This book will be written primarily for graduate students, advanced undergraduates, and professionals in the fields of school psychology, special education, and other areas of education, as well as the health professions. We see the book as being a viable textbook for courses in research design, applied statistics, applied behavioral analysis, and practicum, among others. We would not assume of the readers any prior knowledge about single subjects designs, nor any prior statistical experience. We will provide an introductory chapter devoted to basic statistical concepts, including measures of central tendency (e.g., mean, median, mode), measures of variation (e.g., variance, standard deviation, range, inter-quartile range), correlation, frequency distributions, and effect sizes. In addition, given that the book will rely heavily on R software, the introductory chapter will also devote attention to the basics of using the software for organizing data, conducting basic statistical analyses, and for graphics. The R commands used to carry out these analyses will be largely automated so that users will only need to define the range for their data, and then enter it into the R spreadsheet. We envision these tools being available on the book website, with instructions for using them available in the book itself. We envision the book as being useful either as a primary text for a course in educational research designs, school psychology practicum, applied behavioral analysis, special education, or applied statistics. We also anticipate that individuals working in schools, school districts, mental health facilities, hospitals, applied behavioral analysis clinics, and evaluation organizations, as well as faculty members needing a practical resource for single subject design research, will all serve as a market for the book. In short, the readership would include graduate students, faculty members, teachers, psychologists, social workers, counselors, medical professionals, applied behavioral analysis professionals, program evaluators, and others whose work focuses on monitoring changes in individuals, particularly as the result of specific treatment conditions. We believe that this book could be marketed through professional organizations such as the American Educational Research Association (AERA), the National Association of School Psychologists, the National Association of Special Education Teachers, the Association for Professional Behavior Analysis, the American Psychological Association (APA), the Association for Psychological Science, and the American Evaluation Association. Within AERA, the following special interest groups would have particular interest in this book: Action Research, Classroom Observation, Disability Studies in Education, Mixed Methods Research, Qualitative Research, and Special Education Research. The book could also be marketed to state departments of education and their special education and school psychology divisions. Currently, many state departments of education require documentation for Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) procedures for individual students. The method taught in this proposed book would allow educators and student support personnel to document the effectiveness of interventions systematically and accurately.

What happens to teaching when you consider the whole body (and not just "brains on sticks")? Starting from new research on the body--aptly summarized as "sitting is the new smoking"--Minding Bodies aims to help instructors improve their students' knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than "brains on sticks." It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely. Minding Bodies draws from a wide range of body/mind research in cognitive psychology, kinesiology, and phenomenology to bring a holistic perspective to teaching and learning. The embodied learning approaches described by Susan Hrach are inclusive, low-tech, low-cost strategies that deepen the development of disciplinary knowledge and skills. Campus change-makers will also find recommendations for supporting a transformational mission through an attention to students' embodied learning experiences.

Now firmly established as one of the leading economics principles texts in the UK and Europe, the sixth edition of Economics has been fully updated. Much revered for its friendly and accessible approach, emphasis on active learning and unrivalled support resources, this edition features a brand-new chapter on sustainability economics as well as exciting coverage on modern monetary theory, digitization, Industry 4.0 and the costs and benefits of globalization. This title is available with MindTap, a flexible online learning solution that provides students with all the tools they need to succeed including an interactive eReader, engaging multimedia, practice questions, assessment materials, revision aids, and analytics to help you track their progress.

There has been an evolution of the explanations on the results of research on human learning and how digital technologies have supported the design of more efficient learning environments. Previous theories such as Richard Mayer's cognitive theory of multimedia learning and John Sweller's cognitive load theory have gained signification attention and remain the two main theories within the multimedia learning field. However, there has not yet been a book compiled of several investigations on the specific 4C-ID model that covers different domains of knowledge. The 4C-ID model combines the two main theories of Richard Mayer and John Sweller to advance the field of learning and instruction. 4C-ID Model and Cognitive Approaches to Instructional Design and Technology: Emerging Research and Opportunities explores the behavioral and constructivist approaches to learning and instruction and focuses mainly on the particular cognitive approach and resulting theories and insights of the 4C-ID model. The chapters present the results of three experimental studies applied to the teaching of electrical circuits, initiation to computer programming using the Alice microworld, and computer programming using Python textual language. This book is a valuable resource tool for computer programmers, computer scientists, teachers, educational psychologists, practitioners, researchers, academicians, and students interested in the various approaches to learning and instruction in terms of the 4C-ID instructional model.

Teaching Enslavement in American History provides classroom teachers with the resources necessary to navigate one of the most difficult topics in any history course. This volume is the product of a collaboration between three university professors and a team of experienced middle and high school teachers. Its nine chapters include the context for topics like the middle passage, the Constitution's position on enslavement, African cultural retention, and resistance to enslavement. The resources include 18 lesson plans and dozens of short primary and secondary sources modeled on document-based questions and the inquiry design model. Real teaching requires courage, a deep understanding of the complexity of the subject matter, and skillful use of primary sources. Rather than teaching students what to think, Teaching Enslavement in American History pushes students to learn how to think: empirical argumentation, source evaluation, understanding of change-over-time, and analysis of historical context. The lessons in this book ask students to read, analyze, and contextualize a variety of primary sources, to identify the limitations of these sources and to articulate historical contradiction where it occurs. At the heart of this book is the belief that historical consciousness leads to societal change. Teaching about enslavement is not merely about teaching a curriculum, it is about molding citizens who will lead our democracy in its journey to become a more perfect union.

Looking for new ways to use coaching and mentoring techniques for the benefit of staff and pupils in your school? The Essential Guide to Coaching and Mentoring is the resource you need to help build a powerful leadership team in your school through accessible and practical strategies that really bring the principles of coaching to life for teaching professionals at every level. This second edition of Judith Tolhurst's coaching manual provides a lively introduction to using coaching with both staff and pupils in schools and will become a powerful learning tool to help build the leadership capacity of your staff and help your pupils become confident learners. Steeped in real school settings and using current examples, case studies and coaching conversations, this book can advance your professional development by: * equipping you with the tools you need to help the staff you lead or for use with the children you are working with * honing your interpersonal skills and bringing elements of coaching everyday conversations * encouraging reflection on your personal learning and progress * supporting staff and children in your school to grow through the use of coaching and mentoring techniques.

Promoting Children's Rights in European Schools explores how facilitators, teachers and educators can adopt and use a dialogic methodology to solicit children's active participation in classroom communication. The book draws on a research project, funded by the European Commission (Erasmus +, Key-action 3, innovative education), coordinated by the University of Modena and Reggio Emilia, Italy, with the partnership of the University of Suffolk, UK, and the University of Jena, Germany. The author team bring together the analysis of activities in 48 classes involving at least 1000 children across England, Germany and Italy. These activities have been analysed in relation to the sociocultural context of the involved schools and children, a facilitative methodology and the use of visual materials in the classroom, and engaging children in active participation and the production of their own narratives. Each chapter looks at reflection on practice, outcomes, and reaction to facilitation of both teachers and children, drawing out the complex comparative lessons within and between classrooms across the three countries.

"Good lesson plans have an almost mysterious power; they declare that all information can be interesting, that every skill acquired broadens our potentials to make a better world, and that all impassioned activity leads to learning. Our best teachers have shown us over and over that life is not a struggle against boredom and compliance; it is a wonder to be apprehended. Every bit of SEL you can integrate into your planning will not only begin to heal the wounds of passivity, racism, and inequity, but also give students an experience today, in your classroom, of that better world." Jeffrey Benson draws from his 40-plus years of experience as a teacher and an administrator to provide explicit, step-by-step guidance on how to incorporate social and emotional learning (SEL) into K-12 lesson planning-without imposing a separate SEL curriculum. The book identifies SEL skills in three broad categories: skills for self, interpersonal skills, and skills as a community member. It offers research-based strategies for seamlessly integrating these skills into every section of lesson plans, from introducing a topic in a way that sparks students' interest, to accessing prior knowledge, providing direct instruction, allowing time for experimentation and discovery, using formative assessment, and closing a lesson in a purposeful rather than haphazard manner. In addition to practical advice on lesson planning that can lead to improved student motivation and achievement, Benson offers inspiration, urging both new and veteran teachers to seize every opportunity to develop caring, joyful communities of learners whose experiences and skills can contribute to a better, more equitable world both inside and outside the classroom.

This publication will offer a panoramic view of the Socratic Method and expound upon the theoretical and practical aspects and implications of this teaching approach. Traditionally understood as an ancient teaching method arguably conceived and practiced by the philosopher Socrates, scholars in education have boldly explored the definitions, philosophical underpinnings, assumptions, and uses of Socratic dialogue in various learning situations and educational settings. Along with remaining true to Socrates' apparent learning processes and outcomes for his interlocutors - the experiences of aporia (perplexity) in the learning process, the use of one's cognitive resources, and contending with concepts such as virtue and justice, the publication will also investigate the Socratic method's impact on leadership, critical thinking skills, e-learning, adult education, and social emotional learning. By exposing educators to the current and emerging literature on the Socratic Method, there can be a renewed sense of how this instructional strategy can improve students' and teachers' abilities to think and discuss issues and subject-matter carefully and deeply, resulting in student achievement, quality instruction, and human flourishing. This book will be appropriate for teachers (high school and college-level), curriculum directors, instructional designers, and other school leaders. The publication will also equip trainers with information on how to incorporate Socratic discussion in adult training and professional development workshops.