This interdisciplinary book explores posthuman and psychological approaches to childhood education and well-being by examining 'animal-assisted' education, using qualitative approaches to understand the nuanced mechanisms which unfold in child-dog interactions.
This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and "e;telling the story"e;, justice-oriented science education researchers will feel more supported in their own journeys.
Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development.
Educator Wellbeing, written in response to the 2020 Global Pandemic, speaks to the long-ignored expectations that Educators live with and the impact on their wellbeing that going above and beyond to serve their students has.
This textbook gives a wide-ranging, research-informed introduction to issues in lifelong learning across a variety of educational settings and practices.
Using Trauma-Focused Therapy Stories is a groundbreaking treatment resource for trauma-informed therapists who work with abused and neglected children ages nine years and older as well as their caregivers.
Teaching and Learning Online, Volume 2, provides practical advice from academics, researchers, practitioners and designers who are currently engaged in defining, creating and delivering the increasingly important world of online learning.
Originally published in 1976 The Self-Teaching Process in Higher Education looks at the major changes that took place in the structure of university education.
While there are certainly numerous influences on individuals' learning and performance, cognitive strategies are the processes most directly related to making meaningful progress on a learning task or problem.
Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities.
This volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today-moral education.
Children live in a world of ever-increasing stress factors, including global terrorism, pervasive exposure to violence, increasing substance use, and economic and social instability.
Designing and Implementing Effective Evaluations provides extensive real-life examples of program evaluations that illustrate the various elements and steps in conducting a successful evaluation.
As a parent of a neurodiverse child, milestones that many families take for granted--like seeing your kid graduate from high school or college, get a rewarding job, and, eventually, leave the nest--may be fraught with uncertainty.
In this book, Johnnie McKinley presents the results of her in-depth study of a group of teachers in grades 3-8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classrooms.
In this innovative series Education Write Now, ten of education's most inspiring thought-leaders meet for a three-day retreat to think and write collaboratively, and then bring you the top takeaways you need right now to improve your school or classroom.
Focusing on the earliest years (0-8), the new edition of this bestselling textbook continues to provide a comprehensive overview of the research, theory, and current practice in the field of child development.
To effectively cope with school bullying it is essential to understand the issues underpinning student peer group dynamics in the school, classroom and community and this view lies at the heart of the text.
Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective uniquely incorporates dyslexia, dysgraphia, and ADHD into one volume, offering practical advice on how to manage each of these disorders.
Mathematical and Analogical Reasoning of Young Learners provides foundational knowledge of the nature, development, and assessment of mathematical and analogical reasoning in young children.
Exploring international and intercultural perspectives, Making an Impact on School Bullying presents a much-needed insight into the serious problem of bullying in schools.
This book brings together multiple theoretical perspectives and disciplinary approaches to study the acquisition and development of written language by children as well as the implications for teaching and learning of writing practices in a variety of languages and cultural contexts.
The mission of this forty-eight chapter Handbook is to provide a comprehensive reference source that integrates counseling theory, research and practice into one volume.
Psychology for the Classroom: Constructivism and Social Learning provides a lively introduction to the much debated topics of talk and group collaboration in classrooms, and the development of interactive approaches to teaching.
Discourse, Dialogue and Technology Enhanced Learning is invaluable to all those wanting to explore how dialogic processes work and how we facilitate them.
Effective Learning After Acquired Brain Injury provides clear guidance on delivering productive educational programmes for adolescents and adults with acquired brain injury (ABI).
MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire.
Temperament is the first monograph in 40 years to present theories and basic findings in the field of temperament from a broad international and interdisciplinary perspective.
Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children's education and learning.
Many useful things that progressivism has to offer (child-centred approaches, flexibility of response, negotiated and democratic classroom organisation) have been swept aside in the march of traditionalist policy.
First published in 1985, The Child in Context is the first to bring together the practice of educational psychology and the 'family-systems' theories regularly practised by psychologists, psychiatrists, and social workers in their attempt to understand the relationship between individuals and the social systems of which they are a part.
