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First Published in 1998. Routledge is an imprint of Taylor &
Francis, an informa company.
All schools are required, at present, to choose and implement an
accredited scheme for Baseline Assessment, a legal requirement for
all children as they enter schooling from five years of age. This
book examines the purposes of Baseline Assessment and provides
practical guidance on the approaches available and the nature of
recommended schemes. It should be of interest to early years and
primary teachers, students and lecturers as well as educational
psychologists, administrators and inspectors with responsibility
for early years and primary National Curriculum assessment.
The questions of values within special education are addressed in
this work. The need for this derives from the changes in
legislation and practice in the UK and abroad, including the
development of inclusive education systems. The values underlying
these, and other educational developments, are examined. The book
is grounded in real issues faced by practitioners who find
themselves confronting choices which challenge their value systems,
or those of colleagues, parents of the children themselves.
First Published in 1997. Routledge is an imprint of Taylor and
Francis, an informa company.
The integration of children with special needs into mainstream
schools demands a reorganisation of staff and support levels both
in schools and in the advisory services. Integration and the
Support Service, illustrated with examples from a detailed case
study of one Local Education Authority, shows how support services
can most effectively be matched to needs and how new strategies for
integration can be developed.
The integration of children with special needs into mainstream
schools demands a reorganization of staff and support levels both
in schools and in the advisory services. "Integration and the
Support Service", illustrated with examples from a detailed case
study of one Local Education Authority, shows how support services
can most effectively be matched to needs and how new strategies for
integration can be developed. This book should be of interest to
heads, teachers, special needs co-ordinators and LEA advisors.
Now in its second edition, this comprehensive textbook presents a
rich overview of approaches to educational psychology, through an
in-depth exploration of both existing and emerging practice
frameworks. Covering established techniques such as the Monsen et
al. Problem-Solving Framework and the Constructionist Model of
Informed and Reasoned Action, the book sets out new material on
innovative methods and approaches such as Implementation Science
and a Problem-Solving - Solution Focussed integrated model for
service delivery. Accessible summaries are accompanied by
perceptive assessments of how these frameworks meet modern needs
for accountable, transparent and effective practice. Providing a
definitive, up-to-date view of educational psychology, the book
explains the complex, integrated methodology necessary to succeed
in the field today. Thoughtful and clear, this textbook will be an
invaluable resource for all practicing educational psychologists,
students, trainers and educators.
Published in 1983. Adolescence is a period of change for all and
turmoil for some. Many adolescents have problems which are easily
identified but for others the problems are more subtle. There is an
interaction between their own difficulties and the systems of home,
school and their own society. In this case, problems, which are
very real, are more difficult to define and to deal with. This book
aims to help teachers to recognise and understand the common
problems of adolescents, as they are relevant to their schooling.
In addition, suggestions are made to help both teachers and
adolescents overcome these difficulties. Besides the more
immediately obvious issues of learning and behaviour, there is also
discussion of sexual behaviour, vandalism and substance abuse.
Throughout the book the common theme is that all problem behaviour
must be understood and acted upon within a context, and not
regarded as examples of individual delinquency. Finally, the
implications of the 1981 Education Act and its impact on teachers
is considered. Under this law, a much wider range of young people
will be deemed to have special educational needs. Consequently, all
teachers of adolescents will need to be aware of the issues raised
and discussed in this book.
First published in 1984. Screening and prevention are key issues in
health, education and welfare, yet they are also extremely vague.
Many professionals are unaware of what can be done and who should
do it, particularly in the important area of screening young
children for special educational or medical provision. This book
considers the problem from the standpoint of a whole range of
professionals involved in education, health or social provision.
Each chapter focuses on a number of points: problems faced by the
professional in question; the sort of job screening procedures that
exist or are possible; the sort of tests and assessments that are
used; referral; and the sort of intervention procedures that are
possible. Case study material is included throughout and the book
concludes with a review of the problems of collaboration and of
establishing an effective screening system. The book should thus be
of immediate interest to students and professionals in a wide range
of work that involves children.
First published in 1984. Screening and prevention are key issues in
health, education and welfare, yet they are also extremely vague.
Many professionals are unaware of what can be done and who should
do it, particularly in the important area of screening young
children for special educational or medical provision. This book
considers the problem from the standpoint of a whole range of
professionals involved in education, health or social provision.
Each chapter focuses on a number of points: problems faced by the
professional in question; the sort of job screening procedures that
exist or are possible; the sort of tests and assessments that are
used; referral; and the sort of intervention procedures that are
possible. Case study material is included throughout and the book
concludes with a review of the problems of collaboration and of
establishing an effective screening system. The book should thus be
of immediate interest to students and professionals in a wide range
of work that involves children.
Published in 1983. Adolescence is a period of change for all and
turmoil for some. Many adolescents have problems which are easily
identified but for others the problems are more subtle. There is an
interaction between their own difficulties and the systems of home,
school and their own society. In this case, problems, which are
very real, are more difficult to define and to deal with. This book
aims to help teachers to recognise and understand the common
problems of adolescents, as they are relevant to their schooling.
In addition, suggestions are made to help both teachers and
adolescents overcome these difficulties. Besides the more
immediately obvious issues of learning and behaviour, there is also
discussion of sexual behaviour, vandalism and substance abuse.
Throughout the book the common theme is that all problem behaviour
must be understood and acted upon within a context, and not
regarded as examples of individual delinquency. Finally, the
implications of the 1981 Education Act and its impact on teachers
is considered. Under this law, a much wider range of young people
will be deemed to have special educational needs. Consequently, all
teachers of adolescents will need to be aware of the issues raised
and discussed in this book.
Educational practice needs to become evidence informed. This book
presents an investigation that explored a key aspect of educational
practice in healthcare - the construct of Masters level clinical
practice. The study was presented as partial fulfilment of a
Doctorate in Education at the University of Warwick in the United
Kingdom. A mixed methods approach converged findings from a
quantitative Delphi study of 3 rounds, and an in- depth qualitative
case study using semi-structured interviews and participant
observation. There was good convergence of the data with clinical
reasoning and knowledge identified as the most important components
of the construct. This investigation provides important preliminary
work, proposing a generic model that can be used as the basis for
future research, informing course design, and the development of a
tool for the assessment of student performance. This book will be
valuable to medical and healthcare professionals and academics
worldwide, at a time when evidence informed educational practice is
essential.
The need for quality standards and rules of conduct concerning all
aspects of the activities of psychology has long been acknowledged.
In particular, over the last few years there has been a growing
awareness of the need for and the advantage of internationally
recognized ethical standards, particularly concerning research and
practice and the well-being of individuals and societies. With this
need in mind, this volume provides the most comprehensive assembly
of facts and visions across the entire field of psychological
ethics that one could imagine.
The Oxford Handbook of International Psychological Ethics is the
state-of-the-art source for information on psychological ethics
worldwide, and offers an inclusive international review of
contemporary and emerging ethical issues within the profession and
science of psychology. There is no comparable book on the market,
notwithstanding the importance and timeliness of the topics to be
covered. These include:
- a concise history of ethical standards of psychology
- cutting-edge developments and challenges in international
psychological ethics, such as the search for universal ethical
standards, ethical issues when working cross-nationally with
immigrants and refugees, and ethical responses to security
risks
- ethical developments and issues within specific geographical
regions
- research utilizing the new media
With its broad scope and perspective informed by a synthesis of
international scholarship and practice, this handbook will inform
readers from around the world of existing and emerging issues and
trends that confront psychological ethics.
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