The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions--knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction--sometimes work to facilitate learning in the classroom and other contexts. But learning may also be impeded by intuitive conceptions, and they can be difficult to dislodge as needed. The literatures in psychology and education include a large and diverse body of theory and research on intuitive conceptions, but this work is limited in some respects. This volume contributes in four ways to overcome these limitations. Understanding and Teaching the Intuitive Mind: Student and Teacher Learning: * pulls together diverse theoretical and methodological approaches to the origin, structure, function, and development of intuitive conceptions; * explores a diversity of academic disciplines--paying equal attention not only to mathematics and science, the fields in which intuitive concepts have been studied most extensively, but also to the social sciences, arts, and humanities; * explicitly links theory and research to educational implications and classroom applications; and * focuses not only on students' intuitive conceptions but also on teachers' intuitive beliefs about learning and teaching. Although the viewpoints of the contributors are diverse, they share the belief that educational practices have much to gain by systematic studies of the intuitive learner and teacher. This volume offers state-of-the-art, research-based information and support for psychologists, teacher educators, educational administrators, teachers, prospective teachers, and others who seek to develop educational practices that are cognizant of (and responsive to) the intuitive conceptions of students and teachers.

This new agenda for the managerial mind will change the way you think and do business. Eugene Sadler-Smith, a leading intuition researcher and educator in business and management, argues that human beings have one brain but two minds – analytical and intuitive. Management has overlooked the importance of intuition, and under-exploited the potential that the intuitive mind has to contribute in areas as diverse as decision making, creativity, team working, entrepreneurship, business ethics and leadership. “The Intuitive Mind is a fascinating and practical book that will maximize your intuition and help you make better decisions today and predictions about tomorrow! Sigmund Freud and Carl Jung would most assuredly approve.” Steve W. Martin, www.heavyhitterwisdom.com Heavy Hitter Sales Psychology: How to Penetrate the C-Level Executive Suite and Convince Company Leaders to Buy “Eugene Sadler-Smith gives needed attention to the intuitive way of thinking and reminds us that leadership is an art as well as a science.” Cindi Fukami, Professor of Management, University of Denver, USA “From one of our prominent ‘thinkers’ in the management education arena, we learn in The Intuitive Mind how to use our intuitive judgment to improve our managerial decision making.” Joe Raelin, The Knowles Chair for Practice-Oriented Education, Northeastern University, USA “This timely, well researched and accessible book takes intuition out of the shadows and provides practical guidance to solve thorny problems.” Sebastian Bailey, Global Product Director, The Mind Gym

Featuring chapters by the world's foremost scholars in music education and cognition, this handbook is a convenient collection of current research on music teaching and learning. This comprehensive work includes sections on arts advocacy, music and medicine, teacher education, and studio instruction, among other subjects, making it an essential reference for music education programs. The original Handbook of Research on Music Teaching and Learning, published in 1992 with the sponsorship of the Music Educators National Conference (MENC), was hailed as "a welcome addition to the literature on music education because it serves to provide definition and unity to a broad and complex field" (Choice). This new companion volume, again with the sponsorship of MENC, explores the significant changes in music and arts education that have taken place in the last decade. Notably, several chapters now incorporate insights from other fields to shed light on multi-cultural music education, gender issues in music education, and non-musical outcomes of music education. Other chapters offer practical information on maintaining musicians' health, training music teachers, and evaluating music education programs. Philosophical issues, such as musical cognition, the philosophy of research theory, curriculum, and educating musically, are also explored in relationship to policy issues. In addition to surveying the literature, each chapter considers the significance of the research and provides suggestions for future study. Covering a broad range of topics and addressing the issues of music education at all age levels, from early childhood to motivation and self-regulation, this handbook is an invaluable resource for music teachers, researchers, and scholars.

With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between structure and improvisation. The authors draw on studies of jazz, theater improvisation and dance improvisation to demonstrate that the most creative performers work within similar structures and guidelines. By looking to these creative genres, the book provides practical advice for teachers who wish to become more creative professionals.

Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science.