Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades.
Distance education is defined as institution-based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors.
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.
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.
This proposal is for a book about pedagogical leadership that draws upon an extensive literature base as well as empirical research by the author in order to examine forms of leadership and management that promote and instill education for learning and social justice.
In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.
The book aims to develop a clearer understanding of the influence of social dynamics on the educational opportunities of high school students of color in the urban setting of California's Los Angeles area.
This book is designed as a college-level textbook introducing readers to all aspects of intellectual disability in children, from birth to the end of schooling, with an educational focus.
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.
(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.
The purpose of this practical guide is to facilitate college students' academic success by fostering self-regulated learning skills or learning to learn through the use of Integrative Learning Technologies (ILT).
This volume covers topics including: A New Theoretical Framework for Education, University Curriculum Reforms and Curriculum and Teaching in an Age of School Reform
Practitioners in the field of educational technology require a high level of problem solving, critical thinking, and interpersonal skills to deal with learning issues that are often complex and multidimensional.
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.
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted.
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.
(Originally Published in 2007 by Symposium Books)This book seeks to raise the discussion of globalisation's effects on teacher education, development and work, and its reforms and institutions, to a more theoretical and analytical level, and to provide specific examples in the comparative tradition to illustrate teacher policy in the context of education systems' widespread variability and complexity.
The interplay between sociopolitical forces and economic agendas becomes apparent when one examines the June 28, 2007 United States Supreme Court Decision, Parents Involved In Community Schools v.
In this book, noted Nordic researchers and teacher educators provide insights into early childhood discourses and practices in Denmark, Finland, Iceland, Norway and Sweden.
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.
Catholic Higher Education in the 1960s is a series of cases that describes and analyzes the transitions made by representative Catholic institutions in their attempts to update their governance structures and maintain their Catholic identity in the midst of the post-Vatican II era.
The Violence Volcano is for managers and workers in all types of business and government organizations, including law enforcement and other first-responders.
This text is divided into three parts: policy perspectives on urban education reform; the supply, demand and quality of city teachers; and equity and adequacy in urban schools.
In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in the study of 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.
Paulo Freire wrote that "e;sometimes a simple, almost insignificant gesture on the part of a teacher can have a profound formative effect on the life of a student.
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.
Currently, peace education remains marginalized in our education system, however, a united front can be formed and powerful paradigms can empower educators to play a critical role in peace building through scholarship, practice and activism.
