Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including changes in teachers, teaching, and learning. Six action principles for teaching for embodied learning through multimodal composing are presented and explained.

The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators thinking about what constitutes literacy teaching and learning in a world no longer bounded by print text only. Such theory is necessary (and beneficial for re-thinking practices). What Multimodal Composing in Classrooms contributes to this scholarship are the voices of teachers and students talking about changing practices in real classrooms.

Innovative ideas in educational psychology, learning, and instruction, originally formulated by Russian psychologist and educator Lev Vygotsky, are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholarly contributors provides comprehensive coverage of all the main concepts of Vygotsky's sociocultural theory. They emphasize its importance for the understanding of child development, and propose specific classroom applications.

Taking a close look at multimodal composing as an essential new literacy in schools, this volume draws from contextualized case studies across educational contexts to provide detailed portraits of teachers and students at work in classrooms. Authors elaborate key issues in transforming classrooms with student multimodal composing, including changes in teachers, teaching, and learning. Six action principles for teaching for embodied learning through multimodal composing are presented and explained.

The rich illustrations of practice encourage both discussion of practical challenges and dilemmas and conceptualization beyond the specific cases. Historically, issues in New Literacy Studies, multimodality, new literacies, and multiliteracies have primarily been addressed theoretically, promoting a shift in educators' thinking about what constitutes literacy teaching and learning in a world no longer bounded by print text only. Such theory is necessary (and beneficial for re-thinking practices). What Multimodal Composing in Classrooms contributes to this scholarship are the voices of teachers and students talking about changing practices in real classrooms.

Innovative ideas in educational psychology, learning, and instruction, originally formulated by Russian psychologist and educator Lev Vygotsky, are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholarly contributors provides comprehensive coverage of all the main concepts of Vygotsky's sociocultural theory. They emphasize its importance for the understanding of child development, and propose specific classroom applications.

How to be Pre-Med assists high school, college, and non-traditional students interested in becoming physicians by describing the pre-med route from start to finish using Dr. Miller's Six Buckets model. This guide is equally helpful to those hoping to pursue a medical career and to loved ones, such as parents and significant others, supporting a pre-med. Dr. Miller created How to be Pre-Med to serve as a prequel to the bestselling The Medical School Admissions Guide: A Harvard MD's Week-by-Week Admissions Handbook because readers frequently provided feedback wishing they had received similar expert guidance sooner in the pre-med process. How to be Pre-Med covers all information required to excel as a pre-med and prepare for the medical school application process. The Medical School Admissions Guide then walks the reader through the weekly steps required to create the best application possible and maximize chances of admission.

Handbook of Cancer Control and Behavioral Science is an expert synthesis of what is known, what is suspected, and what is still unknown about core behavioral and sociocultural aspects of cancer control. Editors Suzanne Miller, Deborah Bowen, Robert Croyle, and Julia Rowland present a thought-provoking overview of the key areas of research, from primary prevention, to early cancer detection, to the clinical treatment of cancer, to survivor experience and bereavement, to future directions for research.Senior researchers provide jargon-free descriptions of current approaches while identifying the most effective behavioral interventions in use for preventing and treating cancer. Yet, the focus is not limited to cancer patients; the relationship between doctor and patient, and the effects of cancer on families are also examined. In its broad scope and detailed examination of the entire continuum of cancer incidence, the Handbook is an essential, cross-disciplinary resource that will be of great use for researchers, health care providers, and mental health professionals in the fight against cancer.

Individuals, Families, and the New Era of Genetics: Biopsychosocial Perspectives brings together state-of-the-science information on the psychosocial aspects of genetics and genomics from individual and family dynamic perspectives. Genetic screening, testing, and treatment for disease will soon be available on a large scale. This book applies cognitive-behavioral and family systems approaches to conceptualize how individuals and their families cope with genetic information. Its authors, all eminent scholars, cover theoretical, methodological, clinical, legal, and ethical issues involved in areas such as information processing, decision making, quality of life, behavior change, and family communication. The book targets a wide audience, at all stages of professional development, and establishes a unified individual and family focus for responding to the psychosocial challenges of the new era of genetics and genomics.