Action research is increasingly used as a means for teachers to improve their instruction, yet for many the idea of doing "e;research"e; can be somewhat intimidating.
Action research is increasingly used as a means for teachers to improve their instruction, yet for many the idea of doing "e;research"e; can be somewhat intimidating.
Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers.
Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers.
Although universal schooling has been adopted as a goal by international organizations, bilateral aid agencies, national governments, and non-profit organizations, little sustained international attention has been devoted to the purposes or goals of universal education.
Although universal schooling has been adopted as a goal by international organizations, bilateral aid agencies, national governments, and non-profit organizations, little sustained international attention has been devoted to the purposes or goals of universal education.
Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice.
Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice.
Building on Karabenick's earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, Help Seeking in Academic Settings: Goals, Groups, and Contexts brings together contemporary work that is theoretically as well as practically important.
Building on Karabenick's earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, Help Seeking in Academic Settings: Goals, Groups, and Contexts brings together contemporary work that is theoretically as well as practically important.
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.
This edited volume presents an inter- and multidisciplinary approach towards language teacher education, confronting the issues that have continued to pervade the field for the last two decades.
This volume is an extended case study of a hypothetical school district--its residential communities, a middle school and secondary school, its students, teachers, administrators, parents and board members.
This volume is an extended case study of a hypothetical school district--its residential communities, a middle school and secondary school, its students, teachers, administrators, parents and board members.
This volume makes two important contributions: First, it provides a framework grounded in theory and best professional practice that middle and high school teachers, their students, and community partners can use to design, implement, and evaluate service-learning projects that address authentic community needs.
This volume makes two important contributions: First, it provides a framework grounded in theory and best professional practice that middle and high school teachers, their students, and community partners can use to design, implement, and evaluate service-learning projects that address authentic community needs.
Now in its third edition and reflecting changes in the Primary National Strategy, this best-selling textbook introduces primary teachers to key issues in the teaching of writing.
Now in its third edition and reflecting changes in the Primary National Strategy, this best-selling textbook introduces primary teachers to key issues in the teaching of writing.
There is considerable agreement that more successful learners are active, engaged, and self-regulating learners who understand and are motivated to apply learning strategies under appropriate conditions.
There is considerable agreement that more successful learners are active, engaged, and self-regulating learners who understand and are motivated to apply learning strategies under appropriate conditions.
This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project.
This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project.
The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning.
The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning.
Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves.
Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves.
Integrating a decade-long program of empirical research with current cognitive theory, this book demonstrates that psychological research has profound implications for current debates about what it means to be rational.
Integrating a decade-long program of empirical research with current cognitive theory, this book demonstrates that psychological research has profound implications for current debates about what it means to be rational.
This study of Edgewood Academy--a private, elite college preparatory high school--examines what moral choices look like when they are made by the participants in an exceptionally wealthy school, and what the very existence of a privileged school indicates about American society.
This study of Edgewood Academy--a private, elite college preparatory high school--examines what moral choices look like when they are made by the participants in an exceptionally wealthy school, and what the very existence of a privileged school indicates about American society.
