Great Minds and How to Grow Them is a handbook for parents that shows how they can grow the minds of their children and teenagers and guide them to success both at school and in life. The latest neurological and psychological research is proving that most children are capable of reaching high levels of performance that were previously associated only with the gifted and talented. Brains are malleable and IQ is not fixed yet, without parental engagement in their learning, many children don’t reach the levels of performance that are associated with academic success. Combining new knowledge with extensive research into how we learn, this book proves that by using simple, everyday techniques that are both rooted in research and accessible for parents, children can learn to learn more successfully. There is room at the top of the class for many more children than we ever thought possible. An engaging collaboration between a world-class academic and an award-winning journalist, this inspirational book includes chapters on: how to develop a good home learning environment; how to make the most of school; how to develop values, attitudes and attributes that are associated with success at school and in life; how to develop thinking and learning skills in the three ages of learning; how to tackle potentially tricky areas like homework and adolescence. This practical guide will be essential reading for parents, teachers and all those interested in helping children and young people to reach their full potential.
Schools that want to be world class are now paying attention to the findings from neuroscience and psychology that tell us we can build better brains. They are changing their mindset, expecting success for far more students and no longer being constrained by ideas of genetic potential. High Performance Learning provides readers with a ground-breaking and approachable model for achieving high levels of academic performance for all students and schools. It takes what is known about how people reach advanced cognitive performance and translates it into a practical and user-friendly framework, which can be used with all students to systematically build the cognitive thinking skills and learner behaviours that will deliver success in school, in the workplace and in later life. Flexible and adaptable, High Performance Learning can be used in any context, with any curriculum and at any age. It does not require separate lessons but rather becomes the underpinning pedagogy of the school. Drawing on the author’s 40 years of research into how the most able students think and learn, this book provides a framework that has been extensively trialled in schools in eleven countries. . Themes include: Creating world class schools The High Performance Learning environment The High Performance Learning framework Advanced Cognitive Performance characteristics (ACPs) Values, Attitudes and Attributes (VAAs) Creating and leading a High Performance Learning school The role of parents, universities and employers. This invaluable resource will help schools make the move from good to world class and will be essential reading for school leaders, teachers and those with an interest in outstanding academic performance.
School transition is a life changing event for children - they are rarely faced with such a powerful set of personal and social changes. These underpin the immediate and longer term wellbeing of children, peer groups, teachers and schools. Understanding School Transition provides a most comprehensive, international review of this important area, complete with practical advice on what practitioners can do to support children’s wellbeing, motivation and achievement. Offering an accessible introduction to children’s psychology at transition, Understanding School Transition explores transition as a status passage, what we really mean by wellbeing, and the ways in which children adapt to new environments. Key chapters focus on: Understanding stress and anxiety Children’s hopes, fears and myths at transition Parents’ and teachers’ influence and role Children’s relationships with peers as they change schools Children’s personal and collective identities Motivation, engagement and achievement Supporting the most vulnerable children Crucially, it advises how you can help children through implementing transition interventions and evaluating their success in your own school. Illustrated by case studies of experiences in real schools, Understanding School Transition will be essential reading for all training and practising teachers, as well as transition and subject specialists, who want to better understand and influence what happens to children at this critical stage.
More than half of the global and around eighty per cent of the western population grow up in cities. Here, Horschelmann and van Blerk provide a vivid picture of children and youths in the city, how they make sense of it and how they appropriate it through their social actions. Considering the causes and forms of social inequalities in relation to class, gender, ethnicity, sexuality, ability and geographical location, this book discusses specific issues such as poverty, homelessness and work. Each chapter draws on examples and cases from both the developed and developing world, and throughout the chapters, it: contrasts experiences of growing up in the city focuses on urban youth culture, consumption and globalization considers contemporary movements towards the role of children and youths in planning processes. Horschelmann and van Blerk argue that youths must be recognised as urban social agents in their own right. Their informative book, though dealing with complex theoretical arguments, relates key ideas to this topical subject in a clear and coherent manner, making this book an excellent resource for students of human geography, urban studies and childhood studies.
What is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning? Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum. The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.
Author: David Yun Dai
Release Date: 2012-04-23
The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically: How can specific domains or subject matters be taught for broad intellectual development? How can technology be integrated in enhancing human functioning? How can the social organization of classroom learning be optimized to create social norms for promoting deep intellectual engagement and personal growth? Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.
Author: Napoleon Hill
Publisher: Wyatt North Publishing, LLC
Release Date: 2014-10-03
Genre: Business & Economics
Think and Grow Rich is a motivational personal development and self-help book by Napoleon Hill. The book was heavily inspired by the work of Andrew Carnegie. While the title focuses on how to get rich, the author explains that the philosophy taught in the book can be used to help people succeed in all lines of work and to do or be almost anything they want.
Video Research in the Learning Sciences is 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. The aim of the contributors, a community of scholars using video in their own work, is to help usher in video scholarship and supportive technologies, and to mentor video scholars, so that video research will meet its maximum potential to contribute to the growing knowledge base about teaching and learning. This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments—whether classrooms or other contexts—and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes—each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it: Theoretical frameworks for video research; Video research on peer, family, and informal learning; Video research on classroom and teacher learning; and Video collaboratories and technological futures. Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching. Visit the Web site affiliated with this book: www.videoresearch.org
Coding as a Playground is the first book to focus on how young children (ages 7 and under) can engage in computational thinking and be taught to become computer programmers, a process that can increase both their cognitive and social-emotional skills. Readers will learn how coding can engage children as producers—and not merely consumers—of technology in a playful way. You will come away from this groundbreaking work with an understanding of how coding promotes developmentally appropriate experiences such as problem solving, imagination, cognitive challenges, social interactions, motor skills development, emotional exploration, and making different choices. You will also learn how to integrate coding into different curricular areas to promote literacy, math, science, engineering, and the arts through a project-based approach.
Much research has focused on dyslexia and co-ordination. This book examines the literature and provides a framework to support pupils with dyslexia, not only during PE lessons but in less structured environments, for example during break time when pupils are likely to be involved in physical activities.
The Confident Teacher offers a practical, step-by-step guide to developing the habits, characteristics and pedagogy that will enable you to do the best job possible. It unveils the tacit knowledge of great teachers and combines it with respected research and popular psychology. Covering topics such as organisation, using your body language effectively, combatting stress, managing student behaviour, questioning and feedback, and developing confident students, it shows how you can build the confidence and skill to flourish in the classroom. This book will be an essential resource for all qualified and trainee teachers wanting to reach their full potential in this challenging but rewarding profession.
Leading American psychologist and educator Howard Gardner has assembled his most important writings about education. Spanning over thirty years, this collection reveals the thinking, the concepts and the empirical research that have made Gardner one of the most respected and cited educational authorities of our time. Trained originally as a psychologist at Harvard University, Howard Gardner begins with personal sketches and tributes to his major teachers and mentors. He then presents the work for which he is best-known – the theory of multiple intelligences – including a summary of the original theory and accounts of how it has been updated over the years. Other seminal papers featured include: education in the arts the nature of understanding powerful ways in which to assess learning broad statements about the educational enterprise how education is likely to evolve in the globalised world of the twenty-first century.
Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life. This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes: Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum Practical examples of developing metacognition across the curriculum Advice on building metacognitive environments in the classroom Development of metacognition theory Essential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children’s development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.
Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses ‘web 2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities. The guide offers: real-world case studies and quality research must-have lists of useful resources guidance on building and supporting online learning communities discussion of how collaborative learning can be assessed coverage of wikis, forums, blogging, instant messaging, Second Life, Twitter, desktop videoconferencing and social networking sites such as Facebook. Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online learning from both the student’s and educator’s perspective. This practical guide provides the tools to help develop confident and thoughtful online educators, able to create successful and enjoyable learning experiences for their students.
Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students’ satisfaction and place greater weight on students’ perceptions of the elements that enhance or hinder their success. The book provides a multi-dimensional picture of the student-related and teaching-related factors that promote study success. Giving voice to graduate students, including those enrolled on a PhD, the authors look at the resources that students have at their disposal in order to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Määttä and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being and pedagogical studies.