Comprises three sections: emerging models for connecting community services reform; the impact of school- and community-based interventions and children's learning and development; and state and federal policies for building partnerships to improve outcomes for children and families.
The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work.
Debates regarding the qualities, skills, and dispositions of culturally relevant teachers and teaching have raged in teacher education for several decades.
Two major real-world problems prompted this study: maintaining the Catholic identity of the Catholic schools, and increasing interest in character education.
(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.
Project-Based Learning; it's a term that most educators have heard and probably have heard good things about, Often, though, they aren't quite sure precisely what its defining characteristics are other than involving students in projects that are supposed to somehow result in their learning things of value.
The purpose of this book is to examine the tensions, gaps, and intersections between the practices of leadership in educational systems, school leadership preparation programs, and the often different worlds of academia and k12 schools.
This book gives an education leader a practical path to organizational effectiveness, shared sense of direction, and clear focus on outcomes for students.
The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society.
Narrative Inquiries Into Being and Becoming Educators: Historical and Contemporary Perspectives provides stories and narratives of the struggle and strengths of the teachers within the educational landscape.
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development.
Middle Grades Research: Exemplary Studies Linking Theory to Practice is the first and only book to present what is perhaps the most thoroughly scrutinized group of studies focusing on middle grades education issues ever assembled.
International Education Inquiries is a book series dedicated to realizing the global vision of The United Nations' (2015) Transforming Our World: The 2030 Agenda for Sustainable Development.
From the team that brought you Walkabouts - Activating the Modern Classroom presents research and provides engaging, easy-to-implement classroom activities to help elementary-grade teachers address some of today's most pressing challenges.
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world.
School districts today face increasing calls for accountability during a time when budgets are stretched and students' needs have become increasingly complex.
In an age where the quality of teacher education programs has been called into question, it is more important than ever that teachers have a fundamental understanding of the principles of human learning, motivation, and development.
The varied chapters of this book seek to capture the complexities of teaching and learning in today's schools, and they share an interest in exploring the influences of knowledge construction in the moment and over time.
Despite widespread calls for evidence-based improvement in education, until recently, little has been known about using research and other types of evidence to inform teaching and learning of young children, particularly in early childhood education and care settings, and the first years of formal schooling.
Liminal Spaces and Call for Praxis(ing) follows the theme of the Curriculum & Pedagogy conference that highlighted issues of power, privilege, and supremacy across timelines and borders.
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum.
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum.
For many academics preparing to enter into the world of teaching and scholarly work in higher education institutions, formal graduate education provides discipline specific content.
The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes.
Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation.
This book provides an intuitive and accessible introduction to item response theory (IRT), making complex psychometric concepts easier to grasp through graphical displays and familiar analogies.
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge.
This publication features Hiatt-Michael's research and practice during thirty-four years as Professor of Education at the Graduate School of Education and Psychology, Pepperdine University.
The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools.
From the team that brought you Walkabouts - Activating the Modern Classroom presents research and provides engaging, easy-to-implement classroom activities to help elementary-grade teachers address some of today's most pressing challenges.
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.
