This book explores a range of psychosocial resources, and discusses them in relation to lived experiences and outcomes in educational and socioeconomic domains. It offers close insights into the complex relationship between psychosocial resources, such as familial influence, religiosity, aspirations, and socioeconomic progression in Britain. This is achieved by exploring the lived experiences of a sample group of Caribbeans, one of Britain's most internally diverse but discernibly disadvantaged social groups. Detailed accounts of the participants' experiences are offered to provide insights to a wide range of stakeholders in education. Teachers, behaviour specialists, parents, policy advocates, psychologists, social researchers, social justice warriors and lay people will all benefit from this empirically informed perspective on psychosocial resources and their implications for educational attainment and socioeconomic progress. The book implores the reader to appreciate more fully how psychosocial resources play out in outcomes of achievement and progression, and how such outcomes may be improved among members of some disadvantaged social groups. It will be an invaluable resource for students, researchers, and educators in the fields of Education, Sociology, and Psychology.

This book advocates for a radical change in music teaching and learning methods, allowing for a break from the traditional conservatory model still in use in many classrooms. The product of twenty years of interdisciplinary work by musicians, music teachers, and psychologists, the book proposes to place the focus of music education on the students themselves and on their mental and physical activity, with the aim of helping them to manage their own goals and emotions. This alternative is based on a new theoretical framework, as well as numerous real, concrete examples of how to put it into practice with students of different ages and in different environments. This book focuses primarily on teaching instrumental music, but its content will be useful for any teacher, student, musician, or researcher interested in improving music education in any environment, whether formal or informal, in which it takes place Chapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This open access book, inspired by the ICME 13 topic study group "Affect, beliefs and identity in mathematics education", presents the latest trends in research in the area. Following an introduction and a survey chapter providing a concise overview of the state-of-art in the field of mathematics-related affect, the book is divided into three main sections: motivation and values, engagement, and identity in mathematics education. Each section comprises several independent chapters based on original research, as well as a reflective commentary by an expert in the area. Collectively, the chapters present a rich methodological spectrum, from narrative analysis to structural equation modelling. In the final chapter, the editors look ahead to future directions in the area of mathematics-education-related affect. It is a timely resource for all those interested in the interaction between affect and mathematics education.

The main thesis of this book is that words have power. They have power to nourish - to add substantially to the way people feel about themselves. They also have power to hurt - to diminish another's feelings about self. The words we use to each other can bring us closer together or drive us further apart. The materials in the book provide readers with opportunities to examine and reflect on the relationship between human interactions and the development of positive human relationships, specifically how conversations work to enable positive relationships or diminish them. These include being able to "tune in" to what the other person is saying, freeing oneself from the need to judge, being respectful, and having a clear and non-defensive idea of what is coming out of one's mouth. The materials in the book also provide a self-instructional program to develop one's skills in using human interactions that build more positive relationships.

Maximizing the learning environment and focusing on the principles of learning are the most critical needs facing educational leaders of every rank. The Learning Equation: The Education Process and Effective Schools, Teachers, and Students develops a "learning equation" that depicts various learning situations based upon the effectiveness of the school environment and the degree to which students want to learn. The book begins with a practical framework that provides educational leaders with a means of creating an environment that will maximize student learning. The second part of the book underscores important aspects of learning that will help both students and educational leaders. The information in the two parts of the book is captured by the development of 'the learning equation' which predicts student academic performance. The learning equation cuts through political and educational ideologies and focuses on reality. Ultimately, the learning equation highlights how student achievement can be finally improved.

How can you shift from a focus on content to the creation of active learning experiences? In this practical resource, author Jason Kennedy provides a blueprint to help you stop "teaching" and start designing learning, so you can improve students' critical thinking, decision making, problem solving, and collaboration with others, preparing them for their futures beyond school doors. The framework for learning design covers components of planning (learning targets), of instruction (the opening, learning task, skills, tools, and success criteria), and of the work session (choices, pathways, feedback, and assessment). Appropriate for teachers of any subject area, the book also offers wide variety of tools to help you implement the ideas in your own setting.

Digital tools have a clear educational purpose, but how do we help students with the darker corners of the web? This book provides timely, much-needed advice for educators on how to teach students to handle the anger and divisiveness that pervades social media and that is impossible to ignore when using tech for other purposes. Author Andrew Marcinek provides strategies we can use to help students with issues such as navigating relationships; understanding digital ethics and norms; returning to a balance with screen time; reclaiming conversation; holding yourself accountable; creating a new digital mindset; and more. Throughout, there are practical features such as Pause and Reflects, Teachable Moments, and classroom activities and lesson plans, so you can easily implement the ideas across content areas and grade levels.

Parents of Smart Kids know they can have complex social, emotional, and intellectual needs. This resource condenses the wisdom and experience of teachers and school leaders who have experienced thousands of students with the same needs into 25 key tips for parents seeking to help their Smart Kids thrive. Featuring 25 illustrated strategies for navigating situations unique to Smart Kids, with confident, informed support given every step of the way, this book covers topics such as: What to do when a Smart Kid thinks they are smarter than everyone else, How to motivate a Smart Kid who is bored of school, How are the Smart Kid perfectionist and procrastinator related? It's not all bad, How to navigate alternatives to regular school classes and other acceleration opportunities, Where to find valuable mentors in your community, When and how to act when the Smart Kid is too cool for school, What are the benefits and costs of homeschooling Smart Kids, Parents have great power in schools. Know when and how to use it. What to do when the Smart Kid finally has a class that is not easy, And much more! Parents are not alone on this complex journey. Take each tip and apply it. Watch Smart Kid's thrive with an informed and confident parent. Full of relevant tried-and-true suggestions that are immediately implementable solutions to the common challenges of parenting Smart Kids, this invaluable resource is a must have for parents seeking to confidently navigate the exciting and challenging journey of their Smart Kids' teen years.

This book brings together therapists to talk about their own experiences, and how these can help work with children and adolescents.

This book brings together therapists to talk about their own experiences, and how these can help work with children and adolescents.

Why are children from disadvantaged and minority communities overrepresented among academic underachievers, poor learners and school dropouts? This volume engages with this question and examines classroom learning as a process that involves a multitude of actors situated in specific social, cultural, and historical contexts. The volume covers an interdisciplinary spectrum of educational processes, contexts, educational ambitions, and limitations of low caste, working class and middle-class students from different Indian communities and regions. The volume delves into the problem of academic underperformance from a social identity perspective and probes into social context-based variability in classroom learning, systemic disadvantages in the form of negative stereotypes and the family as an under-studied social group in all discussions of schooling. It also examines the teacher perceptions and attitudes toward Adivasi students and other minority groups in primary schools, and their effect on children's classroom engagement. The essays in this volume provide insights into unresolved and critical research questions that require attention of teachers, school management, educators, and policy makers alike. This book will also be useful for academicians, policymakers, teacher educators, pedagogic practitioners in India and abroad, and state and central government institutions working on school education, educational psychology, policymaking in education, learning methods and research on educational enhancement.

What happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today's students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience - what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.

The eight essays in Campus Conversations provide some of the best scholarly work emerging from individual faculty learning communities in a statewide program called the Chancellor's Learning Scholar (CLS) program. The CLS program began in 2018 as an initiative designed to include large numbers of the University System of Georgia's (USG) about 12,000 fulltime teaching faculty in the USG's statewide student success efforts. The approximately 2,000 faculty who have participated in the first two years of the CLS program learned about the eight pedagogies of student success which can help engage students more deepl, thereby retaining them and deepening their learning. These pedagogies include small teaching (based on the Jim Lang book), inclusive pedagogy, Transparency in Learning and Teaching (TiLT), course design, high impact practices (HIPs), brain-based learning, academic mindset, and the Scholarship of Teaching and Learning (SoTL). As teaching and learning scholarship, each essay has its origin in the topic for which the learning community was formed. The collection demonstrates the range of topics and many of the ways in which USG faculty have explored and applied these pedagogies to their own institutional contexts and courses. The essays selected for inclusion in this volume also embody different responses to the outcomes of the program as set out at the inception of the program.

The volume focuses on epistemological, theoretical and empirical issues of game-based learning in various disciplines. It encompasses questions of game design as well as instructional integration and organizational implementation of game-based learning across various disciplines and includes contributions from different levels of the formal educational system (i.e., primary, secondary and tertiary education) as well as contributions reporting the use of game-based learning in informal learning settings. The volume addresses scholars, practitioners and students who are interested in how games and game-based learning can be designed, implemented and evaluated in a cross-, inter- and transdisciplinary perspective.

Caliendo examines the results of a comprehensive study of how students learn about American Government. The working premise is that while many political attitudes formed during adolescent socialization are open to change throughout one's life, latent attitudes that are not salient and, thus, are not challenged with new information provided by media or other communications are more likely to persist into adulthood. He focuses on diffuse support for the United States Supreme Court and argues that how students are taught about the Court in high school is likely to have a particularly lasting effect due to the Court's relative invisibility.

Drawing from interviews with teachers, analysis of Government textbooks, and student surveys, the findings suggest that teachers make a difference in how students perceive parts of the political system (particularly the Supreme Court). This is particularly relevant for more abstract parts of the system since those types of attitudes are unlikely to be challenged through the mass media throughout one's life. Normative discussion of the role of schools in educating for democracy suggests that there is a problem of priority as well as approach. Putting social science on the back burner may have important ramifications, as students are not asked to think critically about the American political system and their role within it. Of particular interest to scholars, researchers, and policy makers involved with social science education and political socialization.

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

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

Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.

Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is a guide for teachers seeking to energize their practice and deeply engage students. Author Stephanie Farley shows how to create student-centered learning experiences that immerse students in meaning, relevance, and joy. She shows how you can foster student engagement and motivation with a combination of choice, challenge, and play, thereby improving learning outcomes. Practical strategies are included in each chapter, such as how to write rubrics that foster effective feedback, how to incorporate performance and competency-based assessment, and how to have students grade themselves through a process of self-evaluation and reflection. Throughout, she offers tools such as targets and rubrics, checklists to guide planning, and prompts that help you apply the ideas to your own assignments and assessments. With the book's specific, immediately applicable examples, you'll be able to help your students feel connected to the lessons, happy about their progress, and joyfully engaged in the learning process.

Advances in Contemplative Psychotherapy offers mental health professionals of all disciplines and orientations the most comprehensive and rigorous introduction to the art of integrating contemplative psychology, ethics, and practices, including mindfulness, compassion, and embodiment techniques. It brings together clinicians, scholars, and thought leaders of unprecedented caliber, featuring some of the most eminent pioneers in the rapidly growing field of contemplative psychotherapy. The new edition offers an expanded array of effective contemplative interventions, contemplative psychotherapies, and contemplative approaches to clinical practice. New chapters discuss how contemplative work can effect positive psychosocial change at personal, interpersonal, and collective levels to address racial, gender, and other forms of systemic oppression. The new edition also explores the cross-cultural nuances in the integration of Buddhist psychology and healing practices by Western researchers and clinicians and includes the voices of leading Tibetan doctors. Advances in Contemplative Psychotherapy offers a profound and synoptic overview of one of psychotherapy's most intriguing and promising fields.

Fully revised coverage with the most current diagnoses and treatments for adolescents and adults living with learning and attention disorders

Reflecting the most recent and relevant findings regarding Learning Disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (ADHD), this Second Edition of Learning and Attention Disorders in Adolescence and Adulthood provides practitioners in the fields of education and mental health with a set of practical guidelines to assist in the assessment, diagnosis, consultation, and treatment of adolescents and adults struggling with LD and ADHD. The new edition includes:

An emphasis on working from strengths--adapting to disabilities and dealing with them successfully on a daily basis

New coverage of the causes and long-term implications of LD and ADHD in adolescents and adulthood

New chapters on treatment effectiveness; building resiliency and shaping mindsets; cognitive therapy; and strategic life coaching to help guide individuals with LD and ADHD

Contributions from leading researchers, including Noel Gregg, Russell Barkley, Kevin Antshel, and Nancy Mather

Drawing on evidence-based techniques to meet the pragmatic demands for intervention, the Second Edition guides school psychologists, counselors, and educators in promoting positive change for adolescents and adults with LD and ADHD as they strive for success in school, work, and home settings.

This volume advocates an optimistic new conceptual and practical approach to adulthood, aging, and education for individuals with intellectual disability (ID) across the lifespan. The compensation age theory (CAT) at the heart of this book suggests that the adulthood period in populations with ID may be characterized by processes of cognitive development, growth, and neural sprouting, rather than stagnation or even decline. Empirical findings indicate the contribution of chronological age, maturity, and accumulating life experiences to adults' continued cognitive growth and intelligence, as a result of direct mediation, cognitive intervention, and academic learning as well as exposure to indirect learning. Grounded in cumulative evidence for the CAT, the book presents comprehensive analysis of a practical holistic educational intervention model for enhancing adults' Cognition (literacy), Affect (including autonomy), and Behavior (adaptive behavior skills), including operative strategies, mediational parameters, and guidance for change agents in diverse settings. This triple CAB model offers detailed tools for promoting the cognitive improvement and invigoration of adults with ID in during ADL, vocational and leisure activities, at all severity levels ranging from mild and moderate to severe and profound, across different ID etiologies including Down syndrome, and even at advanced ages for adults with ID exhibiting comorbid Alzheimer's.

This book provides a multidisciplinary view into how individuals and groups interact with the information environments that surround them. The book discusses how informational environments shape our daily lives, and how digital technologies can improve the ways in which people make use of informational environments. It presents the research and outcomes of a seven-year multidisciplinary research initiative, the Leibniz-WissenschaftsCampus Tubingen Informational Environments, jointly conducted by the Leibniz-Institut fur Wissensmedien (IWM) and the Eberhard Karls Universitat Tubingen. Book chapters from leading international experts in psychology, education, computer science, sociology, and medicine provide a multi-layered and multidisciplinary view on how the interplay between individuals and their informational environments unfolds. Featured topics include: Managing obesity prevention using digital media. Using digital media to assess and promote school teacher competence. Informational environments and their effect on college student dropout. Web-Platforms for game-based learning of orthography and numeracy. How to design adaptive information environments to support self-regulated learning with multimedia. Informational Environments will be of interest to advanced undergraduate students, postgraduate students, researchers and practitioners in various fields of educational psychology, social psychology, education, computer science, communication science, sociology, and medicine.