The pages of this book illustrate that as instruments of socialization and sites of ideological discourse textbooks are powerful artefacts in introducing young people to a specific historical, cultural and socioeconomic order.
The mission of the book series, Research in Science Education, is to provide a comprehensive view of current and emerging knowledge, research strategies, and policy in specific professional fields of science education.
Reading Across International Boundaries, edited by Roger Openshaw and Janet Soler, clearly demonstrates these broader characteristics of debates about the teaching of reading.
The year 2020 presented conflicts in higher education, including a global pandemic, racial protests, cries for Black Lives Matter following the deaths of Black women and men by police, education moved online to virtual classrooms, and the U.
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.
This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflections on research methods in the field.
This book addresses the expectations toward the science standards of various stakeholders including students, parents, teachers, administrators, higher education science and science education faculty members, politicians, governmental and professional agencies, and the business community.
As the first volume in a series sponsored by SIG-Research on the Education of Asian and Pacific Americans of the American educational Research Association and California Association for Asian and Pacific American Education, this book sheds important light on the educational needs of Asian and Pacific American students in k- college.
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).
Interdisciplinarity is increasingly viewed as a necessary ingredient in the training of future oriented 21st century disciplines that rely on both analytic and synthetic abilities across disciplines.
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.
