Consciousness is a quality of the mind generally regarded to comprise such as subjectivity, self-awareness, sentience, sapience, and the ability to perceive the relationship between oneself and one's environment. It is a subject of much research in philosophy of mind, psychology, neurology, and cognitive science. This book gathers a compilation of new and significant research on many facets of consciousness research. These include memory studies, evolution of consciousness, paranormal experiences, phenomenal consciousness, meditation, human emotion and psychopathology.

Creativity and the Poetic Mind mingles the voices of well-known writers such as Nikki Giovanni, Donald Hall, John Koethe, Marge Piercy, and Robert Pinsky with newer voices, and includes engaging excerpts from interviews with thirty-eight American poets. Within a sustained argument about creative states of mind, this book innovatively presents and explores the technique of « going to the place as more reliable in writing poetry than waiting for « inspiration. It explains why poets frequently believe that talking about their own poetry may damage their creativity and why, for centuries, inspiration has seemed to come from somewhere beyond the poet. In addition, it discusses the practicality of poets' thinking that « being creative and « writing poetry are two separate skills: inspiration is unreliable, but experienced poets create daily.

Does the capacity to learn increase or decrease over time? How does the sense of self and identity change over the adult years? What are the educational implications of that change? And how can teachers acknowledge the experience their adult students bring to the classroom?
In this book, Mark C. Tennant and Philip Pogson draw on the field of developmental psychology to provide new insights into the critical connections between experience and learning in all areas of adult education and training. Integrating findings from both adult developmental psychology and adult teaching and learning, the authors examine how experience generates developmental change. They look at how the relationship between self and others changes across the lifespan and, in turn, affects the teacher-learner relationship. And they describe the processes that promote separateness, indepAndence, interdepAndence, and autonomy in adult learners.Learning and Change in the Adult Years thoroughly explores the role of development in adult learning, the investment of 'self' in learning, and the link between social development and personal development to give teachers and trainers both the concepts and tools for promoting autonomy and self-direction in learners.

MARK TENNANT is dean of faculty and professor of adult education in the Faculty of Education, University of Technology, Sydney. He has published numerous articles in international journals on the theme of lifespan development and learning. His book Psychology and Adult Learning won the 1990 Cyril Houle Award for outstanding literature in adult education.
PHILIP POGSON is staff development manager at the University of Sydney, Australia. He has held a number of positions in education and training at both the university level and in vocational training for the long term disadvantaged unemployed.

The Language of Mathematics: How the Teacher's Knowledge of Mathematics Affects Instruction introduces the reader to a collection of thoughtful works by authors that represent current thinking about mathematics teacher preparation. The book provides the reader with current and relevant knowledge concerning preparation of mathematics teachers. The complexity of teaching mathematics is undeniable and all too often ignored in the preparation of teachers with substantive mathematical content knowledge and mathematical teaching knowledge. That said, this book has a focus on the substantive knowledge and the relevant pedagogy required for preparing teachings to enter classrooms to teach mathematics in K-12 school settings. Each chapter focuses on the preparation of teachers who will enter classrooms to instruct the next generation of students in mathematics. Chapter One opens the book with a focus on the language and knowledge of mathematics teaching. The authors of Chapters Two-Nine present field-based research that examines the complexities of content and pedagogical knowledge as well as knowledge for teaching. Each chapter offers the reader an examination of mathematics teacher preparation and practice based on formal research that provides the reader with insight into how the research study was conducted as well as providing the findings and conclusions drawn with respect to mathematics teacher preparation and practice. Finally, Chapter 10 presents an epilogue that focuses on the future of mathematics teacher preparation.

Educate students in mind and body-and optimize their success. There is no issue today that gets more attention and incites more debate than children's use of technology. Technology offers exciting new opportunities and challenges to you and your students. Meanwhile, movement is essential to learning-it increases mental energy and helps brain cells develop. But screen time often comes at the expense of physical activity. How do you choose? You don't! This blended instructional approach combines kinesthetic teaching methodologies with technological resources to meet content standards, increase achievement and test scores, and enrich the learning process. Here you'll find A neuroscientific overview of the powerful brain-body connection Step-by-step instructions for balancing movement and the use of technology in the classroom Practical tools, templates, and vignettes to ensure successful implementation Classroom management tactics and useful remedies for common problems Educating the whole child means promoting social, physical, mental, emotional, and cognitive growth. By joining two powerful teaching tools, you'll prepare students for a bright future-in school and in life-while growing your instructional expertise as well.

The chief purpose of this book is to explain how public education in this country became dysfunctional as a result of the education policies and programs funded by the federal government to address low academic achievement. It highlights student effort as a central factor in academic achievement, based on research noting its significance. Teachers and school administrators cannot make children ready for college or career by grade 12 if their parents do not make them ready for school learning by kindergarten or grade 1. Once both the schools and students' parents together made students ready for membership in our civic culture. They learned they were politically equal to each other, with a shared civic identity, regardless of academic achievement. Yet, policy makers at USED and philanthropists in this country with a professed interest in the education of low achievers want low achievers to believe that their academic status is all that matters and that they haven't succeeded academically because of bigoted teachers, administrators, and communities. Parent/school partnerships need to revive their community's agreed-upon mission for public education if we are to alter the roots of low achievement in this country.

Reconceptualizing Disability in Education provides an essential critical exploration of problematic discourses, practices, and pedagogies that inform how disability is presently understood and responded to within the field of education. Luigi Iannacci interrogates and destabilizes ableist grand narratives that dominate every aspect of how disability is linguistically, bureaucratically, procedurally, and pedagogically configured within education. Ultimately, this book seeks to forward human rights for people with disabilities in educational contexts by clarifying and operationalizing inclusion so that it is not just a model necessitated by a hierarchy of legality, but rather a set of beliefs and practices based on critical analyses and a reconceptualization of current understandings and responses to disability that prevent inclusion and human rights from being realized. As the book is grounded in reconceptualist theorizing, it draws on multiple perspectives-including critical disability theory, post-modernism, critical theory, critical pedagogy, and social constructivism-to deconstruct and destabilize what is currently taken for granted about disability and those ascribed disabled identities within education. A variety of personal, professional, research experiences and data are offered and drawn on to critically address questions regarding philosophical, epistemological, pedagogical, organizational, economic, and leadership issues as they relate to disability in education. Critical incidents, interviews, documents, and artifacts are drawn on and narratively presented to explore how disability is presently configured in language, identification, and placement processes, discourses, pedagogies, and interactions with students deemed disabled, as well as their parents/caregivers. This critical narrative approach fosters alternative ways of thinking, speaking, being, and doing that forward a human rights focused model of disability that sees as its mandate the amelioration of people with disabilities within education.

Practice prepare and get ready to pass. Don't let a psychometric test stop you getting the job you want. Packed with practice questions and practical Passing Psychometric Tests will help you lose the fear, prepare and practice with everything you need to know to pass with flying colours.

First published in 1987, Learning by Expanding challenges traditional theories that consider learning a process of acquisition and reorganization of cognitive structures within the closed boundaries of specific tasks or problems. Yrjo Engestrom argues that this type of learning increasingly fails to meet the challenges of complex social change and fails to create novel artifacts and ways of life. In response, he presents an innovative theory of expansive learning activity, offering a foundation for understanding and designing learning as a transformation of human activities and organizations. The second edition of this seminal text features a substantive new introduction that illustrates the development and implementation of Engestrom's theory since its inception."

In 1971, on two separate occasions, Brenda Downing was raped. She was in her final year of primary school. In the immediate aftermath, the shame she harboured, coupled with a failed disclosure the same year, meant she did not risk talking of her experience again until almost thirty years later and did not begin to address the trauma, held frozen in her body, for a further ten years. In this book, she not only explores her long-term somatic response to the trauma of rape, but also examines the bodily responses of nine other women raped in childhood. Using a combination of somatic inquiry, writing and performance-making, her pioneering reflexive and embodied methodology reveals the raped body as agentic and subversive, with the capacity to express trauma through symptoms not always readily recognized or understood. Her findings have significant implications for the care and treatment of rape victims, for further research into the multiple impacts of sexual trauma, and for materialist knowledge-making practices.

As part of the Oxford Series in Positive Psychology, Positive Education: The Geelong Grammar School Journey is the story of one school's development of a more holistic approach to education: one with student wellbeing at its heart. Balancing academic findings from the thriving field of Positive Psychology, whilst exploring the adaptation of this science into an innovative radical new approach to teaching called Positive Education, iPositive Education: The Geelong Grammar School Journey rprovides an explanation of the key tenets of Positive Psychology and examines the practical application of this research, leading to the Geelong Grammar School's cultivation of the ground-breaking Positive Education program. With a foreword by Martin Seligman and contributions from such well-recognised names in the field as Roy Baumeister, Tal Ben-Shahar, Barbara Fredrickson, Craig Hassed, Felicia Huppert, Sue Jackson, Nansook Park, Karen Reivich, Pninit Russo-Netzer, and George Vaillant, this book fills a crucial space between academic theory and practical application making it a landmark publication on Positive Education. Positive Education: The Geelong Grammar School Journey will provide academics and students of Positive Psychology with an invaluable resource. Moreover, the book offers educational practitioners the key facets of the approach so as to inspire them to embark on their own journey with Positive Education.

Interest, the momentary emotional feeling of curiosity, has always been a problem for mainstream psychologists because although simple interest and idle curiosity are always available to be cited as motives, they seem to be far too simple to account adequately for any aspect of human motivation or behaviour. The existence of interests, the enduring hobbies and avocations that give colour and frivolity to motivational life, gives rise to the question of why we are interested in some things rather than in others. Although this question is very important and basic to an understanding of human motivation and behaviour, it has generally been ignored or treated as simply too difficult to quantify. If properly understood, interest and interests could provide insights into many different issues, such as how transient emotional experience consolidates into lasting motives and how psychological states develop into traits. Understanding interest and interests and connecting the disparate areas within the psychology of interest are the primary goals of this book. As the first book on interest in decades, it will serve as the primary resource for anyone studying the psychology of interest.

Learning and Behavior reviews how people and animals learn and how their behaviors are changed because of learning. It describes the most important principles, theories, controversies, and experiments that pertain to learning and behavior that are applicable to diverse species and different learning situations. Both classic studies and recent trends and developments are explored, providing a comprehensive survey of the field. Although the behavioral approach is emphasized, many cognitive theories are covered as well, along with a chapter on comparative cognition. Real-world examples and analogies make the concepts and theories more concrete and relevant to students. In addition, most chapters provide examples of how the principles covered have been employed in applied and clinical behavior analysis. The text proceeds from the simple to the complex. The initial chapters introduce the behavioral, cognitive, and neurophysiological approaches to learning. Later chapters give extensive coverage of classical conditioning and operant conditioning, beginning with basic concepts and findings and moving to theoretical questions and current issues. Other chapters examine the topics of reinforcement schedules, avoidance and punishment, stimulus control and concept learning, observational learning and motor skills, comparative cognition, and choice. Thoroughly updated, each chapter features many new studies and references that reflect recent developments in the field. Learning objectives, bold-faced key terms, practice quizzes, a chapter summary, review questions, and a glossary are included. The text is intended for undergraduate or graduate courses in psychology of learning, (human) learning, introduction to learning, learning processes, animal behavior, (principles of) learning and behavior, conditioning and learning, learning and motivation, experimental analysis of behavior, behaviorism, and behavior analysis.

Research from the neurosciences and behavioural sciences highlights the importance of individual differences in explaining human behaviour. Individual differences in core psychological constructs, such as intelligence or personality, account for meaningful variations in a vast range of responses and behaviours. Aspects of chess have been increasingly used in the past to evaluate a myriad of psychological theories, and several of these studies consider individual differences to be key constructs in their respective fields. This book summarizes the research surrounding the psychology of chess from an individual- differences perspective. The findings accumulated from nearly forty years' worth of research about chess and individual differences are brought together to show what is known - and still unknown - about the psychology of chess, with an emphasis on how people differ from one another.