• Education

      Maths Problem Solving, Year 5

      by Catherine Yemm

      Maths Problem Solving, Year 5 is the fifth book in a six-book series that has been written for teachers to use during the numeracy lesson. The sheets provide opportunities for making decisions, reasoning about numbers and shapes and solving real life problems. Differentiated sheets makes it easy to use the sheets in a mixed-ability classroom. The length of the problems are varied with short, medium and more extended problems for children to solve. The problems on each page are mixed so the children do not assume that the solution process is the same each time, but have to understand the problem. They are varied in their complexity and are presented in a meaningful, age-appropriate manner with topics the children will find relevant.

    • Education

      Maths Problem Solving, Year 6

      by Catherine Yemm

      Maths Problem Solving, Year 6 is the sixth book in a six-book series that has been written for teachers to use during the numeracy lesson. The sheets provide opportunities for making decisions, reasoning about numbers and shapes and solving real life problems. Differentiated sheets makes it easy to use the sheets in a mixed-ability classroom. The length of the problems are varied with short, medium and more extended problems for children to solve. The problems on each page are mixed so the children do not assume that the solution process is the same each time, but have to understand the problem. They are varied in their complexity and are presented in a meaningful, age-appropriate manner with topics the children will find relevant.

    • Education

      Maths Problem Solving, Year 3

      by Catherine Yemm

      Maths Problem Solving, Year 3 is the third book in a six-book series that has been written for teachers to use during the numeracy lesson. The sheets provide opportunities for making decisions, reasoning about numbers and shapes and solving real life problems. Differentiated sheets makes it easy to use the sheets in a mixed-ability classroom. The length of the problems are varied with short, medium and more extended problems for children to solve. The problems on each page are mixed so the children do not assume that the solution process is the same each time, but have to understand the problem. They are varied in their complexity and are presented in a meaningful, age-appropriate manner with topics the children will find relevant.

    • Mathematics

      Maths Problem Solving, Year 1

      by Catherine Yemm

      Maths Problem Solving, Year 1 is the first book in a six-book series that has been written for teachers to use during the numeracy lesson. The sheets provide opportunities for making decisions, reasoning about numbers and shapes, solving real life problems and organizing and using data. Differentiated sheets makes it easy to use the sheets in a mixed-ability classroom. The length of the problems are varied with short, medium and more extended problems for children to solve. The problems on each page are mixed so the children do not assume that the solution process is the same each time, but have to understand the problem. They are varied in their complexity and are presented in a meaningful, age-appropriate manner with topics the children will find relevant.

    • Education

      Maths Problem Solving, Year 2

      by Catherine Yemm

      Maths Problem Solving, Year 2 is the second book in a six-book series that has been written for teachers to use during the numeracy lesson. The sheets provide opportunities for making decisions, reasoning about numbers and shapes, solving real life problems and organizing and using data. Differentiated sheets makes it easy to use the sheets in a mixed-ability classroom. The length of the problems are varied with short, medium and more extended problems for children to solve. The problems on each page are mixed so the children do not assume that the solution process is the same each time, but have to understand the problem. They are varied in their complexity and are presented in a meaningful, age-appropriate manner with topics the children will find relevant.

    • Education

      Maths Problem Solving, Year 4

      by Catherine Yemm

      Maths Problem Solving, Year 4 is the fourth book in a six-book series that has been written for teachers to use during the numeracy lesson. The sheets provide opportunities for making decisions, reasoning about numbers and shapes and solving real life problems. Differentiated sheets makes it easy to use the sheets in a mixed-ability classroom. The length of the problems are varied with short, medium and more extended problems for children to solve. The problems on each page are mixed so the children do not assume that the solution process is the same each time, but have to understand the problem. They are varied in their complexity and are presented in a meaningful, age-appropriate manner with topics the children will find relevant.

    • Educational psychology

      How Children Learn

      From Montessori to Vygotsky - Educational Theories and Approaches Made Easy

      by Linda Pound

      An unrivalled introduction to the pioneers of educational theory that you won't be able to get through your studies without. This must-have book includes profiles on Vygotsky, Steiner, Montessori and Froebel, as well as 24 other theorists.

    • Abnormal psychology
      June 2013

      DYSLEXIA DISMANTLED

      A practical breakdown of the myths and realities of dyslexia

      by Laughton King

      Finally, an insightful, clear and practical breakdown of the realities of dyslexia, from the author’s own life experience. This exposition of the thinking, learning and living style that characterise the dyslexic individual is written equally for the educator, the parent and the struggling dyslexic himself. Eighteen myths dispelled, 61 personal characteristics outlined, and a raft of indicators examined, this book will help a large section of the population understand their own normality, their own intact and integrated thinking style, and allow them to take positive charge of their learning processes and their functioning in society. There is nothing wrong with their brain wiring, they are not deficient, they do not need medication. As a diesel motor differs from a petrol engine, the so-called ‘dyslexic’ differs from the non-dyslexic in a simple and rudimentary way. The Western world has a modern education system based around language as the prime learning tool – teaching, learning and assessment are typically language-based. The ‘dyslexic’ person is disadvantaged in this system, not only because is he a pictorial thinker, but because of a lesser capacity to use 'internal dialogue', he is unable to process the language-based education system at a competitive level.

    • Educational material
      July 2014

      The Secrets Your Mama Didn't Tell You About MEN

      The MANual To Amazing Sex

      by Cv Pillay

    • Health & Personal Development
      2014

      TRUST ME, I'M THE PATIENT

      Clean Language, Metaphor and the New Psychology of Change

      by Philip Harland

      An essential read for anyone who finds themself counseling, coaching, or working with others. Takes you step by step through a process that lends itself to the most profound therapeutic transformation and yet can be used informally at home, at work, or in the queue for the bus. Science psychology, philosophy, and a vibrating peach are all part of the story in this guide to the far-reaching but readily accessible practice of Clean questioning, a knowledge of which will enable you to enter another person’s world almost unnoticed and once there to tread very, very lightly. And what will happen as a result is that the people you facilitate will get to know, change, and heal themselves. Philip Harland is a Clean Language psychotherapist and author of ‘The Power of Six: A Six Part Guide to Self Knowledge’; ‘How The Brain Feels: working with Emotion and Cognition’; 'Resolving Problem Patterns: with Clean Language and Autogenic Metaphor'; and ‘Possession and Desire: working with Addiction, Compulsion, and Dependency’. www.wayfinderpress.co.uk

    • Educational psychology
      March 2012

      Das freie Spiel: Emmi Pikler und Maria Montessori im Vergleich

      by Födinger, Diana Gabriela

      This book scientifically discusses the concepts of progressive education as developed by Emmi Pikler and Maria Montessori in the area of free play. The goal is to present, compare and evaluate the respective guidelines for an ideal upbringing. The basic question is which details parents and educators have to pay attention to when it comes to free play in order to promote ideal child development, and which benefits such an education can have for the child. Based on a content analysis, the respective concepts for presenting the pedagogical assumptions will be introduced. Furthermore, the parallels and differences between Pikler’s and Montessori’s theories will be discussed, and in those assumptions that differ, scientific studies shall show which approach is more beneficial for the child. For this purpose, several empirical studies will be taken into account and summarized as well as compared in a literature review. This will allow the reader a comprehensive overview over type and procedure of the different studies, making the results easier to interpret. Furthermore, the book contains an overview about the design and organization of playgroups according to Pikler and Montessori, as well as a developmental/psychological contemplation of free play and biographical information about the two progressive educators.

    • Educational psychology
      November 2010

      Waldkindergarten: Ein pädagogisches Konzept mit Zukunft?

      by Del Rosso, Silvana

      Forest kindergartens – an idea from the 60s with the principle “back to nature”. A crazy idea from tree huggers or a valid concept for basic pedagogy? The last years have seen a huge increase in new openings (there are more than 500 forest kindergartens in Germany today), which leads to the conclusion that forest kindergartens apparently do have more valid arguments than ecological education. Nonetheless the concept is still met with some skepticism in our society – especially from politicians. Probably the strongest assumption against the concept is that children did not learn enough and were not prepared well enough for school in forest kindergartens. Especially since the PISA/studies, kindergartens have been under an enormous amount of pressure from media and politics – leading parents to believe that they need to start having their child learn a foreign language at age three and start with preparations for school. Many people have reservations against forest kindergartens in this respect. But how sensible and child/appropriate is this early learning? What does childhood look like today and what do children need? What does the concept of the forest kindergarten have to offer? How do children from forest kindergartens fare in secondary schools? To investigate this, children who visited forest kindergartens and their mothers were interviewed. The book first gives an overview over preschool education, i.e. the developmental psychological as well a social situation of children in Germany and the resulting requirements for early education. Furthermore, the concept of forest kindergartens will be explored theoretically as well as in practice, in order to evaluate whether it is a promising format for early education.

    • Educational psychology
      August 2014

      Spell It, remember It

      by Mary Rhiando

      “How d’you spell … ?” is a question asked by many people of all ages since first we held pen and paper. The aim of this book is to help the memory achieve correct re-call. This demands memorable at-a-glance constructs. To achieve this, SIMPLICITY has been the author’s purposeful guideline In the past it was understandable - reference books were scarce. Not so today. Many English Language books are available as is the internet, and yet, still, the question is heard. It is routine to spell ‘out’ the requested word but, invariably, the difficulty is caused by just a few letters especially in words with similar sounds, for example, E-I or I-E as in RECEIVE AND BELIEVE. Difficulty too, with same sound words as AFFECT/EFFECT, BREACH/BREECH and the resultant hesitations on correct choice.

    • Educational psychology
      October 2006

      My Friend Daniel Doesn't Talk

      by Sharon Longo

      'When outgoing Ryan meets Daniel, a boy who is too afraid to talk in school or other places outside of his home, he befriends the silent boy, defending him in school to the other children. Their friendship grows, and Daniel feels comfortable enough to talk to his new friend. Ryan's tendency to 'talk too much' enables him to help Daniel in the classroom, and he hopes for the day when his friend will be able to talk in school so that the other children may get to know the 'real' Daniel. In the meantime, he is willing to continue to be a friend to Daniel until that day.' This beautifully illustrated story book is for children with severe shyness, social anxiety or selective mutism to see that they can make a friend like Ryan. It is also a helpful tool for friends of children like Daniel to understand why these children are unable to talk in certain settings.

    • Educational psychology
      July 2012

      The Mental Health Handbook for Primary School

      Raising awareness of mental health issues and how to deal with them

      by Belinda Heaven

      Educating children and young people about mental health is of vital importance if we are to challenge the ignorance and stigma related to this area of health. Many young people will be living in families where an adult member may have mental health problems or indeed may be facing similar problems themselves. This book provides a comprehensive resource to help teachers deal sensitively with this important area. Part One provides an introduction and background information highlighting the need to tackle Mental Health in primary schools. The facts are startling - 10% of 10-16 year olds have a diagnosed mental health disorder, there is an increasing number of children self-harming and an alarming increase in early eating disorders. This section provides clear guidance on how to use the programme, including working with parents and answering questions children may ask. Part Two details a comprehensive PowerPoint presentation introducing staff to the programme. Part Three provides wide-ranging lesson materials with comprehensive teacher notes and including all the necessary copiable resources for using the programme from years 3 through to 6. Part Four has a Glossary of Terms as well as a valuable Resource Directory to direct the busy teacher to other useful sources of information.

    • Educational psychology
      July 2013

      How Children Learn (new edition)

      From Montessori to Vygotsky - Educational Theories and Approaches Made Easy

      by Linda Pound

      An unrivalled introduction to the pioneers of educational theory that you won't be able to get through your studies without. This must-have book includes profiles on Vygotsky, Steiner, Montessori and Froebel, as well as 24 other theorists.

    • Education
      October 2017

      The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning

      by Author(s): Roger Wood

      This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher.These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities.This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.

    • Psychology
      May 2008

      Enriching the Lives of Children

      Creating Meaningful and Novel Stimulus Experiences to Promote Cognitive, Moral and Emotional Development

      by Author(s): Rosalyn M. King

      Enriching the Lives of Children is an exploration of innovations in teaching and learning. The book reflects scholarship, synthesis and creativity as the author reviews decades of research and practice on educational and instructional reforms designed to enrich learning and life for children, through novel and stimulating experiences. The author reminds readers of the early notions of learning coming from such great thinkers as Aristotle, Husserl, Vygotsky, Piaget and Bruner; and, the parallels to the thinking of modern constructivist philosophers and teachers today. Teaching for meaning and constructing knowledge and understanding is important. Providing enriching, novel and stimulating instructional and supportive experiences is essential for successful learning and holistic development.The author presents theoretical propositions about the need for authentic pedagogy and whole child development. Moreover, findings reveal that learning does not take place as a separate and isolated event. Brain, body and the developmental domains work together. Attention also is given to the nature and relationship of creativity to learning and development; and, particularly the contributions of play. Interesting suggestions and models from around the world are provided about children’s learning and enrichment, within and outside of the classroom.As a leading scholar and interdisciplinary expert in education, psychology and learning environments across the lifespan, King provides a service to educators, parents and those interested in child development by synthesizing volumes of research into a coherent whole, with excellent suggestive strategies that can be used in educating and raising children. Theoretical insights and strategies found in this book will improve the academy of teaching and learning and serve as a useful resource for educational and childcare professionals, policymakers and parents. For those that care about the future of our children and education, Enriching the Lives of Children is essential reading.

    • Philosophy of language
      July 2007

      Self-Esteem and Foreign Language Learning

      by Editor(s): Fernando Rubio

      Self-Esteem and Foreign Language Learning deals with a topic which has been given surprisingly little attention in Second and Foreign Language Acquisition studies. Although there are several studies dealing with general education, this volume addresses the need to take self-esteem into consideration in the language classroom and adopts both theoretical/research and practical perspectives, with the hope of being useful for both researchers and practitioners.The book is organized into three main parts. Part I serves as an introduction to self-esteem. Part II reports on the existing literature about the theory and research dealing with self-esteem and foreign language learning, and Part III includes procedures for implementation and activities for classroom applications.Self-Esteem and Foreign Language Learning is edited by Fernando Rubio (PhD.), a researcher and teacher at the University of Huelva in Spain. Most of the chapters have been written by members of the research group “Affective factors in language learning”, which has also published a book on Multiple Intelligences and the teaching of English (Dr. Jane Arnold, Dr. Carmen Fonseca, etc.). There are two outside contributions: one is by Andrew Wright, author of numerous publications for language teachers, and the other by Veronica de Andrés, teacher trainer from the University of El Salvador (Argentina) and member of the executive board of the International Council for Self-Esteem. Dr. Elaine Horwitz of the University of Texas has contributed a preface.

    • Educational psychology
      September 2008

      Religious Attachment

      Women's Faith Development in Psychodynamic Perspective

      by Author(s): Eun Sim Joung

      Exploration of religious attachment from a psychodynamic perspective, this book provides a coherent and convincing account of the roots and characteristics of Christian women’s faith experience which will complement and, in some respects correct, existing accounts. Drawing on attachment theory as a conceptual framework, this book employs a qualitative methodological approach, focusing analysis on linguistic meanings, and using autobiographical narrative in-depth interviews with a group of ten Korean Christian women. Examining the patterns of religious attachment in relation to human attachments, the key characteristics in women’s faithing are explored: the language, means and context, and the relational and affective accounts of faith with or in which women practice their faith. Three major patterns of religious attachment are identified in which the women’s faithing strategies and their representations of self and God are presented: these are Distance/Avoidance, Anxiety/Ambivalence and Security/Interdependence. Integrating theoretical and practical implications of religious attachment for Christian education and pastoral practice, this book will be a good use to all concerned with women’s religious attachment, faith development, spirituality and education, and those working in the field of practical theology, pastoral care, Christian education, counselling and psychotherapy.

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