As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern.
Over the past two decades, the theoretical interests of mathematics educators have changed substantially-as any brief look at the titles and abstracts of articles shows.
(Originally Published in 2000 by Allyn & Bacon)Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States.
Despite technology's presence in virtually every public school, its documented familiarity and use by youth outside of school, and the wealth of resources it provides for teaching social studies, there has been relatively little empirical research on its effectiveness for the teaching and learning of social studies.
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.
Modern educators are currently ideologically in one of two camps: those who see American education as heading in the right direction, and those who fear that it has gone tragically astray.
(Sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American Educational Research Association and National Association for Asian and Pacific American Education)This research anthology is the fifth 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 National Association for Asian and Pacific American Education.
Research Perspectives: Thought and Practice in Music Education calls attention to various theoretical and methodological aspects within the expanding field of research in music education.
Over the past two decades, the theoretical interests of mathematics educators have changed substantially-as any brief look at the titles and abstracts of articles shows.
As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern.
This volume contains papers from the Second International Curriculum Conference sponsored by the Center for the Study of Mathematics Curriculum (CSMC).
(orginally published by Lexington Books, A division of Rowman & Littlefield)Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education is comprised of original personal essays in which notable teacher educators delineate the genesis and evolution of their thought and work vis-a-vis the teaching of social issues.
The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the 'Black Armband' and 'Whitewash' factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations.
The goal of this fourth volume of RISE was to provide a research foundation that demonstrates an agenda to strengthen the preparation and enhancement of teachers of science for regions and states experiencing extensive initial growth of Hispanic ELLs in schools.
Over the past three decades, the standards-based reform movement has transformed K-12 education in the United States, culminating with passage of the No Child Left Behind Act in 2002.
This book is an invaluable resource for enabling teachers, religious educators, and families to learn about religious diversity themselves and to teach children about both their own religion as well as the beliefs of others.
Educational Leadership: Building Bridges Among Ideas, Schools, and Nations breaks new ground by connecting many ideas to educational leadership that have traditionally been discussed as part of leaders' contexts by connecting them and showing how international issues can unite scholars and educators in action.
This edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies.
The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines.
Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom.
This book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students.
The purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics.
A guide for todays classrooms, this collection from leading Joyce scholars explores innovative pedagogical approaches to the works of this often-challenging writerTeaching James Joyce in the Twenty-First Century presents examples of bold, innovative pedagogical techniques instructors have used to adapt the study of Joyces work for the contemporary classroom.
This volume identifies and critically analyzes research studies related to the critical skills, environments, and adult interactions that contribute to young children's literacy development.
The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to improve instruction and student learning.
This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States.
