Have you been asked to keep a personal development portfolio or reflective journal? Are you struggling to know where to start, how to write or what to include? If the answer is âe~yesâe(tm), Reflective Writing in Counselling and Phychotherapy will provide you with a straightforward route in, telling you all you need to know about writing reflectively for your own personal and professional development. Offering staged exercises, case-studies, examples and ideas for self-directed learning, this book will lead the reader along an exciting journey of written self-awareness.

Designed for educators, researchers, practitioners, or anyone interested in maximizing human potential, Motivation for Learning and Performance outlines 50 key motivation principles based on the latest scientific evidence from the disciplines of psychology, education, business, athletics, and neurology. Using a highly applied and conversational style, the book is designed to inform the reader about how to diagnosis, analyze, and mediate learning and performance challenges influenced by motivation. The book features chapters on the biopsychology of motivation, how motivation changes across the lifespan, and the important influence of culture on motivated behavior. Three chapters are devoted to practical strategies and the implementation of motivational change. Special sections are included on enhancing motivation at work, in the classroom, in competitive environments, and during online education. Hoffman employs the innovative approach of using his interviews with "real" people including many notable personalities across diverse cultures and disciplines to illustrate motivated behavior. For example, readers will learn what motivated the colossal investment fraud masterminded by Bernie Madoff, the intimate thoughts of former NFL superstar Nick Lowery when he missed a field goal, and the joys and tribulations of Emmy-nominated "Curb your Enthusiasm" actress Cheryl Hines. The book provides a practical, applied, and multi-disciplinary resource for anyone interested in motivation and performance, but especially for university students at the graduate or undergraduate level studying education, psychology, business, leadership, hospitality, sports management, or military science. Additionally, the writing style and eclectic nature of the text will appeal to readers of non-fiction who can use the book to gain self-awareness to enhance performance of themselves or others. - Considers motivation for both learning and performance - Identifies 50 foundational principles relating to motivation - Provides research evidence supporting the foundational principles - Includes interviews from famous individuals, identifying what motivated them and why - Includes research from psychology, education, neuroscience, business, and sports

Uses the information gathered by the Third International Mathematics and Science Study (TIMSS) in 1995 to examine the connection between curriculum and achievement in the teaching of science and mathematics.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

An in-depth, veterinary-centered reference to the discipline of education Educational Principles and Practice in Veterinary Medicine provides a detailed, comprehensive reference to the discipline of education both broadly and as it relates to veterinary medicine. Written for veterinary faculty members, instructors, and educators in other health professions, the book offers an in-depth examination of knowledge and skills related to veterinary education. It discusses educational theory, how people learn, the structure and function of higher education, and educational technologies, among many other topics of importance. Sections cover educational leadership; professional development for faculty; research methods and study design; administration; outcomes and assessment; accreditation; and the roles of the professional program instructor. Educational Principles and Practice in Veterinary Medicine: Provides a detailed exposition to the discipline of education, encompassing both theory and practice Covers essential topics such as educational theory, the structure and function of higher education, and educational technologies, all tailored to veterinary education Acts as a reference to education-related knowledge and skills, with an emphasis on how these topics relate to veterinary medicine Supports veterinary faculty and instructors interested in taking their knowledge and skills to the next level Educational Principles and Practice in Veterinary Medicine offers veterinary faculty and instructors a complete resource for understanding the field of education and improving their skills and knowledge.

State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.

We all want our students to feel safe, collaborate well with others, feel ownership for their learning, and be joyfully engaged in their work. Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar? We want students to take responsibility for their learning, yet we use language that implies teacher ownership. We want to build positive relationships with students, yet we use sarcasm when we get frustrated. We want students to think learning is fun, yet we sometimes make comments that suggest the opposite. We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don’t naturally want to be good. What teachers say to students—when they praise or discipline, give directions or ask questions, and introduce concepts or share stories—affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.