This book comprises an examination of novice teachers' experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada.
This volume of the International Social Studies Forum offers papers presented at the 2016 Social Studies Education Forum International Conference that was held in Berlin, Germany in June, 2016.
Caribbean Discourse in Inclusive Education is an edited book series that aims to give voice to Caribbean scholars, practitioners, and other professionals working in diverse classrooms.
Ethnographic inquiry serves as a unique educational resource that is accessible to students and teachers of all economic and social classes and therefore well suited to building democratic communities in the 21st Century.
Over the past decade, No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions.
On Indian Ground: Northern Plains is the fourth of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.
Drawing on critical race theory, this book critically examines race through a mosaic lens pointing out various issues directly connected to it, such as racial identity politics, racism, multiracialism, interracial relationships, and the hegemony of whiteness.
The book will be designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice.
The School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice.
Project-Based Learning; it's a term that most educators have heard and probably have heard good things about, Often, though, they aren't quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.
To commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars.
Exploring Values Through Multimedia, Literature and Literacy Events was written by teachers and educational researchers for classrooms and schools interested in developing learning communities that develop critical and compassionate future citizens.
The first volume of the series, Maintaining Focus, Energy, and Options Over the Career, examines how individuals enact and keep their career vital over their work life.
In our current systems of education, there is a trend toward compartmentalizing knowledge, standardizing assessments of learning, and focusing primarily on quantifiable and positivist forms of inquiry.
This book is significant in that it offers an in-depth historical analysis of educational leadership and educational policy in the United States and around the globe.
Breaking the Chains of Culture looks at trust in organizations and the role it plays in building successful relationships at the individual, team, and organization level.
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph of scholarly works that are seeking to advance knowledge and understanding of a diverse range of Indigenous or First Peoples across the globe.
(Orginally published in 2005)This monograph represents the work of many mathematics teacher educators explored the content knowledge and pedagogical knowledge that make up the middle grades learning experience.
(Orginally published in 2008)The goal of AMTE Monograph 4, "e;Cases in Mathematics Teacher Education: Tools for Developing Knowledge Needed for Teaching"e;, is to provide detailed accounts of case use that will inform the mathematics teacher education community on the range of ways in which cases can be used to foster teacher learning and the capacity to reflect on and learn from teaching.
The purpose of this book is to offer higher education leaders, scholars, consultants, and observers a full range of strategy tools that can be applied to the higher education industry.
Walking away is both refusal and production (Tuck & Yang, 2014), a seeming paradox taken up in work on fugitivity and marronage (Diouf, 2021; Grant, Woodson, & Dumas, 2021; Harney & Moten, 2013; Hartman, 2007), survivance (Powell, 2002; Sabzalian, 2019; Vizenor, 2008), testimonios (Calderon-Berumen, 2021; Delgado Bernal, Burciaga, & Flores Carmona, 2012; Latina Feminist Group, 2001), and other forms of critical pedagogy and curriculum.
This book provides a set of testimonies that bring into focus the children and adolescents who have been driven from their lands as subjects with rights who have different ways of envisioning the world.
Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students.
