Product Description: The Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. Most grants books-often hundreds of pages long-make grant writing seem too intimidating, but Gorsevski gets to the heart of the process...read more

This book challenges traditional notions of creativity as a trait, and brings forward ideas of multiple types of creativity, along with the possibility of development of creativity.

This edited volume presents a balanced approach to the ongoing debate of just how general the "general factor" of intelligence is. To accomplish this goal, the editors chose a number of distinct approaches to the study of intelligence--psychometric, genetic-epistemological, cognitive, biological, behavior-genetic, sociocultural, systems--and asked distinguished scholars to write from the standpoint of these approaches. Each approach comprises two chapters, one by a scholar leaning toward a view arguing for the greater generality of g, and the other by a scholar leaning toward a view arguing for the lesser generality of g. The scholars are not simply "for" or "against" these outlooks, rather they provide a more textured view of the general factor, attempting to explain it in psychological terms that are easily understandable. Intended for psychologists in all areas, including clinical, consulting, educational, cognitive, school, developmental, and industrial-organizational, this book will also be of interest to educators, sociologists, anthropologists, and those interested in the nature of intelligence.

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Product Description: What is the impact of the family environment on us, particularly with regard to our intellectual functioning? Does the role of early family environment wear off, as some researchers have suggested, or does it maintain or possibly even become more important as we grow older? This book examines the interrelationship between family environment and intellectual functioning in a lifespan perspective...read more (view table of contents, read Amazon.com's description)

Leadership scholars have made many inroads in understanding leadership; however, making sense of the thousands of studies and hundreds of books is a difficult task, which is why many still incorrectly think that leadership is an elusive phenomenon. The Nature of Leadership is the first concise and integrated volume that addresses current issues in leadership research, including emerging topics such as gender, culture, and ethics.

Intelligence: A Brief History is a lively and accessible look at the origins of the field of intelligence. The book explores the nature and measurement of intelligence, examines approaches to teaching intelligence, and discusses individual and group differences in intelligence. Readers will receive an historical overview of the field as well as a good understanding of its major ideas.

Typical texts develop students' knowledge while only minimally developing the general skills they will need for success in school and in life. The goal of our text is to assist students in acquiring the most important skills for facing the diverse challenges life presents. The book contains an overview of theories of intelligence, but itself is based in large part on a theory according to which individuals need creative skills to generate new ideas and a vision for the future, analytical skills to make sure that the vision is a good one, and practical skills to execute the ideas and to persuade other people of their value. The book considers key skills in problem solving, logical reasoning, analysis of arguments, knowledge acquisition, creative and practical thinking, automatizing information processing, and avoiding life traps that derail even the most intelligent among us.

A research-based text discusses how teachers can strengthen their classroom practice with lessons that promote successful intelligence and includes sample unit plans and forty ready-to-use lessons illustrated with classroom examples.

What constitutes a creative person? Different cultures have different perspectives on what it means to be creative, yet it is nearly always the American or Western perspective that is represented in the psychological literature. The goal of this handbook is to present a truly international and diverse set of perspectives on the psychology of human creativity. Distinguished international scholars have contributed to this book's chapters on the history and current state of creativity research and theory in their respective parts of the world. Much of the work discussed has never before been available in English.

Product Description: This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades...read more

Product Description: Discussing the spectrum of issues and arguments in the debate about evidence-based practice (EBP), this book presents a range of viewpoints on the role and nature of EBP and examines the evolution, politics, treatment approaches and implications of EBP in psychotherapy.

A volume in Research in Educational Productivity Series Editor Herbert J. Walberg, University of Illinois at ChicagoDespite increased spending and efforts at reform since the Elementary and Secondary Education Act of 1965, wide achievement gaps persist between groups of students and these gaps increase with each year of schooling. Obstacles to student achievement can be found in schools and at home, and finding innovative solutions for students to overcome these obstacles is a motivating force behind this volume. Inside, the authors argue that The Other Three Rs,” reasoning, resilience, and responsibility can promote achievement and the realization of full academic potential, especially for students who are labeled as under performers. “The Other Three Rs” (TOTRs) are universal learning skills available to all students. Although each of TOTRs is related to school and life success, they are most effective when they are used in combination. For example, in the course problem solving, reasoning skills offer the ability to judge which strategies best address the needs of a particular situation. Responsibility provides understanding of the consequences (for oneself and others) of employing or not employing different problem solving strategies, and taking ownership of the results. And resilience produces the patience to work through the problem solving process, by capitalizing on lessons learned, until achieving desired outcomes. The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For the initiative and this edited volume, Sternberg and Subotnickassembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence- based arguments for promoting TOTRs in schools as a way to optimize student success. CONTENTS: Introduction, Rena F. Subotnik and Gregory A. White. Reasoning, Resilience, and Responsibility from the Standpoint of the WICS Theory of Higher Mental Processes, Robert J. Sternberg. Motivational Orientations that Lead Students to Show Deeper Levels of Reasoning, Greater Responsibility for their Academic Work, and Greater Resilience in the Face of Academic Difficulty, Catherine Good and Carol S. Dweck. PART I: SPECIAL FOCUS ON REASONING. The Role of Knowledge in the Development of Mathematical Reasoning, Richard E. Mayer. Promoting Deaf Children’s Mathematical Reasoning by Using their Visual Spatial Strengths, Terezinha Nunes. Performance Data and Proven Practices: Empowering Tools to Spur High Levels of Student Reasoning and Achievement. Tom Luce and Lee Thompson. PART II: RESILIENCE. Resilience and Risk in Learning: Complex Interactions and Comprehensive Interventions, Mary M. Brabeck and Mary E. Walsh. Resilience as a Factor in Overcoming Obstacles to High Academic Achievement, Edmund W. Gordon and Brenda X. Mejia. PART III:RESPONSIBILITY. Enhancing Students’ Academic Responsibility and Achievement: A Social Cognitive Self-Regulatory Account, Barry J. Zimmerman. A Motivational Perspective on School Achievement: Taking Responsibility for Learning, Teaching, and Supporting, Jacqueline S. Eccles. PART IV: MODEL. Integrating The Other Three Rs into the School Curriculum: A Model for Improving Achievement, Jeanine C. Cogan, Robert J. Sternberg, and Rena F. Subotnik. PART V: SUMMARY. The Other 3 Rs: Implications for the Design of Learning Environments, Research, and Policy, Susan Goldman.