'This is a book that poses questions, asks the reader to contain the experience of anxiety and ambivalence, and purports a healthy criticality with respect to the ways we represent children and adolescents. Chock full of compassionately portrayed case material, Working With Children left me wondering...what the various systems of child mental health would actually look like if all the professionals who work with youths put the ideas in this book into action' - Michael Axelman, American Psychological Association '[Tom Billington] makes clear his commitment to finding solutions for troubled children other than excluding them from school...[He] certainly succeeds in achieving his aims and has written a book which deserves to be read by the practitioners and students of the children's workforce it is designed for' - British Journal of Social Work 'The voice of the child is championed throughout and made all the more relevant by an honest and refreshing examination of the author's part in the process of selection and editorial control...The text is a glowing example of the use of criticality in relation to both theoretical paradigms and personal and professional experience' - Pastoral Care '[Tom Billington's] expertise and his commitment to working with excluded and marginalised children shines through this thoroughly engaging book. ..The vignettes of children from his own professional caseload are insightful, moving and thought-provoking, and I believe anyone working with children would gain much from these alone, never mind the rest of the book' - Therapy Today 'The chapter on "Working with autistic children" shows, thoughtfully and precisely, how continuing reflection on the experience of autistic children, and our response as professionals, to them, provides as opportunity not only to think about the child in question, but also about ourselves as experimental beings...Billington's book serves as an excellent guide for students pursuing professional training, as well as operating as a resource for more experienced child health specialists' - YoungMinds Magazine Written for professionals working with children and young people who require support, assessment or intervention at home or in school, this interdisciplinary book explores everything from the legislative background and foundations of ideas in the social sciences, to dealing with children's distress, fear or special needs in professional practice. The book is an excellent resource for those who either work with children in CAMHS settings, social work, youth work, counselling, psychology, general education and special educational needs or who are undertaking professional training in any of the above fields.
'This is a book that poses questions, asks the reader to contain the experience of anxiety and ambivalence, and purports a healthy criticality with respect to the ways we represent children and adolescents. Chock full of compassionately portrayed case material, Working With Children left me wondering...what the various systems of child mental health would actually look like if all the professionals who work with youths put the ideas in this book into action' - Michael Axelman, American Psychological Association '[Tom Billington] makes clear his commitment to finding solutions for troubled children other than excluding them from school...[He] certainly succeeds in achieving his aims and has written a book which deserves to be read by the practitioners and students of the children's workforce it is designed for' - British Journal of Social Work 'The voice of the child is championed throughout and made all the more relevant by an honest and refreshing examination of the author's part in the process of selection and editorial control...The text is a glowing example of the use of criticality in relation to both theoretical paradigms and personal and professional experience' - Pastoral Care '[Tom Billington's] expertise and his commitment to working with excluded and marginalised children shines through this thoroughly engaging book. ..The vignettes of children from his own professional caseload are insightful, moving and thought-provoking, and I believe anyone working with children would gain much from these alone, never mind the rest of the book' - Therapy Today 'The chapter on "Working with autistic children" shows, thoughtfully and precisely, how continuing reflection on the experience of autistic children, and our response as professionals, to them, provides as opportunity not only to think about the child in question, but also about ourselves as experimental beings...Billington's book serves as an excellent guide for students pursuing professional training, as well as operating as a resource for more experienced child health specialists' - YoungMinds Magazine Written for professionals working with children and young people who require support, assessment or intervention at home or in school, this interdisciplinary book explores everything from the legislative background and foundations of ideas in the social sciences, to dealing with children's distress, fear or special needs in professional practice. The book is an excellent resource for those who either work with children in CAMHS settings, social work, youth work, counselling, psychology, general education and special educational needs or who are undertaking professional training in any of the above fields.
"A valuable resource for teachers who use authentic assessment to support student learning. Helpful for new teachers, teachers new to using authentic assessments, and experienced teachers looking for new ideas." --Barbara A. Bradley, Assistant Professor of Teaching and Leadership, University of Kansas "An excellent resource for classroom teachers, assessment specialists, staff developers, and curriculum developers. The information is comprehensive, teacher-friendly, and easy to use, making the book a valuable tool in the classroom." --Tracy Taylor Callard, English/Language Arts Teacher, Wichita Collegiate School, Wichita, KS Enhance literacy instruction using a proven assessment tool-rubrics! Rubrics are essential tools for providing effective instruction and assessing student achievement. Literacy consultant Joan Groeber provides educators with a teacher-friendly, step-by-step guide for creating and using rubrics to assess a wide range of literacy skills. Groeber's approach helps ensure that students gain a clear understanding of teacher expectations and assume a greater responsibility for their own learning. Offering an overview of rubrics as instructional tools, with methods and strategies for developing them, the revised edition includes: Expanded guidelines for creating rubrics More than 40 time-saving, preconstructed model rubrics covering key literacy skills Rubrics at both primary and intermediate grade levels Strategies for introducing rubrics to students, and suggestions for using the rubrics New rubrics that reflect the expanding field of literacy education, including information literacy and technology use Using this comprehensive resource, teachers can design rubrics to meet their specific classroom needs, giving students the opportunity to identify and achieve high levels of performance.
This text shows how competence can be assessed in counsellor training, providing material for counselling trainers as they seek to design studies which will contribute to informing good practice in the counselling profession. The text forms a summary of available research on counsellor competence and assessment, and information about current ......
This text shows how competence can be assessed in counsellor training, providing material for counselling trainers as they seek to design studies which will contribute to informing good practice in the counselling profession. The text forms a summary of available research on counsellor competence and assessment, and information about current ......
The concept of 'authentic assessment' is making an increasing impression in numerous classrooms in North America. Current testing programmes are being scrutinized to determine how to move beyond traditional forms of assessment to enhance student learning, understanding and application of knowledge. The authors of this detailed yet clearly written book provide essential information on how to develop and implement 'authentic assessment' programmes, including the involvement in the learning process of not only teachers, students and administrators but also parents and community members.
This book is intended to help educators in developing and implementing assessment systems to recognize the many options available for consideration. The author promotes reconsideration of testing assumptions, approaches, and their implications by educators and the educational measurement community, including the intended audience - measurement researchers and students.
Evaluators and applied researchers who want to enhance their understanding of research design and of threats to valid inference will find this book an effective guide. The First Edition was popular for its integration of multiple regression with evaluation desig, and for offering systematic ways to select the proper goals for single- and multiple-outcome evaluations. This edition has been revised to cover new issues and to clarify further the concepts used in impact analysis. New features include: expanded coverage and explanation of quasi-experiments; a section on impact analysis theory; a section on the use of qualitative research for impact analysis; expanded coverage of significance testing for programme evaluation; an explanation of why the comparative-change design is better than an ex-post-facto design from the standpoint of causal inference; a clarification of the effects of volunteering or self-selection; and a new simplified appendix on regression artefacts.
This step-by-step approach, allows students to master testing and measurement concepts through practical exercises and feedback. Using humour, cartoons and real-world examples the authors guide the reader through the essential components of measurement, starting with measurement scales and ending with reliability and validity. They show that everyone can learn testing and measurement concepts, and they make the learning process fun and non-threatening. For those who want to challenge themselves beyond the self-instructional exercises included throughout each chapter, data sets are provided as an aid to further learning. The book is invaluable for all introductory courses in measurement and testing at undergraduate and lower-level graduate level in the social and behavioral sciences.
