is designed to serve as a primary text for undergraduate and graduate-level introductory statistics courses within the field of education. Concise and accessible, it presents a diverse array of education-specific examples and coverage to illuminate the ways in which educators can use statistics for effective decision-making. The integration of measurement concepts makes this text relevant in an age of standardized testing and offers students a preview of more advanced statistical topics.
Includes CD-Rom 'Joan Mowat adapts ideas about understanding, transfer of learning, and theories of mind to help restless students deal better with their responsibilities toward others and themselves' - Professor David Perkins, Graduate School of Education, Harvard University 'Mowat provides a valuable and comprehensive guide to the setting up, running and management of Support Groups as a whole-school initiative...This book would make an invaluable hand-book for anybody in a pastoral leadership role, who is interested in the organisation and setting up of support groups within a social setting' - TES Website Based on material that has been successfully tried and tested, this book provides an example of a whole school approach to setting up and managing support groups to improve the behaviour of pupils with social, emotional and behavioural difficulties. Suitable for both primary and secondary schools, the strategies in the book align with the aims of the new Primary National Strategy and Key Stage 3 Strategy on behaviour and attendance, as well as the SEAL (Social and Emotional Aspects of Learning) curriculum, the Scottish 'Curriculum for Excellence' and 'Happy, safe and achieving their potential' (the standard of support for children and young people in Scottish schools). The book explains the aims of the support group approach, and gives practical advice on: - planning for and setting up a support group - involving parents in the process - assessing pupils' progress - the role of the Support Group Leader - evaluating the implementations of the approach - how this approach supports new initiatives in behaviour & attendance. An accompanying CD contains everything necessary for implementing the approach outlined in the book, along with resources to support staff development. Teachers, Staff Development Co-ordinators, LEA Behaviour Support Teams, Teacher Educators, Student Teachers, Support for Learning and Pastoral Care Teachers will find this an excellent and useful resource. Joan Mowat is Lecturer in Education at the University of Strathclyde. She was previously a Deputy Headteacher in a secondary school, working with pupils with social, emotional and behavioural difficulties, and a former National Development Officer for the Scottish initiative 'Better Behaviour - Better Learning'. Joan offers CPD courses and consultancy to local authorities and schools and can be contacted at joan.mowat@strath.ac.uk
Includes CD-Rom 'Joan Mowat adapts ideas about understanding, transfer of learning, and theories of mind to help restless students deal better with their responsibilities toward others and themselves' - Professor David Perkins, Graduate School of Education, Harvard University 'Mowat provides a valuable and comprehensive guide to the setting up, running and management of Support Groups as a whole-school initiative...This book would make an invaluable hand-book for anybody in a pastoral leadership role, who is interested in the organisation and setting up of support groups within a social setting' - TES Website Based on material that has been successfully tried and tested, this book provides an example of a whole school approach to setting up and managing support groups to improve the behaviour of pupils with social, emotional and behavioural difficulties. Suitable for both primary and secondary schools, the strategies in the book align with the aims of the new Primary National Strategy and Key Stage 3 Strategy on behaviour and attendance, as well as the SEAL (Social and Emotional Aspects of Learning) curriculum, the Scottish 'Curriculum for Excellence' and 'Happy, safe and achieving their potential' (the standard of support for children and young people in Scottish schools). The book explains the aims of the support group approach, and gives practical advice on: - planning for and setting up a support group - involving parents in the process - assessing pupils' progress - the role of the Support Group Leader - evaluating the implementations of the approach - how this approach supports new initiatives in behaviour & attendance. An accompanying CD contains everything necessary for implementing the approach outlined in the book, along with resources to support staff development. Teachers, Staff Development Co-ordinators, LEA Behaviour Support Teams, Teacher Educators, Student Teachers, Support for Learning and Pastoral Care Teachers will find this an excellent and useful resource. Joan Mowat is Lecturer in Education at the University of Strathclyde. She was previously a Deputy Headteacher in a secondary school, working with pupils with social, emotional and behavioural difficulties, and a former National Development Officer for the Scottish initiative 'Better Behaviour - Better Learning'. Joan offers CPD courses and consultancy to local authorities and schools and can be contacted at joan.mowat@strath.ac.uk
Using test Data in Clinical Practice provides readers with case examples and practice opportunities in test usage, detailed discussion of approaches to client feedback and report writing and a review of the ethical and legal considerations in using tests in clinical settings. Using test Data in Clinical Practice takes readers through a systematic ......
'This is a fascinating and very useful book....I cannot recommend it highly enough. It will inspire you' - School Science Review By focusing on active ways to help 5 to 14 year olds improve their thinking and learning skills in science, this book provides teachers with inspiration and ideas for ways to teach creative, enjoyable and interesting science lessons. Linked to up-to-date research in brain-based learning, the author gives practical advice on topics including: o ways to motivate pupils o developing pupils' skills of detection o the importance of using movement to promote learning o improving pupils' language skills and understanding of scientific vocabulary o suggestions for different ways learners can record in science o effective strategies for assessing learning in science o ideas to promote creativity o the importance of using ICT to support and promote learning. This book is an inspirational read for teachers, student teachers and teaching assistants, and anyone interested in science and how children learn. Helen Ward is Senior Lecturer at Canterbury Christ Church University, Programme Director for the Modular PGCE at Christ Church and also an independent education consultant and active member of the Association for Science Education (ASE).
'This is a fascinating and very useful book....I cannot recommend it highly enough. It will inspire you' - School Science Review By focusing on active ways to help 5 to 14 year olds improve their thinking and learning skills in science, this book provides teachers with inspiration and ideas for ways to teach creative, enjoyable and interesting science lessons. Linked to up-to-date research in brain-based learning, the author gives practical advice on topics including: o ways to motivate pupils o developing pupils' skills of detection o the importance of using movement to promote learning o improving pupils' language skills and understanding of scientific vocabulary o suggestions for different ways learners can record in science o effective strategies for assessing learning in science o ideas to promote creativity o the importance of using ICT to support and promote learning. This book is an inspirational read for teachers, student teachers and teaching assistants, and anyone interested in science and how children learn. Helen Ward is Senior Lecturer at Canterbury Christ Church University, Programme Director for the Modular PGCE at Christ Church and also an independent education consultant and active member of the Association for Science Education (ASE).
Working with the sound thinking skills children already display as part of their learning, this book takes a practical approach to getting the best out of them. It presents an approach for classroom practice that will encourage children to build on the often quite sophisticated thinking skills they already have and there are lots of practical suggestions and examples for lessons and activities. The following is included: advice on classroom organization; suggestions for group work; ways to use thinking skills in the various subject areas; how to build on the thinking skills children of all abilities display; teaching techniques to promote thinking skills in the classroom. Each chapter ends with a summary of key points for action and practical tasks and examples are provided throughout the book. There is a selection of photocopiable material.
Working with the sound thinking skills children already display as part of their learning, this book takes a practical approach to getting the best out of them. It presents an approach for classroom practice that will encourage children to build on the often quite sophisticated thinking skills they already have and there are lots of practical suggestions and examples for lessons and activities. The following is included: advice on classroom organization; suggestions for group work; ways to use thinking skills in the various subject areas; how to build on the thinking skills children of all abilities display; teaching techniques to promote thinking skills in the classroom. Each chapter ends with a summary of key points for action and practical tasks and examples are provided throughout the book. There is a selection of photocopiable material.
This book presents methods for describing and analyzing dependency and irregularity in long time series. Irregularity refers to cycles that are similar in appearance, but unlike seasonal patterns more familiar to social scientists, repeated over a time scale that is not fixed. Until now, the application of these methods has mainly involved analysis of dynamical systems outside of the social sciences, but this volume makes it possible for social scientists to explore and document fractal patterns in dynamical social systems.
