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"Moments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on "moments" as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become "awake" to some of moments' promises. Moments that Matter in the Learning and Development of Children: Reflections from Educators includes nine chapters. Chapter one focuses on the indeterminacy and timeframe of moments. It draws attention to the idea that moments that matter involve time, action and practice coupled with perception and consciousness. It has been argued that every account is also an interpretation. It is therefore difficult, at times, to determine exactly how a moment occurs for a child and the timeframe of it. These moments may happen in an instant, or alternatively they may stretch over a period of years. Chapter two centers on being present and mindful in challenging situations. For students, society and the wider world, the aims of education often are forward thinking and focused on the future. The process of moving from one level to the next is embedded in the structure of schooling. Testing and preparing students for college and careers are emphasized. This chapter provides insight into how educators recognize and navigate the pressures and challenges they encounter in school, while being present and mindful with their students. Sharing oneself and becoming real in complex realities is the focus of chapter three. Students often yearn to know how, if at all, their teachers' stories may fit together with their own. This in turn shapes the students' interactions with their teachers. For some students, it makes the relationship more authentic and genuine which subsequently leads to important moments. Chapter four spotlights how development shapes the experiences of children as they progress through their schooling - and with the moments that are of significance to them. Connections with pedagogy and curriculum is the topic of chapter five. Schools exist in an intricate web to which key questions about curriculum and learning are attached. Exposure to curriculum, too, leads to important moments for students. Chapter six explores how interconnectedness and involving others is significant to educators' work with young people. Teachers and school staff have a deep capacity for recognizing the importance of connections which, in turn, shapes the moments that unfold with their students. These connections entail collaboration with other students, school staff, community members, and families. Chapter seven explores the navigation and impact of moments that matter. Sometimes moments may feel understated or subtle, yet gratifying. Other times, they may feel more intense. The interactive component of moments that matter for the teacher is the focus of chapter eight. Moments shape not only the learning and development of students, but also teachers and school staff. Moments with students have effects that influence the future work and growth of educators. The last segment of the book, chapter nine, is the conclusion. This chapter recognizes the work that educators undertake with their students is untidy. It does not follow a specific recipe. It is, nonetheless, lasting and meaningful. It matters in ways that, though not fully understood, can be deeply influential and instrumental"--

Learning, Psychology of. --- Child development. --- Mindfulness (Psychology)

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Teaching --- Learning, Psychology of. --- Philosophy. --- Methodology.

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"This book provides a unique overview of psychological research on learning. It starts with an in-depth discussion on the definition and nature of learning, the distinction between different types of learning, and the main psychological approaches to studying learning. Each subsequent chapter reviews the scientific literature on a specific type of learning (e.g., classical conditioning, operant conditioning), highlighting what is known about the conditions under which learning occurs, as well as the cognitive processes that are assumed to mediate learning. The final chapter focuses on the power and potential of applied learning psychology in helping us to deal with important societal problems such as psychological suffering and climate change. The book is unique in that it summarizes and integrates knowledge from both functional psychology (e.g., behavior analysis) and cognitive psychology in a systematic manner. It does so by adopting a functional-cognitive framework that recognizes the fundamental differences between both approaches while also highlighting the way in which they are mutually supportive. It is also the first book to integrate the (functional) literature on Relational Frame Theory within a review of psychological learning research. The book can be used as an introductory textbook on the psychology of learning for undergraduate and postgraduate students alike. For researchers who study behavior and thinking, it reveals the power of the functional-cognitive framework for psychological research, both in terms of its ability to organize the existing literature on learning, as well as its value for generating new ideas for research on learning"--

Learning, Psychology of - Research --- Cognitive learning --- Functionalism (Psychology) --- Learning, Psychology of --- Psychologie de l'apprentissage --- Apprentissage cognitif --- Fonctionnalisme (psychologie) --- Learning, Psychology of. --- Cognitive learning.

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Cette nouvelle édition, revue et augmentée, propose un modèle de coaching dans le milieu scolaire et donne des pistes d'action et de réflexion afin d'aider les jeunes à développer leur potentiel et gérer leur scolarité. De plus en plus de jeunes se démobilisent face à l'école. Mais comment aller au-delà des constats et commentaires peu mobilisateurs : « il n'a pas de projet », « il n'étudie pas »... ? Comment avoir un regard positif, constructif et mobiliser le potentiel du jeune ? Comment l'écouter et le rendre conscient de son mode de fonctionnement ? Comment le rendre responsable de ses choix et actes ? Ce livre propose une démarche et des pistes concrètes pour pratiquer le coaching scolaire et aider les jeunes à acquérir une attitude porteuse de changements. Fort de son expérience de terrain et de formateur, Gaetan Gabriel propose un véritable cadre d'intervention du coaching scolaire, nourri par l'analyse de pratiques. Enseignants, psychologues, éducateurs, coachs et toutes personnes intéressées par l'accompagnement et le coaching des jeunes trouveront des pistes d'action et de compréhension, des grilles de lecture et des outils. Ils y trouveront également l'état d'esprit et la posture à tenir dans le cadre de cette démarche résolument positive.

Motivation in education. --- Remedial teaching. --- Learning, Psychology of.

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"This hands-on, practical book explains the brain research behind the concept of mindset, explores the connections to student engagement and achievement, and shows teachers how to develop positive mindsets-for themselves and in their classrooms"--

Learning --- Achievement motivation. --- Physiological aspects. --- Learning, Psychology of.