Fun preparation for A2 Flyers works towards the skills you need to be ready on exam day. Meet Sage the Squirrel, Checklist Buddy and friends, created by kids around the world, who guide and entertain you through this exciting journey, practising exam tasks and giving great tips. Checklist Buddy helps them assess their own work, and Think Big Giraffe connects learning to their world. Topic-led lessons bring everything to life with songs, Grammar fun, animations and quirky photos! The Home Booklet provides extra skills practice, 'Fun boost' activities to share with the family and fun stories featuring the characters.

This book examines women's participation in social, economic and political development in West Africa. The book looks at women from the premise of being active agents in the development processes within their communities, thereby subverting the dominate narrative of women as passive recipients of development.

A volume in Contemporary Research in Education Series Editor: Terry A. Osborn, University of South Florida, Sarasota-Manatee Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.

Elizabeth was a small town girl who wanted to be a nurse more than anything in the world. But when she suddenly found herself a very wealthy woman, her life and the lives of those close to her took unexpected turns. It is a story of how one young woman learned how to live while letting go.

This book presents cutting edge methods that provide insights into the pathways by which salt and water traverse cell membranes and flow in an orchestrated fashion amongst the many compartments of the body. It focuses on a number of molecular, cellular and whole animal studies that involve multiple physiological systems and shows how the internal milieu is regulated by multifactorial gene regulation, molecular signaling, and cell and organ architecture. Topics covered include: water channels, the urinary concentrating mechanism, angiotensin, the endothelin system, miRNAs and MicroRNA in osmoregulation, desert-adapted mammals, the giraffe kidney, mosquito Malpighian tubules, and circadian rhythms. The book highlights how different approaches to explaining the same physiological processes greatly increase our understanding of these fundamental processes. Greater integration of comparative, evolutionary and genetic animal models in basic science and medical science will improve our overall grasp of the mechanisms of sodium and water balance.

Young children face daily challenges that require them to cope with stressful situations. Some of these challenges may seem trivial to adults, but to young children unable to regulate their own emotions, they can be problematic. The Building Conceptual PlayWorlds for Wellbeing set, comprising of a story book and companion guide is for use with children aged between 4 and 8 and is a conversation point for educators and parents to open discussions with young children about managing their emotions and coping with problems. In the vibrant and accessible The Lonely Little Cactus storybook, children are introduced to a cactus that feels lonely living in the desert. Through a series of colourful interactions with desert dwellers, the little cactus learns strategies to cope with feelings of loneliness. Both entertaining and educational, the story showcases an array of coping strategies and encourages the reader to try various approaches to managing difficult situations and find strategies that best work for them. The accompanying guidebook uses the evidence-driven Conceptual PlayWorlds model of intentional teaching developed by Professor Marilyn Fleer to provide supporting classroom- or home-based activities to help children aged between 4 and 8 solve challenges and learn wellbeing concepts through play. Offering imagery-rich scenarios including 20 unique activities, children have an opportunity to experientially grasp wellbeing concepts that can be otherwise difficult to explain. This resource book guides educators through a range of wellbeing activities including: Identifying feelings Coping (social support, problem solving, and self-regulation) Friendships (relationship building, working together, time with friends, social skills) Positive emotions (happiness, joy, doing something you love, enjoyment, fun) Relaxation strategies Belonging and inclusion (working together, collaboration, joining in play, including others) Offering a unique opportunity for children to learn about psychological strategies while being engaged in a beautiful narrative and visually captivating illustrations, this set is the ideal resource for educators, support staff, practitioners and parents looking to help children understand and manage their feelings.

Written in a clear and accessible style, this book presents a wealth of practical information to guide the next generation of educational and developmental psychologists in Australia and New Zealand in pursuing a career in the field. There are over 800 educational and developmental psychologists in Australia, and over 200 educational psychologists in New Zealand, who represent a diverse workforce. Pathways to becoming an educational and developmental psychologist have seen rapid shifts with updated key competencies that prospective educational and developmental psychologists need to be aware of. This book gives the reader a comprehensive understanding of what makes an educational and developmental psychologist and outlines seven steps required to become an endorsed educational and developmental psychologist. Specifically, it offers guidance on understanding the role and its history, tertiary study requirements, registration requirements, professional competencies, skills and attributes needed, work experience, professional associations and member groups, endorsement and supervision requirements, finding work, and starting work. With a primary focus on Australia, each chapter also features a section on the career in New Zealand, with a variety of psychologists sharing their expertise and reflections from their experiences in New Zealand. This resource is essential reading for students, provisional psychologists, and practising psychologists. At the same time, it provides insights for other educational and health professionals who may work multi-, inter-, or transdisciplinary with educational and developmental psychologists.

- This set teaches children the skills the need to cope with worries and stress, particularly in relation to feelings of loneliness and belonging - The storybook and guidebook can be used together in classroom settings or one to one and there’s plenty of activities to help children talk about their issues. - The book uses a friendly and engaging narrative to tackle big global social issues and improve wellbeing in children.

Written in a clear and accessible style, this book presents a wealth of practical information to guide the next generation of educational and developmental psychologists in Australia and New Zealand in pursuing a career in the field. There are over 800 educational and developmental psychologists in Australia, and over 200 educational psychologists in New Zealand, who represent a diverse workforce. Pathways to becoming an educational and developmental psychologist have seen rapid shifts with updated key competencies that prospective educational and developmental psychologists need to be aware of. This book gives the reader a comprehensive understanding of what makes an educational and developmental psychologist and outlines seven steps required to become an endorsed educational and developmental psychologist. Specifically, it offers guidance on understanding the role and its history, tertiary study requirements, registration requirements, professional competencies, skills and attributes needed, work experience, professional associations and member groups, endorsement and supervision requirements, finding work, and starting work. With a primary focus on Australia, each chapter also features a section on the career in New Zealand, with a variety of psychologists sharing their expertise and reflections from their experiences in New Zealand. This resource is essential reading for students, provisional psychologists, and practising psychologists. At the same time, it provides insights for other educational and health professionals who may work multi-, inter-, or transdisciplinary with educational and developmental psychologists.

Chapter 3 includes 365 social media prompts for academics to use on their own social media platforms. The book will be supported by @academicchatter who will trial suggested posts through their Twitter account to test engagement and also to lead the 365 day challenge once the book is published. The book broadly encompasses applicability with all social media platforms and not just twitter.

* New edition reflects the speed at which positive psychology theory has matured and school-based research has proliferated. * Chapters include implications for educational practice, summaries of key points from the chapter, and annotated lists of 3-5 suggested readings and 3-5 online resources. * Includes numerous real-life examples of how schools in Australia, China, Italy, Portugal, UK, and USA and are implementing programs that aim to enhance the well-being and life success of their students.

* New edition reflects the speed at which positive psychology theory has matured and school-based research has proliferated. * Chapters include implications for educational practice, summaries of key points from the chapter, and annotated lists of 3-5 suggested readings and 3-5 online resources. * Includes numerous real-life examples of how schools in Australia, China, Italy, Portugal, UK, and USA and are implementing programs that aim to enhance the well-being and life success of their students.

Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools. The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community. This book is relevant to every person who works in a school - worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices. "The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial-No Derivatives 4.0 license."

Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools. The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community. This book is relevant to every person who works in a school - worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices. "The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial-No Derivatives 4.0 license."

Can a sense of belonging increase life satisfaction? Why do we sometimes feel lonely? How can we sustain lasting human connections? The Psychology of Belonging explores why feeling like we belong is so important throughout our lives, from childhood to old age, irrespective of culture, race or geography. With its virtues and shortcomings, belonging to groups such as families, social groups, schools, workplaces and communities is fundamental to our identity and wellbeing, even in a time when technology has changed the way we connect with each other. In a world where loneliness and social isolation is on the rise, The Psychology of Belonging shows how meaningful connections can build a sense of belonging for all of us.