Teacher training Books

Book SynopsisDespite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive. Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom. Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.Table of ContentsPreface List of Figures PART 1: Overview of Theory and Resources 1 Introduction to Critical Whiteness Studies  1 What Is the Purpose and Function of CWS?  2 Is CWS an Attack on White People?  3 What Are the Scholarly Origins of CWS?  4 Aren’t We Post-Racial? Why Is CWS Still Needed?  5 Where Does the Term “White” Come From?  6 But I Am Not Racist, so Why Do I Need Critical Whiteness Studies?  7 What If I Don’t Feel Privileged? Or—Conversely—How Do I Respond to Those Who Deny Privilege?  8 Are Universities Actually Offering Courses Dedicated to CWS?  9 Has CWS Made Its Way beyond the Academy?  10 What’s Next for CWS? 2 Bills, Cases, Conventions, Laws, and Orders 3 Web Resources PART 2: Pedagogical Resources 4 Activities for Structuring a Dialogic Classroom or Workshop 5 Sample Syllabus  1 Rhetorics of Whiteness 6 Sample Assignments with Sample Student Texts  1 Considerations for Writing Short Responses  2 Sample Response  3 Facilitation Guidelines  4 Book Review Assignment  5 Sample Book Review  6 Sample Review of Book Read in Electronic Format  7 Memoir or Critical Dialogue  8 Sample Memoir  9 Sample Memoir  10 Sample Critical Dialogue  11 Second Sample Critical Dialogue  12 Cultural Studies Rhetorical Analysis Assignment  13 Sample Cultural Studies Rhetorical Analysis Glossary Bibliography

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Book SynopsisThis book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers’ assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

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Book SynopsisThis book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers’ assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

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Book SynopsisIt has long been established that teaching and learning are autobiographical endeavours, so it follows that self-study is central to sound practice. As a framework, self-study allows researchers to use their experiences to examine self-in-practice with the aim of both personal and professional growth. By its very design, it makes transparent personal processes of inquiry by offering them up for public critique. This type of public inquiry of the personal happens in at least two ways: first, through the inclusion of trusted others who can provide different perspectives on our closely held discourses; and, second, through making our research publicly available so that others might learn from our inquiries. Self-study, then, requires openness to vulnerability as we continuously re/negotiate who we are as teachers. Approaching inquiry from this perspective has at its core deepened self-knowledge coupled with intent to transform praxis. This transformation is sought through integrated ways of being and teaching that support embodied wholeness of teachers and learners. Through critical, qualitative, creative, and arts-integrated approaches, this collection seeks to advance teacher self-study and, through it, transformative praxis. Contributors are: Willow S. Allen, Charity Becker, Yue Bian, Abby Boehm-Turner, Diane Burt, Vy Dao, Lee C. Fisher, Teresa Anne Fowler, Deborah Graham, Cher Hill, Chinwe H. Ikpeze, David Jardine, Elizabeth Kenyon, Jodi Latremouille, Carl Leggo, Ellyn Lyle, Sepideh Mahani, Jennifer Markides, Sherry Martens, Kate McCabe, Laura Piersol, Kathleen Pithouse-Morgan, Amanda C. Shopa, Timothy Sibbald, Sara K. Sterner, and Aaron Zimmerman.Trade Review“Why study yourself? Readers interested in personal and social meaning-making will be inspired by Lyle’s edited collection of essays and stories that invite a fuller understanding of self. Like the steady, quiet wisdom that breaks through the din, each chapter makes the self-inquiry processes accessible and transparent, and students will appreciate how authors have approached the curriculum of their lives as an opportunity for growth. Here is an opportunity to study ‘alone-together,’ to come into contact with vulnerable others who will help you to render self in new ways. In these times of disequilibrium, self-study has a pedagogical heart. For those who approach their scholarship as more of a passion than an activity, for those who recognize the self is contested, multiple, mixed, contradictory, and often obscured, in the pages of this text is an adventure of understanding.” – Sean Wiebe, Ph.D., Associate Professor (UPEI), Curriculum Scholar, and Poet

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Book SynopsisThe possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games – both digital and non-digital – can shape unique learning and literacy experiences for young people today, this book’s chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.Table of ContentsForeword  Ken Lindblom List of Figures and Tables Notes on Contributors Introduction: Taking Literacies of Play Seriously  Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Writing and Text-Based Models of Play Introduction to Part 1: Writing and Text-Based Models of Play  Antero Garcia, Shelbie Witte and Jennifer S. Dail 1 Writing through Gaming: A Youth Writing Camp Perspective  Emily Howell and Rachel Kaminski Sanders 2 Time to Level Up: Learning through Play in a Writing Classroom  Rachel Kaminski Sanders 3 Gaming the System: Engaging Students in the Imaginative Worlds of Young Adult Literature through Role-Playing Games  Lindy l. Johnson and Elizabeth Deboeser 4 Imparting Empathy with Gaming Experiences: A Conversation with the Developers of Thorny Games  Shelbie Witte and Jill Bindewald (with Oklahoma State University English Education Students) PART 2: Videogames and Critical Literacies in ELA Classrooms Introduction to Part 2: Videogames and Critical Literacies in ELA Classrooms  Antero Garcia, Shelbie Witte and Jennifer S. Dail 5 A Critical Examination of Adolescence through Video Games  Jon Ostenson 6 Video Game Creation as an Instructional Strategy: A New Way to Apply the Tpack Framework in K-12 Education  Kip Glazer 7 Practical Advice for Teaching and Learning with Games: Foster Agency and Ownership with an Intentional Approach to Games  Chad Sansing Index

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Book SynopsisIt has long been established that teaching and learning are autobiographical endeavours, so it follows that self-study is central to sound practice. As a framework, self-study allows researchers to use their experiences to examine self-in-practice with the aim of both personal and professional growth. By its very design, it makes transparent personal processes of inquiry by offering them up for public critique. This type of public inquiry of the personal happens in at least two ways: first, through the inclusion of trusted others who can provide different perspectives on our closely held discourses; and, second, through making our research publicly available so that others might learn from our inquiries. Self-study, then, requires openness to vulnerability as we continuously re/negotiate who we are as teachers. Approaching inquiry from this perspective has at its core deepened self-knowledge coupled with intent to transform praxis. This transformation is sought through integrated ways of being and teaching that support embodied wholeness of teachers and learners. Through critical, qualitative, creative, and arts-integrated approaches, this collection seeks to advance teacher self-study and, through it, transformative praxis. Contributors are: Willow S. Allen, Charity Becker, Yue Bian, Abby Boehm-Turner, Diane Burt, Vy Dao, Lee C. Fisher, Teresa Anne Fowler, Deborah Graham, Cher Hill, Chinwe H. Ikpeze, David Jardine, Elizabeth Kenyon, Jodi Latremouille, Carl Leggo, Ellyn Lyle, Sepideh Mahani, Jennifer Markides, Sherry Martens, Kate McCabe, Laura Piersol, Kathleen Pithouse-Morgan, Amanda C. Shopa, Timothy Sibbald, Sara K. Sterner, and Aaron Zimmerman.Trade Review“Why study yourself? Readers interested in personal and social meaning-making will be inspired by Lyle’s edited collection of essays and stories that invite a fuller understanding of self. Like the steady, quiet wisdom that breaks through the din, each chapter makes the self-inquiry processes accessible and transparent, and students will appreciate how authors have approached the curriculum of their lives as an opportunity for growth. Here is an opportunity to study ‘alone-together,’ to come into contact with vulnerable others who will help you to render self in new ways. In these times of disequilibrium, self-study has a pedagogical heart. For those who approach their scholarship as more of a passion than an activity, for those who recognize the self is contested, multiple, mixed, contradictory, and often obscured, in the pages of this text is an adventure of understanding.” – Sean Wiebe, Ph.D., Associate Professor (UPEI), Curriculum Scholar, and Poet

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Book SynopsisTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.Trade Review"In The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity each author sings with truth and commitment. This book is like a mob scene in a Muppets movie where the camera pans over many excited faces with mouths and eyes wide open as everybody celebrates the joy of being together, the delight of singing in a wild jam session! There is so much going on in this eclectic and electric book that you will always be shaken, stirred, and startled. This book is a bus filled with creative scholars who are thrilled to be in a network of lively, funny, wise activists. Some of the scholars have years of experience in education, and others are at the beginning of their research. These authors know they have negotiated their selves, and they know that their selves are continuing to negotiate them, just as we all negotiate together." – Carl Leggo, poet & professor, University of British Columbia, Vancouver, CanadaTable of ContentsForeword  David W. Jardine List of Figures Author Biographies 1 Untangling Sel(f)ves through A/R/Tography  Ellyn Lyle 2 Butterflies in the Knapsack: An Exploration of a Teacher’s Identity  Julie K. Corkett 3 Trumpism, Truthiness, and the Gospel of Education  Sean Wiebe 4 Learning to Become a Pedagogically-Engaged, Democratic Teacher: Self-Study Using Dewey’s Reflective Thinking Method  Isabel Martínez-Cuenca 5 Reflexive Inquiry, Artistic Selves, and Epistemological Expansion  Heather McLeod, Cecile Badenhorst and Haley Toll 6 (Re)Constructing Anti-Colonial Teacher Identities through Reflexive Inquiry  Adrian Downey and Casey Burkholder 7 Exploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden Curricula  Andrejs Kulnieks and Kelly Young 8 Responding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform Adversity  Sara Florence Davidson 9 Teacher Identity in Formation: Social Change, Student Engagement, and a Spiritual Encounter  Guopeng Fu and Anthony Clarke 10 Currere: Negotiating One’s Failure to Represent  Valerie Triggs 11 Who Are You? Developing Teacher Identity Through an Ethics of Intersubjectivity  Lana Parker 12 Self-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice  Melanie Bennett-Stonebanks and C. Darius Stonebanks 13 Sharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through Narratives  Derek Markides and Sandy Miller 14 Becoming Community: Ranya’s Story of Intergenerational Teaching and Learning in Art Education  Anita Sinner 15 Symbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs)  Evelyn Morales Vázquez 16 Critical Conversations on Reflexive Inquiry in Field Experiences  S. Laurie Hill, Amy Burns, Patricia Danyluk and Kathryn Crawford 17 Preservice Teachers Explore Their Development as Teachers of Reading  Beverley Brenna and Andrea Dunk 18 Insider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical Lens  Christine Cho 19 Reflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of Teaching  Dana Vedder-Weiss, Liel Biran, Avi Kaplan and Joanna K. Garner

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Book SynopsisTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity. Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge. While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.Trade Review"In The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity each author sings with truth and commitment. This book is like a mob scene in a Muppets movie where the camera pans over many excited faces with mouths and eyes wide open as everybody celebrates the joy of being together, the delight of singing in a wild jam session! There is so much going on in this eclectic and electric book that you will always be shaken, stirred, and startled. This book is a bus filled with creative scholars who are thrilled to be in a network of lively, funny, wise activists. Some of the scholars have years of experience in education, and others are at the beginning of their research. These authors know they have negotiated their selves, and they know that their selves are continuing to negotiate them, just as we all negotiate together." – Carl Leggo, poet & professor, University of British Columbia, Vancouver, CanadaTable of ContentsForeword  David W. Jardine List of Figures Author Biographies 1 Untangling Sel(f)ves through A/R/Tography  Ellyn Lyle 2 Butterflies in the Knapsack: An Exploration of a Teacher’s Identity  Julie K. Corkett 3 Trumpism, Truthiness, and the Gospel of Education  Sean Wiebe 4 Learning to Become a Pedagogically-Engaged, Democratic Teacher: Self-Study Using Dewey’s Reflective Thinking Method  Isabel Martínez-Cuenca 5 Reflexive Inquiry, Artistic Selves, and Epistemological Expansion  Heather McLeod, Cecile Badenhorst and Haley Toll 6 (Re)Constructing Anti-Colonial Teacher Identities through Reflexive Inquiry  Adrian Downey and Casey Burkholder 7 Exploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden Curricula  Andrejs Kulnieks and Kelly Young 8 Responding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform Adversity  Sara Florence Davidson 9 Teacher Identity in Formation: Social Change, Student Engagement, and a Spiritual Encounter  Guopeng Fu and Anthony Clarke 10 Currere: Negotiating One’s Failure to Represent  Valerie Triggs 11 Who Are You? Developing Teacher Identity Through an Ethics of Intersubjectivity  Lana Parker 12 Self-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and Practice  Melanie Bennett-Stonebanks and C. Darius Stonebanks 13 Sharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through Narratives  Derek Markides and Sandy Miller 14 Becoming Community: Ranya’s Story of Intergenerational Teaching and Learning in Art Education  Anita Sinner 15 Symbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs)  Evelyn Morales Vázquez 16 Critical Conversations on Reflexive Inquiry in Field Experiences  S. Laurie Hill, Amy Burns, Patricia Danyluk and Kathryn Crawford 17 Preservice Teachers Explore Their Development as Teachers of Reading  Beverley Brenna and Andrea Dunk 18 Insider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical Lens  Christine Cho 19 Reflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of Teaching  Dana Vedder-Weiss, Liel Biran, Avi Kaplan and Joanna K. Garner

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Book SynopsisAt a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes. This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field’s research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other’s work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).Trade Review"Drama Research Methods: Provocations of Practice is an outstanding and important book. This engaging, well-crafted, and highly original collection makes significant contributions to performance studies and arts-based research. It is a must-read for anyone interested in how theatre arts can merge with teaching and research practices. I applaud the editors and contributors. Bravo!" - Patricia Leavy, PhD, author of Method Meets Art (Guilford Publications, 2009) and Low-Fat Love (Sense, 2015) "What the reader comes away with [after reading this book] is an unusual peek behind the curtain of arts-based educational research (…) In Drama Research Methods, the editors crafted a text that had a clear intention – there would be no more hero narratives or success stories, which so frequently pervade educational drama research publications (202). (…) Duffy, Hatton, and Sallis have effectively closed the circle, marrying methods and practice in a way that more accurately reflects the field." - Jonathan P. Jones in Research in Drama Education: The Journal of Applied Theatre and Performance (2021).Table of ContentsForeword: The Both/and of Performance Research  Anne M. Harris Introduction Part 1: Provocations of Design 1. Touchstones of Practice: Consideration from the Theatre Workshop Floor  George Belliveau and Christine Sinclair 2. Act-ive P-art-icipation: Social Inclusion and Drama Research  Jo Raphael and Kelly Freebody 3. Learning on the Ground: How Our Research Stories Teach Us about Ethics  Kathleen Gallagher and Richard Sallis Part 2: Provocations of Method 4. A Research Tango in Three Moves: Gendering the Drama Research Space  Christine Hatton and Richard Sallis 5. Three Arts Based Researchers Walk into a Forum: A Conversation on the Opportunities and Challenges in Embodied and Performed Research  Nisha Sajnani, Richard Sallis and Joe Salvatore 6. Surrender, Pedagogy Ambiguity, Research and Impossibility: Cats @ Play  Joe Norris, Lynn Fels and Yasmine Kandil 7. Participation in Participatory Drama-Based Research  Diane Conrad and Janinka Greenwood Part 3: Provocations of representation 8. How Do Culture and Power Work in and through Drama Research?: An e-Conversation Between  Selina Busby and Brian S. Heap 9. Representation, Authenticity and the Graphic Novel in Arts Education Inquiry: Transubstantiating Research  Robin Pascoe and Peter R. Wright 10. Defiant Bodies: A Punk Rock Crip Queer Cabaret: Cripping and Queering Emancipatory Disability Research  Emma Selwyn and Liselle Terret Part 4: Provocations of practice 11. We Need to Talk about Theory: Rethinking the Theory/Practice Dichotomy in Pursuit of Rigour in Drama Research  Helen Cahill, Viv Aitken and Christine Hatton 12. The Stories That Made Us: A Duoethnography on Becoming Reflective Drama Researchers  Christine Hatton and Peter Duffy 13. Research and Its Impact: A Dramatic Cyber-Dialogue in Three Scenes  John O’Toole and Peter Duffy 14. Lessons Learned: Provocations of Practice  Allison Anders, Peter Duffy, Christine Hatton and Richard Sallis 15. Afterword: Well Begun Is Half Done  Brad Haseman

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Book SynopsisAt a time when universities demand immediate and quantifiable impacts of scholarship, the voices of research participants become secondary to impact factors and the volume of research produced. Moreover, what counts as research within the academy constrains practices and methods that may more authentically articulate the phenomena being studied. When external forces limit methodological practices, research innovation slows and homogenizes. This book aims to address the methodological, interpretive, ethical/procedural challenges and tensions within theatre-based research with a goal of elevating our field’s research practice and inquiry. Each chapter embraces various methodologies, positionalities and examples of mediation by inviting two or more leading researchers to interrogated each other’s work and, in so doing, highlighted current debates and practices in theatre-based research. Topics include: ethics, method, audience, purpose, mediation, form, aesthetics, voice, data generation, and research participants. Each chapter frames a critical dialogue between researchers that take multiple forms (dialogic interlude, research conversation, dramatic narrative, duologue, poetic exchange, etc.).Trade Review"Drama Research Methods: Provocations of Practice is an outstanding and important book. This engaging, well-crafted, and highly original collection makes significant contributions to performance studies and arts-based research. It is a must-read for anyone interested in how theatre arts can merge with teaching and research practices. I applaud the editors and contributors. Bravo!" - Patricia Leavy, PhD, author of Method Meets Art (Guilford Publications, 2009) and Low-Fat Love (Sense, 2015) "What the reader comes away with [after reading this book] is an unusual peek behind the curtain of arts-based educational research (…) In Drama Research Methods, the editors crafted a text that had a clear intention – there would be no more hero narratives or success stories, which so frequently pervade educational drama research publications (202). (…) Duffy, Hatton, and Sallis have effectively closed the circle, marrying methods and practice in a way that more accurately reflects the field." - Jonathan P. Jones in Research in Drama Education: The Journal of Applied Theatre and Performance (2021).Table of ContentsForeword: The Both/and of Performance Research  Anne M. Harris Introduction Part 1: Provocations of Design 1. Touchstones of Practice: Consideration from the Theatre Workshop Floor  George Belliveau and Christine Sinclair 2. Act-ive P-art-icipation: Social Inclusion and Drama Research  Jo Raphael and Kelly Freebody 3. Learning on the Ground: How Our Research Stories Teach Us about Ethics  Kathleen Gallagher and Richard Sallis Part 2: Provocations of Method 4. A Research Tango in Three Moves: Gendering the Drama Research Space  Christine Hatton and Richard Sallis 5. Three Arts Based Researchers Walk into a Forum: A Conversation on the Opportunities and Challenges in Embodied and Performed Research  Nisha Sajnani, Richard Sallis and Joe Salvatore 6. Surrender, Pedagogy Ambiguity, Research and Impossibility: Cats @ Play  Joe Norris, Lynn Fels and Yasmine Kandil 7. Participation in Participatory Drama-Based Research  Diane Conrad and Janinka Greenwood Part 3: Provocations of representation 8. How Do Culture and Power Work in and through Drama Research?: An e-Conversation Between  Selina Busby and Brian S. Heap 9. Representation, Authenticity and the Graphic Novel in Arts Education Inquiry: Transubstantiating Research  Robin Pascoe and Peter R. Wright 10. Defiant Bodies: A Punk Rock Crip Queer Cabaret: Cripping and Queering Emancipatory Disability Research  Emma Selwyn and Liselle Terret Part 4: Provocations of practice 11. We Need to Talk about Theory: Rethinking the Theory/Practice Dichotomy in Pursuit of Rigour in Drama Research  Helen Cahill, Viv Aitken and Christine Hatton 12. The Stories That Made Us: A Duoethnography on Becoming Reflective Drama Researchers  Christine Hatton and Peter Duffy 13. Research and Its Impact: A Dramatic Cyber-Dialogue in Three Scenes  John O’Toole and Peter Duffy 14. Lessons Learned: Provocations of Practice  Allison Anders, Peter Duffy, Christine Hatton and Richard Sallis 15. Afterword: Well Begun Is Half Done  Brad Haseman

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Book SynopsisIn this book the editors consider the resistance to change among teachers and learners despite all the evidence that science participation brings benefits for both individuals and nations. Beginning with biology, Stability and Change in Science Education: Meeting Basic Learning Needs explores this balance in teaching and learning science. The authors reflect upon this equilibrium as they each present their work and its contribution. The book provides a wide range of examples using the change/stability lens. Authors from the Netherlands, Israel, Spain, Canada and the USA discuss how they observe and consider both homeostasis and novelty in theory, projects and other work. The book contains examples from science educators in schools and in other science rich settings. Contributors are: Lucy Avraamidou, Ayelet Baram-Tsabari, Michelle Crowl, Marilynne Eichinger, Lars Guenther, Maria Heras, Phyllis Katz, Joy Kubarek, Lucy R. McClain, Patricia Patrick, Wolff-Michael Roth, Isabel Ruiz-Mallen, Lara Smetana, Hani Swirski, Heather Toomey Zimmerman, and Bart Van de Laar.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors PART 1: Theoretical Considerations 1 Introduction: Meeting Basic Needs  Phyllis Katz and Lucy Avraamidou 2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education  Phyllis Katz and Lucy Avraamidou 3 Novelty: A Phenomenological Perspective  Wolff-Michael Roth PART 2: Continual Science Learning 4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University Partnership  Heather Toomey Zimmerman, Lucy R. McClain and Michele Crowl 5 When Stability Isn’t the Baseline: Traumatized Children and Science Education  Marilynne Eichinger 6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the Media  Lars Guenther 7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and Curiosity  Joy Kubarek PART 3: Systemic Change 8 Regional Networks and Ecosystem Learning  Bart van de Laar PART 4: Formal Education 9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study Abroad  Lara Smetana 10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis Model  Patricia Patrick 11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science Classroom  Hani Swirski and Ayelet Baram-Tsabari 12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning Science  María Heras and Isabel Ruiz-Mallén 13 Synthesis and Recommendations  Lucy Avraamidou and Phyllis Katz Index

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Book SynopsisIn this book the editors consider the resistance to change among teachers and learners despite all the evidence that science participation brings benefits for both individuals and nations. Beginning with biology, Stability and Change in Science Education: Meeting Basic Learning Needs explores this balance in teaching and learning science. The authors reflect upon this equilibrium as they each present their work and its contribution. The book provides a wide range of examples using the change/stability lens. Authors from the Netherlands, Israel, Spain, Canada and the USA discuss how they observe and consider both homeostasis and novelty in theory, projects and other work. The book contains examples from science educators in schools and in other science rich settings. Contributors are: Lucy Avraamidou, Ayelet Baram-Tsabari, Michelle Crowl, Marilynne Eichinger, Lars Guenther, Maria Heras, Phyllis Katz, Joy Kubarek, Lucy R. McClain, Patricia Patrick, Wolff-Michael Roth, Isabel Ruiz-Mallen, Lara Smetana, Hani Swirski, Heather Toomey Zimmerman, and Bart Van de Laar.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors PART 1: Theoretical Considerations 1 Introduction: Meeting Basic Needs  Phyllis Katz and Lucy Avraamidou 2 Meeting Basic Needs: History of Homeostasis and Novelty as Concepts and Terms Relevant to Science Education  Phyllis Katz and Lucy Avraamidou 3 Novelty: A Phenomenological Perspective  Wolff-Michael Roth PART 2: Continual Science Learning 4 Leveraging Families’ Shared Experiences to Connect to Disciplinary Content in Ecology: Preliminary Results from the STEM Pillars Museum-Library-University Partnership  Heather Toomey Zimmerman, Lucy R. McClain and Michele Crowl 5 When Stability Isn’t the Baseline: Traumatized Children and Science Education  Marilynne Eichinger 6 Homeostasis and Novelty as Concepts for Science Journalism: A Re-Interpretation of the Selection and Depiction of Scientific Issues in the Media  Lars Guenther 7 Making the Unfamiliar Familiar: Zoo and Aquarium Educators Leveraging Novelty and Curiosity  Joy Kubarek PART 3: Systemic Change 8 Regional Networks and Ecosystem Learning  Bart van de Laar PART 4: Formal Education 9 Teacher Preparation Embraces Homeostasis and Novelty: Expanding Teacher Candidates’ Learning Ecologies through a Short-Term Study Abroad  Lara Smetana 10 Using Photovoice as a Novel Approach to Developing an Anthropogenic Impact Homeostasis Model  Patricia Patrick 11 Maintaining Homeostasis While Embracing Novelty: Students’ Questions as Agents of Student’s Voice in the Science Classroom  Hani Swirski and Ayelet Baram-Tsabari 12 ‘What Do I Like about Science-Related Activities?’: Participatory Indicators Addressing Students’ Motivations and Needs When Learning Science  María Heras and Isabel Ruiz-Mallén 13 Synthesis and Recommendations  Lucy Avraamidou and Phyllis Katz Index

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Book SynopsisScience educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.Table of ContentsPreface List of Figures and Tables 1 Argumentation Research in Science Education  Toulmin Argument Patterns  Dialogue and Presumptive Argumentation  Scientific Reasoning through Argumentation  Overview 2 Vygotsky’s Spinozist Perspectives on Language  The Real Life of Language  From Meaning to Sense  The Sense-giving Contexture  The Lived World Indicated by the Sign  The System of Signs  Sign-use as an Expressive Act  Sign-use as a Communicative Act  The Communicative Act as Soliciting a Behavior  The In-order-to Motive and the Now, Here, and Thus of the Communicative Act 3 Children’s Reasoning and Problem Solving  The Complexity of Young Children’s Reasoning  What is Evidence?  Evidence in Nested Sense-giving Contexture 4 Argumentation as Joint Action  The Social Nature of the Word  Argumentation and Emergence  Laying the Garden Path in Walking  Individualizing Collective Claims and Evidence  Resolution of Contradictions and Emergence of New Trouble  The Social Nature of Argumentation 5 The Role of Physical Objects in Science Lessons  The Commonness and Difference of Physical Objects  Abstraction: What is Happening in the Real Event?  Physical Objects that Contribute to the Making of Sense  Learning with Physical Objects 6 Argumentation and Inscriptions  A Lesson Fragment  From Explaining an Observation to Warranting a Claim  Inscriptions in the Establishment of a Warrant  Opportunities Arising from Working on the Chalkboard 7 Argumentation and the Thinking Body  Position and Disposition  Thinking and Speech  Unity/Identity of Body and Mind  On Overcoming the Psychophysical Problem 8 Teaching Argumentation in Elementary Science  Attending to the Physicality of Argumentation  Pointing and Formulating  Being a Member of a Problem-Solving Community Index

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Book SynopsisScience educators have come to recognize children’s reasoning and problem solving skills as crucial ingredients of scientific literacy. As a consequence, there has been a concurrent, widespread emphasis on argumentation as a way of developing critical and creative minds. Argumentation has been of increasing interest in science education as a means of actively involving students in science and, thereby, as a means of promoting their learning, reasoning, and problem solving. Many approaches to teaching argumentation place primacy on teaching the structure of the argumentative genre prior to and at the beginning of participating in argumentation. Such an approach, however, is unlikely to succeed because to meaningfully learn the structure (grammar) of argumentation, one already needs to be competent in argumentation. This book offers a different approach to children’s argumentation and reasoning based on dialogical relations, as the origin of internal dialogue (inner speech) and higher psychological functions. In this approach, argumentation first exists as dialogical relation, for participants who are in a dialogical relation with others, and who employ argumentation for the purpose of the dialogical relation. With the multimodality of dialogue, this approach expands argumentation into another level of physicality of thinking, reasoning, and problem solving in classrooms. By using empirical data from elementary classrooms, this book explains how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.Table of ContentsPreface List of Figures and Tables 1 Argumentation Research in Science Education  Toulmin Argument Patterns  Dialogue and Presumptive Argumentation  Scientific Reasoning through Argumentation  Overview 2 Vygotsky’s Spinozist Perspectives on Language  The Real Life of Language  From Meaning to Sense  The Sense-giving Contexture  The Lived World Indicated by the Sign  The System of Signs  Sign-use as an Expressive Act  Sign-use as a Communicative Act  The Communicative Act as Soliciting a Behavior  The In-order-to Motive and the Now, Here, and Thus of the Communicative Act 3 Children’s Reasoning and Problem Solving  The Complexity of Young Children’s Reasoning  What is Evidence?  Evidence in Nested Sense-giving Contexture 4 Argumentation as Joint Action  The Social Nature of the Word  Argumentation and Emergence  Laying the Garden Path in Walking  Individualizing Collective Claims and Evidence  Resolution of Contradictions and Emergence of New Trouble  The Social Nature of Argumentation 5 The Role of Physical Objects in Science Lessons  The Commonness and Difference of Physical Objects  Abstraction: What is Happening in the Real Event?  Physical Objects that Contribute to the Making of Sense  Learning with Physical Objects 6 Argumentation and Inscriptions  A Lesson Fragment  From Explaining an Observation to Warranting a Claim  Inscriptions in the Establishment of a Warrant  Opportunities Arising from Working on the Chalkboard 7 Argumentation and the Thinking Body  Position and Disposition  Thinking and Speech  Unity/Identity of Body and Mind  On Overcoming the Psychophysical Problem 8 Teaching Argumentation in Elementary Science  Attending to the Physicality of Argumentation  Pointing and Formulating  Being a Member of a Problem-Solving Community Index

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Book SynopsisPreparing Indonesian Youth: A Review of Educational Research offers insights into the challenges and prospects in preparing Indonesian youth for 21st century living. The chapters feature empirically-based case studies focusing on three key aspects of education in Indonesia: teachers and teaching; school practices, programs, and innovations; and the social contexts of youth and schooling. The case studies also represent different vantage points contributing to an enriched understanding of how larger social phenomenon—for example, education decentralisation in Indonesia, (rural-urban and transnational) migration, international benchmarking assessments, and the global feminist and women’s movement—impact and interact with enacted visions of preparing all youth educationally for work, as well as for meaningful participation in their respective communities and the Indonesian society at large. Contributors are: Anindito Aditomo, Hasriadi Masalam, Juliana Murniati, Ahmad Bukhori Muslim, Wahyu Nurhayati, Shuki Osman, Margaretha Purwanti, Esti Rahayu, Ila Rosmilawati, Andrew Rosser, Widjajanti M. Santoso, Anne Suryani, Aries Sutantoputra, Novita W. Sutantoputri, Isabella Tirtowalujo, Nina Widyawati and David Wright.    Trade Review“Preparing Indonesian Youth includes a penetrating set of essays written by scholars with a deep understanding of current conditions in Indonesian schools. In combination, the twelve chapters offer fresh insights into the issues that are attracting the attention of educators, academics, and government officials inside Indonesia. In addition to examining public schools, the authors explore topics that have previously escaped the attention of researchers, such as alternative education programs and the experiences of migrant youth. I was impressed by the breadth of the material included as well as the quality of the scholarship.” – Christopher Bjork, Professor of Education on the Dexter M. Ferry, Jr. Chair & Coord. of Teacher Education and Director of Asian Studies “Preparing Indonesian Youth reminds readers of the role of education research to inform our collective responses to the call for urgent improvements in the education of our young people. Widen participation, improve quality and efficiency, foster creative thinking, and consider deeply the contexts that shape the lives and livelihoods of our youth.” – Suyanto, Professor of Economics Education at Yogyakarta State University, Chair of the YSU Board of Professors, and member of the Indonesian National Board of Education Standards “Collaboratively written by Indonesian scholars with vast knowledge of local education and international exposure, this book has brilliantly portrayed the educational preparation of Indonesian youth for brighter future professions and more competitive human resources. With this distinctive feature, the book is highly recommended for teachers, teacher educators, policy makers in education, and the like.” – Fuad A. Hamied, President of Asia TEFL and Professor of Education, Universitas Pendidikan IndonesiaTable of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Preparing Youth for Indonesia 4.0: Challenges and Prospects  Isabella Tirtowalujo, Anne Suryani and Hasriadi Masalam PART 1: Teachers and Teaching 2 Science Teaching Practices in Indonesian Secondary Schools: A Portrait of Educational Quality and Equity-Based on PISA 2015  Anindito Aditomo 3 Governing Guru: The Political Economy of Teacher Distribution in Indonesia  Andrew Rosser 4 The Role of Religious Beliefs in Teacher Education Students’ Career Aspirations  Anne Suryani 5 The Boundary Crossing of Indonesian Out-of-Field Teachers  Esti Rahayu and Shuki Osman PART 2: School and Institutional Practices 6 The Implementation of Character Education Programs in Indonesian Schools  Wahyu Nurhayati 7 Fostering Quality Education and Global Engagement through Sister School Partnership: Perspectives of Teachers  Ahmad Bukhori Muslim 8 Politics of Gender and Gender Studies in Higher Education  Widjajanti M. Santoso and Nina Widyawati PART 3: Youth, Schooling, and Social Context of Education 9 Framing the Early School Leaving Policy Problem: Indonesian Rural Youth Engagement in Transnational Labour Migration as a Test Case  Isabella Tirtowalujo 10 Significance of Sociocultural Factors in Attribution of Educational Outcomes and Motivation Goals  Novita W. Sutantoputri, Aries Sutantoputra, Isabella Tirtowalujo, Juliana Murniati and Margaretha Purwanti 11 Successful Student Mobility: What Makes an Indonesian Alternative Education Beneficial for Internal Youth Migrants?  Ila Rosmilawati and David Wright 12 Participatory Action Research on Education for Self-Reliance for Rural Youth in Indonesia  Hasriadi Masalam Index

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Book SynopsisPreparing Indonesian Youth: A Review of Educational Research offers insights into the challenges and prospects in preparing Indonesian youth for 21st century living. The chapters feature empirically-based case studies focusing on three key aspects of education in Indonesia: teachers and teaching; school practices, programs, and innovations; and the social contexts of youth and schooling. The case studies also represent different vantage points contributing to an enriched understanding of how larger social phenomenon—for example, education decentralisation in Indonesia, (rural-urban and transnational) migration, international benchmarking assessments, and the global feminist and women’s movement—impact and interact with enacted visions of preparing all youth educationally for work, as well as for meaningful participation in their respective communities and the Indonesian society at large. Contributors are: Anindito Aditomo, Hasriadi Masalam, Juliana Murniati, Ahmad Bukhori Muslim, Wahyu Nurhayati, Shuki Osman, Margaretha Purwanti, Esti Rahayu, Ila Rosmilawati, Andrew Rosser, Widjajanti M. Santoso, Anne Suryani, Aries Sutantoputra, Novita W. Sutantoputri, Isabella Tirtowalujo, Nina Widyawati and David Wright.    Trade Review“Preparing Indonesian Youth includes a penetrating set of essays written by scholars with a deep understanding of current conditions in Indonesian schools. In combination, the twelve chapters offer fresh insights into the issues that are attracting the attention of educators, academics, and government officials inside Indonesia. In addition to examining public schools, the authors explore topics that have previously escaped the attention of researchers, such as alternative education programs and the experiences of migrant youth. I was impressed by the breadth of the material included as well as the quality of the scholarship.” – Christopher Bjork, Professor of Education on the Dexter M. Ferry, Jr. Chair & Coord. of Teacher Education and Director of Asian Studies “Preparing Indonesian Youth reminds readers of the role of education research to inform our collective responses to the call for urgent improvements in the education of our young people. Widen participation, improve quality and efficiency, foster creative thinking, and consider deeply the contexts that shape the lives and livelihoods of our youth.” – Suyanto, Professor of Economics Education at Yogyakarta State University, Chair of the YSU Board of Professors, and member of the Indonesian National Board of Education Standards “Collaboratively written by Indonesian scholars with vast knowledge of local education and international exposure, this book has brilliantly portrayed the educational preparation of Indonesian youth for brighter future professions and more competitive human resources. With this distinctive feature, the book is highly recommended for teachers, teacher educators, policy makers in education, and the like.” – Fuad A. Hamied, President of Asia TEFL and Professor of Education, Universitas Pendidikan IndonesiaTable of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Preparing Youth for Indonesia 4.0: Challenges and Prospects  Isabella Tirtowalujo, Anne Suryani and Hasriadi Masalam PART 1: Teachers and Teaching 2 Science Teaching Practices in Indonesian Secondary Schools: A Portrait of Educational Quality and Equity-Based on PISA 2015  Anindito Aditomo 3 Governing Guru: The Political Economy of Teacher Distribution in Indonesia  Andrew Rosser 4 The Role of Religious Beliefs in Teacher Education Students’ Career Aspirations  Anne Suryani 5 The Boundary Crossing of Indonesian Out-of-Field Teachers  Esti Rahayu and Shuki Osman PART 2: School and Institutional Practices 6 The Implementation of Character Education Programs in Indonesian Schools  Wahyu Nurhayati 7 Fostering Quality Education and Global Engagement through Sister School Partnership: Perspectives of Teachers  Ahmad Bukhori Muslim 8 Politics of Gender and Gender Studies in Higher Education  Widjajanti M. Santoso and Nina Widyawati PART 3: Youth, Schooling, and Social Context of Education 9 Framing the Early School Leaving Policy Problem: Indonesian Rural Youth Engagement in Transnational Labour Migration as a Test Case  Isabella Tirtowalujo 10 Significance of Sociocultural Factors in Attribution of Educational Outcomes and Motivation Goals  Novita W. Sutantoputri, Aries Sutantoputra, Isabella Tirtowalujo, Juliana Murniati and Margaretha Purwanti 11 Successful Student Mobility: What Makes an Indonesian Alternative Education Beneficial for Internal Youth Migrants?  Ila Rosmilawati and David Wright 12 Participatory Action Research on Education for Self-Reliance for Rural Youth in Indonesia  Hasriadi Masalam Index

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Book SynopsisIn this volume, Jan van Driel presents an overview of his research on the professional knowledge that science teachers develop and enact in their teaching to promote student understanding and engagement in science. Using a selection of ten of his best publications, van Driel explains his journey from a chemistry teacher to an international leader in research in science education. He highlights collaborative projects with colleagues and students that have contributed to a better understanding of the nature of science teachers’ professional knowledge and how it develops in the context of teacher education and reforms of science education. He discusses the impact of this research on the international research community, and on the practice and policy of science education.Table of ContentsPreface List of Figures and Tables About the Author 1 Developing Science Teachers’ Pedagogical Content Knowledge  1 Why I Conducted the Study  2 Context  3 Impact and Follow Up  Developing Science Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Nico Verloop and Wobbe de Vos (reprinted article) 2 Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge  1 How this Article Came About  2 Content and Context  3 Impact and Follow Up  Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge, by Jan H. van Driel, Douwe Beijaard and Nico Verloop (reprinted article) 3 Teacher Knowledge and the Knowledge Base of Teaching  1 How This Article Came About  2 What the Article Is About  3 Impact and Follow Up  Teacher Knowledge and the Knowledge Base of Teaching, by Nico Verloop, Jan van Driel and Paulien Meijer (reprinted article) 4 Teachers’ Knowledge of Models and Modelling in Science  1 Why I Conducted the Study  2 Context  3 Reflection and Follow Up  Teachers’ Knowledge of Models and Modelling in Science, by Jan H. van Driel and Nico Verloop (reprinted article) 5 Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe  1 How the Study Came About  2 How the Study Was Conducted …  3 … And What Was Found  4 Reflection and Follow Up  Development of Experienced Science Teachers’ Pedagogical Content Knowledge of Models of the Solar System and the Universe, by Ineke Henze, by Jan H. van Driel and Nico Verloop (reprinted article) 6 The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge  1 How the Study Came About  2 Reflection and Follow Up  3 Next Steps  The Development of Preservice Chemistry Teachers’ Pedagogical Content Knowledge, by Jan H. van Driel, Onno De Jong and Nico Verloop (reprinted article) 7 The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation  1 How the Study Came About  2 Impact and Follow Up  The Conceptions of Chemistry Teachers about Teaching and Learning in the Context of a Curriculum Innovation, by Jan H. van Driel, Astrid M. W. Bulte and Nico Verloop (reprinted article) 8 Taking a Closer Look at Science Teaching Orientations  1 How the Article Came About  2 What the Article Is About  3 Impact and Follow Up  Taking a Closer Look at Science Teaching Orientations, by Patrica Friedrichsen, Jan H. van Driel and Sandra K. Abell (reprinted article) 9 Professional Learning of Science Teachers  1 How the Chapter Came About  2 Follow Up  Professional Learning of Science Teachers, by Jan H. van Driel (reprinted article) 10 Attention to Intentions: How to Stimulate Strong Intentions to Change  1 How the Article Came About  2 What Is the Article About  3 Follow Up  Attention to Intentions – How to Stimulate Strong Intentions to Change, by M. Dam, F. J. J. M. Janssen and J. H. van Driel (reprinted article) Reflection Index

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Book SynopsisThe authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.Trade Review"The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part." - John K. Gilbert, Professor Emeritus, The University of ReadingTable of ContentsForeword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

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Book SynopsisThis book covers recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. The book unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 3D Printing: Practical Applications for K-16 Education  Jeremy Wendt, Jason Beach and Stephanie Wendt 2 3D Printing in Early Childhood Classrooms: Teacher Considerations and Decisions  Pamela Sullivan 3 Three-Dimensional Picto-Reconstructive Tinkering Tool for Creative Teaching  Sylvia Stavridi 4 Developing 21st-Century Skills through STEM Integration and Global Collaboration Using 3D Printing and CAD  Yujiro Fujiwara and Lee Kenneth Jones 5 Overcoming Barriers to the Implementation of 3D Printing in Schools  Song Min Jeong 6 3D Printing Applications in Mechanical Engineering Education  Issah M. Alhamad, Waleed K. Ahmed, Hayder Z. Ali and Hamad AlJassmi 7 Dragon STEAM: Using 3D Prints of Carboniferous Fossil Plants to Foster Unusual Partnerships  Dorothy Belle Poli, Lisa Stoneman, Jennifer Buckingham and Michael Buckingham 8 Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing  Chelsea Schelly and Joshua Pearce 9 Assessing Students’ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints  Goran Štrkalj, Kehui Luo, Anneliese Hulme, Mirjana Štrkalj and Manisha Dayal 10 Using 3D Printing to Enhance STEM Teaching and Learning: Recommendations for Designing 3D Printing Projects  Sonya Wisdom and Elena Novak 11 Moving 3D Printing beyond the Desktop within Higher Education: Towards a Service Bureau Approach  James I. Novak and Jennifer Loy 12 A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning  Nagla Ali, Dean Cairns, Myint Swe Khine and Muhammet Demirbilek

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Book SynopsisThere is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.

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Book SynopsisThere is no doubt that our world is becoming increasingly more connected through digital technologies. For meaningful participation in this environment we need to be digitally literate, yet there are many children in developing countries who have yet to touch a computer because of social disadvantage. For these children, schools are the only place where they can build this capacity. Regrettably, many schools in these communities are under resourced. They do not have sufficient and relevant library books, let alone digital resources. As a consequence, teaching and learning strategies have remained unchanged for decades. The field of critical pedagogy evolved through the initial work of Paulo Freire. This theory is underpinned by critical thinking about societal issues followed by action and reflection. When citizens are armed with such knowledge and skills, they can positively impact on the lives of the underprivileged. Critical pedagogy, however, is still struggling to find its meaningful place, particularly in higher education. This is largely due to the lack of effective strategies and critical educators. Share Engage Educate is an auto-ethnography which presents accounts of the initiatives that were undertaken to promote print and digital literacy in rural and remote schools in eight developing countries. It highlights the experiences of school leaders, teachers, university staff and students, and globally minded citizens working alongside local communities to enhance the quality of education for over 15,000 children in these schools. This book explores how critical pedagogy can unfold in educational spaces through knowledge sharing, engaging and in the process educating all stakeholders.

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Book SynopsisIn Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction: Making the Case for the Study of the “Messy Realities” in the Preparation of Teachers  Mikkaka Overstreet and Lori Norton-Meier 2 From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships: Contemporary Shifts in Addressing the Complex Lives of Students and Educators in Diverse Settings  Ann Larson and Amy Lingo 3 Mentoring and Third Space in the Academy: The Complexities of Community Engaged Scholarship in Clinical Partnerships  Lori Norton-Meier 4 Navigating Synergic Boundaries: A Collaboration between an Urban Elementary School and a School-Based Mathematics Methods Course  Lateefah Id-Deen, Gabrielle Read-Jasnoff, Shannon Putman and Tim Foster Bridging the Theme: Relationships Matter  Mikkaka Overstreet and Lori Norton-Meier 5 Ball Pythons, Bartering and Building Community  Mikkaka Overstreet Bridging the Theme: Stories Matter  Mikkaka Overstreet and Lori Norton-Meier 6 From Saviors to Safety Nets: How a Unique Semester Helped Pre-Service Teachers Think More Deeply about Their Field Placements and Coursework  Tammi R. Davis Bridging the Theme: Identity Matters  Mikkaka Overstreet and Lori Norton-Meier 7 Approaching Educational Equity with White Pre-Service Teachers through an Intersectional Understanding of Self  Bianca Nightengale-Lee Bridging the Theme: Reflective Action Matters  Mikkaka Overstreet and Lori Norton-Meier 8 Positioning Students as Writers: A Discourse Analysis in Teacher Education  Emily Zuccaro Bridging the Theme: Inquiry Matters  Mikkaka Overstreet and Lori Norton-Meier 9 Perspectives from a First-Year Teacher  Anetria Swanson Bridging the Theme: Argument Matters  Mikkaka Overstreet and Lori Norton-Meier 10 Conclusion: Lessons Learned from Research and Practice on the Path to “Ideological Becoming”  Lori Norton-Meier and Mikkaka Overstreet

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Book SynopsisIn Clinical Partnerships in Urban Elementary School Settings, early career scholars describe their work in a clinical partnership model in one large urban district partnering with teachers, children, families, and administrators making a commitment to not only educate children but also the development of elementary teachers. Topics include community-university relationships, deconstructing privilege and oppression, responsive collaboration, professional identity, and the ways teacher candidates position young children. The chapter authors are early career scholars who have participated in "community-engaged scholarship" at a Research-Extensive institution of higher education. They seek to illuminate the importance of this scholarship in order to grow the academic repertoires of emerging scholars in their ideologically becoming as well as connect and elevate the ways in which community engagement is valued and disseminated in publishing. Readers of this text will: (1) read stories of teacher educators working through the "messy reality" of engaging in clinical teaching work; (2) gain insight to the complexity of the relationships with community, university, and schools and the individuals who seek to establish and/or nurture equitable learning environments for students; and (3) understand the power of qualitative research as a tool for telling stories about this messy work as well as discuss the necessity in valuing such efforts among higher education. Contributors are: Tammy R. Davis, Tim Foster, Lateefah Id-Deen, Ann Larson, Bianca Nightengale-Lee, Shannon Putman, Gabrielle Read-Jasnoff, Amy Shearer Lingo, Anetria Swanson, and Emily Zuccaro.Table of ContentsAcknowledgements List of Figures and Tables Notes on Contributors 1 Introduction: Making the Case for the Study of the “Messy Realities” in the Preparation of Teachers  Mikkaka Overstreet and Lori Norton-Meier 2 From Professional Development Schools to P-20 Clinical Teacher Preparation Partnerships: Contemporary Shifts in Addressing the Complex Lives of Students and Educators in Diverse Settings  Ann Larson and Amy Lingo 3 Mentoring and Third Space in the Academy: The Complexities of Community Engaged Scholarship in Clinical Partnerships  Lori Norton-Meier 4 Navigating Synergic Boundaries: A Collaboration between an Urban Elementary School and a School-Based Mathematics Methods Course  Lateefah Id-Deen, Gabrielle Read-Jasnoff, Shannon Putman and Tim Foster Bridging the Theme: Relationships Matter  Mikkaka Overstreet and Lori Norton-Meier 5 Ball Pythons, Bartering and Building Community  Mikkaka Overstreet Bridging the Theme: Stories Matter  Mikkaka Overstreet and Lori Norton-Meier 6 From Saviors to Safety Nets: How a Unique Semester Helped Pre-Service Teachers Think More Deeply about Their Field Placements and Coursework  Tammi R. Davis Bridging the Theme: Identity Matters  Mikkaka Overstreet and Lori Norton-Meier 7 Approaching Educational Equity with White Pre-Service Teachers through an Intersectional Understanding of Self  Bianca Nightengale-Lee Bridging the Theme: Reflective Action Matters  Mikkaka Overstreet and Lori Norton-Meier 8 Positioning Students as Writers: A Discourse Analysis in Teacher Education  Emily Zuccaro Bridging the Theme: Inquiry Matters  Mikkaka Overstreet and Lori Norton-Meier 9 Perspectives from a First-Year Teacher  Anetria Swanson Bridging the Theme: Argument Matters  Mikkaka Overstreet and Lori Norton-Meier 10 Conclusion: Lessons Learned from Research and Practice on the Path to “Ideological Becoming”  Lori Norton-Meier and Mikkaka Overstreet

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Book SynopsisThis book covers recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. The book unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.Table of ContentsList of Figures and Tables Notes on Contributors 1 3D Printing: Practical Applications for K-16 Education  Jeremy Wendt, Jason Beach and Stephanie Wendt 2 3D Printing in Early Childhood Classrooms: Teacher Considerations and Decisions  Pamela Sullivan 3 Three-Dimensional Picto-Reconstructive Tinkering Tool for Creative Teaching  Sylvia Stavridi 4 Developing 21st-Century Skills through STEM Integration and Global Collaboration Using 3D Printing and CAD  Yujiro Fujiwara and Lee Kenneth Jones 5 Overcoming Barriers to the Implementation of 3D Printing in Schools  Song Min Jeong 6 3D Printing Applications in Mechanical Engineering Education  Issah M. Alhamad, Waleed K. Ahmed, Hayder Z. Ali and Hamad AlJassmi 7 Dragon STEAM: Using 3D Prints of Carboniferous Fossil Plants to Foster Unusual Partnerships  Dorothy Belle Poli, Lisa Stoneman, Jennifer Buckingham and Michael Buckingham 8 Bridging the Social and Environmental Dimensions of Global Sustainability in STEM Education with Additive Manufacturing  Chelsea Schelly and Joshua Pearce 9 Assessing Students’ Anatomical Knowledge on Bones, Commercial Models, and 3D Prints  Goran Štrkalj, Kehui Luo, Anneliese Hulme, Mirjana Štrkalj and Manisha Dayal 10 Using 3D Printing to Enhance STEM Teaching and Learning: Recommendations for Designing 3D Printing Projects  Sonya Wisdom and Elena Novak 11 Moving 3D Printing beyond the Desktop within Higher Education: Towards a Service Bureau Approach  James I. Novak and Jennifer Loy 12 A Case Study of Preparing Emirati Pre-Service Teachers to Integrate 3D Printing into Teaching and Learning  Nagla Ali, Dean Cairns, Myint Swe Khine and Muhammet Demirbilek

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Book SynopsisThe authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.Trade Review"The need to enhance the quality of the learning of science that takes place in formal educational contexts (schools) is now recognised world-wide. The value of other contexts as such- for example, museums, zoos, botanical gardens, and computer-based access to these- are gradually being identified and their contribution to the learning in formal contexts established. At the same time, the descriptors of the learning that may take place- free-choice, non-formal, informal – are being refined. This plethora of opportunities places great demands on science teachers, who have to address definite learning objectives in particular subjects –normally physics, chemistry, biology, earth science- and with specific groups of students. This volume gives practical advice, based on research, to teachers on how this may best be done. By using that advice, teachers will most effectively prepare students for the multi-model world in which the social media play an increasing part." - John K. Gilbert, Professor Emeritus, The University of ReadingTable of ContentsForeword  David F. Treagust About the Cover List of Figures and Tables Part 1: What Research Has to Tell Teachers about Learning Experiences outside School (LEOS) Chapter 1: Enhancing Science Learning  Chapter Overview  Introduction  Educational Context  Research in LEOS  Structure and Organization of the Book  Assumptions and Terms Used in LEOS Writing and Literature Chapter 2: Formal, Informal, Non-Formal Learning & Free-Choice Learning  Chapter Overview  Introduction  Theories of Learning  Behaviorist Theories of Learning  Constructivism  Social Constructivism  Sociocultural Theories of Learning  Types of Learning  Formal Learning  Non-Formal Learning  Informal Learning Chapter 3: Learning Experiences outside School  Chapter Overview  Introduction  Ways by Which LEOS May Be Facilitated  Learning Environments and LEOS  LEOS: Implications for School Science Chapter 4: The Learner-Integrated Field Trip Inventory (LIFTI)  Chapter Overview  Introduction  Learner-Integrated Field Trip Inventory (LIFTI) Chapter 5: Integrating Formal, Informal and Non-Formal Learning Using the Digitally-Integrated Fieldtrip Inventory (DIFI)  Chapter Overview  Introduction  Blended Learning  The Digitally-Integrated Fieldtrip Inventory (DIFI) Part 2: The Practice of Learning Experiences outside School Chapter 6: Learning Biological Sciences via Learning Experiences outside School  Introduction  Biological Sciences  Reflections and Conclusions Chapter 7: Learning Chemical Sciences via Learning Experiences outside School  Introduction  Chemical Sciences  Reflections and Conclusions Chapter 8: Learning Earth & Space Sciences via Learning Experiences outside School  Introduction  Earth & Space Sciences  Reflections and Conclusions Chapter 9: Learning Physical Sciences via Learning Experiences outside School  Introduction  Physical Sciences  Reflections and Conclusions Appendix: The New Zealand Curriculum and Science Curriculum Index

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Book SynopsisThe transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences. Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers’ satisfaction with their career choice. A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession and, not least, the induction phase of a teaching career.Table of Contents1 Learning to Swim without a Swim Belt: The First Year of Teaching 1  Introduction 2  Why Narratives? 3  First Year of Teaching: A Year of Learning 4  Mentoring and Collegial Support 5  Main Challenges in the First Year of Teaching 6  Resilience 7  Conclusion PART 1: The Australian Teacher Education Context Introduction to Part 1: The Australian Context  John Loughran 1  Structure of Teacher Education 2  Status of Teaching Profession 3  Employment 2 Carol’s Story: Teaching Is Too Much Fun to Be a Real Job! 1  Why Teacher? 2  The Beginning 3  To Become a Real Teacher 4  High Expectations for the Future 5  What Can We Learn from Carol’s Story? 6  Carol’s Self-Understanding as a Teacher 7  The Professional Community 8  Conclusion 3 Eric’s Story: I Love the Spontaneity of My Profession 1  Why Teacher? 2  The Community of Learners 3  The Beginning 4  The Teacher as an Artist 5  Demands from the Authorities 6  The Community 7  I Did What I Felt Was Correct 8  Future Expectations 9  What Can We Learn from Eric’s Story? 10  Conclusion PART 2: Initial Teacher Education or Initial Teacher Training in England Introduction to Part 2: The English Context  Jean Murray 4 Anna’s Story: I Want to Share My Love of Languages 1  Motivation 2  The Pastoral Care 3  Characteristics of the School 4  Support 5  Ups and Downs 6  What Does Anna’s Story Tell? 7  The Future 5 Owen’s Story: Empowering Students 1  My Job 2  Likes, Dislikes and Aims 3  The Support 4  My Learning Outcome and Future 5  What Does Owen’s Story Tell? 6  The Future PART 3: The Status of Finnish Teacher Education Introduction to Part 3: The Finnish Context  Sven-Erik Hansén 6 Alice’s Story: I Cannot Save Everybody 1  The First Semester 2  The Second Semester 3  The Third Semester 4  Support 5  The Fourth Semester 6  What Can We Learn from Alice’s Story? 7  Conclusion 7 Maria’s Story: I Have to Practice What I Preach 1  The Ethical Challenge 2  Support 3  The Autonomous Teacher 4  Outside the Classroom 5  What Can We Learn from Maria’s Story? 6  Conclusion PART 4: Teacher Education in the Israeli Context Introduction to Part 4: The Israeli Context  Lily Orland-Barak 8 Aviva’s Story: Teaching Is a Call 1  Becoming a Teacher 2  Challenges and Rewards 3  Critical Incidents 4  Support 5  Future Plans 6  What Does Aviva’s Story Tell Us? 7  Conclusion 9 Yael’s Story: Mary Poppins of Geography 1  Motivation 2  Challenges and Rewards 3  Critical Incidents 4  Support 5  Looking Back 6  What Does Yael’s Story Tell Us? 7  Conclusion PART 5: Norway Introduction to Part 5: The Norwegian Context  Marit Ulvik 10 Endre’s Story: You Have to Try out Different Things 1  My Classes 2  Ups and Downs 3  Support 4  From Student to Teacher 5  The Future 6  What Does Endre’s Story Tell? 11 Eva’s Story: Critical Thinking, A Challenge and an Opportunity 1  Becoming a Teacher 2  Collaboration or Sharing 3  Likes and Dislikes 4  Critical Incidents 5  What Does Eva’s Story Tell? 12 Lessons Learned from the Teachers’ Stories 1  Introduction 2  Motivation 3  Expectations and Reality 4  On-Job Learning 5  Relations 6  Mentoring/Support 7  The Future 8  Discussion 9  Expectations and Reality 10  Relations 11  Lessons Learned

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Book SynopsisLiving Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey. Contributors are: Dayle Anderson, Dora Andre-Ihrke, Jo-ann Archibald Q'um Q'um Xiiem, Maria Jose Athie-Martinez, Robin Averill, Trevor Bills, Beatriz A. Camacho, A. J. (Sandy) Dawson, Dwayne Donald, Herewini Easton, Tauvela Fale, Amanda Fritzlan, Florence Glanfield, Jodie Hunter, Roberta Hunter, Newell Margaret Johnson, Julie Kaomea, Robyn Jorgensen, Jerry Lipka, Lisa Lunney Borden, Dora Miura, Sharon Nelson-Barber, Cynthia Nicol, Gladys Sterenberg, Marama Taiwhati, Pania Te Maro, Jennifer S. Thom, David Wagner, Evelyn Yanez, and Joanne Yovanovich.Trade ReviewAdvance Praise "Given the insufficient amount of existing research that has been conceptualized from the perspectives of Indigenous peoples, this delightful collection of papers furthers our thinking about the strengths and competencies that students develop in their own contexts and how such assets can effectively serve as bridges to learning. This place-based perspective is particularly useful in diverse Indigenous contexts where indicators of success must extend to broader notions of self-determination and nation building. The complex elements that support learning demand innovative approaches, and the approaches presented here are fine models for others seeking transformative change in mathematics education." - Sharon Nelson Barber, Culture and Language in Education, WestEd. California, USA "This book highlights multiple ways to re-story both mathematics education (through culturally responsive pedagogies) and understandings of colonization, mathematics, and Indigenous knowledges. In doing so, the reader is introduced to the promises, possibilities and struggles in coming to critically understand how meaningful mathematics education for Indigenous students and communities must be rooted in political, social, historical, linguistic, and cultural realities. The community- and place-based research in this book not only nudges the reader out of a complacent, colonialist view that “there is a one way to know the world mathematically,” but it draws one into a "radical hope" for a mathematics that is respectful, responsive, sustaining and revitalizing. To me, reading this book is an act of decolonization; one that demands the reader to listen, listen well." - Kathleen Nolan, Professor, University of Regina, Saskatchewan, CanadaTable of ContentsForeword  Sharon Nelson-Barber Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction: Making a Difference with/in Indigenous Communities  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield 2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics Education  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich 3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics Education  Maria Jose Athie-Martinez 4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research Project  Florence Glanfield and Gladys Sterenberg (with Dwayne Donald) 5. Show Me Your Math: Mi’kmaw Community Members Explore Mathematics  Lisa Lunney Borden, David Wagner and Newell Johnson 6. Bicultural Mathematics Teacher Education and Research: Supports and Challenges  Robin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati 7. Enacting Culturally Responsive or Socially Response-Able Mathematics Education  Roberta Hunter, Jodie Hunter and Trevor Bills 8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal Learners  Robyn Jorgensen (Zevenbergen) 9. Mathematics and Culture in Micronesia  A. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan 10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics Education  Julie Kaomea 11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics Education  Jerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez 12. Bending an Ear in the Quest of “What Is It?”  Jennifer S. Thom 13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics Education  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield Index

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Book SynopsisLiving Culturally Responsive Mathematics Education with/in Indigenous Communities explores challenges and possibilities across international contexts, involving Indigenous and non-Indigenous scholars, teachers and Elders responding to calls for improved education for all Indigenous students. Authors from Australia, New Zealand, United States, Micronesia, and Canada explore the nature of culturally responsive mathematics education. Chapters highlight the importance of relationships with communities and the land, each engaging critically with ideas of culturally responsive education, exploring what this stance might mean and how it is lived in local contexts within global conversations. Education researchers and teacher educators will find a living pathway where scholars, educators, youth and community members critically take-up culturally responsive teachings and the possibilities and challenges that arise along the journey. Contributors are: Dayle Anderson, Dora Andre-Ihrke, Jo-ann Archibald Q'um Q'um Xiiem, Maria Jose Athie-Martinez, Robin Averill, Trevor Bills, Beatriz A. Camacho, A. J. (Sandy) Dawson, Dwayne Donald, Herewini Easton, Tauvela Fale, Amanda Fritzlan, Florence Glanfield, Jodie Hunter, Roberta Hunter, Newell Margaret Johnson, Julie Kaomea, Robyn Jorgensen, Jerry Lipka, Lisa Lunney Borden, Dora Miura, Sharon Nelson-Barber, Cynthia Nicol, Gladys Sterenberg, Marama Taiwhati, Pania Te Maro, Jennifer S. Thom, David Wagner, Evelyn Yanez, and Joanne Yovanovich.Trade ReviewAdvance Praise "Given the insufficient amount of existing research that has been conceptualized from the perspectives of Indigenous peoples, this delightful collection of papers furthers our thinking about the strengths and competencies that students develop in their own contexts and how such assets can effectively serve as bridges to learning. This place-based perspective is particularly useful in diverse Indigenous contexts where indicators of success must extend to broader notions of self-determination and nation building. The complex elements that support learning demand innovative approaches, and the approaches presented here are fine models for others seeking transformative change in mathematics education." - Sharon Nelson Barber, Culture and Language in Education, WestEd. California, USA "This book highlights multiple ways to re-story both mathematics education (through culturally responsive pedagogies) and understandings of colonization, mathematics, and Indigenous knowledges. In doing so, the reader is introduced to the promises, possibilities and struggles in coming to critically understand how meaningful mathematics education for Indigenous students and communities must be rooted in political, social, historical, linguistic, and cultural realities. The community- and place-based research in this book not only nudges the reader out of a complacent, colonialist view that “there is a one way to know the world mathematically,” but it draws one into a "radical hope" for a mathematics that is respectful, responsive, sustaining and revitalizing. To me, reading this book is an act of decolonization; one that demands the reader to listen, listen well." - Kathleen Nolan, Professor, University of Regina, Saskatchewan, CanadaTable of ContentsForeword  Sharon Nelson-Barber Acknowledgements List of Figures and Tables Notes on Contributors 1. Introduction: Making a Difference with/in Indigenous Communities  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield 2. Being Guided by Kugann Jaad Mouse Woman for Culturally Responsive Mathematics Education  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Joanne Yovanovich 3. “Remember the Time We Set up Our Tipi? It Had a Very Long Side, Long Poles, and It was a Small Tipi?” Relational Curriculum Design for Culturally Responsive Mathematics Education  Maria Jose Athie-Martinez 4. Understanding the Landscape of Culturally Responsive Education within a Community-Driven Mathematics Education Research Project  Florence Glanfield and Gladys Sterenberg (with Dwayne Donald) 5. Show Me Your Math: Mi’kmaw Community Members Explore Mathematics  Lisa Lunney Borden, David Wagner and Newell Johnson 6. Bicultural Mathematics Teacher Education and Research: Supports and Challenges  Robin Averill, Pania Te Maro, Dayle Anderson, Herewini Easton and Marama Taiwhati 7. Enacting Culturally Responsive or Socially Response-Able Mathematics Education  Roberta Hunter, Jodie Hunter and Trevor Bills 8. Culturally Responsive Pedagogy: Addressing “Shame” for Aboriginal Learners  Robyn Jorgensen (Zevenbergen) 9. Mathematics and Culture in Micronesia  A. J. (Sandy) Dawson, Beatriz A. Camacho, Tauvela Fale, Dora Borja Miura and Amanda Fritzlan 10. Hawaiian Math for a Sustainable Future: Envisioning a Conceptual Framework for Rigorous and Culturally Relevant 21st-Century Elementary Mathematics Education  Julie Kaomea 11. Symmetry and Body Proportional Measuring: Contributions of Yup’ik Elders to Mathematics Education  Jerry Lipka, Dora Andrew-Ihrke and Eva Evelyn Yanez 12. Bending an Ear in the Quest of “What Is It?”  Jennifer S. Thom 13. Conclusion: Culturally Responsive Pedagogies to Re-Storying Mathematics Education  Cynthia Nicol, Jo-ann Archibald Q’um Q’um Xiiem and Florence Glanfield Index

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Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education through the handbook. Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.Trade Review"Unlike most second editions, this text is much more than an update and correction of the previous edition (2008). Though the five organizing subthemes are maintained, the current text provides a reexamination and extension of each subtheme based on recent research, state-of-the-art ideas and trends, and new outlooks on future research directions. [...] Each chapter includes supporting references and is complemented by a helpful introductory overview of the chapter content and an index. Summing up: recommended." - J. Johnson, in: CHOICE, 58 (7), March 2021Table of ContentsPreface List of Figures and Tables Mathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An Introduction  Despina Potari Part 1: Mathematics Teacher Knowledge and Its Relation to Teaching 1. Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional Development  Mike Askew and Hamsa Venkat 2. Building Teachers’ Capacity in Mathematics Authentic Assessment  Kim Koh and Olive Chapman 3. Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for Teaching  Yeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song 4. Researching Mathematical Knowledge in Teaching  Tim Rowland Part 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching 5. Mathematics Teachers’ Cultural Beliefs: The Case of Lesson Study  Maria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud 6. Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional Development  Esther S. Levenson Part 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge 7. Beliefs and Pedagogical Content Knowledge for Teachers of Mathematics  Kim Beswick and Helen Chick 8. Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics  Merrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen Vale Part 4: Mathematics Teaching and Its Development 9. Mathematics Teachers Committed to Equity: A Review of Teaching Practices  Marta Civil, Roberta Hunter and Sandra Crespo 10. Inquiry-Based Practice in University Mathematics Teaching Development  Barbara Jaworski 11. Teacher Decision Making: Developments in Research and Theory  Despina Potari and Konstantinos Stouraitis Part 5: From Mathematics Teaching Practices to Teacher Education 12. Exemplifying with Variation and Its Development in Mathematics Teacher Education  Jill Adler and Craig Pournara 13. Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000  Charalambos Y. Charalambous and Seán Delaney 14. Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for Teaching  Randolph A. Philipp, John (Zig) Siegfried and Eva Thanheiser Index

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Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 1, Knowledge, Beliefs, and Identity in Mathematics Teaching and Teaching Development, edited by Despina Potari and Olive Chapman, examines teacher knowledge, beliefs, identity, practice and relationships among them. These important aspects of mathematics teacher education continue to be the focus of extensive research and policy debate globally. Thus, as the first volume in the series, it appropriately addresses central topics/issues that provide an excellent beginning to engage in the field of mathematics education through the handbook. Contributors are: Jill Adler, Mike Askew, Maria Bartolini Bussi, Anne Bennison, Kim Beswick, Olive Chapman, Charalambos Charalambus, Helen Chick, Marta Civil, Sandra Crespo, Sean Delaney, Silvia Funghi, Merrilyn Goos, Roberta Hunter, Barbara Jaworski, Kim Koh, Esther S. Levenson, Yeping Li, Niamh O’ Meara, JoengSuk Pang, Randolph Phillipp, Despina Potari, Craig Pournara, Stephen Quirke, Alessandro Ramploud, Tim Rowland, John (Zig) Siegfried, Naiqing Song, Konstantinos Stouraitis, Eva Thanheiser, Collen Vale, Hamsa Venkat, and Huirong Zhang.Trade Review"Unlike most second editions, this text is much more than an update and correction of the previous edition (2008). Though the five organizing subthemes are maintained, the current text provides a reexamination and extension of each subtheme based on recent research, state-of-the-art ideas and trends, and new outlooks on future research directions. [...] Each chapter includes supporting references and is complemented by a helpful introductory overview of the chapter content and an index. Summing up: recommended." - J. Johnson, in: CHOICE, 58 (7), March 2021Table of ContentsPreface List of Figures and Tables Mathematics Teaching and Its Development: Looking into Teacher Knowledge, Beliefs and Identity: An Introduction  Despina Potari Part 1: Mathematics Teacher Knowledge and Its Relation to Teaching 1. Mathematical Subject Knowledge for Teaching Primary School Mathematics: Evidence and Models for Professional Development  Mike Askew and Hamsa Venkat 2. Building Teachers’ Capacity in Mathematics Authentic Assessment  Kim Koh and Olive Chapman 3. Mathematics Conceptual Knowledge for Teaching: Helping Prospective Teachers Know Mathematics Well Enough for Teaching  Yeping Li, JeongSuk Pang, Huirong Zhang and Naiqing Song 4. Researching Mathematical Knowledge in Teaching  Tim Rowland Part 2: Mathematics Teacher Beliefs about Mathematics and Its Teaching 5. Mathematics Teachers’ Cultural Beliefs: The Case of Lesson Study  Maria G. Bartolini Bussi, Silvia Funghi and Alessandro Ramploud 6. Mathematical Creativity in the Classroom: Teachers’ Conceptions and Professional Development  Esther S. Levenson Part 3: The Interplay of Mathematics Teacher Identity, Beliefs and Knowledge 7. Beliefs and Pedagogical Content Knowledge for Teachers of Mathematics  Kim Beswick and Helen Chick 8. Developing Professional Knowledge and Identities of Non-Specialist Teachers of Mathematics  Merrilyn Goos, Anne Bennison, Stephen Quirke, Niamh O’Meara and Colleen Vale Part 4: Mathematics Teaching and Its Development 9. Mathematics Teachers Committed to Equity: A Review of Teaching Practices  Marta Civil, Roberta Hunter and Sandra Crespo 10. Inquiry-Based Practice in University Mathematics Teaching Development  Barbara Jaworski 11. Teacher Decision Making: Developments in Research and Theory  Despina Potari and Konstantinos Stouraitis Part 5: From Mathematics Teaching Practices to Teacher Education 12. Exemplifying with Variation and Its Development in Mathematics Teacher Education  Jill Adler and Craig Pournara 13. Mathematics Teaching Practices and Practice-Based Pedagogies: A Critical Review of the Literature Since 2000  Charalambos Y. Charalambous and Seán Delaney 14. Seeing Mathematics through the Lens of Children’s Mathematical Thinking: Perspective on the Development of Mathematical Knowledge for Teaching  Randolph A. Philipp, John (Zig) Siegfried and Eva Thanheiser Index

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Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors look back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and look forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.Table of ContentsPreface  Olive Chapman List of Figures and Tables Tools and Ways of Thinking in Mathematics Teacher Education: An Introduction  Salvador Llinares Part 1: Video, Tasks to Promote Reflective Skills and Lesson De-Brief Conversations as Tools in Mathematics Teacher Education 1. Leveraging the Power of Video for Teacher Learning: A Design Framework for Mathematics Teacher Educators  Elizabeth A. van Es, Miray Tekkumru-Kisa and Nanette Seago 2. Tasks Promoting Prospective Mathematics Teachers’ Reflective Skills: Focus on Individual Differences  Naïa Vondrová 3. Learning to Teach Mathematics: The Lesson De-Brief Conversation  Julian Brown, Laurinda Brown, Alf Coles and Tracy Helliwell Part 2: Technological Tools and Technological Mediation in Mathematics Teacher Education 4. Technology as a Curricular Instrument  Angel Ruiz 5. Digital Curriculum Resources in/for Mathematics Teacher Learning: A Documentational Approach Perspective  Ghislaine Gueudet and Birgit Pepin 6. Prospective and Practicing Teachers and the Use of Digital Technologies in Mathematical Problem-Solving Approaches  Manuel Santos-Trigo 7. Computational Modelling in Elementary Mathematics Teacher Education  George Gadanidis, Janette M. Hughes, Immaculate Namukasa and Ricardo Scucuglia 8. Technology Tools for Mathematics Teacher Learning: How Might They Support the Development of Capacity for Specific Teaching Assignments?  Patricio Herbst, Daniel Chazan and Amanda Milewski Part 3: Conceptual Instrumentation in Mathematics Teacher Education: Learning to Use Theories to Analyze Teaching 9. The Fractal Complexity of Using Theories in Mathematics Teacher Education: Issues and Debates, Opportunities and Limitations  Elisabeta Eriksen and Annette Hessen Bjerke 10. Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers  Paola Sztajn, Lara Dick, Reema Alnizami, Dan Heck and Kristen Malzahn 11. Noticing as a Tool to Analyze Mathematics Instruction and Learning  Julie Amador 12. Theoretical Lenses to Develop Mathematics Teacher Noticing: Learning, Teaching, Psychological, and Social Perspectives  Ceneida Fernández and Ban Heng Choy 13. Transcending Contemporary Obsessions: The Development of a Model for Teacher Professional Development  Paulino Preciado-Babb, Martina Metz, Brent Davis and Soroush Sabbaghan Part 4: Crosscutting Issues on Tools and Processes in Mathematics Teacher Education 14. Using Professional Development Contexts to Structure Prospective Teacher Education  José Carrillo, Nuria Climent, Luis C. Contreras and Miguel Montes 15. From Tools to Resources in the Professional Development of Mathematics Teachers: General Perspectives and Crosscutting Issues  Abraham Arcavi Index

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Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors look back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and look forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.Table of ContentsPreface  Olive Chapman List of Figures and Tables Tools and Ways of Thinking in Mathematics Teacher Education: An Introduction  Salvador Llinares Part 1: Video, Tasks to Promote Reflective Skills and Lesson De-Brief Conversations as Tools in Mathematics Teacher Education 1. Leveraging the Power of Video for Teacher Learning: A Design Framework for Mathematics Teacher Educators  Elizabeth A. van Es, Miray Tekkumru-Kisa and Nanette Seago 2. Tasks Promoting Prospective Mathematics Teachers’ Reflective Skills: Focus on Individual Differences  Naïa Vondrová 3. Learning to Teach Mathematics: The Lesson De-Brief Conversation  Julian Brown, Laurinda Brown, Alf Coles and Tracy Helliwell Part 2: Technological Tools and Technological Mediation in Mathematics Teacher Education 4. Technology as a Curricular Instrument  Angel Ruiz 5. Digital Curriculum Resources in/for Mathematics Teacher Learning: A Documentational Approach Perspective  Ghislaine Gueudet and Birgit Pepin 6. Prospective and Practicing Teachers and the Use of Digital Technologies in Mathematical Problem-Solving Approaches  Manuel Santos-Trigo 7. Computational Modelling in Elementary Mathematics Teacher Education  George Gadanidis, Janette M. Hughes, Immaculate Namukasa and Ricardo Scucuglia 8. Technology Tools for Mathematics Teacher Learning: How Might They Support the Development of Capacity for Specific Teaching Assignments?  Patricio Herbst, Daniel Chazan and Amanda Milewski Part 3: Conceptual Instrumentation in Mathematics Teacher Education: Learning to Use Theories to Analyze Teaching 9. The Fractal Complexity of Using Theories in Mathematics Teacher Education: Issues and Debates, Opportunities and Limitations  Elisabeta Eriksen and Annette Hessen Bjerke 10. Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers  Paola Sztajn, Lara Dick, Reema Alnizami, Dan Heck and Kristen Malzahn 11. Noticing as a Tool to Analyze Mathematics Instruction and Learning  Julie Amador 12. Theoretical Lenses to Develop Mathematics Teacher Noticing: Learning, Teaching, Psychological, and Social Perspectives  Ceneida Fernández and Ban Heng Choy 13. Transcending Contemporary Obsessions: The Development of a Model for Teacher Professional Development  Paulino Preciado-Babb, Martina Metz, Brent Davis and Soroush Sabbaghan Part 4: Crosscutting Issues on Tools and Processes in Mathematics Teacher Education 14. Using Professional Development Contexts to Structure Prospective Teacher Education  José Carrillo, Nuria Climent, Luis C. Contreras and Miguel Montes 15. From Tools to Resources in the Professional Development of Mathematics Teachers: General Perspectives and Crosscutting Issues  Abraham Arcavi Index

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Book SynopsisThis third volume of the International Handbook of Mathematics Teacher Education focuses on teachers, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers, with emphasis on describing and analysing their engagement in mathematics teacher education collaborations and contexts from various perspectives.Table of ContentsPreface  Olive Chapman List of Figures and Tables Collaborations and Contexts for Participation and Learning in Mathematics Teacher Education: An Introduction  Gwendolyn M. Lloyd Part 1: Mathematics Teachers in Collaboration 1. Frameworks for Analyzing Collaborative Teacher Activity  David Slavit 2. Collaborative Construction of Knowledge by Mathematics Teachers in Their Professional Development Communities: Perspectives from Israel and Singapore  Berinderjeet Kaur and Ronnie Karsenty 3. Creativity and Openness as Indicators of Professional Growth of Leaders in Communities of Practice of Teachers Who Teach the High-Level Track of High School Mathematics  Roza Leikin and Revital Aizik 4. Lesson Study as a Learning Context in Mathematics Education  João Pedro da Ponte Geoffrey Wake and Marisa Quaresma 5. Nothing Like Planning and Reflecting Together to Build Trust: Studies on Teams of Practicing Mathematics Teachers’ and Coaches’ Collaboration  Wanty Widjaja Colleen Vale and Brian Doig Part 2: Collaborations among Diverse Participants 6. Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United States  Fran Arbaugh, Rebecca McGraw and Cody L. Patterson 7. Research-Practice Partnerships in Mathematics Teacher Education  Rossella Santagata, Jiwon Lee and Carlos Sandoval 8. Boundary Objects in Mathematics Education and Their Role across Communities of Teachers and Researchers in Interaction  Ornella Robutti, Gilles Aldon, Annalisa Cusi, Shai Olsher, Monica Panero, Jason Cooper, Paola Carante and Theodosia Prodromou 9. Building Multidirectional Learning Opportunities between Researcher, Teacher, and Teacher Educator Communities  Mellony Graven 10. School- and University-based Mathematics Teacher Educators’ Shared Expertise in a Third Space  Courtney Lynch Rice and Gwendolyn M. Lloyd Part 3: Participation and Development across Contexts and Perspectives 11. Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts  Erin Turner, Tonya Gau Bartell, Corey Drake, Mary Foote, Amy Roth McDuffie and Julia Aguirre 12. Supporting the Development of Pedagogical Judgment: Connecting Instruction to Contexts through Classroom Video with Experienced Mathematics Teachers  Ilana Seidel Horn 13. Prospective Mathematics Teachers as Learners in University and School Contexts: From University-based Activities to Classroom Practice  Laurinda Brown, Ceneida Fernández, Tracy Helliwell and Salvador Llinares 14. Practising Mathematics Teachers and Teacher-Education Initiatives: Contexts and Possibilities for Identity Development  Leticia Losano and Dario Fiorentini 15. Organising Schools for Teacher and Leader Learning  Elham Kazemi and Alison Fox Resnick Index

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Book SynopsisThis third volume of the International Handbook of Mathematics Teacher Education focuses on teachers, teacher educators, researchers, and others who work to provide effective learning opportunities for teachers, with emphasis on describing and analysing their engagement in mathematics teacher education collaborations and contexts from various perspectives.Table of ContentsPreface  Olive Chapman List of Figures and Tables Collaborations and Contexts for Participation and Learning in Mathematics Teacher Education: An Introduction  Gwendolyn M. Lloyd Part 1: Mathematics Teachers in Collaboration 1. Frameworks for Analyzing Collaborative Teacher Activity  David Slavit 2. Collaborative Construction of Knowledge by Mathematics Teachers in Their Professional Development Communities: Perspectives from Israel and Singapore  Berinderjeet Kaur and Ronnie Karsenty 3. Creativity and Openness as Indicators of Professional Growth of Leaders in Communities of Practice of Teachers Who Teach the High-Level Track of High School Mathematics  Roza Leikin and Revital Aizik 4. Lesson Study as a Learning Context in Mathematics Education  João Pedro da Ponte Geoffrey Wake and Marisa Quaresma 5. Nothing Like Planning and Reflecting Together to Build Trust: Studies on Teams of Practicing Mathematics Teachers’ and Coaches’ Collaboration  Wanty Widjaja Colleen Vale and Brian Doig Part 2: Collaborations among Diverse Participants 6. Collaborations between Mathematics Educators and Mathematicians for Mathematics Teacher Education in the United States  Fran Arbaugh, Rebecca McGraw and Cody L. Patterson 7. Research-Practice Partnerships in Mathematics Teacher Education  Rossella Santagata, Jiwon Lee and Carlos Sandoval 8. Boundary Objects in Mathematics Education and Their Role across Communities of Teachers and Researchers in Interaction  Ornella Robutti, Gilles Aldon, Annalisa Cusi, Shai Olsher, Monica Panero, Jason Cooper, Paola Carante and Theodosia Prodromou 9. Building Multidirectional Learning Opportunities between Researcher, Teacher, and Teacher Educator Communities  Mellony Graven 10. School- and University-based Mathematics Teacher Educators’ Shared Expertise in a Third Space  Courtney Lynch Rice and Gwendolyn M. Lloyd Part 3: Participation and Development across Contexts and Perspectives 11. Prospective Teachers Learning to Connect to Multiple Mathematical Knowledge Bases across Multiple Contexts  Erin Turner, Tonya Gau Bartell, Corey Drake, Mary Foote, Amy Roth McDuffie and Julia Aguirre 12. Supporting the Development of Pedagogical Judgment: Connecting Instruction to Contexts through Classroom Video with Experienced Mathematics Teachers  Ilana Seidel Horn 13. Prospective Mathematics Teachers as Learners in University and School Contexts: From University-based Activities to Classroom Practice  Laurinda Brown, Ceneida Fernández, Tracy Helliwell and Salvador Llinares 14. Practising Mathematics Teachers and Teacher-Education Initiatives: Contexts and Possibilities for Identity Development  Leticia Losano and Dario Fiorentini 15. Organising Schools for Teacher and Leader Learning  Elham Kazemi and Alison Fox Resnick Index

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Book SynopsisOverarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994 from the United Nations Education, Science and Cultural Organisation (UNESCO), recognised that every child has a basic right to education. In so doing, however, it drew a line around special needs as a particular emphasis, in globalising efforts towards equal opportunity through decrees for first principles of universally attainable privileges. Considered a watershed moment in global responses to educational exclusion, the Salamanca Statement was core to increasing awareness among nations of the need for fostering more inclusive education policy and practice. Nonetheless, the liberal ideologies that frame human rights in inclusive education are seldom called into question, despite perpetual marginalisation and disadvantage post Salamanca. Inclusive Education Is a Right, Right? brings the many together to consider educational democracy at a moment in global history where the political order fractures populations, and the displacement of socio-economic participation is displayed in every news bulletin – true, fake or otherwise. Under these conditions, the significance of academic activism, wherein diverse perspectives, methodologies and theoretical approaches are put to work to increase equity in education, has perhaps never been so stark. Across the collection the combined chapters engage with researchers, students, education professionals and leaders, advocacy organisations, and people experiencing exclusion and consider human rights in relation to inclusive education. Contributors are: Kate Anderson, Alison Baker, Tim Corcoran, Edwin Creely, Jenny Duke, Peng-Sim Eng, Leechin Heng, Anna Kilderry, Sarah Lambert, Bec Marland, Julianne Moss, Philippa Moylan, Mia Nosrat, Joanne O’Mara, Jo Raphael, Bethany Rice, Andrew Riordan, Amathullah Shakeeb, Roger Slee, Kitty te Riele, Matthew K. E. Thomas, Peter Walker, Scott Welsh, Ben Whitburn, Julie White and Michalinos Zembylas.Table of ContentsFigures and Tables Notes on Contributors 1 More Than Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 2 A Posthumanist Critique of Human Rights: Towards an Agonistic Account of Rights in Inclusive Education  Michalinos Zembylas 3 Online Open Education and Social Justice: Progress for Regional, Multi-Lingual, and Female Learners  Sarah Lambert 4 Risks in Time: To Inclusive Educational Rights  Ben Whitburn and Matthew Krehl Edward Thomas 5 Youth Justice, Educational Exclusion and Moral Panic  Philippa Moylan, Julie White, Tim Corcoran, Kitty Te Riele and Alison Baker 6 Herding Cats: Making Sense of Adjustments for Students with a Disability through Action Research in Schools  Jennie Duke and Andrew Riordan 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced  Leechin Heng 8 Phenomenological Learning in the Northern Territory  Scott Welsh and Mia Nosrat 9 Old Ideas, New Withdrawal Rooms: A Spatial Study of a Co-Located South Australian Special School  Peter Walker 10 Encountering Diversity: Drama as a Democratic Pedagogy to Prepare Inclusive-Minded Teachers  Jo Raphael, Joanne O’Mara, Ben Whitburn, Edwin Creely, Kate Anderson and Julianne Moss 11 Opportunities for Inclusive Practice: The Stories Our Students Tell  Bethany M. Rice 12 “We Appreciate the Efforts, But Is This Enough?”: Inclusive Education in the Maldives  Amathullah Shakeeb, Ben Whitburn and Anna Kilderry 13 Reading Rights: Dyslexia Policy Enactment and Challenges for Inclusion  Bec Marland 14 Relational Power and Communication: Praxis for Educational Inclusivity  Peng-Sim Eng, Tim Corcoran and Ben Whitburn 15 Artificial Intelligence, Neoliberalism and Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 16 After Words?  Roger Slee Index

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Book SynopsisOverarching principles of human rights which shore up a nearly 30-year history of international efforts to develop educational systems that are responsive to the needs of all. Arguably the most widely recognised international inclusive education policy, the Salamanca Statement released in 1994 from the United Nations Education, Science and Cultural Organisation (UNESCO), recognised that every child has a basic right to education. In so doing, however, it drew a line around special needs as a particular emphasis, in globalising efforts towards equal opportunity through decrees for first principles of universally attainable privileges. Considered a watershed moment in global responses to educational exclusion, the Salamanca Statement was core to increasing awareness among nations of the need for fostering more inclusive education policy and practice. Nonetheless, the liberal ideologies that frame human rights in inclusive education are seldom called into question, despite perpetual marginalisation and disadvantage post Salamanca. Inclusive Education Is a Right, Right? brings the many together to consider educational democracy at a moment in global history where the political order fractures populations, and the displacement of socio-economic participation is displayed in every news bulletin – true, fake or otherwise. Under these conditions, the significance of academic activism, wherein diverse perspectives, methodologies and theoretical approaches are put to work to increase equity in education, has perhaps never been so stark. Across the collection the combined chapters engage with researchers, students, education professionals and leaders, advocacy organisations, and people experiencing exclusion and consider human rights in relation to inclusive education. Contributors are: Kate Anderson, Alison Baker, Tim Corcoran, Edwin Creely, Jenny Duke, Peng-Sim Eng, Leechin Heng, Anna Kilderry, Sarah Lambert, Bec Marland, Julianne Moss, Philippa Moylan, Mia Nosrat, Joanne O’Mara, Jo Raphael, Bethany Rice, Andrew Riordan, Amathullah Shakeeb, Roger Slee, Kitty te Riele, Matthew K. E. Thomas, Peter Walker, Scott Welsh, Ben Whitburn, Julie White and Michalinos Zembylas.Table of ContentsFigures and Tables Notes on Contributors 1 More Than Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 2 A Posthumanist Critique of Human Rights: Towards an Agonistic Account of Rights in Inclusive Education  Michalinos Zembylas 3 Online Open Education and Social Justice: Progress for Regional, Multi-Lingual, and Female Learners  Sarah Lambert 4 Risks in Time: To Inclusive Educational Rights  Ben Whitburn and Matthew Krehl Edward Thomas 5 Youth Justice, Educational Exclusion and Moral Panic  Philippa Moylan, Julie White, Tim Corcoran, Kitty Te Riele and Alison Baker 6 Herding Cats: Making Sense of Adjustments for Students with a Disability through Action Research in Schools  Jennie Duke and Andrew Riordan 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced  Leechin Heng 8 Phenomenological Learning in the Northern Territory  Scott Welsh and Mia Nosrat 9 Old Ideas, New Withdrawal Rooms: A Spatial Study of a Co-Located South Australian Special School  Peter Walker 10 Encountering Diversity: Drama as a Democratic Pedagogy to Prepare Inclusive-Minded Teachers  Jo Raphael, Joanne O’Mara, Ben Whitburn, Edwin Creely, Kate Anderson and Julianne Moss 11 Opportunities for Inclusive Practice: The Stories Our Students Tell  Bethany M. Rice 12 “We Appreciate the Efforts, But Is This Enough?”: Inclusive Education in the Maldives  Amathullah Shakeeb, Ben Whitburn and Anna Kilderry 13 Reading Rights: Dyslexia Policy Enactment and Challenges for Inclusion  Bec Marland 14 Relational Power and Communication: Praxis for Educational Inclusivity  Peng-Sim Eng, Tim Corcoran and Ben Whitburn 15 Artificial Intelligence, Neoliberalism and Human Rights  Matthew Krehl Edward Thomas, Leechin Heng and Peter Walker 16 After Words?  Roger Slee Index

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Book SynopsisEducational reality is weaved within stories, poems, and dialogues, as the author demonstrates his becoming of a transformative educator. Transformative learning is important for teachers to think about their practices, change their thinking, and share the stories of their experience for learners’ empowerment. This is an autoethnographic account of the author's experience as a transformative and transforming educator that unfolds the ways he has used ethical dilemma story pedagogy to explore interpretative and creative spaces for transformative learning, both personally and with a group of trainee teachers who take the responsibility to facilitate students’ learning into a purposeful path. The ethical dilemma story pedagogy provides relatable scenarios to challenge and unsettle learners’ thought processes leading to acknowledgment of multiple viewpoints. Theorising Transformative Learning serves to help educators utilise the sociocultural contexts connected to students’ lives and experiences.Table of ContentsPreface Acknowledgements 1 An Orientation to My Study of Transformative Learning  1 Structure of the Book  2 Journeying into Myself: On the Road Less Travelled  3 A Culture of Questioning and Sharing of Thoughts  4 Transformative Learning, Autoethnography, and Stories  5 Seeking for a New Level of Awareness  6 More Narratives Revisited  7 Education, the Promising Priority of People  8 My Move towards Developing a Constructivist Pedagogy through Ethical Dilemma Stories  9 What Is Coming? A Book on Autoethnography and Transformative Learning 2 The Cultural Context: A Transformative Journey towards Pedagogical Commitment  1 Some Geographical and Demographic Facts about Nepal  2 The Undetected Energy of English in the Beginning  3 Story One: The Leaving of Home for a New Beginning  4 Story Two: The Wisdom of an Old Man  5 Story Three: Everything New  6 Story Four: My First University-Teaching Experience  7 A Mother Speaks about Her Daughter  8 Story Five: Who Can Make Our Classrooms More Interesting?  9 The “I” (Eye) in Me  10 Volunteering with Professional Organisation  11 Story Six: My Continued Journey towards Higher Degree Research  12 Story Seven: A Justified Outcome  13 A Letter to the English Language  14 Oh English, Are You My Friend?  15 Pedagogical Thoughtfulness 3 Ethical Dilemma Story Pedagogy in Practice: A Case Study  1 Educating Students for Happiness  2 Resisting ‘Banking’ Approaches to Pedagogy  3 Fostering Critical Awareness  4 Rethinking Culture and Education  5 Honouring Home Language in the Context of English  6 All Our Students Speak in English  7 Promoting Emancipatory Interests in EFL Classrooms  8 Trailing towards the Transformative Path  9 Learning the Notes  10 Life Moves On  11 The Ethical Dilemma Story Method  12 The Contextual Salience of Ethical Dilemma Stories  13 The Dilemma of Life and How We Live  14 The Dilemma of Leaving Home  15 Ethical Components in Classroom Teaching  16 A Transformative Touch I Often Imagine  17 A Teacher’s Guide to Ethical Dilemma Story Pedagogy  18 The Use of Ethical Dilemma Stories in Transformative Pedagogy  19 My Fieldwork Implications of Ethical Dilemma Story Pedagogy 4 Mapping the Nature of Ethical Dilemma Stories and Transformative Learning  1 Personal Reflection as a Transformative Learner  2 A Transformative Pedagogy through Autoethnographic Narratives  3 A Penultimate Breather: Some Reflections on My Journey into a Transformative Pedagogy Coda References Index

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Book SynopsisThe use of images in education is expanding, but clear and comprehensive guidelines on how to carry out visual activities with students of a variety of fields are difficult to find. With the case studies from Finland, Canada, the United Kingdom, Australia, Japan, Poland, Turkey and the United States, contributors to this volume offer detailed reflections on the pedagogical role of using images in higher education. Examples include drawing, collage making, video production, object-based learning, photography projects, and many more. The book constructs a solid argument for the further development of visual pedagogies in higher education, highlighting the need to support students in advancing their visual competency as it has become fundamental to command in everyday life and professional contexts. Contributors are: Gyuzel Gadelshina, Tad Hara, Joanna Kędra, McKenzie Lloyd-Smith, Gary McLeod, Olivia Meehan, Marianna Michałowska, Iryna Molodecky, Pınar Nuhoğlu Kibar, Paul Richter, Karen F. Tardrew, Rob Wilson and Rasa Žakevičiūtė.Table of ContentsAcknowledgements List of Figures Notes on Contributors Introduction: Visual Pedagogies in Higher Education  Joanna Kędra PART 1: Visual Pedagogies in Research Methods Courses 1 As Visual as Possible: The Pedagogy of Visual Research Methods in a Finnish University  Joanna Kędra and Rasa Žakevičiūtė PART 2: Visual Pedagogies in Business Studies 2 How Drawing Enhances Learning for Business Students  Iryna Molodecky 3 The Use of Freehand Drawing as a Means of Teaching Research Methods in a Business School  Gyuzel Gadelshina, Rob Wilson, Paul Richter and McKenzie Lloyd-Smith PART 3: Visual Pedagogies and Object-Based Learning 4 Discipline-Led Thinking through Cultural Collections and Art  Olivia Meehan PART 4: Visual Pedagogies in Photography Education 5 Photomedia Literacy in Ruins? Student Attitudes toward Digital and Analog Photomedia When Creating an Archive for the Future  Gary McLeod and Tad Hara 6 Teaching Photography Theory to Art Students: Three Case Studies  Marianna Michałowska PART 5: Visual Pedagogies in Teacher Education 7 Learner-Generated Video: Video Creation Process for Developing Visual Competencies  Pınar Nuhoğlu Kibar 8 Using Visual Art Practices to Enhance Educators’ Professional Growth  Karen F. Tardrew Concluding Note: Measuring Success in Visual Pedagogies  Joanna Kędra Index

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Book SynopsisThe use of images in education is expanding, but clear and comprehensive guidelines on how to carry out visual activities with students of a variety of fields are difficult to find. With the case studies from Finland, Canada, the United Kingdom, Australia, Japan, Poland, Turkey and the United States, contributors to this volume offer detailed reflections on the pedagogical role of using images in higher education. Examples include drawing, collage making, video production, object-based learning, photography projects, and many more. The book constructs a solid argument for the further development of visual pedagogies in higher education, highlighting the need to support students in advancing their visual competency as it has become fundamental to command in everyday life and professional contexts. Contributors are: Gyuzel Gadelshina, Tad Hara, Joanna Kędra, McKenzie Lloyd-Smith, Gary McLeod, Olivia Meehan, Marianna Michałowska, Iryna Molodecky, Pınar Nuhoğlu Kibar, Paul Richter, Karen F. Tardrew, Rob Wilson and Rasa Žakevičiūtė.Table of ContentsAcknowledgements List of Figures Notes on Contributors Introduction: Visual Pedagogies in Higher Education  Joanna Kędra PART 1: Visual Pedagogies in Research Methods Courses 1 As Visual as Possible: The Pedagogy of Visual Research Methods in a Finnish University  Joanna Kędra and Rasa Žakevičiūtė PART 2: Visual Pedagogies in Business Studies 2 How Drawing Enhances Learning for Business Students  Iryna Molodecky 3 The Use of Freehand Drawing as a Means of Teaching Research Methods in a Business School  Gyuzel Gadelshina, Rob Wilson, Paul Richter and McKenzie Lloyd-Smith PART 3: Visual Pedagogies and Object-Based Learning 4 Discipline-Led Thinking through Cultural Collections and Art  Olivia Meehan PART 4: Visual Pedagogies in Photography Education 5 Photomedia Literacy in Ruins? Student Attitudes toward Digital and Analog Photomedia When Creating an Archive for the Future  Gary McLeod and Tad Hara 6 Teaching Photography Theory to Art Students: Three Case Studies  Marianna Michałowska PART 5: Visual Pedagogies in Teacher Education 7 Learner-Generated Video: Video Creation Process for Developing Visual Competencies  Pınar Nuhoğlu Kibar 8 Using Visual Art Practices to Enhance Educators’ Professional Growth  Karen F. Tardrew Concluding Note: Measuring Success in Visual Pedagogies  Joanna Kędra Index

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Book SynopsisThe possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games – both digital and non-digital – can shape unique learning and literacy experiences for young people today, this book’s chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.Table of ContentsForeword  Ken Lindblom List of Figures and Tables Notes on Contributors Introduction: Taking Literacies of Play Seriously  Antero Garcia, Jennifer S. Dail and Shelbie Witte PART 1: Writing and Text-Based Models of Play Introduction to Part 1: Writing and Text-Based Models of Play  Antero Garcia, Shelbie Witte and Jennifer S. Dail 1 Writing through Gaming: A Youth Writing Camp Perspective  Emily Howell and Rachel Kaminski Sanders 2 Time to Level Up: Learning through Play in a Writing Classroom  Rachel Kaminski Sanders 3 Gaming the System: Engaging Students in the Imaginative Worlds of Young Adult Literature through Role-Playing Games  Lindy l. Johnson and Elizabeth Deboeser 4 Imparting Empathy with Gaming Experiences: A Conversation with the Developers of Thorny Games  Shelbie Witte and Jill Bindewald (with Oklahoma State University English Education Students) PART 2: Videogames and Critical Literacies in ELA Classrooms Introduction to Part 2: Videogames and Critical Literacies in ELA Classrooms  Antero Garcia, Shelbie Witte and Jennifer S. Dail 5 A Critical Examination of Adolescence through Video Games  Jon Ostenson 6 Video Game Creation as an Instructional Strategy: A New Way to Apply the Tpack Framework in K-12 Education  Kip Glazer 7 Practical Advice for Teaching and Learning with Games: Foster Agency and Ownership with an Intentional Approach to Games  Chad Sansing Index

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Book SynopsisTeachers are not automatons. An educator’s personal values, concerns, and aspirations cannot be cleaved from one’s professional life without impacting the quality and relevance of the teaching experience. This book examines spaces where the personal and professional intersect, thereby deepening our understanding of the nuances and complexities of a teacher’s work. It draws readers into places of vulnerability—moments of grieving. As a teacher’s curriculum—as a curriculum of life—grief has much to teach about sympathy, compassion, and resilience. Educational philosophy, literary analysis, and reflective practice are used to explore ways grief can help us better ascertain the scope and depth of the educators we are and have the potential to become. Pieces of literature used include works by Pat Conroy, Charles Dickens, Stephen King, Rabindranath Tagore, Virgil, Franz Wedekind, and Virginia Woolf. Also included are ideas from a diverse set of educational philosophers, social and cultural commentators, poets, and more. Chapters conclude with "Topics for Reflection" for further individual and/or collective reflection and discourse. Educators at all stages of their careers will benefit from this study that demonstrates the impact personal grieving can have on remembering, recovering, and reidentifying with one’s mission and vision. As a resource for pre-service or veteran teachers, the text celebrates the power of introspection to transform our work, our lives, and the lives of our students. It is equally relevant for parents, coaches, mentors, and anyone who takes on the kinds of teacher roles that impact, nourish, and inspire the lives of others. See inside the book.Trade Review"Grieving as a Teacher's Curriculum awakened each of my senses: my classroom became more vivid and more invigorated; it manifested a sharpness I'd not felt; and I saw and heard my students with clarity and a new urgency. In this wise and surprising work Edward Podsiadlik shows us that grief is an essential part of the human condition, and mourning, an expression of our shared humanity. There is no room for grievance here, for whining or complaint, but only for the steady heart-beat of life as it's actually lived. Podsiadlik encourages us toward a fresh authenticity as he carefully and skillfully blows up the border wall between "teacher" and "human being." I put the book down, trembling, and happy again to be a teacher in this broken world." – William Ayers, Distinguished Professor of Education and Senior University Scholar (retired)

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Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.Table of ContentsPreface  Olive Chapman List of Figures and Tables Mathematics Teacher Educators as Developing Professionals: An Introduction  Kim Beswick Part 1: Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics 1. How Far is the Horizon? Teacher Educators’ Knowledge and Skills for Teaching High School Mathematics Teachers  Roza Leikin 2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc Experience  Steve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold 3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator  Merrilyn Goos Part 2: Mathematics Teacher Educators Learning in Transitions and through Collaborations 4. Theorising Theorising: About Mathematics Teachers’ and Mathematics Teacher Educators’ Energetic Learning  Laurinda Brown and Alf Coles 5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective Teachers  Judy Anderson and Deborah Tully 6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher Educators  Maha Abboud, Aline Robert and Janine Rogalski 7. Mathematics Teacher Educators’ Learning through Self-Based Methodologies  Olive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer Ward Part 3: Mathematics Teacher Educators Learning from Practice 8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content Courses  Aina Appova 9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal Development  Yingkang Wu, Yiling Yao and Jinfa Cai 10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding Framework  Alan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson and Anna Zarkh 11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice  James A. Mendoza Álvarez, Kathryn Rhoads and Theresa Jorgensen 12. Mathematics Teaching Development in Higher Education  Simon Goodchild 13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and Australia  Rosemary Callingham, Yershat Sapazhanov and Alibek Orynbassar Part 4: Researching Mathematics Teacher Educators 14. Competing Pressures on Mathematics Teacher Educators  Margaret Marshman Index

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