Establishing Self-Access examines establishing, maintaining and developing self-access language learning (SALL). While much of it presents practical ideas dealing with issues related to SALL, they are supported by references to relevant literature and research. This link between theory and practice makes the debate about SALL accessible and makes this a useful resource for establishing and running self-access learning facilities. Its unique features include a typology of self-access facilities; a discussion about how to manage self-access; a step by step guide on evaluating self-access; a wide variety of practical suggestions for implementing self-access in different contexts. It is suitable for anyone concerned with self-access, from pre-service teacher trainees to experienced teachers and from managers of dedicated self-access centres to administrators concerned with financing self-access facilities.

"This book fills the gap between theory-laden academic books designed to help academic faculty incorporate self-directed learning activities into their courses and the self-help books designed to help motivate individuals to learn new skills"--

One of the world's leading practitioners, thinkers and teachers in the field of psychotherapy and counselling here presents an account of how to run brief, structured, educationally oriented groups which aim to develop self-acceptance as a step in helping clients who have emotional problems. Windy Dryden illustrates the process and practicalities of running self-acceptance groups with a detailed session-by-session review of his own practice with one group, using the Rational Emotive Behaviour Therapy approach with which he is so much associated. This book offers to students and practitioners of therapy and counselling * An introduction to the principles of REBT and some valuable developments of the approach which will interest even experienced followers of REBT * A powerful process for building self-acceptance, rather than self-esteem, in a way which stresses a person's uniqueness, humanity, complexity and fallibility * Clear, practical guidance on how therapists and counsellors can use and present these principles and processes within structured, educational groups "Windy Dryden has done it again ... he has taken one of the key theories of REBT, added to it considerably, and shown in detail how it can be successfully implemented by teachers, and by therapists with their clients ... (he) has done a great service to emotional education by providing us with this sound and practical manual." From the Foreword by Albert Ellis, President, Albert Ellis Institute for REBT, New York This book appears in the Wiley Series in Brief Therapy and Counselling Series Editor: Windy Dryden Goldsmiths College, University of London, UK

This book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process and offers practical activities and suggestions for implementing it.

From the renowned psychologist who introduced the world to “growth mindset” comes this updated edition of the million-copy bestseller—featuring transformative insights into redefining success, building lifelong resilience, and supercharging self-improvement. “Through clever research studies and engaging writing, Dweck illuminates how our beliefs about our capabilities exert tremendous influence on how we learn and which paths we take in life.”—Bill Gates, GatesNotes “It’s not always the people who start out the smartest who end up the smartest.” After decades of research, world-renowned Stanford University psychologist Carol S. Dweck, Ph.D., discovered a simple but groundbreaking idea: the power of mindset. In this brilliant book, she shows how success in school, work, sports, the arts, and almost every area of human endeavor can be dramatically influenced by how we think about our talents and abilities. People with a fixed mindset—those who believe that abilities are fixed—are less likely to flourish than those with a growth mindset—those who believe that abilities can be developed. Mindset reveals how great parents, teachers, managers, and athletes can put this idea to use to foster outstanding accomplishment. In this edition, Dweck offers new insights into her now famous and broadly embraced concept. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own.

Provide students a clear view of what success looks like for any process, task, or product. What does success look like for your students? How will they know if they have learned? This essential component of teaching and learning can be difficult to articulate but is vital to achievement for both teachers and students. The Success Criteria Playbook catapults teachers beyond learning intentions to define clearly what success looks like for every student—whether face-to-face or in a remote learning environment. Designed to be used collaboratively in grade-level, subject area teams—or even on your own—the step-by-step playbook expands teacher understanding of how success criteria can be utilized to maximize student learning and better engage learners in monitoring and evaluating their own progress. Each module is designed to support the creation and immediate implementation of high-quality, high impact success criteria and includes: • Templates that allow for guided and independent study for teachers. • Extensive STEM-focused examples from across the K-12 STEM curriculum to guide teacher learning and practice. • Examples of success criteria applied across learning domains and grades, including high school content, skills, practices, dispositions, and understandings. Ensure equity of access to learning and opportunity for all students by designing and employing high-quality, high-impact success criteria that connect learners to a shared understanding of what success looks like for any given learning intention.

This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.