The goal of this volume of Research in Science Education is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy.
Because school history often relies on reading and writing and has its own discipline-specific challenges, it is important to understand the language demands of this content area, the typical writing requirements, and the language expectations of historical discourse.
Succeeding as a Frontline Manager in Today's Organizations, highlights the fact that as the world of work continues to change in response to a variety of trends, issues and opportunities, manages on the frontline will still be expected to see that their organizations operate both effectively and efficiently to not only survive but to thrive.
Black Males in Postsecondary Institutions: Examining their Experiences in Diverse Institutional Contexts offers a comprehensive examination of the experiences of Black males in our nation's higher education institutions.
The Pursuit of Excellence: Kentucky State University, 1886-2020 is a compelling examination of the most diverse public institution of higher education in the Commonwealth of Kentucky.
The rapid change that higher education is undergoing is impacting all of the core mission elements: teaching and learning, research, service, and engagement with the external world (e.
Hailed as a landmark in the development of experimental methods when it appeared in 1975, Design and Analysis of Time-Series Experiments is available again after several years of being out of print.
This book brings together an international group of researchers reporting on their work about play and early childhood education across 13 countries - Norway, Sweden, Denmark, England, Germany, Hong Kong, United States of America, India, The Maldives, Sri Lanka, Singapore, China and Australia.
This volume is an outgrowth of the Conference on Research on the Enacted Mathematics Curriculum, funded by the National Science Foundation and held in Tampa, Florida in November 2010.
The book identifies a set of validated competencies and performance statements, withsupporting explanation and data to inform and equip online learners with the critical attitudes, knowledge and skills for successful learning in online and/or blended learning settings.
The current movement toward more and better research experiences for undergraduates has spread across disciplines in the arts, humanities, science, mathematics, and engineering beyond the "e;research university"e; to the full range of post-secondary institutions of higher education.
Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place.
These materials were developed, in part, by a grant from the federally-funded Mathematics and Science Partnership through the Center for STEM Education.
Life Stories: Exploring Issues in Educational History Through Biography consists of 13 essays, each of which offers perspective on one of four key questions that have long drawn scholarly attention: What should schools teach?
This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being.
In an era of accountability and increased demand of literacy competency, this book provides examples of how teacher educators and teachers have come together to learn from each other and from English learners.
A team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States.
Educating about social issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013).
Dystopia and Education: Insights into Theory, Praxis, and Policy in an age of Utopia Gone Wrong provides an as-of-yet unexplored critical perspective for examining contemporary educational theory, praxis, and policy with particular reference to the current state of dehumanizing and often oppressive policy and practices that have come to demarcate the era of NCLB and RTT.
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures.
Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms.
This book provides an insightful view of effective teaching practices in China from an international perspective by examining the grades 7-12 mathematics teacher preparation in the Shandong province of China.
This volume covers significant highlights in the history of gifted education, addressing significant contributors to the field, important political and policy concerns, and programs and practices of note.
This book integrates research, action research, best practice and case studies detailing how some educators have embraced the opportunities afforded by mobile learning.
In Necessary Spaces: Exploring the Richness of African American Childhood in the South, Saundra Murray Nettles takes the reader on a journey into neighborhood networks of learning at different times and places.
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.
