According to experts in educational measurement, current and past performance remains the best single predictor of future performance. This book seeks to maximize individual and institutional efforts to support students optimal development, specifically their talents. The Talent Record introduced a common language, cataloging, and recording levels of talent achieved thus far on a Talent Profile page. Communicating accomplishments in a common language across talent fields unites the ever-changing team of individuals associated with a child's development and advances meaningful educational practice.

Motivational science is one of the fastest-growing areas of research in social psychology, incorporating multiple perspectives from social-personality research. This volume provides students and researchers with a comprehensive overview of major topics in social motivation. All contributors are renowned specialists in their field who provide in-depth and integrated coverage of the major empirical and theoretical contributions in their area.

Social Motivation is essential reading for all social psychologists with an interest in social-motivational processes, and will also be of interest to people working in political science and cultural studies looking for a psychological perspective to work in their field.

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, "Pedagogy of vulnerability: Definitions, assumptions, and application," he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that "holds space."

'Sarma's book may be the most important work on education written this century' - Skeptic As the head of Open Learning at MIT, Sanjay Sarma has a daunting job description: to fling open the doors of the MIT experience for the benefit of the wider world. But if you're going to undertake such an ambitious project, you must first ask: How exactly does learning work? What conditions are most conducive? Are our traditional classroom methods - lecture, homework, test, repeat - actually effective? And if not, which techniques are? Grasp takes readers across multiple frontiers, from fundamental neuroscience to cognitive psychology and beyond, as it explores the future of learning. For instance: * Scientists are studying the role of forgetting, exposing it not as a simple failure of memory but a critical weapon in our learning arsenal * New developments in neuroimaging are helping us understand how reading works in the brain. It's become possible to identify children who might benefit from specialised dyslexia interventions - before they learn to read * Many schools have begun converting to flipped classrooms, in which you watch a lesson at home, then do your 'homework' in class Along the way, Sarma debunks long-held views such as the noxious idea of 'learning styles,' while equipping readers with a set of practical tools for absorbing and retaining information across a lifetime of learning. He presents a vision for learning that's more inclusive and democratic - revealing a world bursting with powerful learners, just waiting for the chance they deserve. Drawing from the author's experience as an educator and the work of researchers and educational innovators at MIT and beyond, Grasp offers scientific and practical insight, promising not just to inform and entertain readers but to open their minds.

How you can enrich your life by becoming a more skillful and engaged reader of literature We are what we read, according to Robert DiYanni. Reading may delight us or move us; we may read for instruction or inspiration. But more than this, in reading we discover ourselves. We gain access to the lives of others, explore the limitless possibilities of human existence, develop our understanding of the world around us, and find respite from the hectic demands of everyday life. In You Are What You Read, DiYanni provides a practical guide that shows how we can increase the benefits and pleasures of literature by becoming more skillful and engaged readers. DiYanni suggests that we attend first to what authors say and the way in which they say it, rather than rushing to decide what they mean. He considers the various forms of literature, from the essay to the novel, the short story to the poem, demonstrating rewarding approaches to each in sample readings of classic works. Through a series of illuminating oppositions, he explores the paradoxical pleasures of reading: solitary versus social reading, submitting to or resisting the author, reading inwardly or outwardly, and more. DiYanni closes with nine recommended reading practices, thoughts on the different experiences of print and digital reading, and advice on what to read and why. Written in a clear, inviting, and natural style, You Are What You Read is an essential guide for all who want to enrich their reading-and their life.

How can teachers provide the best learning experiences for students with varying skills and abilities? Teachers have many common needs. Most work in a situation of high demands and expectations, but against a background that reflects a reduced valuation of their efforts. Originally published in 1993, the authors share some thoughts about contemporary teaching practice and suggest an approach - Process-Based Instruction - for a coherent cognitive education programme that draws on the literatures of educational psychology and educational theory and practice. The book is supported throughout with exercises and illustrations designed to help teachers apply new strategies to classroom practice, particularly in areas of the curriculum concerning problem solving.

This new edition continues to include considerable coverage of accounting standards oriented to 2018 IASB standards as well as major U.S. accounting standards. While the text discussion concentrates on relating standards to the theoretical framework of the book, the coverage provides students with exposure to the contents of the standards themselves. Despite its theoretical orientation, Financial Accounting Theory, 8/e does not ignore the institutional structure of financial accounting and standard-setting. It features considerable coverage and critical evaluation of financial accounting standards and regulations, such as fair value accounting, financial instruments, reserve recognition accounting, management discussion and analysis, employee stock options, impairment tests, hedge accounting, derecognition, consolidation, and comprehensive income. The structure of standard-setting bodies is also described, and the role of structure in helping to engineer the consent necessary for a successful standard is evaluated.

This book explores the fundamentals of popular music performance for students in contemporary music institutions. Drawing on the insights of performance practice research, it discusses the unwritten rules of performances in popular music, what it takes to create a memorable performance, and live popular music as a creative industry. The authors offer a practical overview of topics ranging from rehearsals to stagecraft, and what to do when things go wrong. Chapters on promotion, recordings, and the music industry place performance in the context of building a career. Performing Popular Music introduces aspiring musicians to the elements of crafting compelling performances and succeeding in the world of today's popular music.

The only textbook to frame cognitive psychology in the context of our everyday lives. Our lives are governed by cognitive processes, whether we are searching for a face in a crowd, driving to work, or learning a second language. Cognition in the Real World brings together expert contributors who explain the processes underlying everyday behaviours. It is set apart from traditional textbooks by being organised by behaviours we are exposed to every day-such as drawing a picture, learning your way around a new city, or deciding how to invest your money. Such activities naturally involve a variety of cognitive functions; by considering these functions in an integrated way, the text provides a complete picture of how behaviours work together, rather than separately. Drawing upon important insights from areas such as developmental psychology and neuroscience, Cognition in the Real World demonstrates how cognitive psychology fits with the broader subjects around it, rather than treating it as an independent topic. With a strong foundation in cognitive theory, framed by an original and engaging real-world approach, the text makes the topics of cognition come alive.

Can we learn without knowing we are learning? To what extent is our behavior influenced by things we fail to perceive? What is the relationship between conscious and unconscious cognition? Implicit Learning: 50 Years On tackles these key questions, fifty years after the publication of Arthur Reber's seminal text. Providing an overview of recent developments in the field, the volume considers questions about the computational foundations of learning, alongside phenomena including conditioning, memory formation and consolidation, associative learning, cognitive development, and language learning. Featuring contributions from international researchers, the book uniquely integrates 'Western' thinking on implicit learning with insights from a rich Russian research tradition. This approach offers an excellent opportunity to contrast perspectives, to introduce new experimental paradigms, and to contribute to ongoing debates about the very nature of implicit learning. Implicit Learning: 50 Years On is essential reading for students and researchers of consciousness, specifically those interested in implicit learning.

Across the world, universities are transforming their teaching and learning practices to meet the challenges facing Higher Education in the 21st century. Research into teaching and learning in Higher Education has never been a more important issue. Growing numbers of academics across disciplines are conducting research in their teaching. This book presents contemporary approaches to researching university teaching and learning to address this rising demand. The author provides a much needed comprehensive yet basic approach for conducting this type of research. A perfect resource for new lecturers, professional developers, researchers and graduate students; this book provides useful and effective guidance for conducting teaching and learning research in Higher Education. Filling a clear gap in the market, this book covers all the essential methodological and theoretical bases needed to engage in Higher Education research. This book offers a refreshingly light yet serious approach to research which has proved to yield significant advances in the field, allowing new academics from any discipline to effectively conduct higher education research. Each chapter covers the following: FRAMING HIGHER EDUCATION RESEARCH Generating an ETHICAL FRAMEWORK QUALITATIVE DATA ANALYSIS FOCUS GROUP RESEARCH SEMI-STRUCTURED INTERVIEWS NARRATIVE INQUIRY ETHNOGRAPHIC APPROACHES CASE STUDY RESEARCH ACTION RESEARCH APPRECIATIVE INQUIRY PHENOMENOGRAPHY RESEARCHING THRESHOLD CONCEPTS VISUAL RESEARCH EVALUATION APPROACHES This book is an invaluable resource for anyone interested in up to date theories and methods for conducting teaching and learning research in Higher Education.

String Methods for Beginners is designed for students to receive the essential playing and teaching skills on all orchestral string instruments. The goal of this textbook is to be truly methodical in its approach, and to assist the instructor, completely eliminating the need to do additional research, or reorganization in preparation to teach this class. Students will gain the basic knowledge and experience to teach bowed stringed instruments in public schools. String Methods for Beginners covers the necessary topics to learn and teach the violin, viola, cello, and string bass. It explores the fundamentals of those instruments and teaching considerations, utilizing a heterogeneous approach. As the primary resource to any college- and university-level String Techniques, String Methods, or Instrumental Methods class, this course book fits into a standard semester, comprised of 25 lessons, which correspond with two hourly classes per week for the term. It provides the instructor with the tools to teach a classroom of non-majors or string education majors, or a mixed classroom of both. FEATURES Offers a blueprint for a semester long string methods course. For beginning students, and also comprehensive for more in-depth study or for reference. Logical, step-by-step "recipe-like" approach.

Originally published in 1993, the study of cognitive development in children had moved from a focus on the intellectual processes of the individual studied in relative isolation, as in the classic work of Piaget, to a concern in the 1970s and 1980s with social cognition characterized by Vygotsky's views. In the years following, the trend toward an understanding of the situated nature of cognition had evolved even further and the extent to which thinking and knowing are inextricably linked to contextual constraints was at last being defined. Experts of international repute, the authors of this important book examine the recent literature on situated cognition in children. They explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts. Centrally concerned with the question of generalizability and transfer of knowledge from one situation to another, the contributors point to practical implications for understanding how intellectual competence can be made to generalize between "informal" and "formal" situations.

Language development remains one of the most hotly debated topics in the cognitive sciences. In recent years we have seen contributions to the debate from researchers in psychology, linguistics, artificial intelligence, and philosophy, though there have been surprisingly few interdisciplinary attempts at unifying the various theories. In Language and the Learning Curve, a leading researcher in the field offers a radical new view of language development. Drawing on formal linguistic theory (the Minimalist Program, Dependency Grammars), cognitive psychology (skill learning) computational linguistics (Zipf curves), and Complexity Theory (networks), it takes the view that syntactic development is a simple process and that syntax can be learned just like any other cognitive or motor skill. In a thought provoking and accessible style, it develops a learning theory of the acquisition of syntax that builds on the contribution of the different source theories in a detailed and explicit manner. Each chapter starts by laying the relevant theoretical background, before examining empirical data on child language acquisition. The result is a bold new theory of the acquisition of syntax, unusual in its combination of Chomskian linguistics and learning theory. Language and the Learning Curve is an important new work that challenges many of our usual assumptions about syntactic development.

Fresh perspectives on teaching and evaluating music performance in higher education are offered in this book. One-to-one pedagogy and Western art music, once default positions of instrumental teaching, are giving way to a range of approaches that seek to engage with the challenges of the music industry and higher education sector funding models of the twenty-first century. Many of these approaches - formal, informal, semi-autonomous, notated, using improvisation or aleatory principles, incorporating new technology - are discussed here. Chapters also consider the evolution of the student, play as a medium for learning, reflective essay writing, multimodal performance, interactivity and assessment criteria. The contributors to this edited volume are lecturer-practitioners - choristers, instrumentalists, producers and technologists who ground their research in real-life situations. The perspectives extend to the challenges of professional development programs and in several chapters incorporate the experiences of students. Grounded in the latest music education research, the book surveys a contemporary landscape where all types of musical expression are valued; not just those of the conservatory model of decades past. This volume will provide ideas and spark debate for anyone teaching and evaluating music performance in higher education.

For years now, learning has been at the heart of research within cognitive psychology. How do we acquire new knowledge and new skills? Are the principles underlying skill acquisition unique to learning, or similar to those underlying other behaviours? Is the mental system essentially modular, or is the mental system a simple product of experience, a product that, inevitably, reflects the shape of the external world with all of its specialisms and similarities? This new book takes the view that learning is a major influence on the nature of the processes and representations that fill our minds. Throughout, the authors review and consider the areas of skill acquisition and lexical representation to illustrate the effects that practice can have on cognitive processes. They also draw parallels between theories in physical and biological domains to propose not only a new theory of mental function but also demonstrate that the mind is essentially subject to the same natural laws as the physical world. In so doing Speelman and Kirsner present a new perspective on psychology - one that identifies universal principles underlying all behaviours and one which contrasts markedly from our current focus on highly specific behaviours. Accessibly written, Beyond the Learning Curve is a thought provoking and challenging new text for students and researchers in the cognitive sciences.

The International Handbook of the Learning Sciences is a comprehensive collection of international perspectives on this interdisciplinary field. In more than 50 chapters, leading experts synthesize past, current, and emerging theoretical and empirical directions for learning sciences research. The three sections of the handbook capture, respectively: foundational contributions from multiple disciplines and the ways in which the learning sciences has fashioned these into its own brand of use-oriented theory, design, and evidence; learning sciences approaches to designing, researching, and evaluating learning broadly construed; and the methodological diversity of learning sciences research, assessment, and analytic approaches. This pioneering collection is the definitive volume of international learning sciences scholarship and an essential text for scholars in this area.

How does learning transform us biologically? What learning processes do we share with bacteria, jellyfish and monkeys? Is technology impacting on our evolution and what might the future hold for the learning brain? These are just some of the questions Paul Howard-Jones explores on a fascinating journey through 3.5 billion years of brain evolution, and discovers what it all means for how we learn today. Along the way, we discover how the E. coli in our stomachs learn to find food why a little nap can help bees find their way home the many ways that action, emotion and social interaction have shaped our ability to learn the central role of learning in our rise to top predator. An accessible writing style and numerous illustrations make Evolution of the Learning Brain an enthralling combination of biology, neuroscience and educational insight. Howard-Jones provides a fresh perspective on the nature of human learning that is exhaustively researched, exploring the implications of our most distant past for twenty-first-century education.

Classical conditioning (CC) refers to the general paradigm for scientific studies of learning and memory initiated by Pavlov and his followers. As a model system associative learning in human and animals, CC continues to play a central role in research and an expanding role in evaluating disorders of learning and memory (aging, drug abuse, teratology). The book is aimed at the growing population of scientists and medical specialists who employ CC methods. Despite the current high level of interest in CC within neuroscience. There is presently no single source that provides up-to-date comprehensive coverage of core topics. CC is a very large field. Nevertheless, some organisms and behaviors have dominated the neuroscience scene. Foremost of these are classical eyeblink conditioning (rats, cats, rabbits, and humans) and 'fear' conditioning. This handbook of CC focuses on these systems.

Making Sense of Lifelong Learning looks beyond the rhetoric about lifelong learning (LLL), and asks long overdue questions such as, Who is actually in need of LLL? What are the motives of institutions, employers and the Government in promoting LLL? and, Who says what is and what is not LLL?
In the context of the previous government attempts to enhance the economic strength of the country, the author also makes suggestions as to what might be done to encourage wider participation in LLL, particularly with regard to the increasing economic and social gaps in today's society. The considerable demographic changes to the workplace have affected the entire population, and yet employers, the government and the individual all have very different expectations from LLL. It is this previously unchallenged 'mismatch' that is one of the central themes to the book.

The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, "Pedagogy of vulnerability: Definitions, assumptions, and application," he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that "holds space."

Coaching Psychology: A Practitioner's Guide takes an in-depth look at the applications and everyday challenges faced by real-world practitioners of coaching and mentoring psychology, and is ideal as a companion to The Psychology of Coaching, Mentoring and Learning. This guide presents the first book to translate a unified approach to coaching and mentoring into a guide for practice. It is ideal for coaches, mentors, psychologists, and other professionals interested in this area of practice.

Although many professionals in psychology (including the sub-disciplines of human learning and memory, clinical practice related to psychopathology, neuroscience, educational psychology and many other areas) no longer receive training in learning and conditioning, the influence of this field remains strong. Therefore, many researchers and clinicians have little knowledge about basic learning theory and its current applications beyond their own specific research topic. The primary purpose of the present volume is to highlight ways in which basic learning principles, methodology, and phenomena underpin, and indeed guide, contemporary translational research. With contributions from a distinguished collection of internationally renowned scholars, this 23-chapter volume contains specific research issues but is also broad in scope, covering a variety of topics in which associative learning and conditioning theory apply, such as drug abuse and addiction, anxiety, fear and pain research, advertising, attribution processes, acquisition of likes and dislikes, social learning, psychoneuroimmunology, and psychopathology (e.g., autism, depression, helplessness and schizophrenia). This breadth is captured in the titles of the three major sections of the book: Applications to Clinical Pathology; Applications to Health and Addiction; Applications to Cognition, Social Interaction and Motivation. The critically important phenomena and methodology of learning and conditioning continue to have a profound influence on theory and clinical concerns related to the mechanisms of memory, cognition, education, and pathology of emotional and consummatory disorders. This volume is expected to have the unique quality of serving the interests of many researchers, educators and clinicians including, for example, neuroscientists, learning and conditioning researchers, psychopharmacologists, clinical psychopathologists, and practitioners in the medical field.

Antiracist work in education has proceeded as if the only social relation at issue is the one between white people and people of color. But what if our antiracist efforts are being undermined by unexamined difficulties and struggles among white people? Whiteness at the Table examines whiteness in the lived experiences of young children, family members, students, teachers, and school administrators. It focuses on racism and antiracism within the context of relationships. Its authors argue that we cannot read or understand whiteness as a phenomenon without attending to the everyday complexities and conflicts of white people's lives. This edited volume is entitled Whiteness at the Table, then, for at least three reasons. First, the title evokes the origins of this book in the ongoing storytelling and theorizing of the Midwest Critical Whiteness Collective-a small collective of antiracist educators, scholars, and activists who have been gathering at its founders' dining room table for almost a decade. Second, the book's authors are theorizing whiteness not just in terms of structural aspects of white power, but in terms of how whiteness is reproduced and challenged in the day-to-day interactions and relationships of white people. In this sense, whiteness is always already at the table, and this book seeks to illuminate how and why this is so. Finally, one of the primary aims of Whiteness at the Table is to persuade white people of their moral and political responsibility to bring whiteness-as an explicit topic, as perhaps the most important problem to be solved at this historical moment-to the table. This responsibility to theorize and combat whiteness cannot and should not fall only to people of color.