Educational systems and structures

Education Redux is a timely and incisive work answering the myriad of questions about the future of America.

This book explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom.

This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform

Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005).

Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC).

Together, the words technology and assess-ment have different meaning for different people.

Recent advances in technology have created easy access for classroom teachers and students alike to a vast store of primary sources.

The importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years.

This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals.

The book series, entitled "e;Research in Curriculum and Instruction"e;, will focuses on a) considerations of curriculum practices at school, district, state, and federal levels, b) relationship of curriculum practices to curriculum theories and societal issues, c) concerns derived from curriculum policy analyses and from analyses of various curriculum advocacies, and d) insights derived from investigations into curriculum history.

The purpose of this book is to document the work of the Show-Me Project (1997-2007) and to highlight lessons learned about curriculum implementation.

This volume contains the proceedings of the First International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).

Assessment for learning is meant to engage, motivate, and enable students to do better in their learning.

Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress.

Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.

Teacher-pupil planning means teachers and students working in a partnership to articulate a problem/concern, develop objectives, locate materials/resources, and evaluate progress.

What Do Principals Do?

On Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.

Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.

On Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.

Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1980s in contemporary terms.

The primary purpose of this book is to serve as a resource in teacher preparation programs.

The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society.

Over the past thirty years, Holt High School in central Michigan has engaged in a quiet revolution that has transformed mathematics teaching and learning in the district.

The word fundamentalism usually conjures up images of religions and their most zealous followers.

In this special edition, we call attention to the role of Critical Multicultural Citizenship Education (CMCE) in schools, societies and global contexts.

Improving Writing and Thinking through Assessment is designed to help individual faculty and administrators select assessment approaches and measures to maximize their students' writing and thinking.

The new generation of tests is faced with new challenges.

Assessment innovation tied to technology is greatly needed in a wide variety of assessment applications.

This volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginaries toward the ends of lending momentum to the ever-present and wide-open question: What is to be done- in terms of curriculum and pedagogy- in P-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners?

Liminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders.

For social studies teachers reeling from the buffeting of top-down educational reforms, this volume offers answers to questions about dealing with the Common Core State Standards (CCSS).

In Necessary Spaces: Exploring the Richness of African American Childhood in the South, Saundra Murray Nettles takes the reader on a journey into neighborhood networks of learning at different times and places.

Collective Unravelings of the Hegemonic Web represents the culmination of work that emerged from 2013 Curriculum & Pedagogy annual conference.

This work integrates the core instructional leadership tasks of all principals: supervision, evaluation, and professional development.

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum.

The impetus for this volume comes from reflecting on many years of experience, successes and failures in development evaluation in Asia and Africa, and from recent work supported by the Rockefeller Foundation on Rethinking, Reshaping, and Reforming Evaluation.

Some old ideas can become very new.

In this far-reaching discussion of curriculum and liberal education, William A.

Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC).

Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC).

This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform

One of the most important books in the history of psychometrics has been virtually unavailable to scholars and students for decades.

On Indian Ground: Northwest is the second of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.

Improving Writing and Thinking through Assessment is designed to help individual faculty and administrators select assessment approaches and measures to maximize their students' writing and thinking.

To understand the current moment in school accountability, one must understand the larger contradictions in education politics.

While Research on the effectiveness of electronic portfolios for assessment and accreditation is emerging, many who are now using, or who are beginning to use, electronic portfolios are looking to justify the cost and effort involved.

This book will be a practical guide to developing and implementing online courses.

The objective of this book is to advance our understanding of the design, implementation and evaluation of test-driven external accountability policies for improving both academic excellence and equity.

Look, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12 lays out the transformational journey of Hampton City Schools (HCS), an urban school division of 30 schools in southeastern Virginia.