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Catalogue complet

Fives Helenrose: Teacher Beliefs in
Education

Teacher Beliefs in Education

Ed Psych Insights

Reading in Education

Bloomsbury Solitude Studies

Explore adolescents' (10-18 years) experiences of silence, solitude, loneliness within the school setting and promotes practitioners supporting a balance of social and solitude skills.

The Teen Who Stands Alone

Solitude, Silence and Loneliness in Adolescence

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.

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

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.

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

Researching risk factors and causation

Bullying and Victimization

Skills for Scholars

An invaluable guide for every step of the college experience, from deciding if and where to go to maximizing academic, social, personal, and professional opportunities The College Handbook shows how college is a journey rather than simply a destination, guiding undergraduates and their families through each phase of student life using a proven approach that is clear, practical, and effective. Rachel Gable shares bite-sized tips for cultivating a mindset that empowers students to navigate the thicket of choices they will make before, during, outside of, and after college. Rather than focusing on things like rankings and GPAs, she takes a customizable “you centered” approach uniquely designed to help each student make the most of their time inside and outside the classroom, regardless of their personal history, socioeconomic background, or the type of college they attend. Gable provides questions and exercises that enable students to identify and capitalize on the critical activities, habits, and attitudes that make college a transformative experience. Along the way, she covers topics such as identifying the best college for you, preparing to matriculate, leaving home and arriving on campus, making friends, orienting oneself, mastering effective academic habits, maximizing social and personal opportunities, developing professional skills and habits, deciding when and how to leave college, and charting a path through today’s rapidly changing academic landscape. Blending the latest research with Gable’s invaluable personal insights as a mentor, teacher, scholar, and parent, The College Handbook is the ultimate guide to college success, putting the goals, strengths, needs, and interests of students at the center of their choices.

How to Arrive, Survive, and Thrive on Campus

The College Handbook

Perspectives from Developmental Psychology

Attitudes and Emotions Towards Mathematics

Bloomsbury Handbooks

The Bloomsbury Handbook of Hip Hop Pedagogy is the first reference work to cover the theory, history, research methodologies, and practice of Hip Hop pedagogy. Including 20 chapters from activist-oriented and community engaged scholars, the handbook provides perspectives and studies from across the world, including Brazil, the Caribbean, Scandinavia, and the USA. Organized into four topical sections focusing on the history and cultural roots of Hip Hop; theories and research methods in Hip Hop pedagogy; and Hip Hop pedagogy in practice, the handbook offers theoretical, analytical, and pedagogical insights emerging across sociology, literacy, school counselling and youth organizing. The chapters reflect the impact of critical Hip Hop pedagogies and Hip Hop-based research for educators and scholars interested in radical, transformative approaches to education. Ultimately, the many voices included in the handbook show that Hip Hop pedagogy is a humanizing and emancipatory approach which is redefining the purposes and practices of education.

The Bloomsbury Handbook of Hip Hop Pedagogy

The proceedings of the International Conference on Mental Growth and Health Research (MGHR 2024) offer a comprehensive and interdisciplinary exploration of critical issues in psychological development and mental health.

Proceedings of the International Conference on Mental Growth and Health Research (MGHR 2024), Beijing, China, December 13th-15th, 2024

Embracing Wellness

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

Professionelle Moderation von Klassencoachings, kollaborative Formate für Schulklassen und Jahrgangsstufen

Praxishandbuch Ressourcenorientiertes Lerncoaching im Gruppenformat

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

Teacher Beliefs in Education

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