Offers a combination of a critical approach to education and psychology alongside a focus on professional dialogue, aimed at psychologists, educational professionals and those who work with them. Provides an alternative approach to the current focus in education establishments (which include instrumentalism and performativity) to support and improve relationships and mental health (particularly relating to teachers, parents and young people). This book addresses a fundamental issue for psychologists in the Western world in that it challenges the profession to uphold a moral and ethical practices.

Offers a combination of a critical approach to education and psychology alongside a focus on professional dialogue, aimed at psychologists, educational professionals and those who work with them. Provides an alternative approach to the current focus in education establishments (which include instrumentalism and performativity) to support and improve relationships and mental health (particularly relating to teachers, parents and young people). This book addresses a fundamental issue for psychologists in the Western world in that it challenges the profession to uphold a moral and ethical practices.

This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education. Beginning by considering notions of 'self' and 'identity', the book explores the relationship between our identity as defined by ourselves, but also as defined by others in the social and professional groups we may or may not be considered as being part of. It looks critically at how the erosion of the professional identity of teachers has affected education, and considers the morality of 'othering' 'others' and its damaging effect on teachers and young people. Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists.

This book brings together for the first time a synthesis of philosophical and psychological material to examine the basis for the professional identity that teachers might believe in, and the effects of misunderstanding and mistreating these beliefs. By critically synthesising findings from a range of sources, the book provides a rationale that argues an essential ingredient of good education is the quality of teachers who have a reaffirmed sense of creativity, autonomy and agency. The book presents a role for educational psychology in informing educational and inclusive processes, filling a longstanding need for a text that delineates the way psychological phenomena underpin education. Beginning by considering notions of 'self' and 'identity', the book explores the relationship between our identity as defined by ourselves, but also as defined by others in the social and professional groups we may or may not be considered as being part of. It looks critically at how the erosion of the professional identity of teachers has affected education, and considers the morality of 'othering' 'others' and its damaging effect on teachers and young people. Gibbs reflects on the organisational structure and leadership of schools, the psychology of these institutions, and the barriers that need to be overcome in order to promote greater inclusivity within them. Offering a careful and insightful look at the psychology behind education and teaching, this is an essential read for teacher educators, researchers and academics in the field of education and will appeal to policy makers, teachers and educational psychologists.

Shakespeare for CSEC is designed to enhance students' knowledge, understanding and response. Produced specifically for students working towards the English B for CSEC examination, it contains a range of valuable features to enable a deeper understanding and appreciation of the text. Introductory essays provide social, cultural and historical context, and CSEC examination-style questions provide valuable practice, building students' confidence ahead of the assessment.

The second edition of STP Mathematics for Jamaica provides comprehensive coverage of the National Standards Curriculum. Maintaining its rigorous and authoritative approach, the course uses modern methods to develop problem-solving skills. It prepares students for a high level of achievement in Lower Secondary Mathematics and lays a solid foundation for study at CSEC level. It encourages students to make synoptic links with carefully graded practice questions and varied activities to stretch and challenge comprehension. The course stimulates all levels of ability with investigations, puzzles, and worked examples to illustrate and extend all topics. Written by a team of experts in mathematics education, this curriculum-aligned course fully supports the syllabus in Jamaica.