This book explores the many ways and opportunities in which men and women might work together to highlight creative ways as well as examine the role of men in schools, families, and community engagement.
After a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences.
The Research on Women and Education SIG of the American Educational Research Association presents the third book in its series, Gender and Early Learning Environments.
While the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs.
The focus of this book is on different aspects of leadership and governess for learning in the early childhood education and care (ECEC) sector, which serves children aged 1-5 years.
For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States.
In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization.
This book explores the many ways and opportunities in which men and women might work together to highlight creative ways as well as examine the role of men in schools, families, and community engagement.
The Handbook of Research Methods in Early Childhood Education brings together in one source research techniques that researchers can use to collect data for studies that contribute to the knowledge in early childhood education.
The chapters in this volume reflect the impact that teachers have on their students when "e;they stand in front of the classroom"e; and the effect their performance have on children such as teachers gender, preparation, certification, knowledge, beliefs, cognitive style, creativity, accountability, and other actions on the part of the teachers.
In this anthology, Saracho (curriculum and instruction, University of Maryland) and Spodek (early childhood education, University of Illinois) present work reviewing the current state of knowledge on the education of students who are not fully proficient in English.
For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States.
Current international development wisdom promotes the inclusion of non-governmental organizations (NGOs) in national-level policy making, in the interest of strengthening state-civil society relationships; supporting locally driven, culturally-sensitive development; and contributing to program and policy innovation.
In this book, noted Nordic researchers and teacher educators provide insights into early childhood discourses and practices in Denmark, Finland, Iceland, Norway and Sweden.
Chapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences.
Despite widespread calls for evidence-based improvement in education, until recently, little has been known about using research and other types of evidence to inform teaching and learning of young children, particularly in early childhood education and care settings, and the first years of formal schooling.
In the chapters that follow, the history and current status of early childhood education in selected countries, along with a review of current research that is being conducted in these countries will be presented.
While the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs.
Across the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well-being and development of youth.
After a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences.
The focus of this book is on different aspects of leadership and governess for learning in the early childhood education and care (ECEC) sector, which serves children aged 1-5 years.
Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs.
Across the United States, schools face the daunting issue of confronting the widespread effects of bullying, which threaten the physical, emotional, and intellectual well-being and development of youth.
While the research on bullying and peer victimization has increased considerably over the past 20 years, a number of studies are emerging that document mixed results of bullying and prevention programs.
Chapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences.
Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs.
The purpose of this book is to provide a forum for an interdisciplinary scholarly dialogue with regard to preparing teachers for early childhood special education.
