Most of the 12 articles are from a 1992 double issue of Linguistics and Education devoted to intertextuality--the notion that texts influence each other.
Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining, the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense of their focus and questions, and their roles in the research.
Leadership, as a discipline, leadership education, as a field, and leadership educator, as a profession are still in their infancy and rapidly evolving.
Following in the steps of the socio-political turn of the discipline, Equity in Mathematics Education: Addressing a Changing World emerged as a response of the editor and the chapter authors to the enormous changes that have in the last years occurred at a global level (for example, the ongoing war in Syria, the political [in]actions of powerful nations to fight climate change, the rise of far-right parties in many countries around the world, and so on).
This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding.
The aim of this volume is to provide a detailed description of the process of initiating, maintaining and assessing a top quality elementary school foreign language program and to assist planners by providing them with a workable model.
This book introduces pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to the sociological position occupied by foreign language education in the United States.
This anthology is the second volume in a series sponsored by the Special Interest Group-Research on the education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and California Association for Asian and Pacific American Education.
(Published in Co-operation with the National Council of Teacher of Mathematics)According to NCTM's Principles and Standards for School Mathematics, "e;Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students' learning.
Includes discussion on the rationale of teaching about genocide; the history of genocide; and 10 cases studies of genocide perpetrated in the 20th century.
The aim of this book is to present some recent research findings on dif-ferent aspects of multicultural education, thus informing educators of issues, policies and new approaches to multicultural education being used around the world.
Taken together, these authors explore the many and varied challenges faced by teacher educators generally, and social studies teacher educators specifically.
Working with Mixed Heritage Students offers a collection of writings that bridges the social science and educational literature related to mixed heritage identity development and schooling in diverse contexts.
This book is divided into seven chapters including: a broad overview of mathematical cognition; development of mathematical cognition; working memory, automaticity and mathematical problem solving; mathematical problem solving; and methematical learning disabilities.
The book is based on the recently held Symposium on mathematics and its connections to the arts and sciences, namely the second Mathematics and its Connections to the Arts and Sciences (MACAS2)Symposium in Odense, Denmark (May 29-31, 2007).
Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students' struggles to understand.
Mathematics teacher education includes the mathematics content teachers need to understand, ways that pedagogical approaches are developed, messages about the nature of mathematics teaching and learning, and interfaces between tertiary preparation and school contexts.
Globalization is changing what citizens need to know and be able to do by interrupting the assumption that the actions of citizens only take place within national borders.
There is much variability with regard to the type, depth and effectiveness of training teachers receive in understanding and meeting the needs of English language learners (ELLs) in public schools across the country, yet the rise in the number of learners has been substantial.
This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics.
Controversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.
The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students' levels of self-efficacy.
Building Support for Scholarly Practices in Mathematics Methods is the product of collaborations among over 40 mathematics teacher educators (MTEs) who teach mathematics methods courses for prospective PreK-12 teachers in many different institutional contexts and structures.
The book is based on the recently held Symposium on mathematics and its connections to the arts and sciences, namely the second Mathematics and its Connections to the Arts and Sciences (MACAS2)Symposium in Odense, Denmark (May 29-31, 2007).
Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K-12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help.
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.