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Writing in Education

Teacher Beliefs in Education

Solidly grounded in theory and empirical evidence, this book presents a novel methodological framework for fostering Communities of Dialogic Inquiry in primary education called Learning Together. These communities create collaborative networks of distributed cognition among school, university, and local community members to equip “apprentices” with a firm scientific foundation, complemented by a robust humanistic citizenship culture, enabling their participation in socioscientific practices in an informed, critical, responsible and inclusive fashion. Learning Together provides concrete, articulated, and richly illustrated teaching-learning strategies for cultivating these communities in diverse school and community settings. 
“In this book, the authors make a distinctive, strong and important contribution to our understanding of how education can be made most productive. They draw on a wealth of schools-based research, including their own, to link what is known about the ways humans learn and what can and should happen in classrooms. It should help to promote a more accurate conception of education as a social, cultural, communicative activity, rather than a process whereby teachers simply transmit knowledge to students. I hope it is read by teachers, researchers and others involved in education everywhere”. – Neil Mercer, Emeritus Professor of Education, University of Cambridge, UK
“For the authors of this fascinating and timely volume, communities of dialogic inquiry have two main aims: fostering skills that support a key human activity (learning for dialogue) and applying those skills in knowledge acquisition (learning through dialogue). The authors ground those aims in a novel yet convincing interpretation of sociocultural theory: the insightful and wide-ranging literature review that underpins their approach will be appreciated by researchers and practitioners alike. At the same time, the volume goes far beyond theory: it concludes with case studies, which indicate in detail how dialogic inquiry can be embedded in classrooms”. – Christine Howe, Emeritus Professor, University of Cambridge, UK

Fostering Communities of Dialogic Inquiry

Learning Together

Each year nearly 2.5 million elementary school children are failed. However, the research during the past 30 years fails to demonstrate the effectiveness of early grade retention as an academic intervention.

Toward the Social and Cognitive Competence of Students

Grade Retention and Social Promotion

Using Mindfulness to Promote Mental Health in Schools provides scholarly and practical information about using mindfulness-based practices to promote mental health in schools. Mindfulness is understood as a key psychological skill set, which can be taught and learned like any other skill, by mental health professionals, educators, and others who are working in schools. Chapters focus on how practices related to training mindfulness skills can be integrated within a multitiered approach to school-based mental health service delivery, including universal, targeted, and intensive supports. Examples are provided regarding how mindfulness-based practices can be applied at the classroom and schoolwide level for promoting the well-being of all students, at the small-group level for supporting students with emerging psychosocial risk, and at the individualized level for intervening with students experiencing chronic or severe mental health concerns. Authored by leading scholars in the field, the book provides a brief and accessible introduction to help implementers understand, select, apply, and evaluate mindfulness-based practices in schools. The text is divided into two sections. The first section discusses the conceptual and historical foundations of mindfulness-based practices in schools and mindfulness-based assessment practices with youth and their caregivers that are relevant for use in schools, while the second section covers various approaches to mindfulness-based interventions with youth and their caregivers, including chapters on mindfulness-based stress reduction, mindfulness-based cognitive therapy, mindful yoga, and mindfulness-based parent training.

Using Mindfulness to Promote Mental Health in Schools

Bloomsbury Solitude Studies

An Interdisciplinary Investigation of Loneliness

Supporting Workplace Learning with Neuroscience examines principles of adult learning through the lens of neuroscience and cognitive psychology, effectively demonstrating how this knowledge can be applied in organizational settings to develop professional expertise.This book opens with three important contextual chapters that unpack the relationship between learning and performance in organizations, the science of developing expertise, and considerations of neurodiversity, culture, and ethics. It goes on to explore the cognitive, behavioral, and socio-emotional dimensions of learning, concluding with tactical chapters that discuss learning through audio-visual channels, key considerations for instructional and learning experience designers, and near-future trends. Each chapter is scaffolded by introductory vignettes and applications for practice, supported by online resources such as PowerPoint instructor slides and suggestions for further reading and resources.Expertly combining practical insights with theory, this book will be important reading for those studying or researching Adult Education, while also providing valuable guidance to organizations seeking to support adult learners in the workplace.

Developing Expertise in Organizations

Supporting Workplace Learning with Neuroscience

Consultation, Supervision, and Professional Learning in School Psychology Series

The purpose of this book is to provide the rationale, guidelines, and evidence-based methods that educational specialists (school psychologists, school counselors, speech/language specialists, special educators, and school administrators) can use to support teachers and, thereby, school effectiveness.

A Guide for School Professionals

Supporting Teachers

Essays in Developmental Psychology

Perspectives from Developmental Psychology

Attitudes and Emotions Towards Mathematics

Ed Psych Insights

Reading in Education

A revealing look at how colleges are confronting disruption, and what their responses mean for the future of higher education.In From Upheaval to Action, Arthur Levine and Scott Van Pelt offer a vital update on the shifting landscape of American higher education. Building on the insights of their bestselling book The Great Upheaval, this on-the-ground account of how institutions are responding to today's profound changes encapsulates two years of in-depth observation and conversation. Based on visits to more than sixty institutions and organizations--including colleges, state systems, accrediting bodies, and foundations--the authors provide an unflinching portrait of a sector navigating a complex, high-stakes transformation. Colleges and universities are confronting the combined pressures of demographic realignment, economic strain, and technological disruption. They face challenges not only in attracting and retaining students, but also in remaining relevant in a world reshaped by automation, artificial intelligence, and the accelerating demands of a global knowledge economy. This book chronicles the successes and missteps of institutional responses while tracking new developments that have surged to the forefront, including the rise of alternative credentials, the redefinition of college affordability, renewed scrutiny of DEI initiatives, and growing political tensions around academic freedom and public trust. From Upheaval to Action identifies areas of experimentation and change, spotlighting the creativity and resilience emerging within the sector. It examines what is being tried, what is proving effective, and what remains uncertain, offering essential insights into how today's decisions are shaping the colleges and universities of tomorrow. Transformation is already underway, and its outcomes will be shaped by those institutions prepared to meet it with purpose, flexibility, and courage.

What Works in Changing Higher Ed

From Upheaval to Action

Bloomsbury Critical Education

Empowerment, Agency and Social Justice in the UK

Nurturing ‘Difficult Conversations’ in Education

This unique book explores the connection between poetry and literacy development through current psychological theory. Taking an experimental perspective, it covers current developmental and neuroscientific theories about phonology, prosody and metrical structure to explain how rhyme and rhythm are crucial for emerging literacy.

Poetry Out Loud and Learning to Read

Writing in Education

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