Methodological Issues in Psychology is a comprehensive text that challenges current practice in the discipline and provides solutions that are more useful in contemporary research, both basic and applied.

This book begins by equipping the readers with the underlying foundation pertaining to basic philosophical issues addressing theory verification or falsification, distinguishing different levels of theorizing, or hypothesizing, and the assumptions necessary to negotiate between these levels. It goes on to specifically focus on statistical and inferential hypotheses including chapters on how to dramatically improve statistical and inferential practices and how to address the replication crisis. Advances to be featured include the author's own inventions, the a priori procedure and gain-probability diagrams, and a chapter about mediation analyses, which explains why such analyses are much weaker than typically assumed. The book also provides an introductory chapter on classical measurement theory and expands to new concepts in subsequent chapters. The final measurement chapter addresses the ubiquitous problem of small effect sizes in psychology and provides recommendations that directly contradict typical thinking and teaching in psychology, but with the consequence that researchers can enjoy dramatically improved effect sizes.

Methodological Issues in Psychology is an invaluable asset for students and researchers of psychology. It will also be of vital interest to social science researchers and students in areas such as management, marketing, sociology, and experimental philosophy.

This cutting-edge handbook examines moral psychology and behavior, uncovering layers of human morality through a comprehensive overview of topics and approaches.

Featuring an array of expert international contributors, the book addresses five key themes: moral reasoning, moral judgments, moral emotions, moral behavior and moral self-views. Each section includes empirical chapters that address these themes at the intrapersonal, interpersonal, intragroup or intergroup level. Each section starts with a reflective chapter from a leading scholar in this field of study who shares their personal vision on key issues and future developments. Drawing on emerging research and featuring real-world examples, the book offers a deeper understanding of the social psychological factors that shape our moral behavior and how this plays out in our daily lives.

The Routledge International Handbook of the Psychology of Morality will be essential reading for academics and students in social psychology, the psychology of morality, business ethics and related areas. It will also be a compelling resource for legal and HR professionals, policy makers and anyone interested in understanding the complex and multi-faceted nature of human morality.

Landmark text focusing on the development of brain and behavior during infancy, childhood, and adolescence

Developmental Cognitive Neuroscience provides an accessible introduction to the main methods, theories, and empirical findings of developmental cognitive neuroscience. The focus is on human development from in utero to early adulthood, but key comparative work is also included. This new edition covers research in clinical/medical populations, educational applications and major advancements in methods and analysis, in particular with increasing longitudinal research focusing on understanding the mechanisms of cognitive development. It also contains a new chapter on global and cross-cultural perspectives outlining how developmental cognitive neuroscience has been applied in different settings and how techniques can be successfully adapted.

The text features a variety of student-friendly features such as chapter-end discussion, applications of basic research, and introductions to key experimental methods. An accompanying related resource website for students and educators that includes a test bank of multiple choice questions is also provided.

Other sample topics covered in Developmental Cognitive Neuroscience include:

• Biology of change, methods, and populations, from gene to brain, building a brain, and vision, orienting, and attention
• Perceiving and acting in a world of objects, learning, and long-term memory, language, and prefrontal cortex, working memory, and decision-making
• Perceiving and acting in the social world, educational neuroscience, interactive specialization, and integrating development cognitive neuroscience
• Mid-childhood and adolescent development, social cognition and neuroimaging, and broader cognitive neuroscience approaches and theory

This edited book opens a dialogue on theories and philosophies of education between the East and the West in the era of globalisation.

A great deal of research has been devoted to discussion of the ideas of Western theorists such as Plato, Aristotle, Locke, Rousseau, Kant, Froebel, Herbert, Dewey, Piaget, and so on, and their thoughts have had a tremendous impact on Japanese educational practices. In addition, the 21st-century society has promoted international academic standardisation of knowledge, skills, and competencies for a knowledge-based economy, making great strides in educational development for globalisation. On the other hand, East Asia has retained its own unique insights and perspectives that cannot entirely be understood by Western philosophies of education alone. The contributors to this volume offer the reader insights into how Japanese and East Asian theories and philosophies of education encounter those from the West, by taking up heated and controversial issues such as education of caring, morality, nature, catastrophe, body and cultivation, art, language, politics, democracy, and modernity.

The book will appeal to researchers, teachers, students, policymakers, and anyone interested in the theory and philosophy of education in the East, or those who would like to reconsider education in a multicultural society.

This book won the Philosophy of Education Society of Australasia (PESA) Book Award for 2024

This text offers pre-service and in-service teachers pragmatic strategies for teaching middle-grades literacy in culturally proactive and sustaining ways. By demystifying big ideas and complex concepts, Dominguez and Seglem provide clear pathways and lessons for illuminating and engaging with race, ethnicity, culture, and identity in the middle-grade English Language Arts classroom. While addressing social justice, equity, diversity, and liberation can seem intimidating or unrelated to classroom practice, the authors demonstrate how weaving such questions into instruction benefits students' development.

The guidance, strategies, and lessons in this book provide an answer to the question: What does decolonial literacy teaching look like? Concrete but not prescriptive, the authors encourage us to reconsider accepted logics of schooling, so that we can better support adolescents as they navigate complex identity landscapes. Bringing together disparate conversations around reading, writing, identity, and decolonial thinking, and specifically tailored to the middle grades, this book serves as a comprehensive toolkit for praxis and covers such topics as cultural change, community connections, and racial literacy. Each chapter features tips on reading and writing instruction, Teacher Spotlights, Planning Questions, and Additional Resources to make it easy for educators to apply the strategies to their own contexts.

An accessible entry to addressing challenging questions around identity in the classroom, this book is essential reading in courses and professional development on ELA and literacy methods as well as teaching culturally and linguistically diverse students. For teachers looking to push toward equity and reshape literacy education so that it serves all middle-grade students, Dominguez and Seglem offer plenty of accessible and motivating places to start.

Affirming the Rights of Emergent Bilingual and Multilingual Children and Families explores how the philosophy, principles, and practices of the internationally acclaimed Municipal Preschools and Infant Toddler Centers of Reggio Emilia, Italy, advance the social justice and linguistic human rights of emergent bilingual and multilingual children and their families, particularly immigrants and refugees.

The book is driven by the authors' research-based discourse including an interview with Reggio Emilia educators and direct observations in the Preschools and Infant-toddler Centers in Italy. Chapters include survey and follow-up interviews, and classroom examples from U.S. early childhood educators inspired by the Reggio Emilia approach some of whom are in multilingual settings. Recommendations are included for practitioners who are intentional about advocating for the rights of emergent bi- and multilingual young children. Also included are the researchers' interpretations and reflexive narratives on contextuality, intersectionality, and intertextuality, which interweave theories and practice. The insightful examinations of scholarly work and the critical review of the distinctive features of the Reggio Emilia philosophy contribute to an early childhood education transformative lens that challenges the status quo of inequities and foregrounds the linguistic and cultural rights of learners who speak different languages. The authors review research and theory that inform the latest developments in culturally and linguistically responsive practices in innovative early education (infant through pre-k), family participation, and teacher preparation and development.

Of general interest to educators and researchers around the world who work to ensure the rights of emergent language learners, this is an essential text for upper-level and graduate students, early childhood educators, educational and community leaders, administrators, and researchers.

This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan.

This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt-who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners.

This book, therefore, offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them-including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching.

Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.

A Faculty Guidebook for Effective Shared Governance and Service in Higher Education bridges the gap between training and work experience, offering a blueprint for academic workers' effective participation in service and governance in higher education. Unpacking skills of problem solving, critical analysis, politicking, negotiation, coalition building, and emotional labor, this book provides flexible, adaptable strategies that are relevant across institutional settings and that draw from research, experience, and multiple perspectives.

The principles in the book will guide faculty in developing policies and implementing practices to better serve students, colleagues, communities, and the larger mission of postsecondary education. With an emphasis on shared governance and committee service that advances equity, inclusion, access, and justice, this book pushes back on the view that service is not worth our time and offers specific recommendations for doing governance work effectively. Chapters provide strategies for policy development, implementation, and assessment, as well as tools for navigating common roadblocks to accomplishing sustainable and progressive faculty leadership. This accessible book demystifies a critical part of the academic workload, and is designed for instructors, faculty, and academic advisors at any stage of their career who want to advocate for and create better conditions in higher education.

Memory is at the center of a diverse array of political conflicts, moral disputes, and power dynamics.

This book illustrates how scholars use different interpretive lenses to study and explain profound conflicts rooted in the past. Addressing issues of racism, genocide, trauma, war, nationalism, colonial occupation, and more, it highlights how our interpretations of contentious memories are indispensable to our understandings of contemporary conflicts and identities.

Featuring an international group of scholars, this book makes important contributions to social memory studies, but also shows how studying memory is vital to our understanding of enduring social problems that span the globe.

According to noncognitivists, when we say that stealing is wrong, what we are doing is more like venting our feelings about stealing or encouraging one another not to steal, than like stating facts about morality. These ideas challenge the core not only of much thinking about morality and metaethics, but also of much philosophical thought about language and meaning.

Noncognitivism in Ethics is an outstanding introduction to these theories, ranging from their early history through the latest contemporary developments. Beginning with a general introduction to metaethics, Mark Schroeder introduces and assesses three principal kinds of noncognitivist theory: the speech-act theories of Ayer, Stevenson, and Hare; the expressivist theories of Blackburn and Gibbard; and hybrid theories. He pays particular attention both to the philosophical problems about what moral facts could be about or how they could matter, which noncognitivism seeks to solve, and to the deep problems that it faces, including the task of explaining both the nature of moral thought and the complexity of moral attitudes, and the 'Frege-Geach' problem.

This second edition has been revised and updated throughout. It includes new sections on whether expressivism is a metasemantic thesis; the rise of relational expressivism; the idea that expressivism leads us to a novel understanding of the nature of propositions; and expressivism and epistemic modals, deontic modals, probability, and truth.

Schroeder makes even the most difficult material accessible by offering crucial background along the way. Also included are exercises at the end of each chapter, chapter summaries, and a glossary of technical terms, making Noncognitivism in Ethics essential reading for all students of ethics and metaethics.

Media coverage consistently features examples of organizations engaging in unethical or illegal behavior. Given its potential to impact and even damage established institutions, organizational wrongdoing deserves to be closely monitored and more carefully examined. Drawing attention to the theoretical and empirical relevance of this topic, this first instalment in a double volume of Research in the Sociology of Organizations consolidates and extends knowledge of this important subject and highlights potential directions for future research.

Exploring the definitions and antecedents of organizational wrongdoing, chapters in this first volume probe the role of social control agents in drawing the line between rightful and wrongful behavior, examine the mechanisms and processes through which instances of wrongdoing turn into a scandal, and consider the antecedents of organizational wrongdoing which have received increasing attention in academic research in recent years but that still deserve further analysis.

Taken individually as well as together, the two volumes that comprise Organizational Wrongdoing as the "Foundational" Grand Challenge provide a major touchstone for scholars interested in understanding recent developments and exciting new directions in the study of organizational wrongdoing.

Media coverage consistently features examples of organizations engaging in unethical or illegal behavior. Given its potential to impact and even damage established institutions, organizational wrongdoing deserves to be closely monitored and more carefully examined. Drawing attention to the theoretical and empirical relevance of this topic, this second instalment in a double volume of Research in the Sociology of Organizations focuses on the consequences of organizational wrongdoing, the role of whistleblowing, and methodological issues.

Detailing the ramifications of organizational wrongdoing, chapters in this second volume examine the remedial actions that firms can take to recover from wrongdoing, the so-called spill over effects of organizational wrongdoing whereby 'innocent' firms are affected by the misdeeds committed by others, as well as the valuable insights that historical approaches can provide in studying organizational wrongdoing.

Taken individually as well as together, the two volumes that comprise Organizational Wrongdoing as the "Foundational" Grand Challenge provide a major touchstone for scholars interested in understanding recent developments and exciting new directions in the study of organizational wrongdoing.

Semiotics provides key analytical tools to understand the creation and reproduction of meaning in social life. Although some fields have productively incorporated semiotic models, sociology still needs to engage with semiotic mediation.

Written by a diverse group of authors in interpretive sociology, this ambitious volume asks what the relationship between meaning systems and action is, how we can describe culture and which roles we assign to language, social processes and cognition in a sociological context. Contributors offer empirical research that not only outlines the conceptual issues at stake, but also demonstrates 'how to do things' with semiotics through case studies.

Synthesizing a diverse and fragmented landscape, this is a key reference work for scholars interested in the connection between semiotics and sociology.

This exciting new book provides a novel interdisciplinary introduction to Childhood and Youth Studies and Psychology. Its accessible approach illuminates holistic understandings of children and young people's lives by drawing from multiple disciplines and theoretical frameworks and wide-ranging research examples, including case studies from around the world, featuring children and young people's perspectives throughout.

Weaving insights from education and cultural studies, social anthropology, and sociology with social, cultural, and developmental psychology, it covers children and young people's experiences and development from infancy to young adulthood (0-23 years) and their rights. Chapters explore key contemporary topics such as the following:

• Digital childhood and youth
• Children's embodied experiences
• The social and cultural origins of selves
• Diverse families
• Race and ethnicity
• Global childhoods
• Models for understanding health and disability
• Children's rights and agency
• Gender in childhood and youth

An essential reading for students on childhood and youth, psychology, and education courses, An Introduction to Childhood and Youth Studies and Psychology is also a valuable introductory resource for practitioners working with children and young people and for parents and policy makers with an interest in how we understand children and young people's lives today.

Agent Relative Ethics asks what the world would look like if we adopted agent relativity wholeheartedly, clinging to no shred of absolute morality.

Alastair MacIntyre's haunting image of a post-apocalyptic world, in which our knowledge of ethics has been fragmented, poses a contrast between modern morality and ancient ethics. The two stand divided along the fault line of the nature of the good. Modern ethics has placed its stake in the absolute good, while ancient ethics rests upon the foundation of the relative good. Following the lead of Bernard Williams, Agent Relative Ethics identifies alienation as a disturbing symptom of the present focus upon absolute goods. It then completes the diagnosis of the malady afflicting modern moral theory by clarifying the difference between absolute and relative goods. The remainder of the book explores how agent relativity can overcome the modern fragmentation of our ethical knowledge. Not just any relative goods can rectify the modern disorder. Only shared goods, belonging to a union of individuals, are sufficiently robust to overthrow the contemporary despotism of neutral goods. These shared goods exhibit many parallels with common sense morality, including partiality, impartiality, punishment, and an antagonism toward harmfully using others, together with a more lenient attitude toward foreseeing harm. The final chapters probe the conditions, often unpalatable to the modern mind, by which ethics might be restored.

Agent Relative Ethics will be of interest to scholars and advanced students working in ethics and moral theory, ancient ethics, and the history of philosophy.

In Justice, Care, and Value Thomas Randall argues for the radical potential of care ethics as a distinct and preferable theory of distributive justice.

Advancing the feminist literature, this book defends a vision of society that can best enable caring relations to flourish. Specifically, Randall proposes a values-driven theory of care ethics that derives normative criteria for evaluating the moral worth of caring relations and their surrounding institutions via a classification of the values of care. They argue that such a theory gives us unique and meaningful solutions to contemporary questions of distributive justice across personal, political, global, and intergenerational domains. In doing so, the book makes significant strides to engage care ethics with the broader moral and political philosophy literature.

Topical and interdisciplinary, Randall demonstrates that care ethics has the conceptual resources to ground distributive theories of socialism, territorial and natural resource rights, obligations to future generations, and historic redress. The book will be of great interest to academics, researchers, and students of feminist philosophy, but also of liberalism, political economy, and theories of global and intergenerational justice.

Zygmunt Bauman is known internationally as the sociologist of postmodernity and 'liquid' society. But he was also a serious photographer. This book presents a selection of his black-and-white photographs, together with a range of essays by colleagues, friends and family about his work with images.

The book features a mixture of short pieces on individual photographs and longer essays addressing aspects of Bauman's photography and the life and work of his wife, Janina. These include an essay of Bauman's from 1989, in which he considers Monika Krajewska's photographs of abandoned Jewish graveyards in Poland. Also reprinted is an essay by Bauman's daughter Lydia, taken from the catalogue of an exhibition of the photographs in 2010, and an essay by Keith Tester about Bauman's interest in film. Jack Palmer discusses the relationship between Bauman's sociology and his photography, while Peter Beilharz, Janet Wolff, and Antony Bryant and Griselda Pollock offer personal reflections on some of Bauman's photographs. The book concludes with an essay by Karl Dudman, one of the Baumans' grandchildren, based on a series of photographs he took in the family home shortly after his grandfather's death.

Janina Bauman appears in a number of ways in the book. Some of the photographs are of her, and several of the short essays discuss her place in Zygmunt's life and work. Izabela Wagner, biographer of Zygmunt Bauman, presents new material on Janina's work in the Polish film industry in the post-war period.

The past three decades have seen an international 'turn to participation' - letting those who will be affected by outcomes play an active role in decision-making - but there is widespread dissatisfaction with actual instances of citizen-state engagement. Neighbourhood planning in England exemplifies this contradiction.

This innovative analysis brings theory, research and practice together to give insights into how and why citizen voices become effective or get excluded. Ethnographic data from detailed studies of neighbourhood planning are used to illustrate the constraints and possibilities of a wide range of participatory governance practices and social movements. The book concludes with recommendations to re-invigorate community involvement in planning and beyond.