The Handbook of Trust Research presents a timely and comprehensive account of the most important work undertaken in this lively and emerging field over the past ten to fifteen years. Presenting a broad range of approaches to issues on trust, the Handbook features 22 articles from a variety of disciplines on the study of trust in both organizational and societal contexts. This international collaboration is an imaginative and informative reference tool to aid research in this engaging area for years to come.
Many years ago when my love of Tintin books began, I always found this book made me a little sad. I had always figured this emotional reaction was due to the fact that Tintin and the Picaros is the last of the wonderful series. However, after reading the excellent book Tintin and the World of Herge by Benoit Peeters, I understood that the great Herge himself was reaching the end of his rope.
Showcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains.
This book looks at the challenges of restructuring services and working with people with different training and working practices. It suggests that the way staff work together will impact on the service offered to children and their families. It explains how you can be an effective member of the team and encourage confident and open communication between colleagues.
This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment.
