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Books on the topic 'Difference (Psychology) Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

1941-, Webb Rodman B., ed. Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman, 1986.

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2

Ashton, Patricia T. Making a difference: Teachers'sense of efficacy and student achievement. New York: Longman, 1986.

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3

Robison, John Elder. Be different: Adventures of a free-range Aspergian with practical advice for Aspergians, misfits, families & teachers. New York: Crown Archetype, 2011.

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4

Association, National Middle School, ed. For the love of books: A guide to help teachers connect middle grade readers with literature. Westerville, Ohio: National Middle School Association, 2002.

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5

A different kind of teacher. London: Cassell, 1995.

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6

Serhi︠e︡i︠e︡nkova, O. P. Profesiĭna indyvidualʹnistʹ maĭbutnikh uchyteliv: Teoretyko-metodolohichni aspekty : monohrafii︠a︡. Kyïv: Naukovyĭ svit, 2004.

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7

A different kind of teacher: A practical guide to understanding and resolving difficulties within the school. Dublin: Gill & Macmillan, 1996.

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8

A different kind of teacher: A practical guide to theunderstanding and resolving of personal, interpersonal, student and classroom management difficulties within the school. Cork: T. Humphreys, 1993.

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9

Gurian, Michael. Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass, 2001.

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10

Why gender matters: What parents and teachers need to know about the emerging science of sex differences. New York: Doubleday, 2005.

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11

1944-, Henley Patricia, and Trueman Terry, eds. Boys and girls learn differently!: A guide for teachers and parents. San Francisco: Jossey-Bass, 2001.

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12

Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.

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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles. In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer). Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.

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13

Be Different: My Adventures with Asperger's and My Advice for Fellow Aspergians, Misfits, Families, and Teachers. Broadway Books, 2012.

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14

(Editor), Pauline Anderson, and Jenny Williams (Editor), eds. Identity and Difference in Higher Education: 'Outsiders Within. Ashgate Publishing, 2000.

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15

Norma, Bowles, and Rosenthal Mark E, eds. Cootie shots: Theatrical inoculations against bigotry for kids, parents, and teachers. New York: Theatre Communications Group, 2000.

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16

(Editor), Norma Bowles, and Mark E. Rosenthal (Editor), eds. Cootie Shots: Theatrical Inoculations Against Bigotry for Kids, Parents, and Teachers (Fringe Benefits). Theatre Communications Group, 2001.

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17

Gleeson, Cathleen Jeanne. Stress and the faculty member: Differences related to gender and marital status. 1986.

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18

The Boys and Girls Learn Differently Action Guide for Teachers. Jossey-Bass, 2003.

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19

Unlimited, Learning. Different in Similar Ways: Making Sense of Learning Styles (Learning Teacher). Stationery Office, 2006.

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20

An analysis of interrole conflict and role overload in teachers from dual-earner families. 1986.

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21

An analysis of interrole conflict and role overload in teachers from dual-earner families. 1987.

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22

Place, Belonging and School Leadership: Researching to Make the Difference. Bloomsbury Academic, 2017.

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23

Place, Belonging and School Leadership: Researching to Make the Difference. Bloomsbury Academic, 2018.

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24

Boys and Girls Learn Differently!: A Guide for Teachers and Parents. Jossey-Bass, 2001.

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25

Gurian, Michael. Boys and Girls Learn Differently!: A Guide for Teachers and Parents. Jossey-Bass, 2002.

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26

Mares, Daniela. Parents' and teachers' reports of executive function deficits at different chronological ages for children diagnosed with ADHD. 2004.

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27

Gurian, Michael. Boys and Girls Learn Differently!: A Guide for Teachers and Parents (Wiley Audio). Wiley Audio, 2002.

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28

An examination of a model of burnout in dual-role teacher-coaches. 1990.

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29

An examination of a model of burnout in dual-role teacher-coaches. 1992.

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30

An examination of a model of burnout in dual-role teacher-coaches. 1990.

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31

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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32

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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33

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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34

Differences in augmented feedback and interactive decision making between experienced and inexperienced teachers. 1989.

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35

Sax, Leonard. Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences. Doubleday, 2005.

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36

Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences. Broadway, 2006.

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37

Trevarthen, Colwyn, Jonathan Delafield-Butt, and Aline-Wendy Dunlop, eds. The Child's Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.001.0001.

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The Child’s Curriculum Group was created by former nursery school teachers concerned about reduction of local government support for the schools they had nurtured. They have a lifelong commitment to excellent provision for young children and their families and they urge recognition of the benefits to a child and their lifetime of learning when parents and nursery educators nourish companionship in discovery of meaning for work and play in early years. The child’s enthusiasm inspires development of a generous and valued ‘common sense’ in the community. The editors of our book are academics who investigate how the young child shares human vitality and learning. Aline-Wendy Dunlop, Emeritus Professor in Education at Strathclyde University, is Scottish Coordinator for the Pedagogies of Educational Transitions Project (POET), and Vice President of Early Education. She was head teacher at Westfield Court Nursery School in Edinburgh. Jonathan Delafield-Butt is Senior Lecturer in Child Development in Education at Strathclyde on the neuroscience and psychology of human movement and its growth in affectionate care for meaning-making. Colwyn Trevarthen, Emeritus Professor in Psychology in Edinburgh, and Vice President of Early Education, is a psychobiologist with 50 years’ experience in charting the development of communication from birth to symbolic communication by speech and writing. We invited experts in early education and care in different human worlds to share their experience of the strengths of children, and received wonderful contributions. We acknowledge the inspiration from the teachers who founded the Child’s Curriculum project in 2006, and who continue to guide its progress.

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38

Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences (Library Edition). Blackstone Audiobooks, 2005.

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39

(Narrator), Raymond Todd, ed. Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences (Library Edition). Blackstone Audiobooks, 2005.

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40

Sax, Leonard. Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences (Library Edition). Blackstone Audiobooks, 2005.

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41

League, B'nai B'rith Anti-defamation, ed. A World of difference: A prejudice reduction program of the Anti-Defamation League of B'nai B'rith : teacher/student resource guide. [New York]: The League, 1986.

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42

The effects of coeducational physical education classes on teacher and student behaviors. 1988.

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43

The effects of coeducational physical education classes on teacher and student behaviors. 1986.

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44

1958-, Thompson Thomas C., ed. Most excellent differences: Essays on using type theory in the composition classroom. Gainesville, Fla: Center For Applications of Psychological Type, Inc., 1996.

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45

Stevenson, Margaret C., Bette L. Bottoms, and Kelly C. Burke, eds. The Legacy of Racism for Children. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190056742.001.0001.

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The Legacy of Racism for Children: Psychology, Law, and Public Policy is the first volume to review the intersecting implications of psychology, public policy, and law with the goal of understanding and ending the challenges facing racial minority youth in America today. Proceeding roughly from causes to consequences—from early life experiences to adolescent and teen experiences—each chapter focuses on a different domain, explains the laws and policies that create or exacerbate racial disparity in that domain, reviews relevant psychological research and its implications for those laws or policies, and calls for next steps. Chapter authors examine how race and ethnicity intersect with child maltreatment (including child sex trafficking, corporal punishment, and memory for and disclosures of abuse), child dependency court decisions, custody and adoption, familial incarceration, the school-to-prison pipeline, police–youth interactions, jurors’ perceptions of child and adolescent victims and defendants, and U.S. immigration law and policy. The book is meant to be accessible to all who want to end law- and policy-related racial disparities for children—researchers, students, teachers, social workers and social service administrators, police, attorneys, judges, and the general public. Much of the value of this book lies in its potential to influence law and policy, and to help those working on the front lines understand what they can do to end the legacy of racism for children.

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46

Vorderer, Peter, and Christoph Klimmt, eds. The Oxford Handbook of Entertainment Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780190072216.001.0001.

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This handbook provides a strong collection of communication- and psychology-based theories and models on media entertainment, which can be used as a knowledge resource for any academic and applied purpose. Its 41 chapters offer explanations of entertainment that audiences find in any kind of ‘old’ and ‘new’ media, from classic novels to VR video games, from fictional stories to mediated sports. As becomes clear in this handbook, the history of entertainment research teaches us not to forget that even if a field is converging to a seemingly dominant perspective, paradigm, and methodology, there are more views, alternative approaches, and different yet equally illuminative ways of thinking about the field. Young scholars may find here innovative ways to reconcile empirical-theoretical approaches to the experience of entertainment with such alternative views. And there are numerous entertainment-related phenomena in contemporary societies that still fit the „bread and circuses-“ perspective of the initial Frankfurt School thinking. So while the mission of the present handbook is to compile and advance current theories about media entertainment, scholars active or interested in the topic are invited to also consider the historic roots of the field and the great diversity it has featured over the past nearly 100 years. Many lessons can be learned from this history, and future innovations in entertainment theory may just as likely emerge from refining those approaches compiled in the present handbook as from building on neglected, forgotten, or marginalized streams of scholarship.

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