Filipino Americans have a long and rich history with and within the United States, and they are currently the second largest Asian group in the country.
In its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals.
Recent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success.
Following in the steps of the socio-political turn of the discipline, Equity in Mathematics Education: Addressing a Changing World emerged as a response of the editor and the chapter authors to the enormous changes that have in the last years occurred at a global level (for example, the ongoing war in Syria, the political [in]actions of powerful nations to fight climate change, the rise of far-right parties in many countries around the world, and so on).
In this issue of Research Human Resource Management we consider some of the challenges facing organizations today including changes in the population, the increased competition for talent, and the rise in the use of technology.
Mathematics as the Science of Patterns: Making the Invisible Visible to Students through Teaching introduces the reader to a collection of thoughtful, research-based works by authors that represent current thinking about mathematics, mathematics education, and the preparation of mathematics teachers.
This book explores the diversity of American roles in such cross-cultural engagement in education for democracy, both within the United States and around the world.
This book locates recent developments in teacher certification in North America within a broader, international policy context characterized as hegemonic neo-liberalism wherein economic rationalism has begun to trump professional judgment.
Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society.
This book is a valuable one for teacher educators and teacher education programs in the United States and Europe, since it is organized around numerous data sources.
This book examines the identification choices of a group of biracial college women and explores how these identifications relate to their choices and constructions of different social contexts.
In this volume, contributors discuss both the theoretical and practical applications of an embodied knowledge perspective, using the field of education as an exemplar.
The chapters in this volume reflect the impact that teachers have on their students when "e;they stand in front of the classroom"e; and the effect their performance have on children such as teachers gender, preparation, certification, knowledge, beliefs, cognitive style, creativity, accountability, and other actions on the part of the teachers.
This volume on teaching small classes is divided into the sections: lessons learned about best teaching practices in small classes; implementing and supporting small class programmes; evaluating small class initiatives; and teachers voices.
Research as a Tool for Empowerment: Theory Informing Practice is an edited volume that includes an array of research-based chapters that not only further the field of second/foreign language research, but also provide practical implications to language classrooms in international and national settings.
The chapters contained in the book present a new and exciting set of conceptual tools that will not only allow us to think about transfer in more productive ways, but will also enable the development of educational and measurement tools that will greatly facilitate our ability to educate the children in our schools.
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE).
Focusing on parent involvement in children's education in the USA, this volume covers such topics as: government support; parent-school communication; parent-child literacy projects; preparation for teachers; and parent centres.
This text is divided into four parts: exploring theoretical paradigms in design, development and enactment of PDSs; standard-based teacher education and PDSs; best practices profiles of PDSs that advance understanding of research in the field; and toward a research agenda that strengthens PDSs.
The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing.
This book presents cases of schools (Part One) and programs at the district level and beyond (Part Two) in which reform, while driven by high-stakes accountability, became larger and deeper through data-driven dialogue, culture change, organizational learning, and other elements of high performing cultures.
In this book we are interested in patterns of education, rehabilitation service, socialization, and ideas about blindness that in large part produce the above-mentioned distinct patterns.
In this anthology, Saracho (curriculum and instruction, University of Maryland) and Spodek (early childhood education, University of Illinois) present work reviewing the current state of knowledge on the education of students who are not fully proficient in English.
This volume is the seventh in the Advances in Service-Learning Research series, and presents a collection of papers selected from those presented at the Sixth International Service-learning Research, hosted by Portland State University in Portland, Oregon in October 2006.
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
(Published in cooperation with The Center on Innovation & Improvement)As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.
How Stakeholders Can Support Teacher Quality compiles the proceedings from the Milken Family Foundation's National Education Conference (NEC), which took place in Washington, D.
This research anthology is the fourth 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.
This book aims to fill this gap in the scholarship on social education by drawing on the research findings and/or experiences from scholars in eight East and Southeast Asian societies.
This book explores the negotiation of the ways that teachers are involved in the process of changing curriculum and pedagogies and also the realities of implimenting those changes in the classroom.
