Two major real-world problems prompted this study: maintaining the Catholic identity of the Catholic schools, and increasing interest in character education.
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge.
The volume 3 of this series is designed to present educators with current research and emerging issues in teaching, learning and motivation in a multicultural context.
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.
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.
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 further flesh out some of the factors--specific dimensions of our n-dimensional hyperspace--important to inquiry in the classroom.
This book provides readers with the opportunity to hear what experts in the educational community think about the myriad issues involved in improving the quality of all teachers in our nation's classrooms.
This book draws on ideas about the nature of teaching and teacher knowledge, teacher development and school reform, and narrative as methodology for understanding the lives and work of teachers.
In an increasingly global learning environment, teachers are challenged to meet a myriad of student needs-provide basic literacy and mathematics skills, improve scientific and technological thinking, increase bilingual and multi-lingual competencies.
Taking a community of practice perspective that highlights the learner as part of a community, rather than a lone individual responsible for her/his learning, this ethnographically-influenced study investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse.
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.
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education.
Our highly interconnected global education environment provides unprecedented opportunities for teaching professionals and educational researchers to share best practice in teaching and learning across international borders and sociocultural frontiers.
School districts today face increasing calls for accountability during a time when budgets are stretched and students' needs have become increasingly complex.
(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.
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.
Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education.
In Esperanza School: A Grassroots Community School in Honduras, Eloisa Rodriguez takes us into the daily lived experiences of members of a community school, Esperanza School, situated in a rural area in Honduras.
This book, Blurring the Lines, has immediate appeal to policy-makers, and analysis in public and private sectors, as well as legal scholars and practitioners.
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators.
The twin objectives of the series Psychological Perspectives on Contemporary Educational Issues are: (1) to identify issues in education that are relevant to professional educators and researchers; and (2) to address those issues from research and theory in educational psychology, psychology, and related disciplines.
This book is intended to offer college faculty members the insights of the development of reasoning movement that enlighten physics educators in the late 1970s and led to a variety of college programs directed at improving the reasoning patterns used by college students.
The intent of this playbook is to enable PK-12 teachers, teachers-in-training, counselors, and coaches to use character and peace education lessons to enrich their curriculum and help students expand their knowledge and understanding of themes and content in each of the book's chapters.
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.
Given the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice.
In response to changes in the workforce, scholars are calling for mentoring that is more fluid, flexible, and responsive to the needs of diverse groups of individuals, whether culturally (Kochan & Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge, 2015) or intergenerationally (Thorpe, 2012) diverse.
