Winner of the 2019 AERA Division B (Curriculum Studies) Outstanding Book AwardThis book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy.
This book offers insights into the history of mathematics education, covering both the current state of the art of research and the methodology of the field.
The present book shares critical perspectives on the conceptualization, implementation, discourses, policies, and alternative practices of environmental education (EE) for diverse and unique groups of learners in a variety of international educational settings.
This book contrasts authentic approaches to education with classroom practices based primarily on standards external to the individuals who are supposed to learn.
This book focuses on the interdisciplinary incorporation of place-based learning in faculty teaching strategies at the New York City College of Technology.
This book weaves together two distinct and powerfully related sources of knowledge: the author's journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students.
This collection highlights the diverse ways comics and graphic novels are used in English and literature classrooms, whether to develop critical thinking or writing skills, paired with a more traditional text, or as literature in their own right.
In this edited volume, authors explore the ways in which departments, programs, and centers at public research universities are working to better engage students in the work of citizenship and social justice.
This book provides classroom practice and research studies that verify Reacting to the Past (RTTP)-a student-centered, active learning pedagogy that provides college students and faculty unique teaching and learning opportunities-as a high impact practice for student learning and engagement.
This book provides new insights on the unique role of doctoral students and new faculty as they join other stewards of the academy working within Christian higher education.
This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry's promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education.
This book discusses how Big Data could be implemented in educational settings and research, using empirical data and suggesting both best practices and areas in which to invest future research and development.
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field.
This book explores various approaches to building a positive interdisciplinary STEAM (science, technology, engineering, arts and math) learning environment, as described by educators across the K-20 educational ladder.
This book draws on detailed case studies from three very different countries and school systems to explore the early adolescent learner and the middle years of learning, both of which are often overlooked in the literature.
This book argues for the importance of literature studies using the historical debate between the disinterested disciplines ("e;art for art's sake"e;) and utilitarian or productive disciplines.
In this book geography educators from around the globe discuss their research into the power of geographical thinking and consider successful strategies to implement, improve and advance geography education in research and practice.
This volume seeks to examine the skills development agenda for youth by exploring two key questions for sustainable livelihoods: What are the skills needed for employability in developing countries, especially in Africa and Asia?
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place.
This book examines the idea of 'good education' which is thought to include a scientific and technical component, a mathematical component, a writing component, and an ethical and aesthetic component.
This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization.
This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now.
This book encapsulates a line of research that looks at how students are positioned as ethical actors/decision makers in biology education by science policy, curriculum, and classroom resources.
English Language Teaching Today: Linking Theory and Practice provides an up-to-date account of current principles and practices for teaching English in the world today.
This volume explores two aspects of change within higher education: macro factors governing and influencing the institutional environment, and micro issues taking place within the institutions themselves.
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools.
This book will help post-secondary educators to discover the joys and challenges of implementing theoretically grounded civic engagement projects on their campuses.
In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century.
