Search

Great teachers will tell you that you can learn a lot about students from the questions they ask. This book shares 400 of the most important questions kids ask about their brains, along with answers that can be shared with students from ages 3 to 18. "What hidden talents do I have?" "Where does our inner voice come from?" "How many things can we think of at the same time?" "Where does the brain keep memories?" "Why are some people more creative than others?" Each of these questions tells teachers a little story about how their students think which can be used to inform classroom practice and improve learning outcomes. The book is grouped into two parts. Part I addresses how your brain makes you who you are (identity, structure, growth, function, emotions and feelings). Part II is about how to optimize its function (memory, attention, and executive functions; learning, excelling and roadblocks). Questions are followed by Big Ideas, which are key understandings of how the brain functions. Integrated throughout the book are more than 60 Implications For Teaching that spell out the usable knowledge from each section. Each chapter ends with a list of resources to reinforce the Big Ideas with students, and the closing chapter suggests specific activities to help students embrace this information for themselves. Whether you are a teacher, counselor, college student, parent, or kid, the information in this book will help you love and admire your own brain and feel empowered to improve it every day. Book Features: (1) A window into students' thoughts and concerns about themselves as learners and beings in today's complex world; (2) A special chapter for classroom teachers with activities and guidance for integrating the information into P-12 lessons; (3) Big Ideas for readers looking for solutions they can quickly implement in their classroom; (4) Detailed answers, along with QR codes to the research articles behind them, for readers looking for more in-depth knowledge about learning and the brain; and (5) Insights from a year-long international study in 21 countries that asked kids what they wanted to know about their own brains.

It is a truth universally acknowledged that pupils do not learn all that they are taught. They may learn something, they may even learn a lot, but it may not be a lot of what we think we have taught them or they may struggle to apply knowledge successfully. In this book, bestselling author Alex Quigley characterises how the long and winding road of successful learning is paved with many failures along the way. Presenting eight key reasons why learning fails, alongside concepts from cognitive science and research evidence explained concisely and accessibly, the chapters span issues of pupils' limited memory, their patchwork prior knowledge, flawed planning, struggles with independent learning, motivation, limits of attention, and more. Each chapter explores real-life examples of key learning failures and what can be done about it, before ending with five steps to success, along with practical teaching strategies and tools that can be used to secure success in every classroom. Packed with practical advice and examples for teachers across all phases at every stage of their teaching career, this book offers a vital guide to support pupils to overcome common barriers to learning and go on to flourish while challenging the societal stereotypes that see us shy away from failures.

In a world where technology is increasingly dominant, it is critical to understand how it affects students' brains and behavior--for better and for worse. This new edition from bestselling educational neuroscience author David Sousa offers research-based, practical solutions and serves as a framework for educators who want to effectively leverage technology to enhance student learning in an environment that demands constant engagement and stimulation. Inside you'll discover (1) The impact of technology on students' brains, including how technology affects cognition, memory, attention, and behavior; Strategies for using technology to improve students' social and emotional skills; (2) New information on artificial intelligence, the after-effects of the pandemic, gaming, and productive struggle; and (3) A glossary of terms and a resources section to connect educators with supplemental materials and information. Students are engaging with technology in new ways every day, and educators must shift their instructional practices accordingly. "Engaging the Rewired Brain" is a must-read for today's educators and parents striving to understand technology's impact on the developing brain and prepare today's learners for an increasingly complex future.

This guide draws on English-related errors from around 6000 papers written by non-native authors, 500 abstracts written by PhD students, and over 2000 hours of teaching researchers how to write and present research papers. This new edition has chapters on exploiting AI tools such as ChatGPT, Google Translate, and Reverso, for generating, paraphrasing, translating and correcting texts written in English. It also deals with contemporary issues such as the use of gender pronouns. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes. Such errors are related to the usage of articles, countable vs. uncountable nouns, tenses, modal verbs, active vs. passive form, relative clauses, infinitive vs. "-ing" form, the genitive, link words, quantifiers, word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling.

This issue of the Bank Street "Occasional Paper Series" is a labor of love. It testifies love for Jonathan Silin, who for 17 years served as Editor-in-Chief. This issue has been designed to exemplify two commitments that have shaped the decades of Jonathan's career and that will resonate with readers of the "Occasional Paper Series": (1) Jonathan's passionate belief in the power of narrative; and (2) Jonathan's devotion to nurturing intergenerational relationships for creating conditions that can welcome newcomers into the extant world. To celebrate the spirit of Jonathan's lifetime of work, this issue has invited scholars to tell stories of education as hospitality, as welcoming the newcomer and the stranger, with all the complexities this involves. To create the issue itself as an act of welcoming, a group of curriculum theorists who are newer to the field --scholars whose voices are emerging as powerful representatives of a new generation of scholars-- were invited to write essays. Each of these theorists were paired with a more senior scholar, who wrote a response to their paired partner. In inviting the senior scholars to respond, they were asked to put narrative to use in welcoming the work of their partner, again exemplifying hospitality, creativity, and care. Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic.

This comprehensive book provides a theoretical understanding of how imagination contributes to effective leadership, as well as practical tools all educational leaders can employ to cultivate their imaginations and the imaginations of others in their communities. To support these goals, book chapters offer multiple perspectives on what imagination is, why it is essential for educational leaders, and how it can be developed. Contributions by leadership scholars and school-based leaders are organized around three themes: exploring possibilities, poetics of memory, and imagination's role in social justice and equity. Each section opens with a leadership story that shows how a school leader developed and used imagination to create solutions to real problems. Contributors to this volume were invited to read each other's work and share their questions and thoughts. This work can now be used by individuals or within formal or informal learning communities to expand, deepen, and apply concepts. Expanding on Kieran Egan's theory of Imaginative Education, this book will help current and future leaders employ imagination to make sense of and address the day-to-day challenges they encounter. This book: (1) Brings together empirical and conceptual research on imagination's varied roles in educational leadership; (2) Provides practical strategies and implementable techniques for cultivating leadership imagination; (3) Demonstrates what cognitive tools all leaders can use to deepen their understanding of issues, to emotionally and imaginatively engage their school communities, and to support equity, diversity, and inclusion; (4) Offers easy-to-use activities and guidelines for applying imagination to key leadership processes and practices; and (5) Includes "Cultivating Curiosity, Conversation, and Imagination" sections at the end of chapters to stimulate individual reflection and collaborative discussion. [Foreword written by Scott Brandon.]

While preserving the elements that have made the previous two editions so successful--such as chapters on sleep, exercise, memory and mindset--this third edition introduces students to wholly new aspects of brain function and how they impact learning; and furthermore, addresses the challenges of learning online. By introducing new concepts, strategies, and applications related to learning and memory that are based on current findings in cognitive, social, and motivational psychology, this text offers a richer and more complete picture of how brain science illuminates how we learn. Students assigned this book will be equipped to design effective learning plans, employ new strategies, recognize learning traps, discover ways to work effectively in groups, improve recall, and realize better academic performance through test-taking and paper-writing strategies. This new edition also addresses the concerns of all students--particularly those unfamiliar with the college setting and its expectations and assumptions--and offers strategies for success. In keeping with the preceding editions, this book introduces students to concepts, techniques, strategies, tips, and ideas to help them be academically stronger students, advance faster in their studies, and demonstrate what they have learned more effectively--in short, how anyone can learn to be a better learner by learning how to learn in harmony with their brain. The book remains compact and student-friendly, offers examples of practice, and includes discussion questions at the end of each chapter. [Foreword written by John N. Gardner.]

"Teach Like a Champion 3.0" is the long-awaited update to Doug Lemov's highly regarded guide to the craft of teaching. This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence. In this edition, you will find new and updated teaching techniques, the latest evidence from cognitive science and culturally responsive teaching practices, and an expanded companion video collection. Learn how to build students' background knowledge, move learning into long-term memory, and connect your teaching with the curriculum content for tangible improvement in learning outcomes. The new version of the book includes: (1) An introductory chapter on mental models for teachers to use to guide their decision-making in the classroom; (2) A brand new chapter on Lesson Preparation; (3) 10 new techniques; (4) Updated and revised versions of all the technique readers know and use; (5) A brand new set of exemplar videos, including more than a dozen longer "keystone" videos which show how teachers combine and balance technique over a stretch of 8 to 10 minutes of teaching; (6) Extensive discussion of research in social and cognitive science to support and guide the use of techniques; and (7) Additional online resources, and supports.

The content, skills, and understandings students need to learn today are as diverse, complex, and multidimensional as the students in our classrooms. How can educators best create the learning experiences students need to truly learn? "How Learning Works: A Playbook" unpacks the science of how students learn and translates that knowledge into promising principles or practices that can be implemented in the classroom or utilized by students on their own learning journey. Designed to help educators create learning experiences that better align with how learning works, each module in this playbook is grounded in research and features prompts, tools, practice exercises, and discussion strategies that help teachers to (1) Describe what is meant by learning in the local context of your classroom, including identifying any barriers to learning; (2) Adapt promising principles and practices to meet the specific needs of your students--particularly regarding motivation, attention, encoding, retrieval and practice, cognitive load and memory, productive struggle, and feedback; (3) Translate research on learning into learning strategies that accelerate learning and build students' capacity to take ownership of their own learning--such as summarizing, spaced practice, interleaved practice, elaborate interrogation, and transfer strategies; and (4) Generate and gather evidence of impact by engaging students in reciprocal teaching and effective feedback on learning. Rich with resources that support the process of parlaying scientific findings into classroom practice, this playbook offers all the moves teachers need to design learning experiences that work for all students!

In this new edition of the highly regarded "Why Don't Students Like School?" cognitive psychologist Daniel Willingham turns his research on the biological and cognitive basis of learning into workable teaching techniques. This book will help you improve your teaching practice by explaining how you and your students think and learn. It reveals the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. With a treasure trove of updated material, this edition draws its themes from the most frequently asked questions in Willingham's "Ask the Cognitive Scientist" column in the American Educator. How can you teach students the skills they need when standardized testing just requires facts? Why do students remember everything on TV, but forget everything you say? How can you adjust your teaching for different learning styles? Read this book for the answers to these questions and for practical advice on helping your learners learn better. Discover easy-to-understand, evidence-based principles with clear applications for the classroom: (1) Update yourself on the latest cognitive science research and new, teacher-tested pedagogical tools; (2) Learn about Willingham's surprising findings, such as that you cannot develop "thinking skills" without facts; and (3) Understand the brain's workings to help you hone your teaching skills. "Why Students Don't Like School" is a valuable resource for both veteran and novice teachers, teachers-in-training, and for the principals, administrators, and staff development professionals who work with them.

Assessment is an essential part of teaching and learning, but too often it leads to misleading conclusions--sometimes with dire consequences for students. How can educators improve assessment practices so that the results are accurate, meaningful, informative, and fair? Educator and best-selling author Myron Dueck draws from his firsthand experience and his work with districts around the world to provide a simple but profound answer: "put student voice and choice at the center of the process." In this engaging and well-researched book, Dueck reveals troubling issues related to traditional approaches and offers numerous examples of educators at all levels who are transforming assessment by using tools and methods that engage and empower students. He also shares surprising revelations about the nature of memory and learning that speak to the need for rethinking how we measure student understanding and achievement. Readers will find sound advice and detailed guidance on how to: (1) Share and cocreate precise learning targets; (2) Develop student-friendly rubrics linked to standards; (3) Involve students in ongoing assessment procedures; (4) Replace flawed grading systems with ones that better reflect what students know and can do; and (5) Design structures for students' self-reporting on their progress in learning. Inspired by the origins of the word "assessment"--derived from the Latin for "to sit beside"--Dueck urges educators to discard old habits and instead work "with" students as partners in assessment. For those who do, the effort is rewarding and the benefits are significant. [Foreword written by John Hattie.]

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. "The Oxford Handbook of Deaf Studies in Learning and Cognition" aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.

This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning. The book reveals how, through the arts, teacher-researchers can reimagine and reinvigorate moments of the past as embodied and empowering scholarly experiences. The peer-reviewed chapters were composed from juxtaposing unique "mosaic" pieces written by 21 new and emerging scholars in South Africa and Canada. Their research explores diverse arts-based practices and resources including collage, film, drawing, narrative, poetry, photography, storytelling and television alongside related ethical issues. Critically, "Memory Mosaics" also demonstrates how artful memory-work can engender agency in professional learning with teacher-researchers taking up pressing issues of social justice such as inclusion and decolonisation. Overall, the book offers a multidimensional, polyvocal exploration of how artful memory-work can bring about future-oriented professional learning enacted as pedagogies of reinvention and productive remembering. [For "Arts-Research-Education: Connections and Directions. Studies in Arts-Based Educational Research. Volume 1," see ED610775.]

This book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom. Following the Introduction by Clare Wright, Martha Young-Scholten and Thorsten Piske, this book contains three parts and 11 chapters. Part 1, Language and Mind, contains: (1)What Is Grammar? A Universal Grammar Approach (Andrew Caink); (2) Syntax and Acquisition: The Emergentist Story (William O'Grady); (3) Poverty of the Stimulus and Language Acquisition: From Ancient Philosophy to Neuroscience (Kook-Hee Gil, Heather Marsden and George Tsoulas); and (4) Language Evolution and the Nature of the Human Faculty for Language (Andrew Feeney). Part 2, Properties of Interlanguage Grammars, contains: (5) The Mystery of the Missing Inflections (Walid Kahoul, Anne Vainikka and Martha Young-Scholten); (6) The Second Language Lexicon (Vivienne Rogers, David Playfoot and James Milton); (7) Foreign Accent in a Second Language: Individual Differences in Perception (Joan Carles Mora and Elena Safronova); and (8) A Case Study of Extreme Phonetic Attrition (Esther de Leeuw, Aurela Tusha, Hui Zhao, Kyle Helke and Alice Greenfield). Part 3, Transitions in Acquisition, contains: (9) Using Psycholinguistic Techniques in a Second Language Teaching Setting (Theodoros Marinis and Ian Cunnings); (10) Research in Memory and Processing in Second Language Acquisition (Clare Wright); and (11) Processability Theory: Architecture and Application (Jörg-U. Keßler, Anke Lenzing and Anja Plesser).

Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom. Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: (1) Evidence-based education and the science of learning; (2) Basics of human cognitive processes; (3) Strategies for effective learning; and (4) Tips for students, teachers, and parents. Written by "The Learning Scientists" and fully illustrated by Oliver Caviglioli, "Understanding How We Learn" is a rejuvenating and fresh examination of cognitive psychology's application to education. This is an essential read for all teachers and educational practitioners, designed to convey the concepts of research to the reality of a teacher's classroom.

This book presents original, empirical data from quantitative and qualitative research studies in the field of language learning aptitude, ability, and individual differences. It does so from the perspectives of Second Language Acquisition, psychology, neuroscience and sociolinguistics. All studies included in the book use a similar and uniform layout and methodology. Each chapter contains a study examining factors such as memory, personality, self-concept, bilingualism and multilingualism, education, musicality or gender. The chapters investigate the influence of these concepts on language learning aptitude and ability. Several of these chapters analyse hypotheses which have never been tested before and therefore provide novel research results. The book contributes to the field both by verifying and contesting existent findings and by exploring novel approaches to devising research in the subject area.

How do we truly help "all" students achieve their fullest potential? What are the roles of motivation, deliberate practice, and coaching in developing talent and abilities in students? This hands-on guide examines each of these elements in detail providing definitions, relevant research, discussions, examples, and practical steps to take with students in elementary, middle, and high school. The authors examine cutting-edge research on world-class performance and distill information specifically for educators. Offering guidelines to help teachers spot and encourage "all" students' exceptional aptitudes, passionate interests, and special strengths, they show concretely how to promote greater motivation for learning and success. This foundational book infuses new ideas into established teaching. User-friendly chapters include thought-provoking insights, vignettes of how notable talents were developed, teaching and learning tips, grade-level examples, and discussion questions. The book features: (1) Offers practical versions of ideas that impact instruction: motivation, practice, and coaching; (2) Examines how "the brain learns deeply," including emergent brain science on myelin and its contribution to memory, learning, and automaticity; (3) Illuminates findings that question the "10,000 Hour Rule" about becoming an expert; (4) Explores the important differences between practice and "deliberate practice" in the classroom; (5) Explains research findings on the motivational factors that impact student learning and expertise; (6) Highlights the role and features of the most effective formative assessment; (7) Addresses the "Is Talent Born or Made?" question and elaborates with actions educators can take; and (8) Guides teachers in unlocking their students' talent and helping them reach their true potential. [Foreword by K. Anders Ericsson and Robert Pool.]

This monograph presents a collection of papers related to health issues and aging: "Introduction" (Paul Simon); "Memory, Aging, and Cognition" (Rita E. Arras); "Internet Resources for the Elderly and Their Caregivers" (Kathleen Doyle); "Unintentional Injuries in the Homes of the Elderly: A Look at Current Research and a Case Study of Home Care Recipients in a Rural Area" (Shally Gimenez, Dale O. Ritzel, and Mark J. Kittleson); "Social Policy and the Aged: Implications for Health Planning, Health Education, and Health Promotion" (Elaine T. Jurkowski and Martin B. Tracy); "The Need and Challenge To Address the Greatest Threat to Health and Well-Being in Our Time" (Daniel Leviton); "A Changing Landscape: Health Issues among Minority Elders in the United States" (Kim H. Miller);"Physical Activity and the Healthy Older Adult" (Sally Perkins); "Enhancing the Quality of the Later Years: Nutrition and Aging" (Lori W. Turner, Marjorie Fitch-Hilgenberg, Ro DiBrezzo, and Jeanne Bleeker); and "Medication Issues in Aging" (Barbara W. K. Yee and Gayle D. Weaver). (SM)

In recent years, linguists have increasingly turned to the cognitive sciences to broaden their investigation into the roots and development of language. With the advent of cognitive-linguistic, usage-based and complex-adaptive models of language, linguists today are utilizing approaches and insights from cognitive psychology, neuropsychology, social psychology and other related fields. A key result of this interdisciplinary approach is the concept of entrenchment--the ongoing reorganization and adaptation of communicative knowledge. Entrenchment posits that our linguistic knowledge is continuously refreshed and reorganized under the influence of social interactions. It is part of a larger, ongoing process of lifelong cognitive reorganization whose course and quality are conditioned by exposure to and use of language and by the application of cognitive abilities and processes to language. This volume enlists more than two dozen experts in the fields of linguistics, psycholinguistics, neurology, and cognitive psychology in providing a realistic picture of the psychological and linguistic foundations of language. Contributors examine the psychological foundations of linguistic entrenchment processes, and the role of entrenchment in first-language acquisition, second-language learning, and language attrition. Critical views of entrenchment and some of its premises and implications are discussed from the perspectives of dynamic complexity theory and radical embodied cognitive science. Following an introduction by the editor, chapters include: (1) A Framework for Understanding Linguistic Entrenchment and Its Psychological Foundations (Hans-Jörg Schmid); (2) Entrenchment in Cognitive Grammar (Ronald W. Langacker); (3) Entrenchment in Construction Grammar (Martin Hilpert and Holger Diessel); (4) Entrenchment Effects in Language Change (Hendrik De Smet); (5) The Corpus-Based Perspective on Entrenchment (Anatol Stefanowitsch and Susanne Flach); (6) Entrenchment From a Psycholinguistic and Neurolinguistic Perspective (Alice Blumenthal-Dramé); (7) Entrenchment as Onomasiological Salience (Dirk Geeraerts); (8) Memory Consolidation (Atsuko Takashima and Iske Bakker); (9) On the Automaticity of Language Processing (Robert J. Hartsuiker and Agnes Moors); (10) Statistical Learning as a Domain-General Mechanism of Entrenchment (Ethan Jost and Morten H. Christiansen); (11) Entrenchment, Gestalt Formation, and Chunking (Fernand Gobet); (12) The Roles of Analogy, Categorization, and Generalization in Entrenchment (Anne-Kristin Cordes); (13) Salience, Attention, and Perception (Franziska Günther, Hermann J. Müller, and Thomas Geyer); (14) Entrenchment in First Language Learning (Anna L. Theakston); (15) Entrenchment in Second-Language Learning (Brian MacWhinney); (16) Entrenchment and Language Attrition (Rasmus Steinkrauss and Monika S. Schmid); (17) Entrenchment, Embeddedness, and Entanglement: A Dynamic Complexity View (Philip Herdina); (18) Entrenchment: A View From Radical Embodied Cognitive Science (Stephen J. Cowley); and (19) Linguistic Entrenchment and Its Psychological Foundations (Hans-Jörg Schmid). An index is included.

This 21st annual progress report summarizes research activities on speech perception and spoken language processing carried out in the Speech Research Laboratory, Department of Psychology, Indiana University in Bloomington. As with previous reports, the goal is to summarize accomplishments during 1996 and 1997 and make them readily available. Some papers in the report are extended manuscripts that have been prepared for formal publication, others are short reports of research. The extended manuscripts are: "Speech Perception" (R. Wright and others); "Looking at the 'Stars': A First Report on the Intercorrelations among Measures of Speech Perception, Intelligibility and Language Development in Pediatric Cochlear Implant Users" (D.B. Pisoni and others); "Measures of Phonological Memory Span for Sounds Differing in Discriminability: Some Preliminary Findings" (M. Cleary); "Static vs. Dynamic Faces as Retrieval Cues in Recognition of Spoken Words" (L. Lachs); "Some Observations on Working Memory Tasks and Issues in Cognitive Psychology" (W.D. Goh); "Familiarity, Similarity and Memory for Speech Events" (S.M. Sheffert and R.M. Shiffrin); "Improvements in Speech Perception in Prelingually-Deafened Children: Effects of Device, Communication Mode, and Chronological Age" (T.A. Meyer and others); "Predicting Open-Set Spoken Word Recognition Performance from Feature Identification Scores in Pediatric Cochlear Implant Users: A Preliminary Analysis" (S. Frisch and D.B. Pisoni); "Lexical Competition in Spoken English Words" (S. Amano); and "Some Computational Analyses of the PBK Test: Effects of Frequency and Lexical Density on Spoken Word Recognition" (T.A. Meyer and D.B. Pisoni). Among the short reports are "Cognitive Factors and Cochlear Implants: An Overview of the Role of Perception Attention, Learning and Memory in Speech Perception" (D.B. Pisoni); "Performance of Normal-Hearing Children on Open-Set Speech Perception Tests" (M. Kluck and others); "Effects of Talker, Rate and Amplitude Variation on Recognition Memory for Spoken Words" (A.R. Bradlow and others); "Acoustic, Psychometric and Lexical Neighborhood Properties of the Spondaic Words: A Computational Analysis of Speech Discrimination Scores" (T.A. Meyer and others); "Effects of Alcohol on the Production of Words in Context: A First Report" (S.B. Chin and others); "Intelligibility of Normal Speech II: Analysis of Transcription Errors" (A.T. Neel and others); "Some Observations on Neighborhood Statistics of Spoken English Words" (S. Amano); "Sensory Aid and Word Position Effects on Consonant Feature Production by Children with Profound Hearing Impairment" (S.B. Chin and others); "Lexical Competition and Reduction in Speech: A Preliminary Report" (R. Wright); "A Preliminary Acoustic Study of Errors in Speech Production" (S. Frisch and R. Wright); "Experience with Sinewave Speech and the Recognition of Sinewave Voices" (S.M. Sheffert and others); "Some Factors Affecting Recognition of Spoken Words by Normal Hearing Adults" (A.R. Bradlow and others); and "The Hoosier Audiovisual Multi-Talker Database" (S. Sheffert and others). Contains references, data tables, and a publications list. (RS)

The brain is the seat of intelligence, the interpreter of senses, and the controller of movement. Research efforts on the brain have increased dramatically in the past 10 years; some of the more promising areas of brain and behavioral sciences research are reported here. The research was performed by 22 separate Federal member organizations and covers nine separate areas that could form the basis of an integrated program for brain and behavioral sciences. The text opens with a description of cross-cutting program areas and presents findings in basic research, in technology, and in international activities. Drugs and the brain and the role of addiction are covered in the first specialty area, followed by research findings devoted to aging and the brain. Section 3 profiles findings on human behavior and mental disorders, and section 4 describes research on damage to the brain and spinal cord. Communication and sensory disorders are treated in the following section. Sections 6 and 7 examine the development of the brain and detail the intricacies of learning and memory. Section 8 investigates rehabilitation and restoration of brain function and section 9 outlines environmental impacts on the brain. A chart, which summarizes the nine topic areas, appears in the back. (RJM)

This book adds to the growing body of knowledge and research suggesting that educators need to move beyond simplistic, narrow approaches to teaching and learning. In Part I, "Accessing the Brain's Potential," current educational practices are examined in light of critical findings of brain researchers. In Part II, "Facts and Theories about the Human Brain," topics, theories, and models of brain functions that seem to address current issues in education and provide implications for curriculum restructuring and design are considered. Major aspects of research are reorganized for the purpose of eliciting a useful and practical set of general principles. In Part III, "Brain-Based Schooling," elements of instruction that are believed to cause students to use the brain's capacity more fully to learn are discussed. Citations number 218. (RH)

Now in its fifth edition, this outstanding resource for teachers and school professionals has been retitled "Medical and Psychosocial Problems in the Classroom" to more accurately reflect what teachers encounter during the course of their careers. Each chapter highlights the important role teachers play when interacting with health-care teams to identify students with potentially serious disorders or working with those professionals to enhance the student's learning in the classroom. For example: (1) What facts should the educator know about the student with epilepsy? (2) Is it possible that the child's declining academic performance is due to the medication used to prevent seizures, or are there associated behavioral issues that are interfering with concentration and alertness? (3) What role can the teacher and coach assume in the management of an athlete with significant memory impairment and related symptoms following a concussion during football practice? (4) What steps can the teacher take in assisting the student who is hard-of-hearing or the child with diabetes mellitus? (5) What measures can the teacher and school administrators take to prevent school violence and bullying? "Medical and Psychosocial Problems in the Classroom" is for teachers of both general and special education classes, for pre-service and in-service education for the novice and the experienced teacher, and for school administrators seeking to better serve the students in their care. This book will alert readers to the existence of various medical and psychosocial problems encountered in the classroom, especially those conditions affecting learning and behavior, and to the important role the educator plays in the diagnosis and/or management of medical and psychosocial problems of students. Following a preface and an introduction, this book contains 22 chapters: (1) Infectious Diseases in the Classroom (David B. Haslam and Heidi Andersen); (2) The Role of Genetic Mechanisms in Childhood Disabilities (Dimitrios Ioannou, Thaddeus E. Kelly, and Helen G. Tempest); (3) Growth, Development, and Endocrine Disorders (Denis Daneman); (4) Intellectual Disability (Pasquale J. Accardo and Jennifer Accardo); (5) Attention-Deficit/ Hyperactivity Disorder (Dilip J. Karnik); (6) Adolescent Eating Disorders (Ashley Vandermorris and Debra K. Katzman); (7) Sports Medicine (Kate Berz and Robert H. A. Haslam); (8) The Student With Diabetes Mellitus (Denis Daneman); (9) Hearing Loss and the Classroom Teacher (Vicky Papaioannou); (10) Communication Disorders Associated With Medical Problems (Mary Anne Witzel); (11) Pediatric Obesity (Laurie Gaboury and Christine Orosz); (12) Common Visual Problems in the Classroom (Caroline N. DeBenedictis and Alex V. Levin); (13) Common Neurological Disorders in Children (Robert H. A. Haslam); (14) Cerebral Palsy and Associated Dysfunction (Peter A. Blasco and Patricia M. Blasco); (15) Teacher Awareness of Drug and Substance Abuse (Constance Mackenzie, Jesse Godwin, and Margaret Thompson); (16) Autism-Spectrum Disorders (Lonnie Zwaigenbaum and Susan Bobbitt); (17) The Science of Reading and Dyslexia (Sally E. Shaywitz and Bennett A. Shaywitz); (18) The Short- and Long-Term Outcomes for Victims of Bullying: Implications for Educators and Clinicians (Christina M. L. Beeson and Tracy Vaillancourt); (19) Antisocial Behavior and School Violence: Understanding and Preventing Destructive Outcomes (Hill M. Walker, Jeffrey R. Sprague, and Herbert H. Severson); (20) Child and Youth Maltreatment (Lana Dépatie, Laila Nurmohamed, and Michelle Shouldice); (21) Youth Suicide: The Role of the School System With At-Risk Youth (Antonio F. Cianflone, Jitender Sareen, Sarah Fotti, and Laurence Y. Katz); and (22) Emotional and Behavioral Disorders in the Classroom (Regina M. Oliver, J. Ron Nelson, and J. E. Gonzalez). [For the previous edition, "Medical Problems in the Classroom: The Teacher's Role in Diagnosis and Management. Fourth Edition," see ED491328.]

Spatial cognition is a branch of cognitive psychology that studies how people acquire and use knowledge about their environment to determine where they are, how to obtain resources, and how to find their way home. Researchers from a wide range of disciplines, including neuroscience, cognition, and sociology, have discovered a great deal about how humans and other animals sense, interpret, behave in, and communicate about space. This book addresses some of the most important dimensions of spatial cognition, such as neuroscience, perception, memory, and language. It provides a broad yet detailed overview that is useful not only to academics, practitioners, and advanced students of psychology, but also to city planners, architects, software designers, sociologists, and anyone else who seeks to understand how we perceive, interpret, and interact with the world around us. Contents include: (1) Hippocampus and Related Areas: What the Place Cell Literature Tells Us About Cognitive Maps in Rats and Humans (A. David Redish and Arne Ekstrom); (2) Parietal Contributions to Spatial Cognition (Raymond P. Kesner and Sarah H. Creem-Regehr); (3) Spatial Perception and Action (Brett R. Fajen and Flip Phillips); (4) Multisensory Contributions to Spatial Perception (Betty J. Mohler, Massimiliano Di Luca, and Heinrich H. Bulthoff); (5) Perception of Spatial Relations During Self-Motion (John W. Philbeck and Jesse Sargent); (6) Individual and Group Differences in Spatial Ability (Beth M. Casey); (7) Spatial Memory: Place Learning, Piloting, and Route Knowledge (Ken Cheng and Paul Graham); (8) Cognitive Maps (Lynn Nadel); (9) Spatial Memory: Properties and Organization (Timothy P. McNamara); (10) The Development of Location Coding: An Adaptive Combination Account (Mark P. Holden and Nora S. Newcombe); (11) Models of Spatial Cognition (Stephen C. Hirtle); (12) I Go Right, North, and Over: Processing Spatial Language (Holly A. Taylor and Tad T. Brunye); (13) Functions and Applications of Spatial Cognition (Daniel R. Montello and Martin Raubal); and (14) Wayfinding, Navigation, and Environmental Cognition From a Naturalist's Stance (Harry Heft).

This book explores a profoundly negative narrative about legally segregated schools in the United States being "inherently inferior" compared to their white counterparts. However, there are overwhelmingly positive counter-memories of these schools as "good and valued" among former students, teachers, and community members. Using interview data with 44 former teachers in three North Carolina counties, college and university archival materials, and secondary historical sources, the author argues that "Jim Crow's teachers" remember from hidden transcripts--latent reports of the social world created and lived in all-black schools and communities--which reveal hidden social relations and practices that were constructed away from powerful white educational authorities. The author concludes that the national memory of "inherently inferior" all-black schools does not tell the whole story about legally segregated education; the collective remembering of Jim Crow's teachers reveal a critique of power and a fight for respectability that shaped teachers' work in the Age of Segregation.

Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas about reconciliation are proliferating, few scholarly accounts have focused on its pedagogies. This book seeks to develop a generative theory that properly maps reconciliation processes and works out the pedagogical dimensions of new modes of narrating and listening, and effecting social change. The contributors build conceptual bridges between the scholarship of reconciliation studies and existing education and pedagogical literature, bringing together the concepts of reconciliation and pedagogy into a dialogical encounter and evaluating how each might be of mutual benefit to the other, theoretically and practically. This study covers a broad range of territory including ethnographic accounts of reconciliation efforts, practical implications of reconciliation matters for curricula and pedagogy in schools and universities and theoretical and philosophical considerations of reconciliation/pedagogy. It will be of great interest to students and scholars of peace and reconciliation studies, educational studies and international relations. This book contains the following: (1) Rethinking Reconciliation and Pedagogy in Unsettling Times (Robert Hattam, Stephen Atkinson and Peter Bishop); (2) Reconciliation as a Resource for Critical Pedagogy (Robert Hattam and Julie Matthews); (3) Beyond Reconciliation: Reflections on South Africa's Truth and Reconciliation Commission and Its Implications for Ethical Pedagogy (Pam Christie); (4) Suffering, Memory and Forgiveness: Derrida, Levinas and the Pedagogical Challenges of Reconciliation in Cyprus (Michalinos Zembylas); (5) "Walking the Talk": East-West Reflections on the Wisdom of Remembrance, Forgiveness, Forgetting and a "Good Enough" Reconciliation Pedagogy (Claudia Eppert) (6) Disorderly Narratives Public Pedagogies, Popular Culture and Reconciliation (Vicki Crowley); (7) In the Market for Reconciliation? (Donna Houston, Gregory Martin and Peter McLaren); (8) The Reconciliatory Pendulum: Memory, Ceremonies and Pedagogy in the Development of Palestinian-Jewish Integrated Education in Israel (Zvi Bekerman); (9) Growing Understanding: Issues in Mainstream Education in Indigenous and Traditional Communities (Zane Ma Rhea); and (10) Reconciliation Pedagogy in South African Classrooms: from the Personal to the Political (Ana Ferreira, Hilary Janks, Ingrid Barnsley, Charles Marriott, Monique Rudman, Helen Ludlow, and Reville Nussey).

"The Brain-Targeted Teaching Model for 21st-Century Schools" serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom settings through a pedagogical framework. The model's six components are: (1) Establish the emotional connection to learning; (2) Develop the physical learning environment; (3) Design the learning experience; (4) Teach for the mastery of content, skills, and concepts; (5) Teach for the extension and application of knowledge; and (6) Evaluate learning. Mariale Hardiman presents this model with the educator in mind and offers practical steps for using it to inform instruction and teach 21st-century skills. Her valuable road map will help you achieve improved outcomes for your students and better collaborative professional practices in your school. [Foreword by Martha Bridge Denckla.]

Feminist research has both held and contested experience as a category of epistemological importance, often as a secular notion. However, spirituality and sacred knowing are also fundamental to a Black/endarkened feminist epistemology in teaching and research, given the historical and cultural experiences of African ascendant women worldwide. How can (re)membering bear witness to our individual and collective spiritual consciousness and generate new questions that inform feminist theory and practice? "Learning to (Re)member the Things We've Learned to Forget" explores that question. Theorizing through sites and journeys across the globe and particularly in Ghana, West Africa, this book explores how spirituality, location, experience, and cultural memory engage and create an endarkened feminist subjectivity that can (re)member, opening possibilities for research and teaching that honors the wisdom, history, and cultural productions of African diasporic women particularly and persons of African heritage generally.

"The Dialectics of African Education and Western Discourses" addresses how continental Africans who have worked or are currently working in the Canadian academy address their dual legacy of African and Euro-American knowledge paradigms. Reflecting a range of approaches to hegemonic Euro-American paradigms that can be summarized as "appropriation, ambivalence and alternatives," the authors bring African indigenous knowledge and praxes into play in addressing issues in various sub-fields of education from philosophy and gnosis to teacher education and classroom practice, memory work and storying to higher education policy and development studies, language and mathematics pedagogy to giftedness and special education. By simultaneously engaging Western and African worldviews, theory, policy and practice, the twelve essays provide an intervention in and contribution to critical approaches to education as a comprehensive global field and as an aspect of African studies. Contents include: (1) Introducing the Dialectics of African Education and Western Discourses: Appropriation, Ambivalence, and Alternatives (Handel K. Wright and Ali A. Abdi); (2) Eurocentric Discourses and African Philosophies and Epistemologies of Education: Counter-Hegemonic Analyses and Responses (Ali A. Abdi); (3) Ubuntu, African Epistemology and Development: Contributions, Contradictions, Tensions, and Possibilities (Dalene Swanson); (4) Inkumbulo as Remembering, Communing, and Praxis: Retelling the Stories of Transformation and Learning (Nombuso Dlamini); (5) Integrating African Indigenous Knowledge in Kenya's Formal Education System: The Potential for Sustainable Development (Jenipher A. Owuor); (6) Reframing African Higher Education (Michael Kariwo); (7) Re-Culturing Teacher Education in Africa (Musembi Nungu); (8) Reframing and Indigenizing Science Education in Africa (Samson M. Nashon); (9) African Ways of Knowing: Rethinking Pedagogy in Africa (Constantine Ngara); (10) Linguistic Independence and African Education and Development (Edward Shizha); (11) Cultural Games and Mathematics Education in Ghana: A Theoretical Analysis (Michael Nabie); and (12) Is This an African I See Before Me? Black/African Identity and the Politics of (Western, Academic) Knowledge (Handel Kashope Wright).

This innovative textbook is the first to integrate learning and memory, behaviour, and cognition. It focuses on fascinating human research in both memory and learning (while also bringing in important animal studies) and brings the reader up to date with the latest developments in the subject. Students are encouraged to think critically: key theories and issues are looked at in detail; descriptions of experiments include why they were done and how examining the method can help evaluate competing viewpoints. By looking at underlying cognitive processes, students come away with a sense of learning and memory being interrelated actions taken by the same human being, rather than two separate activities. Lively and engaging writing is supported by lots of examples of practical applications that show the relevance of lab-based research to everyday life. Examples include treatments for phobias and autism, ways to improve eyewitness testimony, and methods of enhancing study techniques. The book is divided into three parts: Part I. Learning; Part II. Memory; and Part III. Learning and Memory.

In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict. The book is divided into four parts: Part I. Introduction and Theoretical Underpinnings; Part II. Living and Teaching Contested Narratives; Part III. Mourning, Forgiveness and Reconciliation; and Part IV. Conclusions: Implications for Peace Education.

Because little kids can't tell you how their minds work and what makes them learn, you need this book about new scientific discoveries that explain how young children learn and what teachers can do to use those findings to enhance classroom teaching. Discover where the desire to learn comes from and what occurs during children's development to wire their brains for attention, language, curiosity, and memory. Included with the author's clear explanations of how young children learn are examples of classroom strategies that enhance children's motivation, attention, and memory. Learn why and how to: (1) Encourage children to take intellectual risks; (2) Plan an "outrageous lesson" and occasionally add surprises to your classroom; (3) Provide children with choices and avoid high-stakes situations; (4) Incorporate meditation and free play into lessons; (5) Schedule time for children to let out their physical energy; (6) Use storytelling for conveying new content; and (7) Add emotional hooks to lesson and unit plans. Even seasoned teachers, who already know through experience how young minds work, need this book to bolster their practice with scientific evidence on effective teaching of young children.

The period from adolescence through young adulthood is one of great promise and vulnerability. As teenagers approach maturity, they must develop and apply the skills and habits necessary to navigate adulthood and compete in an ever more technological and globalized world. But as parents and researchers have long known, there is a crucial dichotomy between adolescents' cognitive competence and their frequent inability to utilize that competence in everyday decision-making. This volume brings together an interdisciplinary group of leading scientists to examine how the adolescent brain develops, and how this development impacts various aspects of reasoning and decision-making, from the use and function of memory and representation, to judgment, mathematical problem-solving, and the construction of meaning. The contributors ask questions that seek to uncover the basic mechanisms underlying brain development in adolescence, such as: (1) How do the concepts of proof and reasoning emerge?; (2) What is the relationship between cognitive and procedural understanding in problem-solving?; and (3) How can researchers build assessments to capture and describe learning over time? "The Adolescent Brain" raises questions relevant to young people's educational and health outcomes, as well as to neuroscience research. This book begins with a preface by Valerie F. Reyna and "Introduction to The Adolescent Brain: Learning, Reasoning, and Decision Making," by Valerie F. Reyna, Sandra B. Chapman, Michael R. Dougherty, and Jere Confrey. Part I, Foundations, contains: (1) Anatomic Magnetic Resonance Imaging of the Developing Child and Adolescent Brain (Jay N. Giedd, Michael Stockman, Catherine Weddle, Maria Liverpool, Gregory L. Wallace, Nancy Raitano Lee, Francois Lalonde, and Rhoshel K. Lenroot). Part II, Memory, Meaning, and Representation, contains: (2) Semantic and Associative Relations in Adolescents and Young Adults: Examining a Tenuous Dichotomy (Ken McRae, Saman Khalkhali, and Mary Hare); (3) Representation and Transfer of Abstract Mathematical Concepts in Adolescence and Young Adulthood (Jennifer A. Kaminski and Vladimir M. Sloutsky); (4) A Value of Concrete Learning Materials in Adolescence (Kristen P. Blair and Daniel L. Schwartz); and (5) Higher-Order Strategic Gist Reasoning in Adolescence (Sandra B. Chapman, Jacquelyn F. Gamino, and Raksha Anand Mudar). Part III, Learning, Reasoning, and Problem Solving, contains: (6) Better Measurement of Higher Cognitive Processes Through Learning Trajectories and Diagnostic Assessments in Mathematics: The Challenge in Adolescence (Jere Confrey); (7) Adolescent Reasoning in Mathematical and Nonmathematical Domains: Exploring the Paradox (Eric Knuth, Charles Kalish, Amy Ellis, Caroline Williams, and Mathew D. Felton); (8) Training the Adolescent Brain: Neural Plasticity and the Acquisition of Cognitive Abilities (Sharona M. Atkins, Michael F. Bunting, Donald J. Bolger, and Michael R. Dougherty); and (9) Higher Cognition is Altered by Noncognitive Factors: How Affect Enhances and Disrupts Mathematics Performance in Adolescence and Young Adulthood (Mark H. Ashcraft and Nathan O. Rudig). Part IV, Judgment and Decision Making, contains: (10) Risky Behavior in Adolescents: The Role of the Developing Brain (Adrianna Galvan); (11) Affective Motivators and Experience in Adolescents' Development of Health-Related Behavior Patterns (Sandra L. Schneider and Christine M. Caffray); (12) Judgment and Decision Making in Adolescence: Separating Intelligence From Rationality (Keith E. Stanovich, Richard F. West, and Maggie E. Toplak); and (13) A Fuzzy Trace Theory of Adolescent Risk Taking: Beyond Self-Control and Sensation Seeking (Christina F. Chick and Valerie F. Reyna). Part V, Epilogue, contains: (14) Paradoxes in the Adolescent Brain in Cognition, Emotion, and Rationality (Valerie F. Reyna and Michael R. Dougherty). An index is included.

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-n 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.

Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In "Learning and Teaching," the authors offer practical strategies for interactive instruction to facilitate optimum learning. This book addresses theoretical framework that includes the relationship between thoughts and feelings, the effect of past experiences on present and future behaviors, universal connectivity, and a strong understanding of who one is as a teacher and learner.

Sandra Smidt takes the reader on a journey through the key concepts of Jerome Bruner, a significant figure in the field of early education whose work has spanned almost a century. His wide-ranging and innovative principles of early learning and teaching are unpicked here using everyday language and the links between his ideas and those of other key thinkers of the 20th and 21st centuries are revealed. "Introducing Bruner" is the companion volume to "Introducing Vygotsky" and is an invaluable work for anyone involved with children in the early years. The introduction of Bruner's key concepts is followed by discussion of the implications of these for teaching and learning. This accessible text is illustrated throughout with examples drawn from real-life early years settings and the concepts discussed include: (1) how children acquire language; (2) how children come to make sense of their world through narrative; (3) the significance of play to learning; (4) the importance of culture and context; (5) the role of memory; (6) what should children be taught: the spiral curriculum; and (7) how should children be taught: scaffolding and interaction. The book also looks, crucially, at what those working or involved with young children can learn from Bruner, and includes a helpful glossary of terminology. This fascinating insight in to the life and work of a key figure in early years education is essential reading for anyone concerned with the learning and development of young children.

Every once in a while nature gives us insight into the human condition by providing us with a unique case whose special properties illuminate the species as a whole. Christopher is such an example. Despite disabilities which mean that everyday tasks are burdensome chores, Christopher is a linguistic wonder who can read, write, speak, understand and translate more than twenty languages. On some tests he shows a severely low IQ, hinting at ineducability, yet his English language ability indicates an IQ in excess of 120 (a level more than sufficient to enter university). Christopher is a savant, someone with an island of startling talent in a sea of inability. This book documents his learning of British Sign Language, casting light on the modularity of cognition, the modality neutrality of the language faculty, the structure of memory, the grammar of signed language and the nature of the human mind. (Contains 9 tables.)

"Mental Health and Social Problems" is a textbook for social work students and practitioners. It explores the complicated relationship between mental conditions and societal issues as well as examining risk and protective factors for the prevalence, course, adaptation to and recovery from mental illness. The introductory chapter presents bio-psycho-social and life-modeled approaches to helping individuals and families with mental illness. The book is divided into two parts. Part I addresses specific social problems, such as poverty, oppression, racism, war, violence, and homelessness, identifying the factors which contribute to vulnerabilities and risks for the development of mental health problems, including the barriers to accessing quality services. Part II presents the most current empirical findings and practice knowledge about prevalence, diagnosis, assessment, and intervention options for a range of common mental health problems -- including personality conditions, eating conditions and affective conditions. Focusing throughout upon mental health issues for children, adolescents, adults and older adults, each chapter includes case studies and web resources. This practical book is ideal for social work students who specialize in mental health. Contents include: (1) Introduction to Social Problems and Mental Health/Illness (Nina Rovinelli Heller and Alex Gitterman); Part I: Social Problems and Mental Health/Illness: (2) Oppression and Stigma and their Effects (Amy C. Watson and Shaun M. Eack); (3) Poverty and its Effects (Mark R. Rank); (4) Racism and its Effects (Dennis Miehls); (5) War and its Effects (Scott Harding); (6) Homelessness and its Effects (Judith Bula Wise); (7) Corrections and its Effects (Rudolph Alexander, Jr.); (8) Immigration and its Effects (Gregory Acevedo and Manny J. Gonzales); (9) Child Maltreatment and its Effects (Carolyn Knight); (10) Intimate Partner Violence and its Effects (Bonnie E. Carlson); (11) Community Violence and its Effects (Vanessa Vorhies, Neil B. Guterman and Muhammad M. Haj-Yahia); Part II: Mental Health Conditions: (12) Autism Spectrum Conditions (Joseph Walsh and Jacqueline Corcoran) (13) Executive Function Disorders and Self Deficits (Joseph Palombo); (14) Oppositional Defiant and Conduct Conditions (David W. Springer and Amanda N. Barczyk); (15) Mood Conditions (Ellen Smith); (16) Anxiety Conditions (Nina Rovinelli Heller and Lisa Werkmeister Rozas); (17) Eating Disorder Conditions (Danna Bodenheimer and Nina Rovinelli Heller); (18) Personality Conditions (Terry B. Northcut) (19) Psychotic Conditions (Ellen P. Lukens and Lydia P. Ogden); (20) Substance Abuse (Meredith Hanson); and (21) Dementia and Related Problems in Cognition and Memory (Sara Sanders and Joelle K. Osterhaus).

This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework. Teachers are trying to catch up to the new challenges of the twenty-first century. It is a superheroic feat that must be achieved if education is to stay relevant and viable. There is a lot of zip, bam, whap, and wow in the fast-paced, social networking, technological world, but not so much in the often laboriously slow-paced educational world. Where is the balance? How do teachers and students learn together, since one group has seasoned wisdom with limited technological know-how and the other uses all the cool new tools, but not in the service of learning? These are some important issues to consider in finding the balance in an unstable, fast-moving, ever-changing world. This book is practical and useful to literacy teachers, teacher educators, and university faculty by bringing together the expertise of composition/rhetoric researchers and writers, literacy specialists, technology specialists, and teachers who are on the cutting edge of new literacies. This book is divided into four parts. Part I, Batman Begins, Simply, contains the following: (1) The Cold, Hard Cash of Truth about Literacy in the 21st Century (Sandra A. Vavra and Sharon L. Spencer); (2) "And Now... A Word From Our Students": Creating Better Writers and Thinkers by Having Students Study Write and Film TV Commercials (Tom Scheft); and (3) Superheroic Resourcefulness: Expanding Literacy and Engagement through YouTube (Sarah Wynn). Part II, The Force Is with Reluctant New Media Adopters, contains the following: (4) Popular Culture as a Sponsor of Literacy: Confronting the CLASH! BOOM! POW! in the Basic Writing Classroom (Tabetha Adkins); (5) Making Messes and Meaning with Wikis and Blogs (Collie Fulford); and (6) "Are You Now or Have You Ever Been?": Teaching "Writerly" Confidence, Media Literacy, and Historical, Civic, and Cultural Awareness with This I Believe (Rachelle S. Gold). Part III, Bringing an X-Mentality to the Everyday Classroom, contains the following: (7) Teaching Poetry in a Freestyle World: A Pedagogy for the Unimpressed (Lisa Carl); (8) Capitalizing on Digital Literacy: Visual Rhetoric, the Graphic Novel and Academic Identity (Sara Littlejohn and Hephzibah Roskelly); (9) Unraveling the Riddler: New Media, Technology, and Literacies in Exploring Heroes and Superheroes (Sarah M. Henchey and Sharon L. Spencer); (10) Changing the World--One Zip Code At a Time (Stefanie Frigo); and (11) New Media as Instructional Supports in Inclusive Classrooms (Doris K. Tyler). Part IV, From Indiana Jones to Buzz Lightyear: Moving Literacy from the Temple of Memory to Infinity and Beyond, contains the following: (12) Taking Risks and (Re)defining Expertise: Facilitating the Move from Consumption to Production in the Use of Digital Media (Colleen Reilly); (13) Composing Digitally and Learning Languages: Using Linguistic Models of Competency to Teach Multimedia Assignments (Mark Pepper); (14) Remembering: The Past and the Future (George Pullman); (15) Grappling with the Infonauts: Archival Literacy and the Fight for Memory (Tom Sura).

This collection of 58 articles from the recently-published third edition of the International Encyclopedia of Education focuses on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization, etc. Most books in the area either focus on one subtopic in-depth (e.g. an entire book on memory) or cover the gamut of subjects in a series of long, technical handbook-like chapters. This concise reference offers researchers and professors teaching in the area a new take on the material that is comprehensive in breadth, but lighter in depth--focusing on main findings, established facts, and minimizing the amount of space taken up by large, multi-volume references.

Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children's development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children's development and to describe various models and methods for studying schooling effects. Key features include: (1) Comprehensive Coverage: this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies; (2) Cross-Disciplinary: this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy; (3) Chapter Structure: to ensure continuity, chapter authors describe: (1) how schooling influences are conceptualized; (2) identify their theoretical and methodological approaches; (3) discuss the strengths and weaknesses of existing research; and (4) highlight implications for future research, practice, and policy; and (4) Methodologies: chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods. Contents include: (1) Introduction (Judith L. Meece and Victoria A. Schaefer); (2) Schools as Context for Human Development (Jacquelynne Eccles and Robert Roeser); II. Classroom Contexts: (3) Classroom Environments and Developmental Processes: Conceptualization, Measurement, & Improvement (Bridget K. Hamre and Robert Pianta); (4) Linking the Classroom Context and the Development of Children's Memory Skills (Peter Ornstein, Jennifer Coffman, Laura McCall, Jennie Grammer, and Priscilla San Souci); (5) Learner-Centered Practices: Providing the Context for Positive Learner Development, Motivation, and Achievement (Barbara McCombs); (6) Teacher-Student Relationships and School Adjustment (Kathyrn Wentzel); (7) Classroom Goal Structures, Motivation, and Learning (Timothy Urdan); III. Schools as Social Context for Development: (8) Schools Contexts that Promote Student's Positive Development (Victor Battistich); (9) The Multilevel Nature of Adolescent Peer Relations in Ethnically Diverse Schools (Jill V. Hamm and Lei Zhang); (10) The School Context, Bullying, and Victimization (Dorothy Espelage, Melissa Holt, and Paul Poteat); IV. Developmental Effects of School Transitions: (11) Early School Transition of Rural Poor Children (Lynne Vernon-Feagans, Kathleen Gallagher, and Kirsten Kainz); (12) Literacy Development in the Transition to School: An Integrative Framework (Frederick Morrison and Carol Connor); (13) Middle School Transitions & Adolescent Development: Disentangling Psychological, Social, and Biological Effects (Eric Anderman and Christian Mueller); (14) Bringing Rigor to the Study of Rigor: Are Advanced Placement Courses a Useful Approach to Increasing College Access and Success for Urban and Minority Youths? (Melissa Roderick and Ginger Stoker); V. Schooling & Educational Equity: (15) The Long Reach of Socioeconomic Status in Education (Doris Entwisle, Karl Alexander, and Linda Olson); (16) Stereotypes & Expectations in the Classroom: Interpersonal vs. Group-Based Expectancy Processes across Domains of Functioning (Clark McKown, Anne Gregory, and Rhona Weinstein); (17) The Role of Schooling in Ethnic Minority Achievement and Attainment (Stephanie Rowley, Beth Kurtz-Costes, and Shauna M. Cooper); (18) Schooling Experiences of Latino Students (Rosemary Ceballo, Marisela Huerta, and Quyen Epstein Ngo); (19) Schooling, Cultural Diversity, and Student Motivation (Revathy Kumar, and Martin Maehr); VI. School Organization and Educational Policy: (20) Grade Retention, Student Achievement, & High School Dropout: Results of Chicago School Project (Elaine Allensworth and Jennifer Nagako); (21) School Calendars and Academic Achievement (Harris Cooper, Geoffrey Borman, and Ron Fairchild); (22) Developmental and Educational Role of Recess in School (Anthony Pellegrini and Danielle Dupuis); (23) Protect, Prepare, Support, and Engage: The Roles of School-Based Extracurricular in Students' Development (Bonnie Barber, Margaret Stone, and Jacquelynne Eccles); (24) After-School Program Engagement and In-School Competence: Program Quality, Content, and Staffing (Joseph Mahoney, Maria E. Parente, and Edward Zigler); (25) Parents' Involvement in Children's Schooling: A Context for Youth's Positive Development (Eva Pomerantz and Elizabeth Moorman); VII. School-Based Interventions: (26) Comer School Development Program (James Comer); (27) Success for All: Prevention and Intervention in Schoolwide Reform (Robert Slavin and Nancy Madden); (28) Talent Development Model in the Middle School (Douglas Mac Iver, Robert W. Balfanz, Allen Ruby, and Vaughn Byrnes); (29) Concept-Oriented Reading Instruction (Allan Wigfield and John Guthrie); and (30) Taking "Steps" to Effect Ecological Change: A Transactional Analysis of Social Competence and Bullying Prevention Programs (Karin Frey and Susan Nolen).

In the digital age, your students have the ways, means, and speed to gather any information they want. But they need your guidance more than ever. Discover how digital technology is actually changing your students' brains. Learn why this creates new obstacles for teachers, but also opens up potential new pathways for learning. You will understand the new realities of teaching in a world filled with ipods, smartphones, and the Internet. This book also explores: (1) Why "low-tech" teaching strategies are still a vital part of your toolbox; (2) How to match technologies to your students' learning styles and multiple intelligences; (3) Why to balance students' use of high-tech devices with physical fitness and arts activities; (4) How to include time and space for personal interactions in high-tech learning environments; and (5) How to help students work toward goals, make wise decisions, and avoid the riff-raff as they search, communicate, have fun, and learn. This book is divided into four parts. Part I, Digital Technology and the Brain, includes (Chapter: iPod + iPhone + iVideo + Internet = iBrain, Chapter 2: Recent Research on the Brain: We Need Low Tech, Too and Chapter 3: Do Brain-Based Principles Apply in the Digital Age?). Part II, Desk Space, MySpace, My Style, includes (Chapter 4: Environments for Learning, Chapter 5: Social Networking Through Teams, Chapter 6: Understanding Learning Styles, and Chapter 7: The Digital Native and Intelligence). Part III, Music, Mind Maps, and Memory, includes (Chapter 8: The Digital Brain and Music, Chapter 9: Visual Tools and Chapter 10: Flashbulbs and Flash Drives: Understanding How Memory Works). Part IV, Balancing Digital Desires with Digital Natives' Needs, includes (Chapter 11: The Balancing Act and Chapter 12: The Present and the Future of Learning). Appended are: (1) How the Brain Works; (2) How Tech Savvy Are You?; and (3) Glossary of Digital Terms. The book also includes: References; Related ASCD Resources: Brain-Based Teaching; and A Study Guide for Brain-Based Teaching in the Digital Age.

In 1954, the U.S. Supreme Court ordered states to eliminate racial segregation in public schools with "all deliberate speed." Nonetheless, many all-white school boards in "progressive" North Carolina delayed "de jure" segregation for decades and condoned elements of "de facto" segregation that persist today. This intimate study exposes the turmoil that the Court's decision unleashed in the quiet rural community of Camden County. Here brave students, parents, teachers, and principals all tell their fascinating stories, filled with pride, disappointment, humor, and terror. It uncovers a striking gap between black and white memories and raises questions about how we can progress toward an integrated society today.

Many students find it difficult to learn the kinds of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, physics, chemistry, engineering, or expository writing). Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors. Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kinds of knowledge and thinking skills that are needed for science or mathematics courses in high schools or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education. Contents of this book include: (1) Performance, Learning, and Teaching; (2) Intellectual Performance; (3) Important Kinds of Knowledge; (4) Specifying and Interpreting Concepts; (5) Interpreting Scientific Concepts; (6) Managing Memory; (7) Methods and Inferences; (8) Describing Knowledge; (9) Organizing Knowledge; (10) Making Decisions; (11) Introduction to Problem Solving; (12) Systematic Problem Solving; (13) Dealing with Complex Problems; (14) Efficiency and Compiled Knowledge; (15) Quality Assurance; (16) Unfamiliar Knowledge Domains; (17) Naive Scientific Knowledge; (18) Developing Instruction; (19) Designing the Learning Process: Goals; (20) Designing the Learning Process: Means; (21) Producing Instruction to Foster Learning; (22) Traditional Instructional Methods; (23) Innovative Instructional Methods; and (24) Some Educational Challenges. A list of references and an index are included.

The eagerly-awaited new edition of the successful "Essential Study Skills" continues to provide a truly practical guide to achieving success at university. Whether you are going to university straight from school, a mature student, or an overseas student studying in the UK for the first time, this is the book that will help you to better understand how you learn, gain a clear idea of your strengths and areas for development, organize yourself for study, write and research academically, pass exams, and cope with stress at university. Now completely revised and restructured, in this book Tom Burns and Sandra Sinfield use their 25 years of hands-on experience with students in university to provide genuinely useful advice. Key features of the new edition: (1) Includes 12 new chapters for coverage of everything a student needs to know, including: computer skills, becoming a confident writer, note-taking, how to build your memory, and the new Personal Development Plan; (2) Packed with handy tips, real-life examples and useful activities; and (3) Offers a brand new companion website with extensive material to support students in their quest for academic success. Following the background and introduction, the book contains 24 chapters: (1) Going to University; (2) How universities work; (3) How to understand your course; (4) Learning Effectively; (5) How to learn effectively; (6) How to organise yourself for independent study; (7) How to use computers and e-learning to support your learning (Debbie Holley); (8) How to succeed in group work; (9) How to be creative in your learning; (10) How to deal with your emotions; (11) How to be a reflective learner; (12) How to research and read academically; (13) How to make the best notes; (14) Communicating Effectively; (15) How to become a confident writer; (16) How to write great essays; (17) How to write a great reflective essay and a brilliant research project; (18) How to produce excellent reports; (19) How to deliver excellent presentations; (20) How to run and participate in seminars; (21) Effective Revision, Exams & PDP; (22) How to build your memory and revise effectively; (23) How to understand and pass exams; (24) How to make the most of Personal Development Planning (PDP) (Christine Keenan).

The most popular activities from APA's successful "Activities Handbooks for the Teaching of Psychology" are gathered together and updated in this book of teachers' favorites. The lesson plans, which encourage active learning and involve the whole class, have stood the test of time and proven themselves to be entertaining, effective, and easy to plan. Contributed by psychology teachers nationwide, the activities are most appropriate for courses at the college undergraduate or high school level, yet many are also applicable to more advanced classes. Both beginner and experienced teachers will appreciate the wide variety of teaching techniques described, including demonstrations, experiments, discussions, and simulations. Each lesson plan is presented in an easy cookbook format that lists materials needed, timeframe, instructions, and discussion items. The activities are grouped by topic and cover history, statistics, and research methods; the brain and sensory processes; perception; states of consciousness; learning and memory; thinking, problem-solving, and language; motivation and emotion; developmental psychology; personality; psychological disorders and treatments; social psychology; and race, gender, and multiculturalism. Busy teachers will find themselves turning to this book over and over again for inspiration.

Whenever students can't remember, don't comprehend, or won't follow through on your instructions, here's a guide that explores the root cause for these and other learning problems and shows you how to set students on the path to understanding and success. Learning expert Betty K. Garner explains the mental processes students need to gather, organize, and understand information, and describes how to infuse your lessons with new routines and teaching approaches that truly influence students to become better, more independent learners. Real-life portraits of struggling students illustrate typical learning problems and help you diagnose and resolve them in your own classroom. Learn the steps to take to fundamentally change how at-risk students approach schoolwork by: (1) Encouraging students to use their senses to focus, recognize, and compare new information; (2) Helping students develop and practice their memory skills while you're teaching the curriculum; (3) Using maps, timelines, and other spatial representations to help students visualize new content, understand relationships, and solve problems; (4) Integrating metaphorical thinking into your classroom to help students describe and analyze content; (5) Involving students in activities that help them recognize and understand changes and consistencies; and (6) Helping students build and hone their classification skills.