Most Searched Titles

Writing, thinking, and the brain : how neuroscience can improve writing instruction

Tokuhama-Espinosa, Tracey, 1963-


"Scan this QR code to view select downloadable tables and figures, as well as online appendixes and the full list of reference" -- page v. "Writing is the highest form of thinking, as evidenced by neuroimaging that shows how more neural networks are activated simultaneously during writing than during any other cognitive activity. This book will help teachers understand how the brain learns to write by unveiling 15 stages of thinking that underpin the writing process, along with targeted ways to stimulate them to maximize each individual's writing potential. This one-of-a-kind resource is constructed on the premise that everyone has the potential to be a great writer. Many people learn to write in school settings according to a product-based structure in which they get feedback or a grade on an outline, draft, or final version of their work; few are coached on the many hours of thinking that go into that writing process. This book celebrates the invisible thinking behind the products, explains the brain's way of making sense of writing assignments even in light of generative AI, and offers new tools to become a better writer and to assess the writing process. By exposing the invisible thinking behind the writing, Writing, Thinking, and the Brain helps both the teacher and the learner identify personal learning trajectories for better outcomes"
Date Published:2025

"Scan this QR code to view select downloadable tables and figures, as well as online appendixes and the full list of reference" -- page v. "Writing is the highest form of thinking, as evidenced by neuroimaging that shows how more neural networks are activated simultaneously during writing than during any other cognitive activity. This book will help teachers understand how the brain learns to write by unveiling 15 stages of thinking that underpin the writing process, along with targeted ways to stimulate them to maximize each individual's writing potential. This one-of-a-kind resource is constructed on the premise that everyone has the potential to be a great writer. Many people learn to write in school settings according to a product-based structure in which they get feedback or a grade on an outline, draft, or final version of their work; few are coached on the many hours of thinking that go into that writing process. This book celebrates the invisible thinking behind the products, explains the brain's way of making sense of writing assignments even in light of generative AI, and offers new tools to become a better writer and to assess the writing process. By exposing the invisible thinking behind the writing, Writing, Thinking, and the Brain helps both the teacher and the learner identify personal learning trajectories for better outcomes"

Date Published:2025

Teaching with Google Classroom : save time and stay organized while delivering online and in-person classes

Zhang, Michael.


3 simultaneous users Google Classroom is designed to help you manage and deliver online and in-person courses in an interactive manner. Using Google Classroom saves time organizing and communicating information to students and parents. This updated second edition of Teaching with Google Classroom covers the modern features of Google Classroom that meet the current needs of online teaching. The book is written from the high-school perspective but is applicable to teachers and educators of all age groups. If you're new to Google Classroom or an experienced user who wants to explore more advanced methods with Google Classroom, this book is for you. With hands-on tutorials, projects, and self-assessment questions, you'll learn how to create classes, add students to those classes, send announcements, and assign classwork. The book also demonstrates how to start an online discussion with your students. Later, you'll discover how you can involve parents by inviting them to receive guardian emails and sharing Google Calendar with a URL. This will help them to view assignment deadlines and other important information. The book goes step by step through all the features available and examples of how best to use them to manage your classroom.By the end of this book, you'll be able to do more with Google Classroom, managing your online or in-person school classes effectively.
Date Published:2021

3 simultaneous users Google Classroom is designed to help you manage and deliver online and in-person courses in an interactive manner. Using Google Classroom saves time organizing and communicating information to students and parents. This updated second edition of Teaching with Google Classroom covers the modern features of Google Classroom that meet the current needs of online teaching. The book is written from the high-school perspective but is applicable to teachers and educators of all age groups. If you're new to Google Classroom or an experienced user who wants to explore more advanced methods with Google Classroom, this book is for you. With hands-on tutorials, projects, and self-assessment questions, you'll learn how to create classes, add students to those classes, send announcements, and assign classwork. The book also demonstrates how to start an online discussion with your students. Later, you'll discover how you can involve parents by inviting them to receive guardian emails and sharing Google Calendar with a URL. This will help them to view assignment deadlines and other important information. The book goes step by step through all the features available and examples of how best to use them to manage your classroom.By the end of this book, you'll be able to do more with Google Classroom, managing your online or in-person school classes effectively.

Date Published:2021

Antiracism and universal design for learning : building expressways to success

Fritzgerald, Andratesha,


Antiracism and UDL begin with honor -- The urban teacher's reality: "please, just keep teaching" -- Safety checks on the UDL expressway -- Building the UDL expressway -- Engagement as a license to learn -- Representation: honoring by invitation -- Action and expression: honoring by releasing -- Failure as feedback for excellence -- Constructing a universally designed, antiracist classroom -- Conclusions and invitations. In Antiracism and Universal Design for Learning: Building Expressways to Learning Success, Andratesha Fritzgerald reveals Universal Design for Learning (UDL) as an effective framework to teach Black and Brown students. Drawing vivid portraits of classroom instruction, Fritzgerald shows how teachers open new roads of communication, engagement, and skill-building for students who feel honored and loved. --
Date Published:2020

Antiracism and UDL begin with honor -- The urban teacher's reality: "please, just keep teaching" -- Safety checks on the UDL expressway -- Building the UDL expressway -- Engagement as a license to learn -- Representation: honoring by invitation -- Action and expression: honoring by releasing -- Failure as feedback for excellence -- Constructing a universally designed, antiracist classroom -- Conclusions and invitations. In Antiracism and Universal Design for Learning: Building Expressways to Learning Success, Andratesha Fritzgerald reveals Universal Design for Learning (UDL) as an effective framework to teach Black and Brown students. Drawing vivid portraits of classroom instruction, Fritzgerald shows how teachers open new roads of communication, engagement, and skill-building for students who feel honored and loved. --

Date Published:2020

A mindset for learning : teaching the traits of joyful, independent growth

Mraz, Kristine.


Building a classroom ecosystem of energy and engagement -- Getting to know your learners -- Knowledge is power: teaching children the constellation of stances that make energized and engaged learners -- Using guided inquiry to teach the stances -- Self talk: creating habits of resilience by teaching productive inner dialogue -- Using small groups to teach productive self talk -- Storytelling: harnessing the power of narratives to shape identity -- Using storytelling to build positive mental pathways -- Goals: creating just-right-goals to drive growth -- Using conferences to create growth oriented goals -- Reflection: the engine of growth in life and learning -- Using whole class conversation to build habits of constructive reflection. We know how to teach content and skills. But can we teach the habits of mind needed for academic success, a love of learning, and agency in the world? We can, and A Mindset for Learning shows us how. "We want our students to take on challenges with zeal," write Kristi Mraz and Christine Hertz, "to see themselves not as static test scores but as agents of change." Drawing on the work of Carol Dweck, Daniel Pink, Art Costa, and others, Kristi and Christine show us how to lead students to a growth mindset for school-and life-by focusing on five crucial, research-driven attitudes: optimism-putting aside fear and resistance to learn something new; persistence-keeping at it, even when a task is hard; flexibility-trying different ways to find a solution; resilience-bouncing back from setbacks and learning from failure; empathy-learning by putting oneself in another person's shoes. A Mindset for Learning pairs research-psychological, neurological, and pedagogical-with practical classroom help, including instructional language, charts and visuals, teaching tips, classroom vignettes, and more. "This book holds our dreams for all children," write Kristi and Christine, "that they grow to be brave in the face of risk, kind in the face of challenge, joyful and curious in all things." If you want that for your students, then help them discover A Mindset for Learning.
Date Published:2015

Building a classroom ecosystem of energy and engagement -- Getting to know your learners -- Knowledge is power: teaching children the constellation of stances that make energized and engaged learners -- Using guided inquiry to teach the stances -- Self talk: creating habits of resilience by teaching productive inner dialogue -- Using small groups to teach productive self talk -- Storytelling: harnessing the power of narratives to shape identity -- Using storytelling to build positive mental pathways -- Goals: creating just-right-goals to drive growth -- Using conferences to create growth oriented goals -- Reflection: the engine of growth in life and learning -- Using whole class conversation to build habits of constructive reflection. We know how to teach content and skills. But can we teach the habits of mind needed for academic success, a love of learning, and agency in the world? We can, and A Mindset for Learning shows us how. "We want our students to take on challenges with zeal," write Kristi Mraz and Christine Hertz, "to see themselves not as static test scores but as agents of change." Drawing on the work of Carol Dweck, Daniel Pink, Art Costa, and others, Kristi and Christine show us how to lead students to a growth mindset for school-and life-by focusing on five crucial, research-driven attitudes: optimism-putting aside fear and resistance to learn something new; persistence-keeping at it, even when a task is hard; flexibility-trying different ways to find a solution; resilience-bouncing back from setbacks and learning from failure; empathy-learning by putting oneself in another person's shoes. A Mindset for Learning pairs research-psychological, neurological, and pedagogical-with practical classroom help, including instructional language, charts and visuals, teaching tips, classroom vignettes, and more. "This book holds our dreams for all children," write Kristi and Christine, "that they grow to be brave in the face of risk, kind in the face of challenge, joyful and curious in all things." If you want that for your students, then help them discover A Mindset for Learning.

Date Published:2015

When spelling matters : developing writers who can spell and understand language

Scott-Dunne, Doreen.


Why spelling matters -- 1. In the beginning: playing and working with words -- 2. Teaching spelling through writing: finding the balance -- 3. Building word knowledge: an ongoing strategy -- 4. Many words, many questions -- 5. Towards journey's end: meaning patterns -- 6. Spelling rules -- 7. Finding the right words -- 8. Writing is always the context.
Date Published:2013

10 mindframes for visible learning : teaching for success

Hattie, John


1. I am an evaluator of my impact on student learning -- 2. I see assessment as informing my impact and next steps -- 3. I collaborate with my peers and my students about conceptions of progress and my impact -- 4. I am a change agent and believe all students can improve -- 5. I strive for challenge and not merely "doing your best" -- 6. I give and help students understand feedback and I interpret and act on feedback given to me -- 7. I engage as much in dialogue as monologue -- 8. I explicitly inform students what successful impact looks like from the outset -- 9. I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others -- 10. I focus on learning and the language of learning -- 11. Visible Learning: a vision. The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. Mindframes for Visible Learning defines the 10behaviours or mindframes that teachers need to adopt to maximise student success. These powerful mindframes that should underpin every action in school are founded on the belief that teachers are evaluators, change agents, learning experts and seekers of feedback constantly engaged with dialogue and challenge. This practical guide includes questionnaires, checklists and exercises to help schools implement Hattie’s mindframes and maximise success.
Date Published:2018

1. I am an evaluator of my impact on student learning -- 2. I see assessment as informing my impact and next steps -- 3. I collaborate with my peers and my students about conceptions of progress and my impact -- 4. I am a change agent and believe all students can improve -- 5. I strive for challenge and not merely "doing your best" -- 6. I give and help students understand feedback and I interpret and act on feedback given to me -- 7. I engage as much in dialogue as monologue -- 8. I explicitly inform students what successful impact looks like from the outset -- 9. I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others -- 10. I focus on learning and the language of learning -- 11. Visible Learning: a vision. The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. Mindframes for Visible Learning defines the 10behaviours or mindframes that teachers need to adopt to maximise student success. These powerful mindframes that should underpin every action in school are founded on the belief that teachers are evaluators, change agents, learning experts and seekers of feedback constantly engaged with dialogue and challenge. This practical guide includes questionnaires, checklists and exercises to help schools implement Hattie’s mindframes and maximise success.

Date Published:2018

I am not a number

Dupuis, Jenny Kay


A picture book based on a true story about a young First Nations girl who was sent to a residential school. When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick. She tries to remember who she is and where she came from despite the efforts of the nuns to force her to do otherwise. Based on the life of Jenny Kay Dupuis' own grandmother, I Am Not a Number brings a terrible part of Canada's history to light in a way that children can learn from and relate to.
Date Published:2016

A picture book based on a true story about a young First Nations girl who was sent to a residential school. When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick. She tries to remember who she is and where she came from despite the efforts of the nuns to force her to do otherwise. Based on the life of Jenny Kay Dupuis' own grandmother, I Am Not a Number brings a terrible part of Canada's history to light in a way that children can learn from and relate to.

Date Published:2016

Nelson social studies 2 : global communities

Cairo, Mary


STUDENT BOOK AND TEACHER'S RESOURCE WITH CD TO BE CIRCULATED TOGETHER.
Date Published:2016

Restorative assessment : strength-based practices that support all learners

Greenstein, Laura,


When you make restorative assessment part of your classroom culture, students feel safe, ready for challenges, and eager to showcase their strengths whenever they have the chance. Unlike ordinary testing, restorative assessments offer students multiple ways to demonstrate their learning―which promotes equity and reduces conflict. And since assessments happen regularly, you have more opportunities to check student progress and tailor your teaching accordingly. In this guide, you’ll find: Real-world examples of restorative assessment in practice; Cutting-edge research on personalized learning and assessment; Practical strategies for implementation; Action points and reflection questions.
Date Published:2018

When you make restorative assessment part of your classroom culture, students feel safe, ready for challenges, and eager to showcase their strengths whenever they have the chance. Unlike ordinary testing, restorative assessments offer students multiple ways to demonstrate their learning―which promotes equity and reduces conflict. And since assessments happen regularly, you have more opportunities to check student progress and tailor your teaching accordingly. In this guide, you’ll find: Real-world examples of restorative assessment in practice; Cutting-edge research on personalized learning and assessment; Practical strategies for implementation; Action points and reflection questions.

Date Published:2018

Bracelets for Bina's brothers

LaRocca, Rajani,


Bina has three older brothers and this year she wants to make them bracelets for Raksha Bandhan, an Indian holiday that celebrates brothers and sisters--but first she must come up with patterns that include only their favorite colors, plus one unique bead that celebrates their special interests.
Date Published:2021

THINQ kindergarten : inquiry-based learning in the kindergarten classroom

Reimer, Joan


THINQ applies the big ideas that underpin inquiry-based learning to the specific needs and characteristics of learners at different ages and developmental stages.
Date Published:2017

Hannah and the Ramadan Gift

Rashid, Qasim,


It's the first day of Ramadan and Hannah wants to be a part of this important month every way she can. But if she's too young to fast, how can she observe Ramadan? By saving the world, Dada Jaan tells her. And so Hannah learns that by helping her friends and neighbors and by showing kindness and generosity, she can make the world a better place.
Date Published:2021

The Ontario curriculum, grades 1-8 : science and technology

Ontario. Ministry of Education


Electronic reproduction. The Ontario Curriculum, Grades 1–8: Science and Technology, 2022 focuses on fundamental science and technology concepts and on science, technology, engineering, and mathematics (STEM) skills. It supports students in making connections between skills and concepts, and the practical applications of science and technology in their lives, and in learning about life systems, matter and energy, structures and mechanisms, and Earth and space systems. This curriculum is designed to help students prepare for deeper levels of science and technology learning in secondary school and beyond.
Date Published:2022

Electronic reproduction. The Ontario Curriculum, Grades 1–8: Science and Technology, 2022 focuses on fundamental science and technology concepts and on science, technology, engineering, and mathematics (STEM) skills. It supports students in making connections between skills and concepts, and the practical applications of science and technology in their lives, and in learning about life systems, matter and energy, structures and mechanisms, and Earth and space systems. This curriculum is designed to help students prepare for deeper levels of science and technology learning in secondary school and beyond.

Date Published:2022

Play like a pirate : engage students with toys, games, and comics : make your classroom fun again!

Rollins, Quinn.


Section 1, Toys. Action figures ; Transformers ; Hot Wheels ; Barbie ; Play-doh ; The Smurfs ; LEGO -- Section 2, Games. Gamify your classroom ; Board games ; Minecraft ; Trading cards -- Section 3, Superheroes, graphic novels, and comic strips. Superheroes ; Comic books and graphic novels ; Comic strips ; Conclusion. Serious learning can be seriously FUN! For some, school feels like a chore: boring, monotonous, necessary. But what if school were fun - for you and your students? What would life be like if you felt excited about your lessons? Better yet, what if your students actually looked forward to your class every day? Yes! School can be simultaneously fun and educational. In fact, as Quinn Rollins explains in Play Like a PIRATE, when your class is engaging and entertaining, students are more likely to remember what they've learned. Invite kids to use their imaginations and help them create meaningful connections with your content by making play part of the learning experience. Play Like a Pirate shows you how! You'll learn: Why bringing passion to the classroom works - even if it isn't related to your subject. Why action figures, Hot Wheels, LEGO, and other toys belong in your classroom. Why comic books and graphic novels aren't "just for fun" How to use or create games that make content memorable all year long. In addition to insights that will help you remember why you became an educator in the first place, Play Like a Pirate includes practical strategies and QR code links to resources and templates that make it easy to integrate fun into your curriculum. Regardless of the grade level you teach, you'll find inspiration and ideas that will help you engage your students in unforgettable ways.
Date Published:2016

Section 1, Toys. Action figures ; Transformers ; Hot Wheels ; Barbie ; Play-doh ; The Smurfs ; LEGO -- Section 2, Games. Gamify your classroom ; Board games ; Minecraft ; Trading cards -- Section 3, Superheroes, graphic novels, and comic strips. Superheroes ; Comic books and graphic novels ; Comic strips ; Conclusion. Serious learning can be seriously FUN! For some, school feels like a chore: boring, monotonous, necessary. But what if school were fun - for you and your students? What would life be like if you felt excited about your lessons? Better yet, what if your students actually looked forward to your class every day? Yes! School can be simultaneously fun and educational. In fact, as Quinn Rollins explains in Play Like a PIRATE, when your class is engaging and entertaining, students are more likely to remember what they've learned. Invite kids to use their imaginations and help them create meaningful connections with your content by making play part of the learning experience. Play Like a Pirate shows you how! You'll learn: Why bringing passion to the classroom works - even if it isn't related to your subject. Why action figures, Hot Wheels, LEGO, and other toys belong in your classroom. Why comic books and graphic novels aren't "just for fun" How to use or create games that make content memorable all year long. In addition to insights that will help you remember why you became an educator in the first place, Play Like a Pirate includes practical strategies and QR code links to resources and templates that make it easy to integrate fun into your curriculum. Regardless of the grade level you teach, you'll find inspiration and ideas that will help you engage your students in unforgettable ways.

Date Published:2016

Alex shares his wampum belt

Crawford, Kelly, 1978-


Also available in French: Alex partage sa ceinture wampum. Alex explains what Wampum belts are, and their significance with respect to treaties.
Date Published:2017

Creating a mindset that our digital actions are public and permanent

Guerry, Richard


1. Marvel the forest, avoid the chaos of trees -- 2. The small town on earth, is now the small town of earth -- 3. Our digital disconnect -- 4. Avoiding digital dangers: it's all fun and games until someone loses an eye -- 5. Make public and permanent work for you and your legacy -- Appendix: The workbook: self assessments - guidance - information.
Date Published:2013

Lessons from lockdown : the educational legacy of COVID-19

Breslin, Tony, 1962-,


Schools during lockdown -- Parental engagement and the experience of learning at home -- Economics, education and inequalities -- Breadth, balance, the curriculum and its assessment -- Making the grade : the class of 2020 -- Catching up on 'lost' learning -- Pupil wellbeing and emotional recovery -- Leadership and governance -- Inspection, research and system performance -- Recasting the learning blend : technology and pedagogy -- Next steps. "Lessons from Lockdown explores the impact of COVID-19 on our schooling systems, on the young people and families that they serve, and on all who work in our schools, and asks what the long-term ramifications might be for the pedagogy and purpose of formal education. Drawing on the voices of over one hundred pupils, parents and professionals, it reveals how teachers, learners and schools are adapting their practice in areas such as curriculum modelling, parental engagement, assessment, home learning, and on-line and blended learning. In this timely new book, Tony Breslin draws on his experience as a teacher, researcher, examiner, school governor and policy influencer to assess what the educational legacy of COVID-19 could be, and the potential that it offers for reframing how we 'do' schooling. He argues that there is much to learn from this tumultuous period and that, post-lockdown, we ought to take advantage of the opportunity that it has offered to produce a more personalised, family-friendly and inclusive approach to schooling, and to learning more broadly. Whatever your place in this landscape, Lessons from Lockdown is a must-read for all concerned about the shape and purpose of schooling systems in mature economies - schooling systems and economies set on recovering from the kind of 'system-shock' that the pandemic has delivered"
Date Published:2021

Schools during lockdown -- Parental engagement and the experience of learning at home -- Economics, education and inequalities -- Breadth, balance, the curriculum and its assessment -- Making the grade : the class of 2020 -- Catching up on 'lost' learning -- Pupil wellbeing and emotional recovery -- Leadership and governance -- Inspection, research and system performance -- Recasting the learning blend : technology and pedagogy -- Next steps. "Lessons from Lockdown explores the impact of COVID-19 on our schooling systems, on the young people and families that they serve, and on all who work in our schools, and asks what the long-term ramifications might be for the pedagogy and purpose of formal education. Drawing on the voices of over one hundred pupils, parents and professionals, it reveals how teachers, learners and schools are adapting their practice in areas such as curriculum modelling, parental engagement, assessment, home learning, and on-line and blended learning. In this timely new book, Tony Breslin draws on his experience as a teacher, researcher, examiner, school governor and policy influencer to assess what the educational legacy of COVID-19 could be, and the potential that it offers for reframing how we 'do' schooling. He argues that there is much to learn from this tumultuous period and that, post-lockdown, we ought to take advantage of the opportunity that it has offered to produce a more personalised, family-friendly and inclusive approach to schooling, and to learning more broadly. Whatever your place in this landscape, Lessons from Lockdown is a must-read for all concerned about the shape and purpose of schooling systems in mature economies - schooling systems and economies set on recovering from the kind of 'system-shock' that the pandemic has delivered"

Date Published:2021

Preventive mental health at school : evidence-based services for students

Macklem, Gayle L.


Single user only Some engage in high-risk behaviors. Others need help with emotional skills. Many are affected by mental disorders. While every school has its share of students needing comprehensive mental health services, personnel struggle to address these needs effectively in an era of scarce resources and dwindling budgets. Preventive Mental Health at School gives school-based practitioners and researchers an accessible, nuanced guide to implementing and improving real-world proactive programs and replacing outmoded service models. Based firmly in systems thinking and an ecological-public health approach, the book outlines the skills needed for choosing evidence-based interventions that are appropriate for all students, and for coordinating prevention efforts among staff, educators, and administration. As schools become more and more diverse, school-based practitioners must become knowledgeable in regard to the critical racial and cultural differences that affect students, their families, and enrich our schools. Research currently available to help meet the needs of various groups of children and their families is included as each topic is addressed. In addition, the author provides a theoretical groundwork and walks readers through the details of assessing resources and needs, applying knowledge to practice, and evaluating progress. Instructive case examples show these processes in action, and further chapters address questions of adapting programs already in place for greater developmental or cultural appropriateness. Included in the coverage: Student engagement, motivation, and active learning. Engaging families through school and family partnerships. Evidence-based prevention of internalizing disorders. Social emotional learning. Adapting programs for various racial and ethnic populations. Adapting programs for young children. Preventive Mental Health at School offers solid guidance and transformative tools to researchers, graduate students, and professionals/practitioners/clinicians in varied fields including clinical child and school psychology, social work, public health and policy, educational policy and politics, and pediatrics.
Date Published:2014

Single user only Some engage in high-risk behaviors. Others need help with emotional skills. Many are affected by mental disorders. While every school has its share of students needing comprehensive mental health services, personnel struggle to address these needs effectively in an era of scarce resources and dwindling budgets. Preventive Mental Health at School gives school-based practitioners and researchers an accessible, nuanced guide to implementing and improving real-world proactive programs and replacing outmoded service models. Based firmly in systems thinking and an ecological-public health approach, the book outlines the skills needed for choosing evidence-based interventions that are appropriate for all students, and for coordinating prevention efforts among staff, educators, and administration. As schools become more and more diverse, school-based practitioners must become knowledgeable in regard to the critical racial and cultural differences that affect students, their families, and enrich our schools. Research currently available to help meet the needs of various groups of children and their families is included as each topic is addressed. In addition, the author provides a theoretical groundwork and walks readers through the details of assessing resources and needs, applying knowledge to practice, and evaluating progress. Instructive case examples show these processes in action, and further chapters address questions of adapting programs already in place for greater developmental or cultural appropriateness. Included in the coverage: Student engagement, motivation, and active learning. Engaging families through school and family partnerships. Evidence-based prevention of internalizing disorders. Social emotional learning. Adapting programs for various racial and ethnic populations. Adapting programs for young children. Preventive Mental Health at School offers solid guidance and transformative tools to researchers, graduate students, and professionals/practitioners/clinicians in varied fields including clinical child and school psychology, social work, public health and policy, educational policy and politics, and pediatrics.

Date Published:2014

Grow happy

Lasser, Jon, (Psychology professor),


"American Psychological Association." "Grow Happy is a gentle narrative about how the main character, Kiko, cultivates happiness. The story provides a metaphor that compares the cultivation of a garden to the nurturing of happiness"--
Date Published:2017

Belonging : a relationship-based approach for trauma-informed education

Phillips, Sian, 1964-,


"This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need"--
Date Published:2020