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Learning Through Child Observation: Second Edition
by Mary FawcettThis fully-updated second edition of Learning Through Child Observation is a handbook for professionals working in, or students preparing to work in, children's services. This accessible text examines the value of observation, its use in assessment and the practical aspects and methods of observational study. The author focuses on the importance of fully recognising the child's developmental and emotional state when intervening, and the need to see children `holistically' and as unique individuals within the wider context of the family and community. New chapters include Views of Children and Childhood, which draws on European educational and sociological perspectives and highlights the contrasting views of children, and The 'Hundred Languages of Children', which considers the place of creative engagement and multiple forms of expression by children. With new material and updated chapters, this second edition of a popular text will appeal to students and professionals in all children's services, whether in pre-school, schools, social care, mental health or health settings.
Learning Theory and Behaviour Modification (Routledge Library Editions: Psychology of Education #47)
by Stephen WalkerThe ability to learn is of crucial importance in human life, but understanding this ability has proved to be difficult. There have been many attempts to formulate scientific theories based on both animal experiments and human experience; and these have been applied to education and the treatment of psychological disturbance, with a certain amount of success. Originally published in 1984, this incisive guide to the research and its outcomes provides the background to one of the most debated topics in psychology today. Learning Theory and Behaviour Modification introduces the work of major figures, such as Pavlov and Skinner, which has strongly influenced theories in educational and clinical psychology, and formed the basis of the techniques known as ‘behaviour modification’. As well as giving examples of these techniques the author relates new ideas about the scope and limits of behaviour modification to recent changes in the views of learning theorists. How much can experiments on animals tell us about human psychology?
Learning Theories Simplified: ...and how to apply them to teaching
by Bob BatesAre you struggling to get your head around John Dewey’s educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you’re running out of time and patience making sense of Rosenshine′s Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Written for busy teachers, students, trainers, managers and , this ′dip-in, dip-out′ guide makes theories of learning accessible and practical. It explores 134 classic and contemporary learning theorists in an easy-to-use, bite-sized format with clear relevant illustrations on how each theory will benefit teaching and learning. Each model or theory is explained in less than 350 words, followed by a ′how to use it′ section. New to this third edition: New section on cognitive learning theory, including Arthur Shimamura, Alison Gopnik, John Flavell and more Enhanced critical perspectives offering a deeper examination of each theory′s strengths and weaknesses A new entry on Gloria Ladson-Billings and Critical Race Theory in education
Learning Theories Simplified: ...and how to apply them to teaching
by Bob BatesAre you struggling to get your head around John Dewey’s educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you’re running out of time and patience making sense of Rosenshine′s Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Written for busy teachers, students, trainers, managers and , this ′dip-in, dip-out′ guide makes theories of learning accessible and practical. It explores 134 classic and contemporary learning theorists in an easy-to-use, bite-sized format with clear relevant illustrations on how each theory will benefit teaching and learning. Each model or theory is explained in less than 350 words, followed by a ′how to use it′ section. New to this third edition: New section on cognitive learning theory, including Arthur Shimamura, Alison Gopnik, John Flavell and more Enhanced critical perspectives offering a deeper examination of each theory′s strengths and weaknesses A new entry on Gloria Ladson-Billings and Critical Race Theory in education
Learning Theories: An Educational Perspective
by Dale SchunkA comprehensive look at the key theoretical principles, concepts, and research findings about learning, with special attention paid to how these concepts and principles can be applied in today’s classrooms. <p><p> This widely used and respected resource introduces readers to the key theoretical principles, concepts, and research findings about learning and helps them see how to apply that theory and research as educators. Learning Theories begins with a discussion of the relationship between learning theory and instruction. It then looks at the neuroscience of learning. Six chapters cover the major theories of learning ― behaviorism, social cognitive theory, information processing theory, cognitive learning processes, and constructivism. The following three chapters cover key topics related to learning ― motivation, self-regulated learning, and contextual influences. And the final chapter, Next Steps, helps students consolidate their views about learning. The 8th Edition has been significantly updated with a number of new features and the most current thinking and research.
Learning the Language of Addiction Counseling
by Geri MillerComprehensive and currentLearning the Language of Addiction Counseling, Third Edition introduces students to the field of addiction counseling and helps them develop the knowledge, understanding, and skills needed to counsel people who are caught in the destructive cycle of addiction.Drawing from her years of experience working in the addiction-counseling field, Geri Miller provides a balanced overview of the major theoretical underpinnings and clinical practices in the field, covering all of the essentials--from assessment and diagnosis of addiction to preparing for certification and licensure as an addiction professional.Fully revised and expanded, the Third Edition offers a positive, practice-oriented counseling framework and features:Revised chapters reflecting important changes in the fieldNew chapters on "Spirituality and Addiction Counseling" and "Pain and Substance Abuse"New case studies, interactive exercises, and suggested reading and resources at the end of each chapter"Personal Reflections" sections in each chapter illustrating the author's evolving views of addiction counselingNew online Instructor's Manual containing PowerPoint® slides, test bank questions, and syllabi
Learning the Language of Addiction Counseling
by Geri MillerFULLY REVISED, COMPREHENSIVE, AND PRACTICAL BOOK OF THE THEORY AND PRACTICE OF ADDICTION COUNSELING Learning the Language of Addiction Counseling, Fifth Edition introduces mental health professionals and students to the field of addiction counseling and helps them acquire the knowledge and develop the skills needed to counsel individuals who are caught in the destructive cycle of addiction. Drawing from her years of experience in working in the addiction counseling field as a counselor, trainer and educator, Geri Miller provides an engaging, balanced overview of the major theoretical foundations and clinical best practices in the field. Fully updated, the fifth edition offers a compassionate accountability, practice-oriented counseling framework and features: A research-based clinical application approach to addiction counseling that practitioners can turn to for fundamental, practical, clinical guidelines. Revised chapters that reflect important changes in research and practice, including new assessment instruments and new and expanded treatments. Additional case studies, interactive exercises, key points and other resources that facilitate the integration of knowledge into practice. A new chapter of "Supervision and Mentoring". Revised "Personal Reflections" section at the beginning of each chapter that provide an invaluable, unique perspective on the author's view of addiction counseling. Updated and expanded Instructor Resources that include brief video clips, PowerPoint slides, test bank questions for each chapter, and sample syllabi. From assessment and diagnosis of addiction to preparing for certification and licensure as an addiction counseling professional, this comprehensive book covers essential components required to work as a professional in the field of addiction counseling.
Learning the Hard Way in Clinical Internships in Social Work and Psychology: Lessons for Safety, Boundary-Setting, and Deepening the Practicum Experience (ISSN)
by Susan A. LordIn this book, Susan A. Lord shares important stories and lessons from two undergraduate and two postgraduate clinical internships as colorful narratives that will augment texts in undergraduate and graduate practicum seminar classes. The chapters engage with fundamental issues, including the importance of safety and relationship-building, good supervision, the complexities of situationally determining what constitutes ethical practice, boundary-setting, suicide assessment, and professional identity development. Narratives about making mistakes, or "learning the hard way", include being robbed at gunpoint in Chicago, being stalked by a client, and sexual harassment. Each chapter concludes with a list of reflection, small group discussion, and class discussion questions designed to help the reader more deeply engage with the material on a personal, academic, and professional level. Written for students who are excited to begin their practicum experiences, this book explores how these experiences might be addressed and crucially stresses the importance of remembering that everyone is human and that clients are well-defended and resilient. A valuable resource for learning about the importance of safety, boundaries, and relationship development in any internship or practicum experience, it will appeal to students and scholars with interests in psychoanalysis, internship education, and relational psychotherapy.
Learning the Hard Way: Masculinity, Place, and the Gender Gap in Education
by Edward W. MorrisAn avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a "boy crisis" in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools--one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially "smart"? Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the "gender gap" in achievement.
Learning the Art of Helping: Building Blocks and Techniques (Sixth Edition)
by Mark E. YoungStudents and beginning counselors get step-by-step guidance for developing the skills and techniques they need to effectively help their clients. This sixth edition of the best-selling Learning the Art of Helping: Building Blocks and Techniques emphasizes the techniques and skills necessary to be effective in the art of helping, from basic building blocks to advanced therapeutic techniques. The text is practical, innovative, and focused on the relationship between helper and client. The author incorporates the latest research on effective treatments, while offering an integrative perspective. The author's conversational tone is appealing to students, yet the book is carefully referenced for instructors. The goal is to make beginning helpers become "reflective practitioners. " "Stop and Reflect" sections, exercises, homework, class discussion topics, and Journal Starters support this approach. The sixth edition includes new sections highlighting issues of culture in research, challenges related to gender differences, and helping skills specific to children.
Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment
by Dirk Ifenthaler J. Michael Spector Pedro Isaías Demetrios Sampson Stylianos SergisThis volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference, which has a goal of continuing to address these challenges and promote the effective use of new tools and technologies to support teaching, learning and assessment. Given the emerging global trend to exploit the potential of existing digital technologies to improve the teaching, learning and assessment experiences for all learners in real-life contexts, this topic is a unifying theme for this volume.The book showcases how emerging educational technologies and innovative practices have been used to address core global educational challenges. It provides state-of-the-art insights and case studies of exploiting innovative learning technologies, including Massive Open Online Courses and educational data analytics, to address key global challenges spanning from online Teacher Education to large-scale coding competence development. This volume will be of interest to academics and professional practitioners working in the area of digital technology integration in teaching, learning and assessment, as well as those interested in specific conference themes (e.g., designing and assessing learning in online environments, assessing learning in complex domains) and presenters, invited speakers, and participants of the CELDA conference.
Learning Supportive Psychotherapy: An Illustrated Guide
by Arnold Winston Richard N. Rosenthal Henry Pinsker Glen O. GabbardMastering the art of supportive psychotherapy demands years of training and experience -- and Learning Supportive Psychotherapy: An Illustrated Guide paves the way. This book, along with the accompanying DVD, serves as a trustworthy guide to mastering the rudiments of supportive psychotherapy from the initial interview through the therapeutic progression to the very last session. The authors, preeminent figures in psychiatry, describe the basic principles and objectives of supportive psychotherapy, with emphasis on the critical importance of the therapeutic relationship and how to develop a positive therapeutic alliance. They have written an extremely accessible text that provides practical hands-on instruction to beginning psychotherapists, social workers, psychiatric nurses, and others who require the fundamentals of psychotherapeutic patient care. Supportive psychotherapy has been recognized as a core competency, and readers seeking the requisite skills will find an advantage in this volume's beneficial features: #149; Insightful perspective on the origins and development of supportive psychotherapy, locating it on the psychodynamic therapy spectrum, and distinguishing it from the expressive psychotherapies in terms of objectives, process, and outcomes#149; Expert instruction on conducting a thorough assessment and evaluation of a patient, with emphasis on techniques for conducting a comprehensive initial interview, exploring the patient's manifesting problems, taking an accurate patient history, eliciting useful information, and identifying supportive measures -- all of which are crucial to establishing a therapeutic relationship#149; Specialized focus on useful techniques, including alliance building, esteem building, encouragement, promoting adaptive behaviors, anticipatory guidance, reducing and preventing anxiety, naming the problem, rationalizing and reframing, expanding awareness, clarification, interpretation, and much more#149; Critical information on how to intervene in a crisis to facilitate the patient's personal growth rather than physical and psychological deterioration#149; Significant clinical illustrations, vignettes, and case studies to help the reader make connections between theoretical concepts and real-world applications. This text follows one of the three formats now required for psychiatry residency training by the Accreditation Council for Graduate Medical Education (ACGME) and provides newly credentialed psychiatrists with the basic tools needed to treat the broad range of patients they encounter. Like the other books in the Core Competencies series, it is a valuable adjunct to the traditional methods of psychotherapy education and an indispensable resource for the profession.
Learning Styles, Classroom Instruction, and Student Achievement (Monographs in the Psychology of Education)
by Daniel H. Robinson Veronica X. Yan Joseph A. KimThe book examines the history of learning styles, including their widespread acceptance and endorsement in educational settings. In addition, it explores both the support of and opposition to learning styles by academics. The book discusses cases for and against learning styles and offers a systematic review of empirical evidence. It describes consequences of promoting learning styles in the classroom and offers insights into future directions in research and practice.The book offers a critical examination that adds to the broader discussion of what is truthful and what is fake news in education.Key areas of coverage include:History of learning styles.Widespread belief in and uses of learning styles.Review of recent learning styles coverage in academic journals.The case for learning styles.The case against learning styles.Consequences associated with using learning styles. Learning Styles, Classroom Instruction, and Student Achievement is an essential resource for researchers, professors, and graduate students as well as teachers and educational professionals in such varied fields as clinical child and school psychology, educational psychology, social work, public health, teaching and teacher education, and educational practice and policy.
Learning Strategies (Routledge Library Editions: Psychology of Education)
by John Nisbet Janet ShucksmithOriginally published in 1986, designed for teachers and those concerned with the education of primary and secondary school pupils, Learning Strategies presented a new approach to ‘learning to learn’. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners, and to those who teach them. Thus, although about learning, the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time, and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on ‘information’ and developing skills in reading, writing, mathematics and specialist subjects, while the more general strategies of how to learn, to solve problems, and to select appropriate methods of working, were too often neglected. Learning to learn involves strategies like planning ahead, monitoring one’s performance, checking and self-testing. Strategies like these are taught in schools, but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies, and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.
Learning Solution-Focused Therapy: An Illustrated Guide
by Anne Bodmer LutzSolution-focused therapy is an evidenced-based practice that focuses on creating conversations that build solutions, rather than solve problems. Learning Solution-Focused Therapy: An Illustrated Guide teaches readers how to practice and become competent in conducting solution-focused therapy, an area of growing interest as the emphasis on brief therapy increases. Critical to the book s learning strategy is the generous use of case illustrations that are detailed, rich, and instructive without being overly didactic. The case approach provides an effective means for seeing concepts put into practice, and since medicine is becoming more patient-focused, the solution-focused therapy model is highly relevant. Organized to show how a solution-focused interview is conducted, the book presents the basic model and goes on to apply this model in psychopharmacology, addiction, supervision and consultation. Each chapter combines readings, solution-focused questions, case illustrations, learning exercises and video demonstrations (available online), which together constitute a comprehensive course in this therapeutic modality. Moreover, the author s conversational writing style makes the tenets and techniques accessible and interesting to a wide variety of clinicians. Learning Solution-Focused Therapy: An Illustrated Guide will appeal to clinicians who wish to enhance their skills and support their patients growth in a positive way.
Learning Social Skills Virtually: Using Applied Improvisation to Enhance Teamwork, Creativity and Storytelling
by Susanne Schinko-FischliDigital workshops and meetings have established a firm foothold in our everyday lives and will continue to be part of the new professional normal, whether we like it or not. This book demonstrates how workshops and meetings held online can be made just as interactive, varied and enjoyable as face-to-face events. The methods from improvisational theatre are surprisingly well suited for online use and bring the liveliness, playful levity and co-creativity that are often lacking in digital lessons and meetings. Applied improvisation is an experience-oriented method that is suitable for developing all soft skills – online and offline. Alongside brief introductions to the most relevant themes, the book contains numerous practical exercises in the areas of teamwork, co-creativity, storytelling, status and appearance, with examples of how to implement them online. This book, written in the climate of the COVID-19 pandemic, is important reading for everyone – coaches, professionals and executives – looking for new impulses for their digital workshops and meetings, and who would like to expand the variety of their online methods. It offers new perspectives on many soft skills topics and supports interactive, engaging, lively and profitable online learning.
Learning Simulations in Education (Ed Psych Insights)
by Brian P. ZoellnerTechnology-enabled simulations are increasingly used for students in K-12 education and have the potential to improve teaching and learning across domains. Across five chapters, this book explores the psychological foundation of simulation use in instruction, guiding readers through individual differences among learners and contexts while addressing theory, pedagogy, cognitive processes, and more. This concise volume is designed for any education course that includes simulations in the curriculum and will be indispensable for student researchers and both pre- and in-service teachers alike.
Learning Seventeen (Orca Soundings)
by Brooke CarterNew Hope Academy, or, as seventeen-year-old Jane Learning likes to call it, No Hope, is a Baptist reform school where Jane is currently being held captive. Of course, smart, sarcastic Jane has no interest in reforming, failing to see any benefit to pretending to play well with others. But then Hannah shows up, a gorgeous bad girl with fiery hair and an even stormier disposition. She shows Jane how to live a full and fulfilling life even when the world tells you you're wrong, and how to believe in a future outside the "prison" walls. Jane soon learns, though, that Hannah is quietly battling some demons of her own.
Learning Sciences Research for Teaching
by Jan van Aalst Jin Mu Crina Damşa Sydney E. MsondeLearning Sciences Research for Teaching provides educators with a fresh understanding of the use and implications of learning sciences scholarship on their studies and professional preparation. A highly interdisciplinary field, the learning sciences has been expressly focused on the advancement of teaching and learning in today’s schools. This introductory yet cutting-edge resource supports graduate students of teaching, leadership, curriculum, and learning design in research methodology courses as they engage with and evaluate research claims; integrate common methods; and understand experimental, case-based, ethnographic, and design-based research studies. Spanning the learning science’s state-of-the-art approaches, achievements, and developments, the book includes robust, accessible coverage of topics such as professional development, quantitative and qualitative data, learning analytics, validity and integrity, and more.
The Learning Sciences in Educational Assessment
by Mark J. Gierl Jacqueline P. LeightonThere is mounting hope in the United States that federal legislation in the form of No Child Left Behind will improve educational outcomes. As titanic as the challenge appears to be, however, the solution could be at our fingertips. This volume identifies visual types of cognitive models in reading, science and mathematics for researchers, test developers, school administrators, policy makers and teachers. In the process of identifying these cognitive models, the book also explores methodological or translation issues to consider as decisions are made about how to generate psychologically informative and psychometrically viable large-scale assessments based on the learning sciences. Initiatives to overhaul educational systems in disrepair may begin with national policies, but the success of these policies will hinge on how well stakeholders begin to rethink what is possible with a keystone of the educational system: large-scale assessment.
The Learning Sciences in Conversation: Theories, Methodologies, and Boundary Spaces
by Marie-Claire Shanahan Beaumie Kim Miwa Aoki Takeuchi Kim Koh A. Paulino Preciado-Babb Pratim SenguptaThe Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.
The Learning Sciences in Conversation: Theories, Methodologies, and Boundary Spaces
by Marie-Claire Shanahan Beaumie Kim Miwa Aoki Takeuchi Kim Koh A. Paulino Preciado-Babb Pratim SenguptaThe Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.
Learning Science: The Value of Crafting Engagement in Science Environments
by Barbara Schneider Joseph Krajcik Jari LavonenAn innovative, internationally developed system to help advance science learning and instruction for high school students This book tells the story of a $3.6 million research project funded by the National Science Foundation aimed at increasing scientific literacy and addressing global concerns of declining science engagement. Studying dozens of classrooms across the United States and Finland, this international team combines large-scale studies with intensive interviews from teachers and students to examine how to transform science education. Written for teachers, parents, policymakers, and researchers, this book offers solutions for matching science learning and instruction with newly recommended twenty-first-century standards.
The Learning Relationship: Psychoanalytic Thinking in Education (Tavistock Clinic Series)
by Biddy YouellThis book offers a psychoanalytic perspective on learning and teaching and on many of the issues which preoccupy those who work in educational the origins of learning in children’s early relationships and at factors which help and hinder the educational process in later childhood and adolescence. Amongst the topics addressed in the book are the significance of play and playfulness, the impact of change, separation, times of transition, bereavement, bullying and racism. The author has aimed to set well-established psychoanalytic ideas about lear of current educational practice and to look at the teacher’s experience alongside that of the students.
Learning Patterns in Higher Education: Dimensions and research perspectives (New Perspectives on Learning and Instruction)
by David Gijbels Donche Vincent John T. E. Richardson Jan D. VermuntLearning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.