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The best-selling case-based text, Introduction to Teaching: Becoming a Professional, sharpens its focus on issues in education in its Fifth Edition. Weaving this focus throughout every chapter with new features and chapter sections covering diversity, reform, urban education, and technology, the text ensures that prospective teachers gather all the needed information to create an up-to-date picture of the ever changing face of education. The authors take this information and bring it to life with cases, classroom examples and videos, again ensuring that the living, changing, challenging and fulfilling life of an educator is as clear as it can be. The Enhanced Pearson eText features embedded video.
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Introduction to Teaching: Becoming a Professional, 6/e, helps beginning education students make informed decisions about becoming a teacher and ensures that they have an up-to-date picture of the ever-changing face of education. Issues in reform, in diversity, and professionalism in day to day teaching situations are emphasized throughout the text. Cases, classroom examples, videos, and interactive applications bring topics to life, allowing students to better relate to, understand, and apply the material. To keep readers informed about the constantly changing education profession, the Sixth Edition includes new topics and significant updates about important developments in education. The most interactive and applied text in the field, Introduction to Teaching keeps prospective teachers actively involved in their learning and provides a realistic look at the world of teaching.
One of the most up-to-date, research-based methods books available today, Learning and Teaching: Research-Based Methods has two specific goals: to change how teachers think about teaching and to change how they actually teach. Solidly grounded in research, the sixth edition describes effective teaching strategies for all P-12 students in a clear, accessible manner, with numerous case examples, and offers suggestions for applying those methods in today's diverse school environments. Kauchak and Eggen organize their discussion around three important themes in education: diversity, motivation, and technology.
This K-12 teaching methods text continues to focus on instruction, using a models approach that links prescriptive teaching strategies to specific content and thinking objectives.
Well known for it's practical case-study approach, the Sixth Edition of Strategies and Models for Teachers opens each chapter with a case study that illustrates an instructional model in practice and translates cognitive principles of learning into teaching strategies. This edition is composed of two main parts. In Part I the first three chapters describe principles of cognitive learning and motivation theory, teaching strategies that apply to all grade levels, and the teaching of thinking. In Part II, the remaining chapters offer detailed coverage of the individual models, with each model designed to help learners reach specific cognitive, social, and critical thinking goals. With a focus on active learning, utilizing research, cognitive psychology, experience, and emphasizes the teacher's central role in the learning process teachers will find this an invaluable resource throughout their career.
Take a moment to consider how many things you want to learn to do. What’s on your list? What’s holding you back from getting started? Are you worried about the time and effort it takes to acquire new skills—time you don’t have and effort you can’t spare?
Research suggests it takes 10,000 hours to develop a new skill. In this nonstop world when will you ever find that much time and energy? To make matters worse, the early hours of practicing something new are always the most frustrating. That’s why it’s difficult to learn how to speak a new language, play an instrument, hit a golf ball, or shoot great photos. It’s so much easier to watch TV or surf the web . . .
In The First 20 Hours, Josh Kaufman offers a systematic approach to rapid skill acquisition— how to learn any new skill as quickly as possible. His method shows you how to deconstruct complex skills, maximize productive practice, and remove common learning barriers. By completing just 20 hours of focused, deliberate practice you’ll go from knowing absolutely nothing to performing noticeably well.
Kaufman personally field-tested the methods in this book. You’ll have a front row seat as he develops a personal yoga practice, writes his own web-based computer programs, teaches himself to touch type on a nonstandard keyboard, explores the oldest and most complex board game in history, picks up the ukulele, and learns how to windsurf. Here are a few of the simple techniques he teaches:Define your target performance level: Figure out what your desired level of skill looks like, what you’re trying to achieve, and what you’ll be able to do when you’re done. The more specific, the better.Deconstruct the skill: Most of the things we think of as skills are actually bundles of smaller subskills. If you break down the subcomponents, it’s easier to figure out which ones are most important and practice those first.Eliminate barriers to practice: Removing common distractions and unnecessary effort makes it much easier to sit down and focus on deliberate practice.Create fast feedback loops: Getting accurate, real-time information about how well you’re performing during practice makes it much easier to improve.Whether you want to paint a portrait, launch a start-up, fly an airplane, or juggle flaming chainsaws, The First 20 Hours will help you pick up the basics of any skill in record time . . . and have more fun along the way.
Carol Garhart Mooney has been an early childhood educator for more than forty years. She is also the author of Theories of Attachment, Use Your Words, and Swinging Pendulums.
Recent advances in brain science show that most students' learning strategies are highly inefficient, ineffective or just plain wrong. While all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of your studies. This book shows you what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick with you even after the test.
Should you really read to your baby? Can teaching a baby sign language boost IQ? Should you pipe classical music into the nursery? Dr. Stamm translates the latest neuroscience findings into clear explanations and practical suggestions, demonstrating the importance of the simple ways you interact with your child every day. It isn’t the right “edu-tainment” that nurtures an infant’s brain. It is as simple as Attention, Bonding, and Communication, and it’s within every parent’s ability to provide. Practical games and tips for each developmental age group will show you not only what the latest findings are but, more importantly, tell you what to do with them.
New subtests are described along with tips for accurate administration and scoring. Full Scale IQ is identified as important for predicting relevant behaviors, and primary index scores for characterizing the child’s strengths and weaknesses. Classroom indicators of low scores on each of these abilities are identified, with suggested interventions, accommodations, and instructional strategies for low scorers. Coverage includes ethnic differences for the Full Scale IQ and each primary index score, along with evidence of the profound influence of parental attitudes and expectations. Several other societal and contextual factors relevant to understanding racial/ethnic differences are presented. Two chapters review use of the WISC-V for identifying learning disabilities, testing of individuals with dyslexia, and best-practice recommendations to ensure accurate diagnosis and intervention. Concluding chapters describe advances in the Q-interactive system platform allowing administration of the WISC-V on iPads and other tablets and how clinicians can tailor assessment using select WISC-V subtests and features.Authored by the creators of the WISC-VDescribes the new subtests, revised test structure, and test extensionsAdvises clinicians on test selection and custom tailoring of assessment measuresProvides best practice recommendations for accurate administration and scoringAddresses electronic administration via tablets and comparison to print scoresReviews social/contextual factors for understanding racial/ethnic differencesTranslates scores to predict behaviors and identify child strengths and weaknessesSuggests interventions, accommodations, and instructional strategies for low scorers
--Dr. Albert Mamary, former superintendent of schools, Johnson City, New York
With his knack for making science intelligible for the layman, and his ability to illuminate scientific concepts through analogy and reference to personal experience, James Zull offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education.
Stating that educational change is underway and that the time is ripe to recognize that “the primary objective of education is to understand human learning” and that “all other objectives depend on achieving this understanding”, James Zull challenges the reader to focus on this purpose, first for her or himself, and then for those for whose learning they are responsible.
The book is addressed to all learners and educators – to the reader as self-educator embarked on the journey of lifelong learning, to the reader as parent, and to readers who are educators in schools or university settings, as well as mentors and trainers in the workplace.
In this work, James Zull presents cognitive development as a journey taken by the brain, from an organ of organized cells, blood vessels, and chemicals at birth, through its shaping by experience and environment into potentially to the most powerful and exquisite force in the universe, the human mind.
Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.
At a time when we can expect to change jobs and careers frequently during our lifetime, when technology is changing society at break-neck speed, and we have instant access to almost infinite information and opinion, he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education, in the light of all this and what neuroscience can tell us, is a key element in future development of healthy and productive societies.
Frames for lacing and buttoning, geometrical wooden inserts, sound cylinders, sandpapers letters, colored numerical rods: these are familiar features of any Montesorri classroom, whether in the pioneering days or today. Dr. Montesorri explains how to use these materials with preschool children to stimulate their powers of observation, recognition, judgment, and classification.
These self-correcting learning tools are the original “teaching machines” for young children. Inherently logical and aesthetically pleasing, they were designed to hone the child’s visual, auditory, and tactile perceptions. Dr. Montesorri stresses that each child approaches the apparatus differently. The role of the adult, whether teacher or parent, is to let the child experiment, perceive his own mistakes, and run his own risks in learning.
(With black-and white illustrations throughout.)
From the Trade Paperback edition.
For the first time, you can get all three books in Warren R. Sullivan's Brain Improvement Series in one volume. You will learn how to improve your memory in Memory Enhancement, learn speed reading techniques in Speed Reading Training, and curb procrastination in Procrastination: Triple Your Productivity and Accomplish Your Goals. This amazing collection will finally help you get the most out of your mental capacities, supercharging your productivity, and accomplishing all your goals.
From the Description of Memory Enhancement
Ever wish you could improve and enhance your memory? How much easier would school or work be if you could have the type of memory that easily recalls facts and information?
Start using your memory like you have always wanted to. Memory Enhancement introduces you to proven and effective ways to boost your memory. Filled with the latest techniques, Memory Enhancement will provide immediate results in your ability to recall information.
Inside you will learn:
The various advantages in improving and enhancing your memory.
What causes poor memory, and what you can do to combat it.
How to boost your memory with an assortment of techniques.
How to remember the names of people that you meet.
What natural techniques can be used to enhance your memory.
From the Description of Speed Reading Training
This book contains proven and effective strategies on how to improve your reading speed and overall comprehension. Revealed within are secrets that will supercharge your reading speed. And make you a speed reading demon.
Reading is one of the most important skills that a person learns during their formative years. Reading along with writing and arithmetic is said to be a part of the 3Rs of learning (reading, ‘riting and ‘rithmetic) and learning this skill in the most efficient manner is vital to a person’s development.
Speed reading techniques should be taught to students, teachers, business professionals, and to everyday people. Speed reading has amazing benefits for students simply because they can read and understand a lot of material in just a small amount of time. A student could learn a number of courses, study for a test and read in advance new lessons because of speed reading. There are similar benefits for the working professional, who will be able to increase their productivity utilizing speed reading techniques.
From the Description of Procrastination
Procrastination. We all suffer from it, we would all like to become more productive, to be able to free up time for doing the activities that we want to do. Procrastination can have a dramatic effect on one's life, leaving them unhappy and unsatisfied. But there is an answer, there is a cure. You can reclaim your life. And you can do it today.
Procrastination: Triple Your Productivity and Accomplish Your Goals is unlike similar guides in that each task encourages direct action by having a corresponding exercise. The exercises have been structured to provide immediate results, helping you to reclaim your productivity and better your life.
You don't have to suffer from procrastination any longer, and Procrastination: Triple Your Productivity and Accomplish Your Goals
"The book is not merely an explication but a thoughtfully crafted, neuroscientfically informed teaching device that obeys the advice offered."?American Journal of Psychology
"James Zull's crystal-clear mapping of how learning occurs, how learning changes the brain, and how many parts of the brain are activated as one learns should be interesting for all who teach. Zull relays a teaching approach and the neuroscience behind that approach that can dramatically affect learning."?Nursing Education Perspectives
"This is the best book I have read about the brain and learning. Zull perspective forms the foundation for a teaching approach that can dramatically improve human learning."?David A. Kolb, Dept. of Organizational Behavior, Case Western Reserve University
James Zull invites teachers in higher education or any other setting to accompany him in his exploration of what scientists can tell us about the brain and to discover how this knowledge can influence the practice of teaching. He describes the brain in clear non-technical language and an engaging conversational tone, highlighting its functions and parts and how they interact, and always relating them to the real world of the classroom and his own evolution as a teacher.
A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
"We have a long way to go to make John Holt's dream available to all children. But his books make it possible and easier for many of us to join him in the journey."
In this enduring classic, rich with deep, original insight into the nature of early learning, John Holt was the first to make clear that, for small children, "learning is as natural as breathing." In his delightful book he observes how children actually learn to talk, to read, to count, and to reason, and how, as adults, we can best encourage these natural abilities in our children.
Surprisingly, one-fourth of the New Testament directly or indirectly refers to the mind, making the subject more than relevant. Biblical Psychology brings the human mind out of the shadows and into the forefront of contextual and hermeneutical criticism. Although it is believed that the mind is the most powerful machine in the world, it is impossible to tap into its energy without properly understanding the purposes of its intellectual properties: attention, conscience, emotion, heart, imagination, knowledge, memory, opinions, perception, reason, understanding, and thought.
· What is logic? How do I use my logic and reasoning for good?
· What is my conscience? How do I keep a good conscience?
· What is the purpose of my memory? How do I delete bad files from my mind’s memory and upload the right files?
· How can I get control of my out-of-control mind?
· Do my feelings ever lie? Can I trust my feelings?
· In what part of the mind does depression exist, and can I beat it without medication?
· What is the purpose of knowledge?
· How do I know if my perception is right or wrong?
· What is the purpose of my imagination?
· What is the most practical way to have a positive attitude?
· How do I overcome my addictive behavior, fear, inferiority complex, negativity, etc.?
Questions like these will be answered as we study the mind from a biblical perspective. Also we’ll bring to the table the mind’s great riddles: what it is, how it works, what its safeguards are, and how to use it rightly. Finally, we will discover that the mental logistics found within the Bible are the answer to the Christian’s reformation (Rom. 12:1-2) and obtaining the power of God (II Tim. 1:7) in his life.
A Must for Everyone!
See also Barkley's empirically based, ecologically valid assessment tools: Barkley Deficits in Executive Functioning Scale (BDEFS for Adults) and Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA).
In the first chapter, the reader is presented with a comprehensive array of societal and home environment factors for which there is empirical evidence indicating their impact on the development of children’s cognitive abilities, and ultimately their scores on intelligence tests. Subsequent chapters address issues related to the assessment of cognitive abilities that compose 'g', with special emphasis on the clinical correlates of working memory and processing speed from both neuropsychological and cognitive information processing perspectives. Each new chapter builds on material presented in previous chapters and progresses the reader purposefully through deeper levels of understanding of WISC-IV and cognitive assessment in general. Two chapters explicate the processing approach to interpretation that is the corner stone of the WISC-IV Integrated. A further chapter addresses the interpretation of WISC-IV findings within the context of other instruments as part of a full psychological evaluation. The final chapter provides an extensive case example of how to write psychological evaluation reports from a child-centered rather than a score-centered perspective that can have transforming impact on parents and teachers approach to the child. Overall, these four authors are the architects of a masterful new book on advanced WISC-IV interpretation from a clinical perspective, Together with the complimentary book, WISC-IV Clinical Assessment and Intervention, Second Edition these books provide the complete spectrum of information needed by all psychologists who use the WISC-IV in clinical practice.The Wechsler scale is the most widely used assessment of children's intelligenceAuthored by assessment experts including Harcourt Assessment staff with exclusive data on the WISC-IVDiscusses interpretation of 4 index scores of WISC-IVExamines the WISC-IV in relation to other frequently used psychological testsDescribes the importance of the WISC-IV integrated in clinical assessmentPredicts scholastic achievement based on WISC-IV subtest scoresDiscusses modification of score interpretation based on culture, SES, & other contextual factors
New to This Edition
*Chapter on physiological foundations of reading development, including the impact of nutrition, sleep, and exercise.
*Chapter on affective/emotional perspectives, such as the role of engagement and teacher-student relationships.
*Additional social learning perspectives: Critical Race Theory and Multiliteracies Theory.
*All chapters updated with the latest research; many new teacher anecdotes added.
What can the richly imagined, impressively adaptable fantasy world of these children tell us about childhood, development, education, and even life itself? For fifty years, teacher and writer Vivian Gussin Paley has been exploring the imagery, language, and lore of young children, asking the questions they ask of themselves.
In The Boy on the Beach she continues to do so, going deeper into the mystery of play as she follows Eli and Marianne through the kindergarten year, finding more answers and more questions. How does their teacher, Mrs. Olson, manage to honor and utilize the genius of play to create an all-inclusive community in which boys and girls like each other and listen to each other’s stories? Why is Paley’s fellow teacher Yu-ching in Taiwan certain that her children pretend to be kittens in order to become necessary to the group? And why do teachers in London see their childrens’ role-playing as the natural end to loneliness in the school community?
Rich with the words of children and teachers themselves, The Boy on the Beach is vintage Paley, a wise and provocative appreciation of the importance of play and enduring curiosity about the nature of childhood and the imagination.
The first half of the book provides a practical overview of teaching from a Mind, Brain, and Education perspective through an understanding of the intersection of the fields of neuroscience, psychology, and pedagogy. The second half shares 50 evidence-based classroom “best practices” that have a proven positive impact on student learning outcomes and explains why they work.
Parents have an important task: figure out who their child is—his or her skills, preferences, beliefs, values, personality traits, goals, and direction—get comfortable with it, and then help them pursue and live a life according to it. Yet parents also want their kids to be independent, but not if they are going to make bad choices. They want to avoid being too overbearing, but not if an apathetic kid is what they have to show for it. They want to have a good relationship with their kids, but not if that means being a pushover. They don’t want to scream, but they do want to be heard. Good parenting is about striking the balance between a child’s characteristics and a parent’s desire to have influence.
Dr. Ross Greene “makes a powerful case for rethinking typical approaches to parenting and disciplining children” (The Atlantic). Through his well-known model of solving problems collaboratively, parents can forgo timeout and sticker charts; stop badgering, berating, threatening, and punishing; allow their kids to feel heard and validated; and have influence.
From homework to hygiene, curfews, to screen time, Dr. Greene “arms parents with guidelines that are clear, doable, and sure to empower both parents and their children” (Adele Faber, coauthor of How to Talk So Kids Will Listen). Raising Human Beings is “inspirational…a game-changer for parents, teachers, and other caregivers. Its advice is reasonable and empathetic, and readers will feel ready to start creating a better relationship with the children in their lives” (Publishers Weekly, starred review).
The first section of the book provides an overview of the WAIS-IV, WMS-IV, and new Advanced Clinical Solutions for Use with the WAIS-IV/WMS-IV (ACS). In this section, examiners will learn:Normal versus atypical score variabilityLow-score prevalence in healthy adults versus clinical populationsAssessing whether poor performance reflects a decline in function or is the result of suboptimal effort
New social cognition measures found in the ACS are also presented. The second part focuses on applying the topics in the first section to specific clinical conditions, including recommended protocols for specific clientele (e.g. using demographically adjusted norms when evaluating individuals with brain injury). Common clinical conditions are discussed, including Alzheimer’s disease, mild cognitive impairment, traumatic brain injury, and more. Each chapter provides case examples applying all three test batteries and using report examples as they are obtained from the scoring assistant. Finally, the use of the WAIS-IV/WMS-IV and the ACS in forensic settings is presented.Coverage of administration and scoring of WAIS-IV, WMS-IV and ACSInformation contained on the use of WAIS-IV with special populationsCase studies in each chapterWritten by the creators of WAIS-IV, WMS-IV and ACS
This book is in The Guilford Practical Intervention in the Schools Series.
See also RTI Applications, Volume 2: Assessment, Analysis, and Decision Making, which provides tools for assessing the effectiveness of RTI practices.
When Cathy Davidson and Duke University gave free iPods to the freshman class in 2003, critics said they were wasting their money. Yet when students in practically every discipline invented academic uses for their music players, suddenly the idea could be seen in a new light-as an innovative way to turn learning on its head.
This radical experiment is at the heart of Davidson's inspiring new book. Using cutting-edge research on the brain, she shows how "attention blindness" has produced one of our society's greatest challenges: while we've all acknowledged the great changes of the digital age, most of us still toil in schools and workplaces designed for the last century. Davidson introduces us to visionaries whose groundbreaking ideas-from schools with curriculums built around video games to companies that train workers using virtual environments-will open the doors to new ways of working and learning. A lively hybrid of Thomas Friedman and Norman Doidge, Now You See It is a refreshingly optimistic argument for a bold embrace of our connected, collaborative future.
Reviews of previous editions:
"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." -CHILD ASSESSMENT NEWS "... provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." -BRITISH JOURNAL OF SPECIAL EDUCATIONLearning Disabilities occur in 20% of the population. Three million children in the US have a learning disability and receive special education in school.
30% of children with learning disabilities drop out of high school, and 48% of those with learning disabilities are out of the workforce or unemployed.
Discusses different types of learning disabilities including problems with attention, memory, language, math, reading, and writing
Encompasses the impact of LD on learning as well as social competence and self-regulation
Provides research summaries on most effective ways to teach children with LD
Encompasses a lifespan perspective on LD, discussing the impact on children, adolescents, and adults
Carol Garhart Mooney, also the author of the best-selling Theories of Childhood, has worked as a preschool teacher and college instructor of early childhood education for over thirty years.
The book begins with Martin Seligman’s positive psychology principles, and continues into an overview of affective learning, including its philosophical and psychological roots, from finding the “golden mean” of emotional regulation to finding a child’s potencies and “golden self.” O’Grady connects the core concepts of educational neuroscience to the principles of positive psychology, explaining how feelings permeate the brain, affecting children’s thoughts and actions; how insular neurons make us feel empathy and help us learn by observation; and how the frontal cortex is the hall monitor of the brain. The book is full of practical examples and interactive resources that invite every educator to create a positive psychology classroom, where children can flourish and reach their full potential.
But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements.
The book sets out to answer five main questions:
What is learning to learn?
What are its functions and how do we assess it?
What does it promise to the individual and society at large?
How is it conceived in national curricula internationally?
How can it be developed in a variety of contexts?
The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood.
Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies.
This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
The book contains boxes covering special interest items including one page biographies of famous creative individuals and activities for a group or individual to test and/or encourage creativity, as well as references to internet sites relating to creativity.Breaks down the major theories about creativity but doesn't restrict to a singular perspectiveIncludes extensive citations of existing literatureTextbook features included (i.e., key terms defined)
Cleverlands documents Crehan’s journey around the world, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights into what we can learn from these countries.
Written by mindfulness expert and licensed clinical psychologist Patricia C. Broderick, Learning to Breatheis a secular program that tailors the teaching of mindfulness to the developmental needs of adolescents to help them understand their thoughts and feelings and manage distressing emotions. Students will be empowered by learning important mindfulness meditation skills that help them improve emotion regulation, reduce stress, improve overall performance, and, perhaps most importantly, develop their attention. The book also includes a website link with student handouts and homework assignments, making it an ideal classroom tool.
The book integrates certain themes of mindfulness-based stress reduction (MBSR), developed by Jon Kabat-Zinn, into a program that is shorter, more accessible to students, and compatible with school curricula. Students will learn to pay attention in the moment, manage emotions as they are perceived, and gain greater control over their own feelings and actions. These mindfulness practices offer the opportunity to develop hardiness in the face of uncomfortable feelings that otherwise might provoke a response that could be harmful (e.g. acting out by taking drugs, displaying violent behavior or acting in by becoming more depressed).
This easy-to-use manual is designed to be used by teachers, but can also be used by any mental health provider teaching adolescents emotion regulation, stress reduction and mindfulness skills. The author is a graduate of the MBSR advanced practicum at the Center for Mindfulness in Massachusetts, led by Jon Kabat-Zinn. She is also a clinical psychologist and a certified school psychologist and counselor for grades K-12. In the book, Broderick calls on her years of experience working with adolescents to outline the best strategies for dealing with disruption in the classroom and emotions that are out of hand.
The book is structured around six themes built upon the acronym BREATHE, and each theme has a core message. The program allows for themes to be delivered in 6 longer or 18 shorter sessions, depending upon time and needs of students. The 6 core lessons are: Body, Reflection, Emotions, Attention, Tenderness, and Healthy Mind Habits.
Learning to Breathe is the perfect tool for empowering students as they grapple with the psychological tasks of adolescence.
Working with Traumatic Brain Injury in Schoolsis a comprehensive practitioner-oriented guide to effective school-based services for students who have experienced a TBI. It is primarily written for school-based professionals who have limited or no neurological or neuropsychological training; however, it contains educational information that is useful to professionals with extensive knowledge in neurology and/or neuropsychology. This book is also written for parents and guardians of students with TBI because of their integral role in the transition, school-based assessment, and school-based intervention processes. Chapter topics include: basic brain anatomy and physiology; head injury and severity level classifications; biomechanics of injury; injury recovery and rehabilitation; neurological, cognitive, emotional, behavioral, social, and academic consequences; understanding community-based assessment findings; a framework for school-based assessment (TBI-SNNAP); school-based psychoeducational report writing, and school-based interventions; monitoring pharmacological interventions; and prevention. An accompanying website includes handouts, sample reports, and training templates to assist professionals in recognizing and responding to students with TBI.
Now fully revised to incorporate the most current research in the field, this second edition of Ten Steps to Complex Learning includes user-friendly examples and case studies, and demonstrates the application of the ten steps in relation to the design of serious games, learning networks, social media, and new developments in educational neuroscience.