* The book utilizes a unique approach to school success called School-Based Family Counseling (SBFC), a growing school mental health movement that views schools as important community institutions for providing mental health services to children * Each chapter is written by an international and interdisciplinary group of authors who are members of the Oxford Symposium in School-Based Family Counseling, an international association of scholars and practitioners committed to developing SBFC * Written in discipline-neutral language and can be used with any of these mental health professions, including school counseling, school social work, school psychology, family therapy, and psychiatry

The field of reading is a compelling one, characterised by many debates and discussions. It is also amenable to investigations through a range of theories and research studies. In this book, eight leading authorities provide a 'state-of-the-art' overview of reading, using perspectives that have informed their work. There are overviews from linguistic, psychological, sociological and literary viewpoints, as well as more hybrid ones from investigations of digital literacy and multi-modality. This book celebrates what has already been achieved by bridging research, scholarship and practice; it also suggests what still needs to be done to bring the positive rewards from reading to greater numbers of young people. It also recognises that the benefits of reading extend beyond the personal. Accomplished reading skills empower people to meet the challenges of everyday life: making decisions, solving problems, and dealing with unexpected events. The need to refresh and renew our knowledge of reading has gained further impetus in the 'information age'. New technologies for information and communication continually appear: manifestations of 'fake news', disinformation and conspiracy theories spread rapidly across the globe. The book underlines the importance not only of reading, but also the fact that reading between and beyond the lines is more important than ever, in print and across multiple media platforms. The chapters in this book were originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

- Designed for educators to learn from other practitioners about engaging in Lesson Study - Offers specific case studies of US educator learning through Lesson Study - Provides practitioners with resources for Lesson Study as well as planning daily lessons.

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas - transdisciplinarity, design, cognition, and technology - this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

Aims to do for Religious Education what developmental psychology has already done for learning in science, maths and literacy. Informed by research with both children and teachers and offers perspectives from a range of faiths and traditions - Christian, Hindu, Muslim and Jewish. Essential reading for all developmental psychologists researching religious and spiritual development, and special teachers and researchers of RE who want to better understand children's knowledge, teaching and learning.

This book helps readers understand, teach, and support children with persistent low academic achievement who don't meet special education eligibility criteria, or for whom Tier 2 MTSS interventions are insufficient. Designed to be implemented in inclusive classrooms with minimal resources, comprehensive chapters cover topics from reading, writing, and math to executive functions, SEL, and mental health. This critical, ground-breaking volume provides teachers, psychologists, and counselors with an understanding of the issues children and adolescents with mild cognitive limitations and other causes of low academic achievement face, as well as detailed, evidence-based teaching practices to support their academic and social and emotional learning.

Too often, the children of the poor do not perceive highly accomplished men and women as realistic role models for themselves. By examining profiles of African American elected officials and other role models in the curriculum presented in Look Up Images in the Classroom, students may be encouraged to enlarge their visions and embrace the fact that anything the mind can conceive and believe can be achieved.Author Gwendolyn J. Cooke shares the details of Look Up , a motivational intervention strategy designed to instill pride and foster high academic achievement and socially responsible behavior. It accentuates the positive outcomes of the Voting Rights Act of 1965 and the civil rights movement. The program exposes economically disadvantaged African American children to appropriate role models through photographic images and selected biographical information of elected officials at each level of government.Lesson plans, hands-on activities, and coordinating website references are included to enhance the students' learning experiences to show that success is possible through hard work, perseverance, creativity, and clear planning.

This book shares insights drawn from the diverse voices of public school teachers, community outreach education workers, professors, writers, poets, artists, and musicians on suffering in school and the classroom. Teachers speak about their own encounters with and perceptions from suffering using critical-analytic textual works, as well as first-hand personally reflective accounts. By sharing their stories and reflections, the editors and contributors shed light upon the dark areas that often are not addressed in Teacher Training Programs, and that generally remain unaddressed and unacknowledged even as teachers become well-established as professionals in the field of education.

Aims to help leaders become the best versions of themselves, achieve extraordinary results and help their team accomplish the same Introduces an ALIGHT model that guides leaders through six fundamental resources that can alight their own and their team's motivation, and transform their performance to an extraordinary level Further breaks down the six resources into 18 core components, the book expands on what constitutes the six resources to make them tangible and accessible

Learner Choice, Learner Voice offers fresh, forward-thinking supports for teachers creating an empowered, student-centered classroom. Learner agency is a major topic in today's schools, but what does it mean in practice, and how do these practices give students skills and opportunities they will need to thrive as citizens, parents, and workers in our ever-shifting climate? Showcasing authentic activities and classrooms, this book is full of diverse instructional experiences that will motivate your students to take an agile, adaptable role in their own learning. This wealth of pedagogical ideas - from specific to open-ended, low-tech to digital, self-expressive to collaborative, creative to critical - will help you discover the transformative effects of providing students with ownership, agency, and choice in their learning journeys.

Contains practical strategies on increasing motivation and engagement post-pandemic. Offers inspiration and hope for educators considering leaving the profession. Written in a conversational style.

This timely text offers a how-to guide for analyzing gesture and multimodality in second language learning and teaching. Expert contributors from around the world outline the theoretical basis for each topic and offer clear descriptions of data collection and analysis methods for classroom, naturalistic, quasi-experimental, and experimental settings. The book further offers a rich array of ancillary pedagogical material and points out areas ripe for future study. This will be an invaluable resource for undergraduate and graduate students, faculty, and researchers of applied linguistics, communications, education, and psychology interested in gesture studies and multimodality in L2 learning and teaching.

Experiential Learning Design comprehensively demonstrates the key theories and applications for the design of experiential approaches to learning and training. Learning is gradually moving away from management and delivery of content, and toward experiences that encourage learners to engage and take greater responsibility for their own progress. This book's empirically sound, multi-disciplinary approach balances technical-rational and artistic-intuitive design elements to accommodate the complex, fluctuating capacities of human learning. In-depth chapters cover design principles, social and environmental factors in learning, the importance of senses and emotions, and links between body and brain. This bold, unique perspective shift will enrich the work of learning scientists, instructional designers, educational technologists, and beyond.

Experiential Learning Design comprehensively demonstrates the key theories and applications for the design of experiential approaches to learning and training. Learning is gradually moving away from management and delivery of content, and toward experiences that encourage learners to engage and take greater responsibility for their own progress. This book's empirically sound, multi-disciplinary approach balances technical-rational and artistic-intuitive design elements to accommodate the complex, fluctuating capacities of human learning. In-depth chapters cover design principles, social and environmental factors in learning, the importance of senses and emotions, and links between body and brain. This bold, unique perspective shift will enrich the work of learning scientists, instructional designers, educational technologists, and beyond.

This book offers the core conceptual base for the practice of T-Group facilitation. Drawing from the fields of psychology, social psychology, sociology, diversity studies and Indian philosophical thoughts, this book is a great resource for enhancing the practice of T-Group facilitation, for both budding and established facilitators. It covers a wide range of theories on human development, self-awareness, interpersonal interactions, groups and change. Individual and group identities, diversity, inclusion and social hierarchies are explored in detail here. The authors offer a model of T-Group facilitation based on 50 years of experience within the Indian Society for Applied Behavioural Science (ISABS). This model is useful not only for fellow practitioners of T-Groups but also for anyone engaged in facilitating groups, organizations and communities globally. This book helps one to reflect, develop and sharpen one's competencies, values and ethics in this field. The chapters are embedded with activities, quizzes, case studies and exercises to facilitate a deeper understanding of the various elements used in the book. This book will be of interest to students, teachers and practitioners of psychology, social psychology, management studies and organizational development. It will also be useful for T-Group facilitators, facilitators of experiential groups and related fields.

This timely text offers a how-to guide for analyzing gesture and multimodality in second language learning and teaching. Expert contributors from around the world outline the theoretical basis for each topic and offer clear descriptions of data collection and analysis methods for classroom, naturalistic, quasi-experimental, and experimental settings. The book further offers a rich array of ancillary pedagogical material and points out areas ripe for future study. This will be an invaluable resource for undergraduate and graduate students, faculty, and researchers of applied linguistics, communications, education, and psychology interested in gesture studies and multimodality in L2 learning and teaching.

* The book utilizes a unique approach to school success called School-Based Family Counseling (SBFC), a growing school mental health movement that views schools as important community institutions for providing mental health services to children * Each chapter is written by an international and interdisciplinary group of authors who are members of the Oxford Symposium in School-Based Family Counseling, an international association of scholars and practitioners committed to developing SBFC * Written in discipline-neutral language and can be used with any of these mental health professions, including school counseling, school social work, school psychology, family therapy, and psychiatry

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.

This book reviews the theories regarding commonly occurring developmental issues among Chinese adolescents in Hong Kong, the application of Positive Youth Development (PYD) to a large-scale primary prevention program and the impact of PYD on student well-being, indexed according to adolescent developmental issue. Using multiple strategies, it presents the overall constructs and frameworks supporting P.A.T.H.S. in response to the various psychosocial needs of Hong Kong's youth. Some of the issues covered include substance abuse, sexual behavior, internet addiction, bullying and cyber-bullying. The book argues for the effectiveness of the school-based program in promoting student well-being in modern Hong Kong society and will be of interest to undergraduate and postgraduate students, university instructors, researchers, social workers, pediatricians, youth workers, educators, administrators, psychologists, school principals and allied professionals looking to promote whole-person development in junior form students and especially those with an interest in education in China.

* Looks at current school challenges from different angles using thinking drawn from economics, sport, psychology, and philosophy to offer a fresh approach to school leadership * Sets out a model for developing more sustainable and kinder schools * Encourages the reader to reflect on their priorities for education * Provides practical strategies that will motivate staff, reduce workload pressure and improve learning and teaching

Emotions are at the core of the educational enterprise but their role is mostly left unexamined. This book explores the role of emotions across students, teachers and school leaders. It showcases current theoretical and empirical research on emotions in educational settings conducted in the Asian context. The book consists of three parts, namely, emotions in learning, emotions in teaching and emotions in leadership. These chapters cover different levels from students (e.g., school, university), to teachers (e.g., pre-service, in-service) and to school leaders (e.g., middle-level teachers, principals). Samples are recruited from a wide range of Asian contexts (e.g., Hong Kong SAR, Macau SAR, Mainland China, Singapore and the Philippines). Collectively, the authors use a variety of methods ranging from quantitative to qualitative approaches and demonstrate innovative theoretical work that pushes the boundaries of emotions research forward.

- Designed for educators to learn from other practitioners about engaging in Lesson Study - Offers specific case studies of US educator learning through Lesson Study - Provides practitioners with resources for Lesson Study as well as planning daily lessons.

New to the Routledge Advances in Learning Sciences series, this book highlights diverse approaches taken by researchers in the Learning Sciences to support teacher learning. It features international perspectives from world class researchers that exemplify new lenses on the work of teaching, encompassing new objects of learning, methods and tools; new ways of working with researchers and peers; and new efforts to work with the systems in which teachers are embedded. Together, the chapters in this volume reflect a new frontier of research on teacher learning that leverages diversity in the content, contexts, objects of inquiry, and tools for supporting shifts in instructional practice. Divided into three sections, chapters question: What new pedagogies and knowledge do teachers need to facilitate student learning in the 21st century? How do learning sciences' tools, strategies, and experiences provide opportunities for them to learn these? What role do teachers play as co-designers of educational innovations? What unique affordances does co-design afford for teacher learning? What do teachers learn through engaging in co-design? How do teachers work and learn as part of interdisciplinary teams within educational systems? What might it look like to design for teacher learning in these broader organizational systems? Uniquely highlighting how cycles of reflection and co-design can serve as important mechanisms to support teacher learning, this invaluable book lays the groundwork for sustained teacher learning and instructional improvement.

This book presents recent positive psychological research, applications and interventions being used among adolescents and children. Currently there is a wave of change occurring whereby educators, and others working with children and adolescents, are beginning to recognize the benefits of looking at well-being from a positive perspective, specifically the integration of positive psychological theory into the school curriculum in order to improve student well-being. Moreover, although the positive psychological field has grown tremendously since its inception, there remains an imbalance in the publication of research findings, applications, and interventions among children and adolescents in comparison to adults. This book fills the need for a reference to this valuable information and benefits a wide range of professionals, including educators, clinicians, psychologists, students, and many other working with children and adolescents.

This book examines evidence-based practices that facilitate effective teaching to ensure optimum educational achievement for school-age students. It identifies key strategies with extensive research evidence that confirms their effectiveness in improving student outcomes. The book offers guidelines for teachers to use in distinguishing between strategies that are evidence-based and those with little or no supporting evidence. It describes common instructional strategies often found in schools despite having little evidence to support their effectiveness. In addition, the book identifies eight key evidence-based teaching practices that can be directly implemented by classroom teachers, reviews the theoretical and research base of each of these strategies, and provides guidelines for special and general education teachers on how to apply them most effectively, with links to video examples of their use in classrooms. The text also examines common barriers to the use of evidence-based practices in schools. It explores implications for teacher education, focusing on training educators to identify and implement evidence-based strategies effectively, avoiding those lacking evidence, even if they are popular in schools. Essential Evidence-Based Teaching Strategies is a must-have resource for researchers, professionals, and graduate students in educational psychology, child and school psychology, and social work who are interested in learning about and implementing effective teaching methods that improve student engagement and academic achievement, strengthen social-emotional learning, and reduce school dropout rates.