Reading-Writing Connections: From Theory to Practice is an extraordinary language arts methods text that enables elementary and middle school teachers to create classroom environments where all students can become lifelong readers and writers.
Reading-Writing Connections: From Theory to Practice is an extraordinary language arts methods text that enables elementary and middle school teachers to create classroom environments where all students can become lifelong readers and writers.
Telling Pieces is an exploration of how pre-adolescent middle-school children develop a knowledge and understanding of the conventions of art (art as literacy) and how they use this knowledge to create representations of their lives in a small midwestern U.
Telling Pieces is an exploration of how pre-adolescent middle-school children develop a knowledge and understanding of the conventions of art (art as literacy) and how they use this knowledge to create representations of their lives in a small midwestern U.
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning.
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning.
The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.
The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.
This developmentally sound, research-based, practical text speaks directly to preservice elementary mathematics students about the multitude of ways they can help their future students learn to see the power, beauty, necessity, and usefulness of mathematics in the world.
This developmentally sound, research-based, practical text speaks directly to preservice elementary mathematics students about the multitude of ways they can help their future students learn to see the power, beauty, necessity, and usefulness of mathematics in the world.
This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation.
This book examines storymaking processes in K-8 classrooms from a social-semiotic perspective that highlights how participants' discourse influences story construction and interpretation.
The fundamental premise of Thinkback--based on overwhelming scientific evidence--is that intelligence is not fixed at birth and that, with consistent effort, we can dramatically improve our capacities.
The fundamental premise of Thinkback--based on overwhelming scientific evidence--is that intelligence is not fixed at birth and that, with consistent effort, we can dramatically improve our capacities.
Linn and Hsi show how computers, teachers, and peers can serve as learning partners--helping students build on their ideas and become lifelong science learners.
Linn and Hsi show how computers, teachers, and peers can serve as learning partners--helping students build on their ideas and become lifelong science learners.
The National Science Foundation funded the first Coordination Theory and Collaboration Technology initiative to look at systems that support collaborations in business and elsewhere.
The National Science Foundation funded the first Coordination Theory and Collaboration Technology initiative to look at systems that support collaborations in business and elsewhere.
This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making.
This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making.
Beyond Grammar: Language, Power, and the Classroom asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community.
Beyond Grammar: Language, Power, and the Classroom asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community.
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking.
This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary arid middle school classrooms.
This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary arid middle school classrooms.
Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content, instruction, and how students solve problems and reach for understanding in order to improve elementary mathematics instruction and learning in the classroom.
Lesson study is a popular professional development approach in Japan whereby teachers collaborate to study content, instruction, and how students solve problems and reach for understanding in order to improve elementary mathematics instruction and learning in the classroom.
NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, (c) Jo Boaler.
NORTH AMERICAN RIGHTS ONLY: This is a revised edition of Experiencing School Mathematics first published in 1997 by Open University Press, (c) Jo Boaler.
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking.
This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts.
This book invites readers to consider the possibilities for learning and growth when artists and arts educators come into a classroom and work with teachers to engage students in drama, dance, visual art, music, and media arts.
This book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking.
This book represents the results of a 15-year longitudinal study based on in-depth case studies of the development of four teachers' pedagogical thinking.
This book consists of conclusions drawn from the expertise shared at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education.
This book consists of conclusions drawn from the expertise shared at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education.
Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight explains how a reader's involvement with literary texts can create conditions for developing deep insight into human experience, and how teachers can develop these interpretive possibilities in school contexts.
Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight explains how a reader's involvement with literary texts can create conditions for developing deep insight into human experience, and how teachers can develop these interpretive possibilities in school contexts.
This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices.
This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices.
The growing economic competition among the world's industrialized and developing nations has spurred comparisons and examinations of national school systems.
The growing economic competition among the world's industrialized and developing nations has spurred comparisons and examinations of national school systems.
