This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs).
Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
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.
This guidebook is designed to be the middle-level teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies.
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.
In 2015-16, the Middle Level Education Research Special Interest Group (MLER SIG), an affiliate of the American Educational Research Association, undertook a collaborative project-the development of a new middle grades education research agenda.
This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth.
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.
Restorative Practice Meets Social Justice: Un-silencing the Voices of "e;At-Promise"e; Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice.
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.
The book compares the standardized test scores of both elementary and high schools charter schools with the scores for regular public schools located nearby.
Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs).
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.
This book is grounded in the author's experiences of teaching mathematics for prospective elementary school teachers and conducting research on their understanding of mathematical concepts.
(Sponsored by the Middle Level Education Research SIG and the National Middle School Association)The Young Adolescent and the Middle School focuses on issues related to the nature of young adolescence and the intersection of young adolescence with middle level schooling.
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.
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.
The purpose of this volume is to present a selection of chapters that reflect current issues relating to children's socialization processes that help them become successful members of their society.
For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States.
The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference.
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.
