Bøger udgivet af Open University Press

A textbook on special educational needs which offers a balance between theory, research and practice as well as a unique analysis of the implications of the effects of linguistic, cultural and ethnic diversity on special educational needs. The fourth edition of this textbook will be revised and updated in order to respond to changes in the field, including developments in national policy and in ways of thinking about special educational needs and inclusion. It will take account of research and publications that have appeared since 2014, in particular in the international literature. There will be more on the theoretical aspects of inclusive practice and some of the case studies and learning activities will be updated to make them as relevant as possible, reflecting contemporary examples of best practice in the field. In addition to the central cross-cutting theme (equality, diversity and inclusion), other themes incorporated across chapters will include professional ethics, parental support for learning, person-centred practices and the effects of poverty.

Mentoring is today where coaching was fifteen years ago. Increasingly companies have understood its usefulness, with the transfer of knowledge between generations of managers and the impact of leadership on a company's values. Yet very few people really know what modern mentoring is, as a learning alliance between an experienced leader and a less-experienced leader where each participant benefits from an open approach to learning. To create a successful environment for mentoring it is essential to improve the core competencies involved; active listening, impactful questioning, providing feedback and leading to experimentation and action.The book is intended to be both practical and theoretical so that it can be used in both academic and corporate settings. It is the result of a collaboration between mentors from four continents. Three editors - Sylviane Cannio (Belgium), Cicero Carvalho (Brazil/Canada) and Fisher Yu (China), together with fifteen leading mentoring professionals from across the globe make the book particularly interesting and unique.

This book offers a holistic approach to special educational needs and inclusive practice. Psychology and special education have an important role within the inclusive process, but it must be understood and used effectively and in ways that do not contribute to exclusion. The book draws on psychological and educational theories, research and practice in order to increase students' and practitioners' awareness of issues related to identifying, assessing and supporting children with Special Educational Needs and Difficulties (SENDs) within an educational settings.It includes chapters that explore different methods and approaches along the special and inclusive education continuum, drawing on theory and research from psychology. Psychology can make a significant and substantial continuation to the inclusion agenda; its current dominance can be problematic when adopted and used uncritically and ineffectively, which can lead to exclusionary practices. Special Education (and deficit / medicalised models) can often dominate practice; it is essential that students and practitioners can effectively identify the approach (special vs inclusive) and understand the contributions and limitations inherent in these approaches to realising the inclusion agenda, so that they can apply them sensitively and effectively while striving to work inclusively. In particular, it looks into the special needs and difficulties, the co-occurrence, and how to enhance understanding of holistic and inclusive approaches in recognising the individual's strengths and weaknesses and how to create opportunities for empowerment.

"This book holds the story of a monumental research effort... It provides a moving, thoughtful, understanding of what "neighbourhood" means and is a beacon for efforts aimed at improving the quality of life of all involved."Steven R. Sabat, Professor Emeritus of Psychology, Georgetown University, Washington D.C., USA"It is indicative reading for educators, researchers, clinicians and policy makers nationally and internationally. By grounding the underpinning research in the lived experience of people with dementia, the book's appeal extends to voluntary and community groups. Reading it is a must!"Assumpta Ryan, Professor of Ageing and Health, Ulster University, UK"A remarkable contribution to the 'Reconsidering Dementia' series."Bob Woods, Emeritus Professor, Bangor University, UKThis book provides research based insights into the lived experience of dementia, aging in place and the use of participatory and creative social research approaches in the field of dementia studies. For the first time the key findings of one of the UKs largest funded social science research projects, the Neighbourhoods study, are assembled into one accessibly written blueprint for dementia care aiding better understanding of the place and position of those living with dementia in the home and neighbourhood context.Reconsidering Neighbourhoods and Living with Dementia highlights the importance of home for people living with dementia and that neighbourhoods are seen to be relational, virtual, technological, connected, lived, remembered, and imagined, and to exist within and across time. The book is organised under five key parts:.The Lived Neighbourhood.Neighbourhoods, Measurement and Technology.Neighbourhoods and Big Data.Personal Well-Being and Neighbourhood Programme Support.Bringing it Together and Future Directions This comprehensive book is appropriate to a wide range of readers and disciplines including those living with dementia, the related health and voluntary professions, family carers, practitioners, academics, and students undertaking a variety of courses aligned to gerontology, dementia studies and human geography.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.John Keady is a mental health nurse who has been involved in dementia care for over 30 years. Since 2006, he has held a joint appointment between the University of Manchester and the Greater Manchester Mental Health NHS Foundation Trust. He was the Chief Investigator of the Neighbourhoods study.

This edited book will examine leisure in the lives of people with dementia, emphasising the active role people with dementia can play as citizens in contributing to the world in which they live, given opportunities to make choices about their participation in it. The content will be wide-ranging, with contributors from multiple disciplines discussing involvement in leisure interests and activities from sports and physical activity, and the arts, to hobbies, games and crafts. Contributions will be shaped by co-editors with experience in research and practice relevant to dementia and leisure, one of whom is living with dementia. Its structure and content will align with the needs of those studying and working in nursing and dementia care, occupational therapy, social work, arts therapies, arts, health and wellbeing, sports and exercise, and gerontology.

"This book provides extensive coverage of each of the human body systems. It relates pathophysiology to the clinical environment, relevant investigations and treatments for disease. A useful text for both newly qualified and student nurses."Amy Hutchinson, Student Nurse, University of Ulster, UK"From a nursing student perspective this book is excellent... It is laid out very well allowing the reader to learn individual body systems in manageable chunks. The chapters are well introduced and include pointers to useful learning resources and background reading... and the answers are concise yet contain enough detail to ensure readability and retention of detail. Every nursing student should have this book."Conor Hamilton, Student, Queen's University Belfast"As a student nurse I am always looking for ways to enhance my learning and this book provides an excellent resource for this purpose. Working on the wards and desperately trying to recall all the physiology knowledge you are taught at university is not always easy... Nurses! Test yourself in Pathophysiology has been invaluable to my being able to remember the information. These bite-size chapters will be extremely useful if you need to revise pathophysiology for an exam, or when preparing for a particular placement. This book will make an excellent investment for a student at any stage in their course."Sarah Galloway, Student Nurse, University of Wolverhampton, UK"This book contains a substantial bank of questions which will prove very useful to any enthusiastic student wishing to actively learn and revise pathophysiology. The simple structure and expanded answers provide effective feedback, adding value and support for learning. The book will be a useful partner to support many of the pathophysiology textbooks currently available. It should be included on recommended reading lists for students. It will also find a useful place in support of teaching and professional development."Jim Jolly, Head of Academic Unit for Long Term Conditions, School of Healthcare, University of Leeds, UK"This book will be a helpful tool for all student nurses (regardless of branch), newly qualified nurses and nurses returning to practice. The language used in the book is easy to understand and I found the layout to be very user friendly and ideal for revising. I would recommend this book to all my colleagues."Colette Seddon, Student Nurse, University of Bedfordshire, UKLooking for a quick and effective way to revise and test your knowledge?This handy book is the essential self-test resource to help nurses revise and prepare for their pathophysiology exams.The book covers a broad range of conditions common to nursing practice including pneumonia, diabetes, asthma, eczema and more. The book includes over 300 questions and 70 glossary terms in total, and each chapter has:- Multiple choice questions- True or false questions- Labelling exercises- Fill in the blank questionsThe book includes chapters on:- Integumentary system- Musculoskeletal system- Nervous system- Endocrine system- Cardiovascular system- Respiratory system- Digestive system- Urinary system- Reproductive systemWritten by lecturers at one of the UK's top nursing schools, this test book is sure to help you improve your results - and tackle your exams with confidence!

This book support teacher trainees as they help students develop maths reasoning skills. It uses the Causal Connectivity Framework and enhances the knowledge and skills of trainees in sequencing teaching content with cumulative knowledge and understanding. It covers a variety of contexts from primary education up to GCSE level and includes practical examples of what is possible. The book offers maths teachers an alternative way of incorporating reasoning as a critical component of maths learning - a part of continuous professional development based on strong subject and curriculum content knowledge.

Coaching for Wellbeing is the ultimate guide to the theory and practice of coaching for wellbeing. This book provides readers with clear explanations of wellbeing theory and a practical framework for coaches to use as they support improvements of their client's wellbeing. It offers an in-depth understanding of wellbeing theories and concepts, alongside the challenges that come with coaching for wellbeing. It is essential that coaches understand the boundaries and ethical issues that are involved with the area and have the confidence to refer client when the situation requires. This book is grounded on empirical research to ensure an evidence-based approach. It presents a series of real-life client examples to illustrate the learning points as well as the challenges facing coaches and their clients. Ultimately, the book will serve as a comprehensive guide on coaching for wellbeing, giving practitioners the knowledge and tools to coach clients in a range of settings.

This book is based on courses that have been designed, developed and delivered by the authors, as such it would be a companion guide to CPD training courses that Fistral run for 1,000s of students per year. In addition, the text is relevant to any student or individual undertaking a doctoral level research project regardless of their engagement with a specific academic or training programme.The book functions as a companion guide for PhD students throughout their research project. Structured in three parts (Starting Your PhD; Doing Your PhD; Finishing Your PhD), it supports them from the early days of the PhD through to completion and beyond. It addresses how they can best deal with the demands of each phase of the PhD and provides ways of handling some of the common problems many PhD students face.With each chapter subtitled "How to...", it will be practical and applicable in style and will function as an easy, quick-reference handbook, providing not just guidance and information but engaging techniques and tips, worksheets, activities, and a wealth of illustrative examples and vignettes from other PhD students.

The book provides a simple introduction to evidence-based practice in the field of health and social care. Evidence-based practice is a concept and theme that underpins all modules across the nursing and healthcare curriculum and will come to the fore for healthcare students when taking their Research Methods, Dissertation or Literature Review modules. However, despite being a term that is widely used and regularly cited, students often fail to fully grasp what it is, why it is so important and how it applies to the practical, non-academic world. This book bridges that gap by introducing concepts in a very basic way to help those without much clinical experience to understand what is at the heart of good evidence-based practice.

"Richard Race has long proven that multicultural education and multiculturalism in [British] education are key to understanding and fostering social and community cohesion. This important book builds on decades of work, adding fresh insights that reflect the complexity of social and political issues faced in the UK... What Race and colleagues have done is both courageous and coruscating."Professor Paul W Miller, Director of the Institute for Educational & Social Equity, UK"This edited book is a powerful curation of narratives, which set out pertinent and relevant perspectives on evolving dialogues in multiculturalism and multicultural education... It is a timely, comprehensive and insightful tome, which will be a useful addition to any global anti-racist bookshelf."Dr Susan Davis, Reader in Diversity, Equity and Inclusion in Education, School of Education and Social Policy, Cardiff Metropolitan University, UKMulticultural dialogues are as important now as ever. This volume explores narratives in education that have developed internationally in response to changing policies and the modern world. Its contributions reflect on the necessity of sustained dialogue within the wider social and political sciences alongside national and international politics, to enable more multicultural voices to be heard and to respond to the challenges of the modern world. Cultural diversity is a great societal strength and globalisation within education can increase our understanding of this.This edited volume:.Comprises work by researchers from across the globe.Draws on real-life case studies and empirical evidence.Consists of 20+ chapters covering a range of topicsBuilding on case studies from England, Turkey, Italy and more, this text transcends national policy to ask what the core values of multicultural education truly are. From policy and pedagogy to the impact on curricula, it is essential reading for students and those working across the fields of education and sociology, particularly with an interest in social justice, inclusion and multiculturalism.Richard Race is Senior Lecturer in Education at Teesside University, UK and a Visiting Professor at Sapienza University, Italy. Richard is a member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies.

This book is about research- and evidence-informed educational improvement. It synthesises and reframes the distinct schools of thought within the Educational Effectiveness and Improvement (EEI) fields for a renewed research and professional education agenda. At the book's heart is a problem: that educational improvement is often short-lived, rarely achieved at scale and, as some prominent researchers have argued, mostly illusory. The chapters describe and critique this divided field and reviews, synthesises and reframes the combined knowledge base. Building on this acknowledge of division, the book looks with scepticism, pragmatism and optimism towards the future for solutions in evidence-informed improvement.

All organizations are political environments. Politics is present in all the major processes, including resource allocation, succession planning and equal opportunities. Yet being political is often regarded as a negative trait, associated with lack of authenticity, unethical behaviour and sociopathy. For employees, managing politics is a core skill. For coaches and mentors, there is the constant dilemma of how to help a client thrive in a political environment while retaining their authenticity. A critical distinction is between being politically aware or astute and being political or "playing politics".This book aims to set out practical ways in which coaches and mentors can both maintain their own integrity and support their clients in doing the same, in politicised environments. It will draw on the experiences of coaches and mentors, leaders and managers in organisations around the world, and coach supervisors.

“A fresh update to a true classic. This is one of the most reassuring and useful books you will ever read about doing your PhD, no matter your topic - or where you are enrolled.”Professor Inger Mewburn, Director of Researcher Development, Office of the Dean of Higher Degree by Research, The Australian National University, Canberra, Australia“How to get a PhD is both honest and thorough and thus immensely helpful, for supervisors as much as for students.”Professor Paul Allain, Dean of the Graduate and Researcher College, University of Kent, UK“The 7th edition! ‘How to get a PhD’ is proving its status as a must read for PhDs and supervisors.”Dr Hans Sonneveld, Founder and Board member, Netherlands Centre of Expertise for Doctoral EducationHow to Get a PhD 7e provides a practical and realistic approach for all students who are embarking on a PhD. In addition, supervisors will find invaluable tips on their role in the process, good supervisory practices and how to support students to work effectively. Thoroughly revised and updated throughout, the seventh edition provides an overview of what it means to undertake a PhD within a modern university, exploring both the challenges and rewards of a doctoral degree, including:• Contemporary challenges for students including transgender issues, sexual harassment, and exploitation within the academic environment• Time demands, the balance of academia and paid work, and the uncertainty of academic careers and how this can impact students’ mental health• Academic debates surrounding the increased importance of technology and open access• Emphasising diversity with an increased focus on how students, supervisors and universities can work together to make a more effective and welcoming academic environmentThe new edition is structured so that users can find the section that will help the specific stage of their work. With practical guidance through the application process, research, viva and post-viva, this book supports PhD students of all disciplines across their journey and beyond, including part-time, those returning to study and those who are practice-based.Estelle M. Phillips has enjoyed a long career as an academic and independent educational consultant. She has published widely on various aspects of the PhD and has spoken at universities on four continents about the skills required to complete and supervise a PhD.Colin G. Johnson is an associate professor at the University of Nottingham, and was formerly Associate Dean for Graduate Studies in the sciences at the University of Kent. He is an experienced PhD supervisor and examiner, and has led training courses for new PhD students and advised on postgraduate strategy for a number of universities.Professor Derek S Pugh (1930-2015) was Emeritus Professor of International Management of the Open University Business School, UK. He published 17 books and over 100 papers in his field and had considerable experience in the design of doctoral programmes and the successful supervision and examination of PhD students.

"Dr Charlotte R. Pennington has pulled off a remarkable trifecta of being clear, concise, and comprehensive in covering the origins of the open science movement and practical advice for adopting the behaviors"Professor Brian Nosek, Executive Director, Center for Open Science; University of Virginia, US"My hope is that every psychology student will finish their degree with a heavily annotated, well-thumbed copy of this important and timely book!"Dr Madeleine Pownall, University of Leeds, UK"This book should be on the reading list for all university science degrees and on all library bookshelves. It is concise, accessible, and remarkably interactive, with brilliant use of examples and learning activities. Is there a better instruction manual on how to do science properly? If there is, I haven't seen it."Professor Chris Chambers, Cardiff University, UK"This book will equip future generations with the tools necessary to improve our disciplines, and thereby represents a significant ray of hope for the future. Essential and timely."Dr Emma Henderson, University of Surrey, UK A Student's Guide to Open Science explores the so-called "replication crisis" in psychology (the inherent difficulties in replicating or reproducing research results to test the robustness of findings) while delving into the ways that open science can address the crisis by transforming research practice.Students will develop a fundamental understanding of the origins and drivers of the crisis and learn how open science practices can enhance research transparency, replication, and reproducibility.With a handy, digestible guide for students and researchers alike on how to implement open science practices within their own workflow, as well as pedagogic teaching and learning activities that can be re-used by educators, Pennington's new book is an essential guide to navigating the replication crisis.Key features of this book include:. An overview of landmark events that will mark the history of the replication crisis.. Case studies of classic psychological studies undergoing replication.. Test yourself activities to reinforce learning of key concepts, including an open science crossword!. Top tips for adopting open science practices, including study preregistration, Registered Reports, and open materials, code, and data.. Useful illustrations to aid understanding and facilitate revision. New concepts and practices can often feel overwhelming, but this book aims to help students and educators pick what they want from the 'open science buffet' and return to the table to fill up their plates again and again. Remember, we are all students of open science and will be for many years to come!Dr Charlotte R. Pennington is a Lecturer in Psychology at Aston University, Birmingham, UK and a Fellow of the Higher Education Academy. She is an expert in open science and advocates for the teaching of this within higher education pedagogy.

"[E]ssential reading for anyone learning to be a teacher... This book will continue to be a core text on our ITE programmes."Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK"A comprehensive 'must have' for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors... Fantastic!"Mark Winterbottom, Professor of Education, University of Cambridge, UK"The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher."Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UKThis timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education.New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book:-Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives-Guides and encourages readers to reflect on their own learning and teaching-Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much moreBenefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher.Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King's College London, UK. He is a former chair of the National Association for the Teaching of English. Richard Brock is a Lecturer in Science Education at King's College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education.Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King's College London, UK.Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King's College London after having worked as a geography teacher and as Director of Evaluation for an education charity.Emma Towers is a Teaching Fellow in Education Policy at King's College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools.

"Rik Cheston is one of the pioneers of psychotherapy in dementia. This book integrates his clinical expertise and research, and is brought vividly to life by Rik's personal reflections and case examples drawn from his vast experience [...] this book will be one that I keep coming back to and share."Dr Emma Wolverson, Clinical Psychologist, Senior Lecturer in Ageing and Dementia, Research Lead Dementia, UK"This is a thoughtful and, at times, provocative book, providing knowledge and insights from theoretical and practical perspectives [...] Cheston has set out to challenge you; which he does extremely well."Professor Ian Andrew James, Innovations Team, CNTW NHS Trust and honorary professor at the University of Bradford, UK"In this brilliant and timely book, Richard Cheston [...] draws upon [...] over 30 years of insightful clinical practice to discuss not only psychotherapy but a whole lot more. The book is lucidly written so can be valuable not only to specialists but to anyone whose work or personal life brings them into contact with dementia. Actually, that's most of us."Tom Dening, Professor of Dementia Research, Mental Health & Clinical Neurosciences, University of Nottingham, UK"This is a clear, accessible and beautifully written legacy of psychotherapeutic endeavour in dementia care [...] This book is a seminal text for all who are committed to continually improving their practice in person-centred dementia care."Esme Moniz-Cook Professor Emerita (Clinical Psychology, Ageing and Dementia Care), University of Hull, UK. Founder Chair, now board member INTERDEM There is little opportunity for people living with dementia to talk about their experiences and what is happening to them. This often makes it harder for them to adjust to, and to accept, the diagnosis. Dementia and Psychotherapy Reconsidered introduces a new and distinctive way of thinking about dementia. Each of the four sections is augmented with examples from the author's 30 years of clinical and research experience and offers an accessible approach from mainstream psychotherapeutic and psychological frameworks that:. Places dementia into a psychological context of loss, threat and change. Addresses the research and clinical evidence underpinning psychotherapy; whether this is delivered to individuals, couples or groups. Sets out a model of adjustment to dementia and outlines how talking about dementia needs to be tailored to the stage of change. Explores how psychotherapy and counselling can be adapted to accommodate the client's cognitive changes and why we need to acknowledge that talking about dementia is not always possible or desirable Dementia and Psychotherapy Reconsidered is applicable not only to psychotherapists and counsellors, but to clinicians and families who are supporting people living with dementia post-diagnosis and want to find new ways of talking about their experiences.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Richard Cheston worked as a Clinical Psychologist in the NHS before becoming Professor of Dementia Research at the University of the West of England, UK in 2012.

"The establishment of professional learning networks can be transformational for you personally and professionally. This book takes you step by step through the process of developing an effective Professional Learning Network (PLN) to create and realise a new status quo!"Catherine Carden, Canterbury Christ Church University, UK"The book impressively underscores the relevance and opportunities of Professional Learning Networks for innovation in school, while also addressing the challenges and pitfalls of successfully establishing, running and sustaining PLNs from the perspective of teachers."Colin Cramer, University of Tuebingen, Germany"This book is a must read for practitioners, policy makers and researchers interested in Professional Learning Networks! [It] provides readers with concrete recipes with all the necessary ingredients, including leadership, trust and collaboration, to ensure PLN success."Prof. Dr. Kim Schildkamp, University of Twente, the NetherlandsThe Teacher's Guide to Successful Professional Learning Networks supports educators with practical guidelines developed from the authors' practical and research-based experience in this area. Taking a step-by-step approach, the book guides readers through the different stages of inquiry and influencing factors involved with successfully running a PLN. The authors explore how teachers can participate in networks to achieve deep reflective inquiry and make positive changes in teaching and learning.The book:-Builds on international research into professional learning networks (PLNs)-Uses illustrative case studies from a range of contexts across the world-Provides step-by-step guidance to help readers establish sustainable PLNs Drawing from a diverse range of international contexts and with content stretching from early years to secondary, this book is essential reading for any educator looking to create, expand or enhance their Professional Learning Network.Cindy Poortman is Associate Professor at the University of Twente in the Netherlands. Her research and teaching focus is teacher and school leader professional development in PLNs. She has co-founded and is coordinating the PLN network within the International Congress for School Effectiveness and Improvement (ICSEI).Chris Brown is Professor and Director of Research at the Department of Education Studies at the University of Warwick, UK. He has co-edited two books on Professional Learning Networks, is co-editor of the Professional Learning Networks Book Series, and is co-founder and co-convener of the ICSEI Professional Learning Networks research network.

"I am so glad that this book has been written! [...] A highly practical book, easily accessible for others to use with their students."Dr Elisabeth Curling, Senior Lecturer in Immunology, School of Biosciences, University of Kent, UK"[This book] will enable students across the globe to improve their well-being. Highly recommended."Dr Julia Ronder, Consultant Child and Adolescent Psychiatrist"This book is a fascinating and practical guide to mindfulness for students. I would thoroughly recommend reading it if you are a student yourself, or an educator looking to help students with their mental wellbeing."Dr Jacqueline Buchanan, GP Partner and Medical Student EducatorAs the challenges facing students continue to grow, the importance of mindfulness for academic and personal success is gaining recognition. Yet many students and their teachers remain unclear on how to implement mindfulness techniques successfully. Mindfulness and Wellbeing for Student Learning is a 5-week introduction to mindfulness to support students' learning and wellbeing. Adapted from several mindfulness programmes, the book aims to help students cope with the various demands of university life and provide them with a wellbeing toolkit. Included are an array of mindfulness techniques proven to help improve focus, manage stress, regulate emotions and manage procrastination, to name a few.The book:.Introduces a 5-week guided programme to teach students about wellbeing.Contains numerous interactive mindfulness exercises.Provides structured wellbeing lesson plans complete with resources .Draws on the real experiences and feedback of studentsThis book is an essential resource for students and aims to equip them with invaluable skills to overcome the anxieties and stresses of university life. No matter the subject, this book will help students to build academic and personal resilience, helping them to thrive at university and beyond. It is also a perfect book for teachers or personal tutors looking to set up mindfulness groups or simply support their students during these challenging times.Lorraine Millard has been a psychotherapist for over 35 years, a mindfulness teacher for 15 years and has taught over 150 mindfulness courses. She designed and delivers the 5-week course at the University of Kent, UK.Louise Frith is an Academic Skills Tutor at the University of York, UK, specialising in writing for academic purposes. She has published two previous books: Professional Writing for Social Workers, 2nd edition (2021) and The Student's Guide to Peer Mentoring (2017).Patmarie Coleman has previously taught for 22 years on person-centred courses, is a senior counsellor at the University of Kent, UK and also runs a private supervision practice in Southeast London, UK. Patmarie was trained by Lorraine in Mindfulness and has completed further training with the Mindfulness Network. Patmarie authored the chapter: Intersectional, Anti-Racist and Intercultural Approaches by Therapists of Colour, for Therapy in Colour (2023)

"This book is a must read for those wanting to understand, design and improve our approach to workforce knowledge in dementia care."Paul Edwards, Director of Clinical Services, Dementia UK"Its person-centred, theory and practice-based approaches to learning make it an essential book for everyone involved in the delivery, review and commissioning of dementia education."Dr Anna Jack-Waugh, Senior Lecturer in Dementia, Senior Fellow HEA, Alzheimer Scotland Centre for Policy, and Practice, the University of the West of Scotland, UK"A relevant, innovative, and important book that can underpin better education and training in dementia care."Jesper Bøgmose, Associate Professor, Cand. Cur., Faculty of Health, University College Copenhagen, DenmarkIn the last twenty years the evidence-base for how to provide person-centred care for people with dementia has grown significantly. Despite this until recently there has been little evidence as to how to provide training and education for the dementia workforce. This book provides an evidence-based practical resource for people intending to develop, deliver, review, or commission education and training for the dementia workforce. Throughout, the book: . Considers the importance of informal routes and mechanisms for workforce development. Examines the importance of context and setting conditions for successful implementation of training at individual, service and organisational level. Contains up-to-date international research evidence, case studies and vignettesEducation and Training in Dementia Care: A Person-Centred Approach is an accessible text aimed at all levels of prior experience, from those studying and working in health and social care services and private and third sector organisations who are responsible for the training and development of their staff, to commissioners of training or those who wish to take advice to inform their practice.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia. Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Claire Surr is Professor of Dementia Studies and Director of the Centre for Dementia Research at Leeds Beckett University, UK.Isabelle Latham is Researcher-in-Residence for Hallmark Care Homes, UK and Honorary Senior Research Fellow for the Association for Dementia Studies at the University of Worcester, UK. Sarah Jane Smith is a Reader in Dementia Research at Leeds Beckett University, UK.

"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms."Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative. "For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit."Alan Howe, Education Consultant and Associate with Oracy CambridgePurposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools' responses to improving the quality of both learning to talk and talking to learn. The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools.This book features:.Examples of lesson activities and resources, accompanied by explanations and advice from practitioners .Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory.Questions and prompts to promote reflection on the reader's own context.An emphasis on teachers' professional judgement and informed implementation of oracy practicesA holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals.Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.

"Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade."Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia"This book, a fifth edition, can truly be called a "classic" on the topic of teaching, learning and curriculum design in higher education."Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia"You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching."John R. Kirby, Professor Emeritus of Educational Psychology, Queen's University, CanadaThe concept of constructive alignment has supported generations of students and teachers within higher education. It is a 'backward design' method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: . Provides a comprehensive, research-based theory of teaching for teacher reflection . Outlines how educational technology can be used in constructively aligned teaching . Helps staff developers to provide support for staff and departments in line with institutional policies . Offers a framework for quality assurance and quality enhancement across a whole institution Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.

"Ethical Dilemmas in Educational Research is a valuable resource for both researchers and supervisors. Having myself sat on a university ethics committee, I appreciate not only the considerations needed when approving applications but also the controversy around what could be viewed as undue restrictions on research. The real-life and hypothetical dilemmas presented in this book should help guide researchers towards effective but ethically sensitive designs." Dr Katy Smart CPsychol AFBPsS, Department of Psychiatry, University of Oxford, UKEthical Dilemmas in Educational Research is an invaluable guide for educational researchers around the world, helping to develop best practices and make informed decisions. This book demonstrates how a careful balance must be struck between the needs of participants, increasing regulatory guidelines and the academic freedom of the educational researcher. The authors discuss an array of issues arising in the field of educational research, including: ethical dilemmas in action, issues of agency and privacy, and researcher reflexivity.With a foreword by Professor Ian Menter, this book goes beyond the guidelines and focuses on the specific dilemmas that educational researchers face, illustrated with real-life and inclusive examples. The book:¿ Focuses on the resolution of ethical dilemmas in educational research, and not just the dilemmas themselves¿ Highlights the role of committees and guidelines, with an emphasis on misunderstandings and common purposes¿ Is written by academics from differing theoretical and methodological perspectives and disciplines across the spectrum of educational research¿ Presents specific dilemmas encountered during research in the early years, schools and universities The authors use these ideas to build on the foundations of an ethical approach and find new ways of working together and learning from one another, to ensure best practice in the educational research field and forge a more united forward path. Carol Brown is a Senior Lecturer in Psychology and Education Faculty Research Ethics Officer at Oxford Brookes University, UK.Mary Wild is Professor in Education and former Head of the School of Education at Oxford Brookes University, UK.

How can professional development in schools be designed to meet the specific needs of every individual? What approach to teacher improvement has been proven to have more impact than traditional training models? Which form of professional learning has the greatest impact on workplace wellbeing? Coaching for Educators answers all of these questions by providing a succinct and focused guide, which positively demonstrates how to make coaching work in schools. This book:.Provides up to date research summaries on the impact of coaching in educational settings.Shares practical suggestions and strategic guidance around inclusive practice and professional wellbeing.Uses case studies and practical examples to illustrate successful coaching based CPD.Can be adapted to the needs of each and every schoolOffering practical insights into CPD for all professionals, education practitioners and postgraduate students looking to expand their learning, this book is for anyone seeking to gain insight into best practice and develop their leadership skills. Coaching for Educators will provide you with the tools to develop a culture which empowers teachers and leaders to get better every day."A brilliantly personable journey into coaching."Karen Wespieser, MBE; Chief Operating Officer, Teacher Tapp, UK"[An] intellectually stimulating yet jargon-free read."Dawn Grant-Skiba, Teacher and Coaching in Schools Researcher, Australia"This book provides a compelling case for the power of coaching as an effective form of professional development."Cat Scutt, Director of Education and Research, Chartered College of Teaching, UK"A well-researched, thorough and practical guide to effective coaching in schools."Richard Parker, Headteacher, International School of London, UKDuncan Partridge is a qualified coach and MD of Educe Mentoring & Coaching. Prior to this, Duncan held school headship positions in Argentina, Italy and the UK, as well as Director of Education roles at the English-Speaking Union and the Skills Builder Partnership. Duncan has an MA in International Education and Leadership.

"If you are interested in lived experience and meaning making, or want to think more creatively about psychology, this text is utterly invaluable."Paula Reavey, Professor of Psychology and Mental Health, London South Bank University, UK "This book provides a wonderful, gently provocative, critical companion to the standard psychological curriculum!"Professor Virginia Braun, School of Psychology, Waipapa Taumata Rau/The University of Auckland, NZ"This is essential reading for all undergraduate and applied psychology courses."Professor Erica Burman, University of Manchester, UK, editor of Feminists and Psychological Practice and co-author of Challenging women: psychology's exclusions, feminist possibilitiesThe Feminist Companion series includes books which act as your friends and mentors in book form, supporting you in your studies, especially when things get tough. This companion offers a better-informed understanding of research methods, exploring key topics such as ethics, reproducibility, reliability and validity, and research design through a feminist lens. The ethics of research relationships are explored, alongside issues to do with prejudices and biases implicated in psychology's treatment of women. Ultimately, this book aims to develop your critical and analytical skills by encouraging a questioning approach to understanding how psychological knowledge is produced, and by offering alternative, feminist-informed approaches to framing research questions, adopting data collection techniques, and analysing and interpreting data. Key features of this book include:. Five Reasons Why You Need a Feminist Companion - a helpful guide to what readers can expect to gain from this book . Activity boxes, suggesting ways you can put the theory you are learning into practice . See and Hear for Yourself boxes, signposting readers to where they can find real-world examples of the concepts covered. Summary sections that articulate the main points of each chapter and provide a useful revision aid. A glossary of key termsThe book maps to the British Psychological Society (BPS) curriculum on research methods as well as the Quality Assessment Agency's (QAA) Subject Benchmark Statement for Psychology. Hannah Frith is Associate Professor of Psychology at the University of Surrey, UK. She is the current editor the British Psychological Society journal Psychology of Women and Equalities Review.Rose Capdevila is Professor of Psychology at The Open University. She has been co-editor of the journal Feminism & Psychology and Chair of the Psychology of Women and Equalities section of the BPS.