Autobiographical memory (ABM)--the type of long-term memory that holds information about ourselves and our past experiences--is key to social learning and social communication. This groundbreaking guide shows professionals how to support ABM in children and adolescents on the autism spectrum, leading to lasting enhancements to critical social…

Education leaders have varying power to change inequitable structures and systems, but all need safety, support, skills, strategies, and practices to sustain change efforts--especially when doing this work in a stressful or oppressive context. Often overlooked, the health and wellbeing of staff (all types) is as important as the health and…

Growth Mindsets are recognized as a powerful teaching and learning tool. To avoid misunderstanding, misuse or oversimplification, this new book explores what Mindsets are, what they are not and how effective use of them can support and enhance learning and teaching. It takes a focused look at whether a more general approach to mindsets for all…

Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning…

Grounded in best practices and current research, this hands-on resource connects the dots that link brain activity, motor and sensory development, movement, and early learning. The expert authors unveil the Kinetic Scale: a visual map of the active learning needs of infants, toddlers, preschoolers, and primary graders that fits each child's…

This publication provides research-based guidance for intensifying instruction in reading and mathematics for students with significant learning difficulties, including students with disabilities, in kindergarten through grade 12. The guide gives technical assistance providers and states information reflecting "best practices" for implementing…

While researchers and teachers are still sorting out which programs work best in which circumstances, some basic ideas about thinking can be used by teachers. Suggestions for encouraging thinking in the classroom are offered. (MT)

The author discusses communication improvement strategies for personnel professionals. These include (1) thinking clearly, (2) focusing on audience response, and (3) categorizing to help readers relate ideas. (CH)

Although exploring students' thought processes can be rewarding, most teachers rely heavily on reponses to tests and assignments that fail to disclose learners' thinking patterns. Concept maps grouping interrelated ideas can encourage students to demonstrate effective and meaningful assimilation of organized study areas. Includes five footnotes.…

A classification of the simple combinatorial configurations which correspond to various cases of distribution and ordering of objects into boxes is given (in French). Concrete descriptions, structured relations, translations, and formalizations are discussed. (MNS)

Discusses the primacy of thought over speech, and "semantic translation" vs "communicative translation," relating the former to thought, and the latter to speech. (AM)

Introduces assumptions about instrumental outcomes in teaching art education. Argues that, through instrumental outcomes, art causes students to think in new ways and knowledge is transferred from the study of art to traditional subjects. Presents research findings and implemented programs that support relationships among art instruction,…

Mental skills developed through the study of mathematics are identified, and ways in which this information can shape the role of teachers of algebra are suggested. (MNS)

Examines the question of whether translation is possible, relating it to the question of linguistic and cultural constraints on translation, and to the question of the relationship between language and thought. Recommendations are made for the improvement of the study of translating. (AM)

Motor skills acquisition in elementary children is facilitated when the cognitive processes of selective attention and rehearsal are applied. Teaching techniques which promote development of these processes include use of verbal cues, mental and verbal rehearsal, questioning, and recall through testing. Sample verbal cues for selected motor skills…