable - Written by ‘The Learning Scientists’, stars in the education arena. - Includes an ISR with author videos, sample answers to the questions in each chapter, links to additional information and blogs.

Human-Centered Artificial Intelligence: Research and Applications presents current theories, fundamentals, techniques and diverse applications of human-centered AI. Sections address the question, "are AI models explainable, interpretable and understandable?, introduce readers to the design and development process, including mind perception and human interfaces, explore various applications of human-centered AI, including human-robot interaction, healthcare and decision-making, and more. As human-centered AI aims to push the boundaries of previously limited AI solutions to bridge the gap between machine and human, this book is an ideal update on the latest advances.

Building on our prior ISA-based Palgrave pivot, the aims of the book are twofold. One, to showcase a newly developed App as a tool in the use of Identity Structure Analysis (ISA) for researchers interested in identity. Second, the book will focus on the use, of a counselling supervision ISA instrument in order to highlight the benefits of ISA for professional development (PD) for any profession. The idea is that any researcher interested in professional and or personal development would be able to use the proposed book to aid them in either a supervision style process of development or the more standard one-to-one annual/biannual approach to PD. Through using ISA in PD, the book and its attendant analyses will encourage discussion, facilitate openness, and highlight potential issues that may lead to burnout, mental health issues, leaving a profession or additional risks. That is, the book will be oriented to informing researchers as to the potential ISA, the App, and the supervision instrument hold for directing PD.

The book includes first-hand stories and experiences collaborating with school teams as they work with, support and program for students from around the globe displaying a wide variety of mental health concerns. The student stories embrace mental health-related concerns such as anxiety, depression, eating disorders, suicidal ideations, among others, and outline inclusive strategies school staff can facilitate and scaffold with students that builds their resiliency, social-emotional / healthy relationship skills, and supports healthy healing and a path to recovery.

Engaging Boys and Men in Sexual Assault Prevention: Theory, Research and Practice explores sexual assault prevention programs for boys and men. Following an ecosystemic perspective, the book examines individual risk and protective factors, discusses initiatives to prevent sexual aggression (i.e., bystander intervention programs, given their use among men), covers programs that specifically seek to engage boys and men in sexual assault prevention, presents key risk and protective factors for sexual aggression (i.e., healthy masculinity, rape myth acceptance), and describes the need and rationale for sexual assault prevention efforts.

This book elaborates on issues regarding alterity, values, and human development in different educational contexts, serving from young children to adolescents to adults, and it claims for the need of educational contexts to consider their responsibilities regarding the development of the sociomoral dimension of human beings. The authors, experienced theorists and researchers sharing a cultural psychological perspective, provide a fresh understanding of educational institutions, and elaborate on how initiatives aiming at promoting dialogical practices and ethical orientation within educational contexts can be productive. They provide teachers, researchers, psychologists and parents, as well as the general public, with useful knowledge in order to contribute to theoretical and practical advances concerning education and human development.

Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions. This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership and leadership strategy, as well as educators and school leaders concerned with how interpersonal aspects of emotion management play out within the school context. Izhak Berkovich is a faculty member in the Department of Education and Psychology at the Open University of Israel, Israel. Ori Eyal is Chair of the Graduate Division of Policy, Administration, and Leadership in Education at the Hebrew University of Jerusalem, Israel.

Much of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed. Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told 'what works' if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades. This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teachers ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as 'blindingly obvious'. Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.

This first historical reference book dealing with school psychology covers over 450 terms, concepts, important people and organizations, issues, events, and other topics of note. This is a user-friendly encyclopedia for gathering information about the field of school psychology quickly and points to sources for further study. It will be particularly useful in defining terms that are used frequently and for those seeking both historical and contemporary information. A large team of experts has developed this major new work which is intended for college and university libraries, program directors in school psychology, students at both the undergraduate and graduate level, and school psychologists. It will also be helpful to guidance counselors, social workers, health service providers in psychology, and medical libraries. Over 100 noted authorities have contributed to this major new work which is intended for college and university libraries, program directors in school psychology, students at both the undergraduate and graduate level, and school psychologists. It will also be helpful to guidance counselors, social workers, health service providers in psychology, and medical libraries.

The book includes first-hand stories and experiences collaborating with school teams as they work with, support and program for students from around the globe displaying a wide variety of mental health concerns. The student stories embrace mental health-related concerns such as anxiety, depression, eating disorders, suicidal ideations, among others, and outline inclusive strategies school staff can facilitate and scaffold with students that builds their resiliency, social-emotional / healthy relationship skills, and supports healthy healing and a path to recovery.

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

This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.

The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.

Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among "STEM" majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors' guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of teaching methods in STEM gateway courses. Pitched to a wide audience, engaging in style, and richly illustrated in the interviewees' own words, this book affords the most comprehensive explanatory account to date of persistence, relocation and loss in undergraduate sciences. Comprehensively addresses the causes of loss from undergraduate STEM majors-an issue of ongoing national concern. Presents critical research relevant for nationwide STEM education reform efforts. Explores the reasons why talented undergraduates abandon STEM majors. Dispels popular causal myths about why students choose to leave STEM majors. This volume is based upon work supported by the Alfred P. Sloan Foundation Award No. 2012-6-05 and the National Science Foundation Award No. DUE 1224637.

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

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

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

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

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

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

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