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.
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.
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.
This book will examine mentoring from a global perspective in an effort to discover the commonalties and differences, not only in diverse fields of practice, but across a wide range of contextual Place your subscription or standing order today!
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
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.
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.
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.
(Sponsored by the Middle Level Education Research SIG and the National Middle School Association)The Young Adolescent and the Middle School focuses on issues related to the nature of young adolescence and the intersection of young adolescence with middle level schooling.
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.
Learning the Left examines the ways in which young people and adults learned (and continue to learn) the tenets of liberal politics in the United States through the popular media and the arts from the turn of the twentieth century to the present.
Leading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology.
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.
The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups.
edTPA is the most widely-used performance assessment for pre-service teachers in the United States, and a requirement in many states for teaching licensure.
