This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment.
This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment.
This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language.
This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language.
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.
This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.
This is Volume 69 Number 3, Spring 1994 edition of the Peabody Journal of Education that offers Part 1 of a collection of works on the evolving curriculum.
This is Volume 69 Number 3, Spring 1994 edition of the Peabody Journal of Education that offers Part 1 of a collection of works on the evolving curriculum.
The need to belong is a fundamental and human motivation yet many children and young people's experiences of belonging are ruptured across many domains.
Stories from the Heart is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students.
Stories from the Heart is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students.
This practical, reader-friendly textbook for preservice and in-service early childhood education and early literacy courses provides "e;how-to-do-it"e; instructions for promoting emergent literacy in reading, writing, and arithmetic from preschool into the primary grades.
This practical, reader-friendly textbook for preservice and in-service early childhood education and early literacy courses provides "e;how-to-do-it"e; instructions for promoting emergent literacy in reading, writing, and arithmetic from preschool into the primary grades.
This book provides new information on how various inclusion policies have been implemented in different schools and school districts in North America and in a range of European countries.
This book provides new information on how various inclusion policies have been implemented in different schools and school districts in North America and in a range of European countries.
Since the publication of the first edition of Computers as Cognitive Tools in 1993, rapid changes have taken place in the uses of technology for educational purposes and in the theories underlying such uses.
Since the publication of the first edition of Computers as Cognitive Tools in 1993, rapid changes have taken place in the uses of technology for educational purposes and in the theories underlying such uses.
This volume presents a complex portrait of the American teacher through a fascinating range of "e;story"e; narratives, including fictional short stories, poetry, diaries, letters, ethnographies, and autobiographies.
This volume presents a complex portrait of the American teacher through a fascinating range of "e;story"e; narratives, including fictional short stories, poetry, diaries, letters, ethnographies, and autobiographies.
Based on two years of ethnographic fieldwork in an urban elementary school, this volume is an examination of how school division politics, regional economic policies, parental concerns, urban development efforts, popular cultures, gender ideologies, racial politics, and university and corporate agendas come together to produce educational effects.
Based on two years of ethnographic fieldwork in an urban elementary school, this volume is an examination of how school division politics, regional economic policies, parental concerns, urban development efforts, popular cultures, gender ideologies, racial politics, and university and corporate agendas come together to produce educational effects.
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education.
This book is an attempt to show that preservice teacher knowledge is substantive and should be part of the wider database of knowledge about teaching and learning in the field of teacher education.
A passionate deconstruction and reconstruction of learning, development, and schooling that urges teachers to explore and create new educational opportunities for themselves and their students, Schools for Growth: Radical Alternatives to Current Educational Models asks the following questions: Can we create ways for people to learn the kinds of things that are necessary for functional adaptation without stifling their capacity to continuously create their growth?
A passionate deconstruction and reconstruction of learning, development, and schooling that urges teachers to explore and create new educational opportunities for themselves and their students, Schools for Growth: Radical Alternatives to Current Educational Models asks the following questions: Can we create ways for people to learn the kinds of things that are necessary for functional adaptation without stifling their capacity to continuously create their growth?
