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Innovations in Practice
Antonio Duran and Crystal E. Garcia
A Guide for K-12 Classroom and School Leaders
Stories from the Field
Edited by David J. Connor and Beth A. Ferri
Beyond the Workshop
Edited by Maria B. Hopkins and Rachel Bailey Jones
Games as Transformational to Social and Emotional Learning
Games enable children to practice emotions in spaces that are free from actualized consequences. With thoughtful guidance, games can help children manage emotions, perspective-take, demonstrate empathic concern, and exhibit prosocial behaviors.
Emerging research suggests that these competencies—also known as social and emotional learning (SEL) skills—are, in fact, teachable. In Gaming SEL: Games as Transformational to Social and Emotional Learning, Matthew Farber investigates the rich opportunities games have in supporting SEL skill development. Experts from the fields of education, game development, and SEL—including folks from CASEL, the Fred Rogers Center, Greater Good in Education, iThrive Games, Minecraft Education, and UNESCO MGIEP—share advice.
Games themselves cannot be responsible for children’s learning. Having a supportive educator or caregiver guiding experiences can be crucial. This book also includes recommendations for embedding games in classrooms in ways that support meaningful SEL skill development. Regardless of your experience, content area, or grade level, this book is for you!
Stories of Becoming in the Field
Srikala Naraian and Sarah L. Schlessinger
Echoes of Gunfire
Edward Mooney, Jr.
Imagine the hours and weeks after you've witnessed a school shooting. You run the emotional gamut between disorientation and severe anxiety. When you return to the classroom, you're unsure how to cope. Your classroom used to be a safe space; is it still? In this book, the experience of two teachers before, during and after they witnessed school shootings are analyzed to determine the effects of these incidents on their lives. In one case, a teacher who observed a shooting of one student by another, struggled with severe Post-Traumatic Stress Disorder. Her issues, along with actions by school administration, led to her psychological disability. In the second case, at a different school, another teacher watched a gunman randomly firing at students; he was able to continue teaching. A comparison helps to understand the psychological and organizational factors that affect educators who witnessed a school shooting.
This book would be critical in courses training school administrators, and for those teaching graduate research courses. In addition, this would be useful for mental health professionals and emergency responders seeking to get a glimpse into what teachers who witness school shootings are going through.
From Principle to Practice
This book seeks to (1) familiarise Translation and Interpreting (T/I) students/researchers/scholars with different qualitative and quantitative (various statistical and mathematical formulae and equations) techniques when analysing and interpreting results/findings; (2) make T/I students, researchers, and scholars more critical and prudent readers of both qualitative and quantitative research methods; (3) improve the quality of T/I scholars’ research papers employing various qualitative and quantitative research methods; and (4) facilitate the teaching/instruction of qualitative and quantitative research methods in T/I classrooms.
Unlike most translation and interpreting research books, this book discusses both qualitative and quantitative aspects of T/I studies. It also proposes some new and updated information regarding translation assessment and evaluation products. This text also covers the applicability of abstracting and indexing as most translation and interpreting students are not familiar with journal metrics regarding where and how to publish their research papers. Last but not least, the book includes different translation and interpreting examples, Learn More! and Read More! sections which add to the book.
A Handbook for Classroom Teaching in an Environment of Suffering
Students of Trauma: A Handbook for Classroom Teaching in an Environment of Suffering provides school educators and those who work with them with practical strategies for working with students who have experienced trauma and express that through depression, aggression, anxiety, hyperactivity, and suspicion. This handbook, based on current educational research and on the accumulated experiences of actual teachers, provides clear and implementable guidance to individuals working in a school or classroom setting with young people who have experienced tremendous trauma in life. The issue of trauma-informed instruction has received significant consideration in recent years and rightly so, however, what sets this book apart is its emphasis on specific and direct actions and attitudes that teachers can take today to make a meaningful and powerful difference in the lives of their most troubled students. Students of Trauma will be a helpful addition to the libraries of classroom teachers, their administrators, and those who train them.