Written in a clear and accessible way, this practical guide will help teachers to develop their understanding of psychology and its application in enhancing the quality classroom teaching. As both a practising teacher and chartered psychologist, Matt Jarvis identifies a range of ideas that can be used in the real world of the classroom.
Targeted strategies for developing a whole school approach to mental health provision, emphasising the importance of creating a whole school culture which promotes a positive attitude towards mental health.
Since its first publication in 1964, this book has helped two generations of parents and teachers understand what actually happens in the classroom. Holt's astute observation of children, his clear simple style, and his lifelong conviction that we can do better by our children make How Children Fail an enduring classic.
Demonstrating how popular culture both reflects and constructs social and professional ideas about the teacher, this book looks at a number of themes that are central to debates about education including bullying, underachievement and sexuality.
A comprehensive exploration of key theoretical, methodological, and technological advances concerning uses of digital video-as-data in the learning sciences as a way of knowing about learning, teaching, and educational processes. This title is intended for researchers, university faculty, teacher educators, and graduate students in education.
This volume, the fifth in the series developing Bernstein's code theory, presents a clear account of the developments of this code theory and shows the close relation between its development and the empirical research to which the theory has given rise.
This highly accessible guide to the varied aspects of Vygotsky's psychology emphasises his abiding interest in education. Vygotsky the Teacher analyses and discusses the full range of his ideas and their ground-breaking educational implications.
How Learning Happens introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently and enjoyably. Many of these works have inspired researchers and teachers all around the world and have left a mark on how we teach today.
This book sets out the principles of curriculum theory and provides a common framework and practical strategies for the successful implementation and effective management of powerful knowledge-based curriculum for all.
This book is the first practical guidance on how to address sexual violence, using a comprehensive institution-wide approach. The authors provide how-to level information on policy writing, responding to disclosures, developing comprehensive prevention and response education programmes, conducting trauma-informed investigations and sanctioning.
This book delves into the heated political battles over what kids eat at school, shedding light onto how policymakers craft food policy for schools. The book takes readers inside schools, through the history of school food programs in the United States and England, and into the policy terrain that makes school lunch difficult to change.
How to excel in your doctoral viva offers an accessible guide to approaching and preparing for a PhD viva examination. It guides the reader through the course of preparing for their viva examination, with chapters focusing on organisation to dealing with viva concerns.
Suitable for teachers, trainers, policy-makers, clinicians, researchers, and diverse academics who want to look beyond bland superficialities to deeper struggles for self and understanding, this book provides topical application of psychoanalytic theory to the context of education, including schools, universities, and adult learning.
Who should be educated, when, by whom and how? What purposes should education serve? Why does education matter? These fundamental questions of value are not always seen as central to the sociology of education. This book argues that they are pivotal and provides an introduction to the field that is designed to open up these debates.
Presenting a range of psychological theories, this book shows how psychology can be used to effectively deliver educational objectives and enhance children's learning. It considers the role that schools can play in the social development of children through: teaching and managing individual pupils; teaching and managing groups of pupils; and more.
David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what they believe are the most important and useful psychological principles of which teacher ought to be aware.
This OU Reader looks at how guidance and counselling in the context of learning is developing. It focuses on the different types of guidance and counselling in learning available to students and practitioners alike.
Drawing on two years of school-based research carried out by the authors, this work addresses the issues in practice for teachers counselling or guiding students in schools. The book aims to report the research from three angles: the perspective of the pupil, the teacher and the school development.
A celebration of recognition, affirmation and inclusion by primary teachers, who have challenged the taken-for-granted norms and silences in primary schools around sexual orientation and gender expression. With examples of good practice, and examples of children's work, it is suitable for teachers, teacher trainers, and policy makers.
Directions in Educational Psychology has been compiled to pay tribute to Professor Dennis Child of the University of Leeds. The book is divided into four sections: Teaching, learning and learning how to teach, Measurement and assessment, Children with special educational needs and Moving into the world of work.
Help pupils towards increased emotional intelligence using this book's practical ideas for developing confidence and optimism amongst learners. The book includes: An explanation of the differences between self-esteem, confidence and optimism, complete coverage of how low self-esteem can manifest itself and workable solutions.
Offers a psychoanalytic perspective on learning and teaching and on many of the issues which preoccupy those who work in educational institutions. This book looks at the origins of learning in children's early relationships and at factors which help and hinder the educational process in later childhood and adolescence.
The aspect of learning as in experiencing the world is the focus of this book. It offers an answer to instances of learning in educational institutions by looking at differences in the structure of the learner's awareness and in the meaning of the learner's world.
Sustainable Knowledge rethinks the nature of interdisciplinary research and the place of philosophy and the humanities in society and offers a new account of what is at stake in talk about 'interdisciplinarity'.