Böcker utgivna av Open University Press

This book is about research- and evidence-informed educational improvement. It synthesises and reframes the distinct schools of thought within the Educational Effectiveness and Improvement (EEI) fields for a renewed research and professional education agenda. At the book's heart is a problem: that educational improvement is often short-lived, rarely achieved at scale and, as some prominent researchers have argued, mostly illusory. The chapters describe and critique this divided field and reviews, synthesises and reframes the combined knowledge base. Building on this acknowledge of division, the book looks with scepticism, pragmatism and optimism towards the future for solutions in evidence-informed improvement.

All organizations are political environments. Politics is present in all the major processes, including resource allocation, succession planning and equal opportunities. Yet being political is often regarded as a negative trait, associated with lack of authenticity, unethical behaviour and sociopathy. For employees, managing politics is a core skill. For coaches and mentors, there is the constant dilemma of how to help a client thrive in a political environment while retaining their authenticity. A critical distinction is between being politically aware or astute and being political or "playing politics".This book aims to set out practical ways in which coaches and mentors can both maintain their own integrity and support their clients in doing the same, in politicised environments. It will draw on the experiences of coaches and mentors, leaders and managers in organisations around the world, and coach supervisors.

Winner of the 2024 BPS Book Award in the Textbook Category"[A] masterpiece from start to finish [...] It's rare that what is essentially an instructive academic book is such a page turner. Pennington breathes life into what may have been a dry, procedural topic and peppers the scientific detail with entertaining anecdotes and activities.''The Psychologist"Dr Charlotte R. Pennington has pulled off a remarkable trifecta of being clear, concise, and comprehensive in covering the origins of the open science movement and practical advice for adopting the behaviors."Professor Brian Nosek, Executive Director, Center for Open Science; University of Virginia, US''I believe this book will be extremely valuable to both students and academics who wish to further their understanding of transparent research in psychology, and I have already taken steps towards adding this as a core text in my department!'' Psychology Teaching Review"My hope is that every psychology student will finish their degree with a heavily annotated, well-thumbed copy of this important and timely book!"Dr Madeleine Pownall, University of Leeds, UK"This book should be on the reading list for all university science degrees and on all library bookshelves. It is concise, accessible, and remarkably interactive, with brilliant use of examples and learning activities. Is there a better instruction manual on how to do science properly? If there is, I haven't seen it."Professor Chris Chambers, Cardiff University, UK"This book will equip future generations with the tools necessary to improve our disciplines, and thereby represents a significant ray of hope for the future. Essential and timely."Dr Emma Henderson, University of Surrey, UK A Student's Guide to Open Science explores the so-called "replication crisis" in psychology (the inherent difficulties in replicating or reproducing research results to test the robustness of findings) while delving into the ways that open science can address the crisis by transforming research practice.Students will develop a fundamental understanding of the origins and drivers of the crisis and learn how open science practices can enhance research transparency, replication, and reproducibility.With a handy, digestible guide for students and researchers alike on how to implement open science practices within their own workflow, as well as pedagogic teaching and learning activities that can be re-used by educators, Pennington's new book is an essential guide to navigating the replication crisis.Key features of this book include:An overview of landmark events that will mark the history of the replication crisisCase studies of classic psychological studies undergoing replicationTest yourself activities to reinforce learning of key concepts, including an open science crossword!Top tips for adopting open science practices, including study preregistration, Registered Reports, and open materials, code, and dataUseful illustrations to aid understanding and facilitate revision!New concepts and practices can often feel overwhelming, but this book aims to help students and educators pick what they want from the 'open science buffet' and return to the table to fill up their plates again and again. Remember, we are all students of open science and will be for many years to come!Dr Charlotte R. Pennington is a Lecturer in Psychology at Aston University, Birmingham, UK and a Fellow of the Higher Education Academy. She is an expert in open science and advocates for the teaching of this within higher education pedagogy.

"[E]ssential reading for anyone learning to be a teacher... This book will continue to be a core text on our ITE programmes."Rachele Newman. Director of Initial Teacher Education, University of Southampton, UK"A comprehensive 'must have' for every new teacher entering the profession: a wide variety of short chapters, packed full of key, research-evidenced ideas, brilliantly articulated by a team of expert authors... Fantastic!"Mark Winterbottom, Professor of Education, University of Cambridge, UK"The beauty of the book is that the authors do not attempt to simplify teaching, instead they celebrate and explore the complexities of being a teacher."Stefanie Sullivan, Deputy Head of School, Director of Initial Teacher Education, University of Nottingham, UKThis timely new edition remains the ultimate guide for students in the core areas of teaching policy, assessment and curriculum planning, while also covering the relevant issues facing educators and students today. Grounded in contemporary research and empirical evidence, Becoming a Teacher provides a critical yet accessible exploration of the complexities involved in starting a career in secondary education.New chapters include topics such as wellbeing and mental health, social justice, decolonising the curricula and how to develop teacher identity when starting a career. Themes such as digital pedagogy now run through the core of the book, reflecting the future of our education system. The book:-Supports students with a blend of theory and practical solutions -Integrates a wide range of issues, contexts and perspectives-Guides and encourages readers to reflect on their own learning and teaching-Covers practical classroom implementations, theoretical and empirical research, social and cultural dimensions and much moreBenefitting from the expertise of top academics in the education field while leaving room for the reader to engage with their own critical reflection, this book is essential for PGCE and Education students to gain a thorough understanding of the many facets of education as well as their own role as a teacher.Simon Gibbons is Senior Lecturer in English Education and Director of Teacher Education at King's College London, UK. He is a former chair of the National Association for the Teaching of English. Richard Brock is a Lecturer in Science Education at King's College London, UK. He taught secondary physics for many years in greater London and has also taught English in Japan and worked in special education.Melissa Glackin is Senior Lecturer in Science Education and the Director of the MA in STEM Education at King's College London, UK.Elizabeth Rushton is Head of Department of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK. She previously led the Geography PGCE at King's College London after having worked as a geography teacher and as Director of Evaluation for an education charity.Emma Towers is a Teaching Fellow in Education Policy at King's College London, UK. Before moving into higher education, she worked as a primary school teacher in London schools.

"Rik Cheston is one of the pioneers of psychotherapy in dementia. This book integrates his clinical expertise and research, and is brought vividly to life by Rik's personal reflections and case examples drawn from his vast experience [...] this book will be one that I keep coming back to and share."Dr Emma Wolverson, Clinical Psychologist, Senior Lecturer in Ageing and Dementia, Research Lead Dementia, UK"This is a thoughtful and, at times, provocative book, providing knowledge and insights from theoretical and practical perspectives [...] Cheston has set out to challenge you; which he does extremely well."Professor Ian Andrew James, Innovations Team, CNTW NHS Trust and honorary professor at the University of Bradford, UK"In this brilliant and timely book, Richard Cheston [...] draws upon [...] over 30 years of insightful clinical practice to discuss not only psychotherapy but a whole lot more. The book is lucidly written so can be valuable not only to specialists but to anyone whose work or personal life brings them into contact with dementia. Actually, that's most of us."Tom Dening, Professor of Dementia Research, Mental Health & Clinical Neurosciences, University of Nottingham, UK"This is a clear, accessible and beautifully written legacy of psychotherapeutic endeavour in dementia care [...] This book is a seminal text for all who are committed to continually improving their practice in person-centred dementia care."Esme Moniz-Cook Professor Emerita (Clinical Psychology, Ageing and Dementia Care), University of Hull, UK. Founder Chair, now board member INTERDEM There is little opportunity for people living with dementia to talk about their experiences and what is happening to them. This often makes it harder for them to adjust to, and to accept, the diagnosis. Dementia and Psychotherapy Reconsidered introduces a new and distinctive way of thinking about dementia. Each of the four sections is augmented with examples from the author's 30 years of clinical and research experience and offers an accessible approach from mainstream psychotherapeutic and psychological frameworks that:. Places dementia into a psychological context of loss, threat and change. Addresses the research and clinical evidence underpinning psychotherapy; whether this is delivered to individuals, couples or groups. Sets out a model of adjustment to dementia and outlines how talking about dementia needs to be tailored to the stage of change. Explores how psychotherapy and counselling can be adapted to accommodate the client's cognitive changes and why we need to acknowledge that talking about dementia is not always possible or desirable Dementia and Psychotherapy Reconsidered is applicable not only to psychotherapists and counsellors, but to clinicians and families who are supporting people living with dementia post-diagnosis and want to find new ways of talking about their experiences.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia.Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Richard Cheston worked as a Clinical Psychologist in the NHS before becoming Professor of Dementia Research at the University of the West of England, UK in 2012.

"The establishment of professional learning networks can be transformational for you personally and professionally. This book takes you step by step through the process of developing an effective Professional Learning Network (PLN) to create and realise a new status quo!"Catherine Carden, Canterbury Christ Church University, UK"The book impressively underscores the relevance and opportunities of Professional Learning Networks for innovation in school, while also addressing the challenges and pitfalls of successfully establishing, running and sustaining PLNs from the perspective of teachers."Colin Cramer, University of Tuebingen, Germany"This book is a must read for practitioners, policy makers and researchers interested in Professional Learning Networks! [It] provides readers with concrete recipes with all the necessary ingredients, including leadership, trust and collaboration, to ensure PLN success."Prof. Dr. Kim Schildkamp, University of Twente, the NetherlandsThe Teacher's Guide to Successful Professional Learning Networks supports educators with practical guidelines developed from the authors' practical and research-based experience in this area. Taking a step-by-step approach, the book guides readers through the different stages of inquiry and influencing factors involved with successfully running a PLN. The authors explore how teachers can participate in networks to achieve deep reflective inquiry and make positive changes in teaching and learning.The book:-Builds on international research into professional learning networks (PLNs)-Uses illustrative case studies from a range of contexts across the world-Provides step-by-step guidance to help readers establish sustainable PLNs Drawing from a diverse range of international contexts and with content stretching from early years to secondary, this book is essential reading for any educator looking to create, expand or enhance their Professional Learning Network.Cindy Poortman is Associate Professor at the University of Twente in the Netherlands. Her research and teaching focus is teacher and school leader professional development in PLNs. She has co-founded and is coordinating the PLN network within the International Congress for School Effectiveness and Improvement (ICSEI).Chris Brown is Professor and Director of Research at the Department of Education Studies at the University of Warwick, UK. He has co-edited two books on Professional Learning Networks, is co-editor of the Professional Learning Networks Book Series, and is co-founder and co-convener of the ICSEI Professional Learning Networks research network.

"I am so glad that this book has been written! [...] A highly practical book, easily accessible for others to use with their students."Dr Elisabeth Curling, Senior Lecturer in Immunology, School of Biosciences, University of Kent, UK"[This book] will enable students across the globe to improve their well-being. Highly recommended."Dr Julia Ronder, Consultant Child and Adolescent Psychiatrist"This book is a fascinating and practical guide to mindfulness for students. I would thoroughly recommend reading it if you are a student yourself, or an educator looking to help students with their mental wellbeing."Dr Jacqueline Buchanan, GP Partner and Medical Student EducatorAs the challenges facing students continue to grow, the importance of mindfulness for academic and personal success is gaining recognition. Yet many students and their teachers remain unclear on how to implement mindfulness techniques successfully. Mindfulness and Wellbeing for Student Learning is a 5-week introduction to mindfulness to support students' learning and wellbeing. Adapted from several mindfulness programmes, the book aims to help students cope with the various demands of university life and provide them with a wellbeing toolkit. Included are an array of mindfulness techniques proven to help improve focus, manage stress, regulate emotions and manage procrastination, to name a few.The book:.Introduces a 5-week guided programme to teach students about wellbeing.Contains numerous interactive mindfulness exercises.Provides structured wellbeing lesson plans complete with resources .Draws on the real experiences and feedback of studentsThis book is an essential resource for students and aims to equip them with invaluable skills to overcome the anxieties and stresses of university life. No matter the subject, this book will help students to build academic and personal resilience, helping them to thrive at university and beyond. It is also a perfect book for teachers or personal tutors looking to set up mindfulness groups or simply support their students during these challenging times.Lorraine Millard has been a psychotherapist for over 35 years, a mindfulness teacher for 15 years and has taught over 150 mindfulness courses. She designed and delivers the 5-week course at the University of Kent, UK.Louise Frith is an Academic Skills Tutor at the University of York, UK, specialising in writing for academic purposes. She has published two previous books: Professional Writing for Social Workers, 2nd edition (2021) and The Student's Guide to Peer Mentoring (2017).Patmarie Coleman has previously taught for 22 years on person-centred courses, is a senior counsellor at the University of Kent, UK and also runs a private supervision practice in Southeast London, UK. Patmarie was trained by Lorraine in Mindfulness and has completed further training with the Mindfulness Network. Patmarie authored the chapter: Intersectional, Anti-Racist and Intercultural Approaches by Therapists of Colour, for Therapy in Colour (2023)

"This book is a must read for those wanting to understand, design and improve our approach to workforce knowledge in dementia care."Paul Edwards, Director of Clinical Services, Dementia UK"Its person-centred, theory and practice-based approaches to learning make it an essential book for everyone involved in the delivery, review and commissioning of dementia education."Dr Anna Jack-Waugh, Senior Lecturer in Dementia, Senior Fellow HEA, Alzheimer Scotland Centre for Policy, and Practice, the University of the West of Scotland, UK"A relevant, innovative, and important book that can underpin better education and training in dementia care."Jesper Bøgmose, Associate Professor, Cand. Cur., Faculty of Health, University College Copenhagen, DenmarkIn the last twenty years the evidence-base for how to provide person-centred care for people with dementia has grown significantly. Despite this until recently there has been little evidence as to how to provide training and education for the dementia workforce. This book provides an evidence-based practical resource for people intending to develop, deliver, review, or commission education and training for the dementia workforce. Throughout, the book: . Considers the importance of informal routes and mechanisms for workforce development. Examines the importance of context and setting conditions for successful implementation of training at individual, service and organisational level. Contains up-to-date international research evidence, case studies and vignettesEducation and Training in Dementia Care: A Person-Centred Approach is an accessible text aimed at all levels of prior experience, from those studying and working in health and social care services and private and third sector organisations who are responsible for the training and development of their staff, to commissioners of training or those who wish to take advice to inform their practice.The Reconsidering Dementia Series is an interdisciplinary series published by Open University Press that covers contemporary issues to challenge and engage readers in thinking deeply about the topic. The dementia field has developed rapidly in its scope and practice over the past ten years and books in this series will unpack not only what this means for the student, academic and practitioner, but also for all those affected by dementia. Series Editors: Dr Keith Oliver and Professor Dawn Brooker MBE.Claire Surr is Professor of Dementia Studies and Director of the Centre for Dementia Research at Leeds Beckett University, UK.Isabelle Latham is Researcher-in-Residence for Hallmark Care Homes, UK and Honorary Senior Research Fellow for the Association for Dementia Studies at the University of Worcester, UK. Sarah Jane Smith is a Reader in Dementia Research at Leeds Beckett University, UK.

"This thought provoking and highly informative book is a perfect handbook for teachers and school leaders interested in improving the quality of talk in their classrooms."Amy Gaunt and Alice Stott, Directors at Voice 21 and authors of Transform Teaching and Learning through Talk: the Oracy Imperative. "For practising teachers, it offers a guide to how to exercise sound professional judgement in selecting and sustaining strategies that place talk at the centre of teaching and learning, so that all students benefit."Alan Howe, Education Consultant and Associate with Oracy CambridgePurposeful classroom talk, or oracy, is increasingly recognised as fundamental for supporting both personal and academic development and for enhancing genuine participation in learning. Based on classroom observations and interviews, this book offers an analysis of schools' responses to improving the quality of both learning to talk and talking to learn. The book explores classroom talk through the analysis and comparison of examples drawn from diverse schools and age groups, across primary and secondary education settings. Alongside a wealth of practical strategies, the book offers an insight into the realities of implementation, helping teachers to make well-informed judgments about developing classroom talk within their own schools.This book features:.Examples of lesson activities and resources, accompanied by explanations and advice from practitioners .Vivid depictions of real classroom practice with comprehensive analysis linked to up-to-date research and theory.Questions and prompts to promote reflection on the reader's own context.An emphasis on teachers' professional judgement and informed implementation of oracy practicesA holistic and accessible resource, this book is aimed at experienced, early career and student teachers, as well as other education professionals.Rupert Knight was a teacher in schools in London and Nottingham. He currently works at the University of Nottingham, UK, on teacher education and other postgraduate courses. Rupert is the author of Classroom Talk and he continues to work closely with teachers to develop the use of spoken language in the classroom.

"Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade."Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia"This book, a fifth edition, can truly be called a "classic" on the topic of teaching, learning and curriculum design in higher education."Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia"You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching."John R. Kirby, Professor Emeritus of Educational Psychology, Queen's University, CanadaThe concept of constructive alignment has supported generations of students and teachers within higher education. It is a 'backward design' method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: . Provides a comprehensive, research-based theory of teaching for teacher reflection . Outlines how educational technology can be used in constructively aligned teaching . Helps staff developers to provide support for staff and departments in line with institutional policies . Offers a framework for quality assurance and quality enhancement across a whole institution Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.

"Ethical Dilemmas in Educational Research is a valuable resource for both researchers and supervisors. Having myself sat on a university ethics committee, I appreciate not only the considerations needed when approving applications but also the controversy around what could be viewed as undue restrictions on research. The real-life and hypothetical dilemmas presented in this book should help guide researchers towards effective but ethically sensitive designs." Dr Katy Smart CPsychol AFBPsS, Department of Psychiatry, University of Oxford, UKEthical Dilemmas in Educational Research is an invaluable guide for educational researchers around the world, helping to develop best practices and make informed decisions. This book demonstrates how a careful balance must be struck between the needs of participants, increasing regulatory guidelines and the academic freedom of the educational researcher. The authors discuss an array of issues arising in the field of educational research, including: ethical dilemmas in action, issues of agency and privacy, and researcher reflexivity.With a foreword by Professor Ian Menter, this book goes beyond the guidelines and focuses on the specific dilemmas that educational researchers face, illustrated with real-life and inclusive examples. The book:¿ Focuses on the resolution of ethical dilemmas in educational research, and not just the dilemmas themselves¿ Highlights the role of committees and guidelines, with an emphasis on misunderstandings and common purposes¿ Is written by academics from differing theoretical and methodological perspectives and disciplines across the spectrum of educational research¿ Presents specific dilemmas encountered during research in the early years, schools and universities The authors use these ideas to build on the foundations of an ethical approach and find new ways of working together and learning from one another, to ensure best practice in the educational research field and forge a more united forward path. Carol Brown is a Senior Lecturer in Psychology and Education Faculty Research Ethics Officer at Oxford Brookes University, UK.Mary Wild is Professor in Education and former Head of the School of Education at Oxford Brookes University, UK.

How can professional development in schools be designed to meet the specific needs of every individual? What approach to teacher improvement has been proven to have more impact than traditional training models? Which form of professional learning has the greatest impact on workplace wellbeing? Coaching for Educators answers all of these questions by providing a succinct and focused guide, which positively demonstrates how to make coaching work in schools. This book:.Provides up to date research summaries on the impact of coaching in educational settings.Shares practical suggestions and strategic guidance around inclusive practice and professional wellbeing.Uses case studies and practical examples to illustrate successful coaching based CPD.Can be adapted to the needs of each and every schoolOffering practical insights into CPD for all professionals, education practitioners and postgraduate students looking to expand their learning, this book is for anyone seeking to gain insight into best practice and develop their leadership skills. Coaching for Educators will provide you with the tools to develop a culture which empowers teachers and leaders to get better every day."A brilliantly personable journey into coaching."Karen Wespieser, MBE; Chief Operating Officer, Teacher Tapp, UK"[An] intellectually stimulating yet jargon-free read."Dawn Grant-Skiba, Teacher and Coaching in Schools Researcher, Australia"This book provides a compelling case for the power of coaching as an effective form of professional development."Cat Scutt, Director of Education and Research, Chartered College of Teaching, UK"A well-researched, thorough and practical guide to effective coaching in schools."Richard Parker, Headteacher, International School of London, UKDuncan Partridge is a qualified coach and MD of Educe Mentoring & Coaching. Prior to this, Duncan held school headship positions in Argentina, Italy and the UK, as well as Director of Education roles at the English-Speaking Union and the Skills Builder Partnership. Duncan has an MA in International Education and Leadership.

"If you are interested in lived experience and meaning making, or want to think more creatively about psychology, this text is utterly invaluable."Paula Reavey, Professor of Psychology and Mental Health, London South Bank University, UK "This book provides a wonderful, gently provocative, critical companion to the standard psychological curriculum!"Professor Virginia Braun, School of Psychology, Waipapa Taumata Rau/The University of Auckland, NZ"This is essential reading for all undergraduate and applied psychology courses."Professor Erica Burman, University of Manchester, UK, editor of Feminists and Psychological Practice and co-author of Challenging women: psychology's exclusions, feminist possibilitiesThe Feminist Companion series includes books which act as your friends and mentors in book form, supporting you in your studies, especially when things get tough. This companion offers a better-informed understanding of research methods, exploring key topics such as ethics, reproducibility, reliability and validity, and research design through a feminist lens. The ethics of research relationships are explored, alongside issues to do with prejudices and biases implicated in psychology's treatment of women. Ultimately, this book aims to develop your critical and analytical skills by encouraging a questioning approach to understanding how psychological knowledge is produced, and by offering alternative, feminist-informed approaches to framing research questions, adopting data collection techniques, and analysing and interpreting data. Key features of this book include:. Five Reasons Why You Need a Feminist Companion - a helpful guide to what readers can expect to gain from this book . Activity boxes, suggesting ways you can put the theory you are learning into practice . See and Hear for Yourself boxes, signposting readers to where they can find real-world examples of the concepts covered. Summary sections that articulate the main points of each chapter and provide a useful revision aid. A glossary of key termsThe book maps to the British Psychological Society (BPS) curriculum on research methods as well as the Quality Assessment Agency's (QAA) Subject Benchmark Statement for Psychology. Hannah Frith is Associate Professor of Psychology at the University of Surrey, UK. She is the current editor the British Psychological Society journal Psychology of Women and Equalities Review.Rose Capdevila is Professor of Psychology at The Open University. She has been co-editor of the journal Feminism & Psychology and Chair of the Psychology of Women and Equalities section of the BPS.

This book celebrates the benefits of continuing professional development (CPD) for your growth as an educator. The authors weave together an international selection of case studies to offer CPD which transcends educational trends. Thematic chapters put your professional identity at the heart of the book and encourage you to take control of your career development, allowing you to show leadership whatever your role.This book:.Challenges you to reflect on and evaluate your experiences of professional development .Includes reflection points and personal development planning to support your reading.Places equity and social justice at the heart of effective personal development.Encompasses the challenges and opportunities of embracing digital technologies.Illustrates professional development for leaders and educators in a range of cultures and contexts Drawing on multiple global perspectives of professional development in education and training from early childhood to higher education settings, this book offers strategies for all career stages: from the student educator to the experienced senior leader and is the perfect fuel for career development."As well as being a valuable contribution to professional knowledge in this field, this resource can be thoroughly recommended to educational professionals as a guide to practice."Professor David Egan, Emeritus Professor of Education, Cardiff Metropolitan University, UK"This book is well written and is crucial for any educator at any stage of the education landscape."Paul Miller, PhD, Professor of Educational Leadership & Social JusticeAlison Fox, Helen Hendry and Deborah Cooper are colleagues in the Faculty of Wellbeing, Education and Language Studies at The Open University, UK, and teach on the Masters in Education programme, in particular the Leadership and Management and Learning and Teaching pathways. They engage in international research associated with professional learning.

"Clearly written and based on solid research, this compassionate and practical book is a must for research developers and supervisors"Dr Katherine Firth, The University of Melbourne, Australia, author of How to Fix your Academic Writing Trouble "Supervisors and decision makers will find it exciting to discover new areas for guiding hopeful research candidates on their journey."Dr Estelle M Phillips, co-author How to Get a PhD, Former Research Tutor Birkbeck College, University of London, UK and Independent Educational Consultant"A valuable resource for doctoral school leaders, supervisors, professionals and doctoral candidates alike."Lucas Zinner, Head of Research Services and Career Development, University of Vienna Doctoral proposals are a vital part of the PhD process, but often this key phase is neglected. This book provides handy, digestible guidance suitable for supervisors and students alike.For supervisors, this book is a manual with clear theoretical underpinnings that help to clearly guide students through the proposal stage. For students, it is a handbook that brings potential PhD candidates up to speed and offers guidance on the necessary skills required to write a proposal alongside how to deal with the challenges faced during this stage. Key features of this book include:.Didactic tools and assignments that are of direct use for writing the proposal and supervising it.Helpful reading tips at the start of each chapter.Clear travel guide structure to take the supervisor and the student on a journey through each stage of the proposalBased on the well-established 'Proposal Lab' programme designed to provide faculty guidance and peer support, The Art of Writing a PhD Proposal provides a comprehensive, indispensable, step-by-step guide to writing a good proposal and to getting students and their supervisors off to a flying start.Dr Hans Sonneveld has been a specialist in the field of doctoral studies for over 35 years. He is a board member and the Founder of the Netherlands Centre of Expertise for Doctoral Education, NL.

In this book Erik de Haan encourages coaches to reflect on their coaching practices and reassess the tensions within the coaching relationship. Across its three sections this book is about developing trust, nurturing love in response to fears and tensions, and practicing humility as your confidence and success as a coach grows. Drawing on his long career, De Haan offers personal and thought-provoking advice for coaches. He highlights the benefit of making use of what happens before you start a session, listening to what is not being said, and disclosing all informational advantage you might have over your client. This book: . Features an array of personal experiences and helpful ideas to put into practice . Includes insights and reflections on coaching relationships to apply to all helping relationships . Uses a relational and inclusive approach to resolve the complex tensions inherent in coaching relationships . Explores the richness of listening, engaging, and understanding, as well as recognising the value of humility. The Gift of Coaching illustrates how coaching can help us process and integrate everyday fears and anxieties towards a place of love and acceptance for ourselves and our relationships. This is an entertaining, erudite and insightful read for both beginners and experienced consultants, coaches, and supervisors.Erik de Haan is the Director of Ashridge's Centre for Coaching with thirty years of experience in executive coaching and other organizational and leadership development. He is Professor of Organisation Development at the VU University Amsterdam, with an MSc in Theoretical Physics and a PhD in Physics with his research into learning and decision-making processes in perception. He has a registered psychodynamic psychotherapist and has authored more than 200 articles and sixteen books."De Haan takes a forensic look at what it means to nurture another person's experience and in so doing produces an essential and immensely powerful book."Marina Cantacuzino MBE, Founder of The Forgiveness Project"Erik opens a window into his deep learning which will be of significant benefit to both new and experienced coaches."Gina Lodge, CEO, Academy of Executive Coaching (AoEC)"'The Gift of Coaching' is a compendium of coaching research, wisdom, and case study examples."Joel DiGirolamo, VP of Research and Data Science, International Coaching Federation"de Haan wields concepts like love, humility and quality of relationships like a maestro inspiring an orchestra. As one of the most highly published scholarly authors in coaching, he has provided a rare book with deep intellectual foundations, prolific empirical evidence and engaging stories. He has left little room for future authors to add more than he has already said about coaching."Richard Boyatzis, PhD, Professor, Case Western Reserve University, USA"Erik continues to enrich the coaching space with his insights and his commitment to the maturation of the field and its practitioners. He asks some important questions about our role in these times that are well-worth the read."Dr David Drake, Founder and CEO, The Moment Institute"Erik takes us back to the essence of coaching by illustrating the importance of trust, love, fear and humility through case studies, research and his own vast experience. This is a worthy contribution to our continuous search for understanding the building blocks of our profession."Dr Nicky Terblanche, Head of MPhil in Management Coaching, University of Stellenbosch, South Africa

Why are there not enough women in leadership positions and how do we 'fix' this? Coaching Women takes a broader perspective on the issue of gender diversity and considers different ways of achieving systemic changes such as a shift to inclusive leadership and a re-think about current work culture and its implications for mental health.Geraldine Gallacher unpacks this nuanced conversation through the lens of women's lived experiences and personal journeys, understanding that there are still many unseen barriers to women's progress. This book gives practical recommendations on how to equip more women with the tools to rethink their relationship with the notion of leadership.Using in depth case studies and interviews, this book:.Focuses on the interplay of a woman's personal journey with complex career structures.Examines the power of stereotypes, leadership, and the double bind dilemma.Highlights key stages where systemic challenges collide with personal identity .Utilises robust research to unpack long held myths about women's confidence.Offers practical suggestions on the best ways to coach women to achieve leadership successCombining Geraldine's practical experience as both a leader and a coach, this book is for anyone in coaching and human resources, as well as those involved in DEI (Diversity, Equity & Inclusion). It is also relevant for all leaders who are keen to adopt an inclusive leadership approach. Geraldine Gallacher is CEO of the Executive Coaching Consultancy and an accredited Master Coach with the Association for Coaching. She is also co-chair of Inclusion and Belonging for the City Women's Network."If you are an Executive Coach, a Leader intent on creating more gender balance or a professional woman at any stage of life - there is wonderful wisdom waiting for you in this book."Carolanne Minashi, Global Diversity and Inclusion Leader, Financial Services Industry"Some of it challenged my thinking, all of it entertained and interested me. A must read for any coach."Jenny Rogers, Executive coach, Author of Are You Listening? and Coaching Skills: the definitive guide to being a coach"This concise and honest book is relevant not only for coaches but for corporate leaders and professional coaching bodies - and for men as well as women!"Alison Maitland, Coach and Co-Author of INdivisible: Radically rethinking inclusion for sustainable business results"Her fascinating and thought-provoking book offers hard-won lessons, extensive research and excellent practical advice and will help coaches support women, and men, in developing rich, fulfilling careers that bring that vision closer."Christina Patterson, Journalist, Coach and Author of The Art of Not Falling Apart"Excellent advice from one of the best coaches in the business."Eleanor Mills, Founder of Noon.org.uk

"This is an incredibly useful and timely resource for those studying and working in the field of youth mental health."Sara Evans-Lacko, PhD, Care Policy and Evaluation Centre, London School of Economics and Political Science, UK"'Understanding Youth Mental Health' covers the full spectrum of what is needed. 'Understanding Youth Mental Health' is a welcome and important building block."Patrick McGorry, Professor of Youth Mental Health, University of Melbourne, Australia, Executive Director, Orygen: National Centre for Youth Mental Health"This practical textbook, with contributions from established international experts, provides a comprehensive guide to contemporary theory, research and practice in youth mental health."Dr Louise Doyle, Associate Professor in Mental Health Nursing, Trinity College Dublin, IrelandUnderstanding Youth Mental Health offers a new and comprehensive approach to youth mental health that highlights the significance of development during adolescence and early adulthood. The book centres on the experiences of young people as service users, drawing attention to the distinctive challenges being faced in the 21st century and emphasising the importance of supporting young people's well-being and improving mental health literacy.In a succinct and practical way, Understanding Youth Mental Health:.Introduces students to a new conceptual model for understanding young people's mental health .Incorporates chapters on the key features of new model services in Australia, Ireland and the UK including youth engagement, input from families and service design.Provides comprehensive epidemiological data on mental disorders and a clear focus on the importance of early intervention in psychosis.Includes chapters from leading academics working in the area of youth mental health, augmented with short accounts of personal experiences from young people and their familiesWritten by world-leading experts from eight countries with diverse research and clinical experience, Understanding Youth Mental Health draws on findings from around the globe and equips readers with the information required to develop as researchers and practitioners with a view to improving service provision in a range of contexts.Ideal for those embarking on careers or study in this field, the book provides key learnings from theory and practice which can be deployed and developed within your own service provision. Eilis Hennessy is a Professor of Developmental Psychology in University College Dublin, Ireland.Caroline Heary is an Associate Professor in Developmental Psychology at the National University of Ireland, Galway.Maria Michail is a Marie Curie Global Fellow and an Associate Professor in the Institute for Mental Health, University of Birmingham, UK.

Existing and ongoing conceptual debates continue to shape how we perceive multiculturalism and other concepts that can be applied to education. Political and social consequences allow an examination of integration in contemporary policy contexts. Issues of faith schooling and citizenship remain as or more important than they have been in the past. The material in this new edition also extends these debates and provides a perfect resource for undergraduate and postgraduate students. The continuing interest from both students and within the wider academy of this material highlights that this text is not only relevant for educationalists, but also for the wider social and professional sciences.

"The book will form a solid foundation to support the transition of students into the world of work or further research."Professor Jane M Binner, Chair of Finance, Department of Finance, University of Birmingham, UK"In over 20 years of teaching quantitative methods, I have rarely come across a book such as this which meets/exceeds all the expectations of its intended audience so well"Tuan Yu, Lecturer, Kent Business School, Canterbury, UK"This is a fantastic book for anyone wanting to understand, learn and apply quantitative methods in finance using R" Professor Raphael Markellos, Professor of Finance, Norwich Business School, UKQuantitative Methods in Finance Using R draws on the extensive teaching and research expertise of John Fry and Matt Burke, covering a wide range of quantitative methods in Finance that utilise the freely downloadable R software. With software playing an increasingly important role in finance, this book is a must-have introduction for finance students who want to explore how they can undertake their own quantitative analyses in dissertation and project work.Assuming no prior knowledge, and taking a holistic approach, this brand new title guides you from first principles and help to build your confidence in tackling large data sets in R. Complete with examples and exercises with worked solutions, Fry and Burke demonstrate how to use the R freeware for regression and linear modelling, with attention given to presentation and the importance of good writing and presentation skills in project work and data analysis more generally.Through this book, you will develop your understanding of:.Descriptive statistics.Inferential statistics.Regression.Analysis of variance.Probability regression models.Mixed models.Financial and non-financial time seriesJohn Fry is a senior lecturer in Applied Mathematics at the University of Hull. Fry has a PhD in Mathematical Finance from the University of Sheffield. His main research interests span mathematical finance, econophysics, statistics and operations research. Matt Burke is a senior lecturer in Finance at Sheffield Hallam University. He holds a PhD in Finance from the University of East Anglia. Burke's main research interests lie in asset pricing and climate finance.

Climate change is not just an environmental problem, it's a human one. Yet as humans, we are not changing fast enough for ourselves and our planet. Our sense of powerlessness and the belief that our actions won't make a difference is holding us back from taking action and working on the psychological dimension of change could make the difference to moving us forward. In this transformative book, climate change coaching trailblazers Charly Cox and Sarah Flynn explain why changing for our climate is so hard and why coaching offers a key to affecting behaviour. With practical, easy-to-grasp skills that shift mindsets and motivate action they show how to build connection using a coaching approach, to overcome resistance and empower people to embrace change. If people often tell you "What difference can I really make?" or "How can we possibly succeed?" then Climate Change Coaching will help you:.Understand the psychological barriers to change, and how to address them.Gain practical, connection-building skills to have more impact in every conversation.Build stronger, more trusting relationships to make long-term change more likely.Develop a new perspective on how individual change leads to systems change.Discover how to help organisations succeed at change and what creates social change.Learn to coach and support yourself to manage stress and avoid burnout Whether you are changing an organisation, engaging a community, or coaching individuals, this book will change the way that you connect and how you influence. With example conversations and real-life stories from 40 practitioners from the worlds of sustainability, business, academia and coaching, it will show you how coaching skills are being used individually and organisationally to galvanise climate action."This practical guide fills many of the gaps, with tools that can help us become better allies to each other in supporting the personal and systemic shifts needed in our time."Chris Johnstone, co-author of Active Hope and trainer at ActiveHope.Training"Climate Change Coaching is an invaluable resource for anyone working in sustainability today."Patrick Burgi, Co-Founder of South Pole Charly Cox is an award-winning climate change coach and Founder of Climate Change Coaches. A professional coach for ten years, Charly specialises in developing leaders in environmentally focused businesses. She has a background in the creative sector and worked for seven years in West Africa. Sarah Flynn is a psychologist and coach who supports sustainability professionals to thrive as they create change in the world. With a background in research, she specialises in the psychology of change and resilience, and teaches on the topic of 'Resilience for Sustainability Professionals' at Cambridge University. Charly and Sarah are both International Coach Federation Professional Certified Coaches and trained Organisational, Relationship and Systems Coaches.

“A fresh update to a true classic. This is one of the most reassuring and useful books you will ever read about doing your PhD, no matter your topic - or where you are enrolled.”Professor Inger Mewburn, Director of Researcher Development, Office of the Dean of Higher Degree by Research, The Australian National University, Canberra, Australia“How to get a PhD is both honest and thorough and thus immensely helpful, for supervisors as much as for students.”Professor Paul Allain, Dean of the Graduate and Researcher College, University of Kent, UK“The 7th edition! ‘How to get a PhD’ is proving its status as a must read for PhDs and supervisors.”Dr Hans Sonneveld, Founder and Board member, Netherlands Centre of Expertise for Doctoral EducationHow to Get a PhD 7e provides a practical and realistic approach for all students who are embarking on a PhD. In addition, supervisors will find invaluable tips on their role in the process, good supervisory practices and how to support students to work effectively. Thoroughly revised and updated throughout, the seventh edition provides an overview of what it means to undertake a PhD within a modern university, exploring both the challenges and rewards of a doctoral degree, including:• Contemporary challenges for students including transgender issues, sexual harassment, and exploitation within the academic environment• Time demands, the balance of academia and paid work, and the uncertainty of academic careers and how this can impact students’ mental health• Academic debates surrounding the increased importance of technology and open access• Emphasising diversity with an increased focus on how students, supervisors and universities can work together to make a more effective and welcoming academic environmentThe new edition is structured so that users can find the section that will help the specific stage of their work. With practical guidance through the application process, research, viva and post-viva, this book supports PhD students of all disciplines across their journey and beyond, including part-time, those returning to study and those who are practice-based.Estelle M. Phillips has enjoyed a long career as an academic and independent educational consultant. She has published widely on various aspects of the PhD and has spoken at universities on four continents about the skills required to complete and supervise a PhD.Colin G. Johnson is an associate professor at the University of Nottingham, and was formerly Associate Dean for Graduate Studies in the sciences at the University of Kent. He is an experienced PhD supervisor and examiner, and has led training courses for new PhD students and advised on postgraduate strategy for a number of universities.Professor Derek S Pugh (1930-2015) was Emeritus Professor of International Management of the Open University Business School, UK. He published 17 books and over 100 papers in his field and had considerable experience in the design of doctoral programmes and the successful supervision and examination of PhD students.

"This book should be read by everyone working in a helping profession."Laura Burns, Training Lead for Hostage and Crisis Negotiation (2017-2020) and Inspector, Police Scotland, UK"This is a superb book in every single respect: beautifully written, relevant, supportive and providing an accessible framework for all those in the helping professions to develop and enhance relationships with people."Professor Andrew Reeves, Professor in Counselling Professions and Mental Health, University of Chester, UK"This is an excellent resource for anyone who requires an element of embedded counselling in a professional capacity."Dr William N. Scott, Lecturer in Biomedicine, Atlantic Technological University, IrelandEmbedded Counselling in the Helping Professions offers a practical framework for understanding how frontline human service practitioners can respond effectively to the emotional support needs of those around them, by incorporating counselling skills and knowledge into their everyday professional work. Taking a broad, interdisciplinary perspective, McLeod and McLeod provide comprehensive coverage of key areas of practice that can lead to improved outcomes for service users, including:. Capitalising on how embedded counselling complements and builds on other interventions and forms of support. Developing skills and activities for facilitating helpful counselling episodes that enable clients to move forward in their lives. Using evidence from research studies to enhance practice. Designing caring services that promote positive practitioner values and attributes, and take account of organisational challenges and opportunities. Ongoing personal reflection, supervision and consultation to consolidate learning and awareness.As well as tackling critical reflections and enforcing ethical practice this new book helps human service practitioners to make sense of frequently occurring client issues including crisis, trauma, emotional pain, life transitions, bereavement and loss, and behaviour change.Embedded Counselling in the Helping Professions is essential reading for all students entering the human service field. It also acts as a valuable continuing professional development resource for qualified and experienced practitioners and for managers and policy-makers who are committed to creating caring and responsive organisations.Julia McLeod is Lecturer in Counselling at Abertay University, Dundee, UK. She has been a counselling trainer and tutor with students from many different backgrounds, as well as having extensive experience as a therapist and supervisor.John McLeod is Emeritus Professor of Counselling at Abertay University Dundee, UK and Visiting Professor at the Institute for Integrative Counselling and Psychotherapy in Dublin, Ireland. A leading figure in the field of counselling and psychotherapy research, his recent work has focused on the development of a flexible, pluralistic approach to therapy.

"This guide promotes a clear message of the importance of a self-directed approach to learning which will serve the student well during practice education and beyond." Eimer Ní Riain, Practice Education, University of Limerick, Ireland "This text is the ultimate companion to any placement in health and social care services."Terri Grant, University of Worcester, UK "This is an extremely welcome text for students preparing for their placements and to refer to whilst they on their placement experience - and should be a recommended text for programmes which have placements, regardless of the setting or context."Dr Jane Cronin-Davis, Associate Professor, Professional Lead for Occupational Therapy and Deputy Dean for Students, St George's University of London, UK As students in the health and social care professions, you will spend up to half of your time out on placement. This accessible and practical book walks with you step-by-step through this invaluable learning experience, helping you to develop and create the foundations of your practice whether you are training in nursing, health, or social work. New to this second edition are additional chapters that consider the changing landscape and challenges of the placement experience during the last decade.This book covers all you need to know for your placement including:.Preparing for placement .Reflective practice.Writing learning outcomes.Complex decision making and clinical reasoning .Evidence-based practice.Preparing for your first job.Assessment and passing placementsUsing accessible language, case study examples and exercises, this book forms a unique opportunity for self-reflection exploring your personal and professional development on your journey through to registration and beyond, whatever area of practice you are in.Surviving Your Placement in Health and Social Care is essential reading for all health and social care students, including nurses, social workers, physiotherapists, occupational therapists, and radiographers and all those undergoing placements.

"I can easily see this book being the 'go-to' text for students of global health. It provides a comprehensive overview of globalisation's impact on health and wellbeing."Professor David McCoy, United Nations University - International Institute for Global Health, Kuala Lumpur, Malaysia."This book, which is based on rich and diverse empirical case-studies, highlights the importanceof understanding global health as a multi-disciplinary field."Haim Yacobi, Professor of Development Planning, Bartlett Development Planning Unit,University College London, UK "This book is relevant for everyone that would like to have an overview of current issues of global health in the context of the globalization era."Ari Probandari, Professor of Public Health at Universitas Sebelas Maret, IndonesiaGlobal health challenges are evolving profoundly. Today public health practitioners must recognize the importance of global changes for human health and health policy at all levels. Fully revised and restructured, this ground-breaking title returns in its third edition to offer students and practitioners an accessible and contemporary exploration of globalization and global health. The book includes critical reflection on global changes, with practical learning activities which help you explore the central debates. Chapters cover key issues, and emerging trends in global policy, such as:.Social change in the 21st century, including social media and technology.The emergence of global health governance and its colonial heritage.Trade and its implications on health, policy, and disease.Global environmental change including climate, biodiversity, and global policy responses .Infectious disease including pandemic trends and global policy responses.Non-communicable diseases and the risks of alcohol, food, and tobacco.Governance and the state, including non-governmental actors The third edition of Globalization and Global Health is an ideal resource for students of public health and health policy, public health practitioners and policy makers.Contributors: Carolyn Stephens, Benjamin Hawkins, Marco Liverani, Don Brown, Chris Holden, Aloisa Katsande, Neil Spicer, Preslava StoevaUnderstanding Public Health is an innovative series published by Open University Press in collaboration with the London School of Hygiene & Tropical Medicine, where it is used as a key learning resource for postgraduate programmes. It provides self-directed learning covering the major issues in public health affecting low, middle and high income countries. Series Editors: Rosalind Plowman and Nicki Thorogood.

This book offers an essential evaluation model so that leadership coaches and stakeholders can demonstrate the impact of their coaching programmes, challenging current thinking that the return on investment from leadership coaching is too complex to measure. The book is both practical and strategically informative, supporting coaches and organisations to plan confidently for the future as they collaborate over both short- and long-term decisions.The book provides:.Ideas and insights into the dissemination of evaluation data to key strategic destinations.Case studies that show how to evaluate Return on Investment (RoI) for both financial and non-financial targets such as behaviours, potential and wellbeing.Tips, templates and reflective activitiesRe-imaging evaluation as a strategic opportunity rather than an operational task enables leaders to perform in an agile way that is responsive to local and global uncertainties and business priorities."It's a pleasure to find a comprehensive, insightful and evidence-backed approach with practical examples of how [evaluation in coaching] can be done."David Clutterbuck, Special Ambassador, European Mentoring and Coaching Council"A real aid for leaders, managers and indeed all organizational members."Professor Peter Stokes, Leicester Castle Business School, De Montfort University, UK"'Evaluating the Impact of Leadership Coaching' makes for a great read from two writers interested in helping move the debate from the facile to the factual, and from ego to evidence."Prof Jonathan Passmore, Senior VP CoachHub and Professor of Coaching and Behavioural Change, Henley Business School, UKMark Jamieson is an award-winning leadership coach and founder of the GreenWing Project focused on the development of young leaders. His coaching specialisms include youth leadership and women in business leadership.Tony Wall is Professor at Liverpool Business School, Liverpool John Moores University, UK, and an affiliated professor at Stockholm University, Sweden. Working with the European Mentoring & Coaching Council (EMCC) in Brussels, he founded the EMCC provocations series.

Higher Education presents significant challenges for disabled faculty. This book highlights the structural barriers that create challenges for faculty and demonstrates ways in which we can improve on current practice. Staff face a competitive environment which is increasingly characterised by long working hours and the use of standardised metrics to monitor and evaluate performance. The author underlines this issue as well as covering a range of subjects including the stigma associated with disability, workplace discrimination, the decision to disclose a disability, and access to workplace accommodations. The book:.Amplifies the voices and experiences of disabled faculty.Examines the representation of disability and how this affects both disabled and non-disabled audiences.Provides a range of personal accounts of visible and invisible disabilities by those working in Higher Education.Argues for changes to current practice through advice, support and guidance for those impacted by disability.Features a chapter which addresses the structural and operational issues that systematically disadvantage disabled academicsThe book aims to inform and advise those interested in disability within Higher Education. It is of relevance, not only to those who identify as disabled, but also to senior management, policy makers and students of disability studies or education. "Gayle Brewer's Disability in Higher Education is a clear, concise, accessible yet detailed exploration of the realities of disability in the Academy."Nancy Hansen, Professor, Director Disability Studies, University of Manitoba, Canada"I am proud to endorse Dr Brewer's much-anticipated work on Disability in Higher Education. This book exposes the barriers, stigma and discrimination that disabled academics face daily, overtly and covertly, in a profession we are passionate about".Dr Hamied Haroon, Chair, National Association of Disabled Staff Networks (NADSN)Gayle Brewer is a Senior Lecturer in Psychology at the University of Liverpool, UK. Her research interests focus on personality and romantic relationships, and she also conducts research addressing education and the student experience.