2020, by Kay Ayre, Edith Cowan University
Govind Krishnamoorthy, University of Southern Queensland.
Guides educators working with primary school aged children to understand trauma as well as its impact on young children's brains, behaviour, learning, and development. The book provides a novel framework of practice – drawing on contemporary theories of developmental trauma and evidence-based practices of positive behaviour support. Practical strategies and tools are offered for educators to use to create strength-based environments that support children's recovery, resiliency and learning.
2013 by Michael R. W. Dawson, University of Alberta.
Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among classical cognitive science, connectionist cognitive science, and embodied cognitive science. No review questions, quizzes or keywords.
2009, by Kelvin Seifert, University of Manitoba, Rosemary Sutton, Cleveland State University.
Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate.