Teaching of a specific subject Books

Book SynopsisEducation professionals interested in understanding student writing will want to read this book. It describes “Generous Reading,” a novel method of approaching the writing of culturally and linguistically diverse students. This book addresses the increasing diversity present throughout schools across the U.S. and in other countries.Drawing from current research and theory in linguistics and composition, Spence has developed a way for teachers to tap into the cultural worlds of students and draw upon their linguistic understandings in order to help them improve their writing. The book is based on research projects conducted in the southwest and southeast regions of the United States. The chapters on language variation, culturally relevant instruction, and language transfer will also be of interest to writing teachers.Spence has presented the Generous Reading method across the nation and internationally where audiences have been eager to try out the methods in their classrooms with students of all ages. University professors have used Generous Reading in teacher education courses. This methodology has potential to change teachers’ perspectives on student writing and illuminate writing strengths previously overlooked.

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Book SynopsisEducation professionals interested in understanding student writing will want to read this book. It describes “Generous Reading,” a novel method of approaching the writing of culturally and linguistically diverse students. This book addresses the increasing diversity present throughout schools across the U.S. and in other countries.Drawing from current research and theory in linguistics and composition, Spence has developed a way for teachers to tap into the cultural worlds of students and draw upon their linguistic understandings in order to help them improve their writing. The book is based on research projects conducted in the southwest and southeast regions of the United States. The chapters on language variation, culturally relevant instruction, and language transfer will also be of interest to writing teachers.Spence has presented the Generous Reading method across the nation and internationally where audiences have been eager to try out the methods in their classrooms with students of all ages. University professors have used Generous Reading in teacher education courses. This methodology has potential to change teachers’ perspectives on student writing and illuminate writing strengths previously overlooked.

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Book SynopsisIn traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell's notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important Òcheck and balanceÓ in the effort toward racial equality.

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Book SynopsisIn traditional educational research, race is treated as merely a variable. In 1995, Gloria Ladson-Billings and William F. Tate, IV argued that race is under-theorized in education and called for educational researchers to pay closer attention to the relationship between race and educational inequity (Ladson-Billings and Tate, 1995). In particular, they argued, drawing on legal scholar, Derrick Bell’s notion of Racial Realism (Bell, 1995), that racialized inequities are not accidental or aberrant; rather, racialized educational inequities are the result of particular and specific policies and practices that are designed to maintain particular forms of dominance and marginalization. More specifically, Bell and later Ladson-Billings and Tate, argue that racial inequity persists despite liberal policies and legislation that were ostensibly designed to eradicate it. The Racial Realist perspective takes into the consideration the longevity and history of racism, racial inequity and White supremacy in the U.S. and serves as a mirror to reflect back the limitations of proposed policies and legislation that fail to address those issues. In this way, Critical Race Theory and the scholars who draw on CRT, view our work as an important “check and balance” in the effort toward racial equality.

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Book SynopsisThis edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. This book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provide exemplars of recent empirical research in peace and conflict studies that employed qualitative methods. Scholars and researchers in peace and conflict studies and peace education face unique challenges in teaching, designing, and conducting qualitative research in these fields. This edited book discusses tips in designing qualitative studies in this area and for teaching emerging peace researchers best practices of qualitative inquiry. In addition, the book discusses some of the trends, challenges, and opportunities associated with research in peace and conflict studies and peace education.Written at a level appropriate for both graduate students and active researchers, the primary audience for this book is those teaching and learning about the application of qualitative methods to peace and conflict studies, as well as those conducting research in this field. There are currently approximately 230 graduate programs in peace and conflict studies. This book also provides a useful tool for researchers and students in other academic disciplines who are interested in qualitative research. Such disciplines might include education, sociology, criminology, gender studies, psychology, political science, and others.

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Book SynopsisThis edited book is a new and valuable resource for students, teachers, and practitioners, providing a detailed exploration of how qualitative research can be applied in the field of peace and conflict studies. This book explores considerations and components of designing, conducting, and reporting qualitative research in this field, and also provide exemplars of recent empirical research in peace and conflict studies that employed qualitative methods. Scholars and researchers in peace and conflict studies and peace education face unique challenges in teaching, designing, and conducting qualitative research in these fields. This edited book discusses tips in designing qualitative studies in this area and for teaching emerging peace researchers best practices of qualitative inquiry. In addition, the book discusses some of the trends, challenges, and opportunities associated with research in peace and conflict studies and peace education.Written at a level appropriate for both graduate students and active researchers, the primary audience for this book is those teaching and learning about the application of qualitative methods to peace and conflict studies, as well as those conducting research in this field. There are currently approximately 230 graduate programs in peace and conflict studies. This book also provides a useful tool for researchers and students in other academic disciplines who are interested in qualitative research. Such disciplines might include education, sociology, criminology, gender studies, psychology, political science, and others.

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Book SynopsisThe teaching and learning of mathematics in Alberta - one of three Canadian provinces sharing a border with Montana - has a long and storied history. An integral part of the past 50 years (1962-2012) of this history has been delta-K: Journal of the Mathematics Council of the Alberta Teachers' Association. This volume, which presents ten memorable articles from each of the past five decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominent member of the Alberta mathematics education community. As a result, this monograph provides a historical account as well as a contemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as a resource for a variety of individuals, including teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on the work of the Mathematics Council of the Alberta Teachers' Association.

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Book SynopsisThe teaching and learning of mathematics in Alberta - one of three Canadian provinces sharing a border with Montana - has a long and storied history. An integral part of the past 50 years (1962-2012) of this history has been delta-K: Journal of the Mathematics Council of the Alberta Teachers' Association. This volume, which presents ten memorable articles from each of the past five decades, that is, 50 articles from the past 50 years of the journal, provides an opportunity to share this rich history with a wide range of individuals interested in the teaching and learning of mathematics and mathematics education. Each decade begins with an introduction, providing a historical context, and concludes with a commentary from a prominent member of the Alberta mathematics education community. As a result, this monograph provides a historical account as well as a contemporary view of many of the trends and issues in the teaching and learning of mathematics. This volume is meant to serve as a resource for a variety of individuals, including teachers of mathematics, mathematics teacher educators, mathematics education researchers, historians, and undergraduate and graduate students. Most importantly, this volume is a celebratory retrospective on the work of the Mathematics Council of the Alberta Teachers' Association.

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Book SynopsisThis book presents a "philosophy of science education" as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.

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Book SynopsisThis book presents a "philosophy of science education" as a research field as well as its value for curriculum, instruction and teacher pedagogy. It seeks to re-think science education as an educational endeavour by examining why past reform efforts have been only partially successful, including why the fundamental goal of achieving scientific literacy after several “reform waves” has proven to be so elusive. The identity of such a philosophy is first defined in relation to the fields of philosophy, philosophy of science, and philosophy of education. It argues that educational theory can support teacher’s pedagogical content knowledge and that history, philosophy and sociology of science should inform and influence pedagogy. Some case studies are provided which examine the nature of science and the nature of language to illustrate why and how a philosophy of science education contributes to science education reform. It seeks to contribute in general to the improvement of curriculum design and science teacher education. The perspective to be taken on board is that to teach science is to have a philosophical frame of mind—about the subject, about education, about one’s personal teacher identity.

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Book SynopsisResearch in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise. RISE Volume 6 focuses on research-based reforms leading to best practices in teaching undergraduates in science and engineering.The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms.In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.

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Book SynopsisResearch in Science Education (RISE) Volume 6, Research Based Undergraduate Science Teaching examines research, theory, and practice concerning issues of teaching science with undergraduates. This RISE volume addresses higher education faculty and all who teach entry level science. The focus is on helping undergraduates develop a basic science literacy leading to scientific expertise. RISE Volume 6 focuses on research-based reforms leading to best practices in teaching undergraduates in science and engineering.The goal of this volume is to provide a research foundation for the professional development of faculty teaching undergraduate science. Such science instruction should have short- and longterm impacts on student outcomes. The goal was carried out through a series of events over several years. The website at http://nseus.org documents materials from these events. The international call for manuscripts for this volume requested the inclusion of major priorities and critical research areas, methodological concerns, and results of implementation of faculty professional development programs and reform in teaching in undergraduate science classrooms.In developing research manuscripts to be reviewed for RISE, Volume 6, researchers were asked to consider the status and effectiveness of current and experimental practices for reforming undergraduate science courses involving all undergraduates, including groups of students who are not always well represented in STEM education. To influence practice, it is important to understand how researchbased practice is made and how it is implemented. The volume should be considered as a first step in thinking through what reform in undergraduate science teaching might look like and how we help faculty to implement such reform.

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Book SynopsisThe title of the book is Critique as Uncertainty. Thus Ole Skovsmose sees uncertainty as an important feature of any critical approach. He does not assume the existence of any blue prints for social and political improvements, nor that certain theoretical structures can provide solid foundations for a critical activities. For him critique is an open and uncertain activity. This also applies to critical mathematics education.Critique as Uncertainty includes papers Ole Skovsmose already has published as well as some newly written chapters. The book addresses issues about: landscapes of investigations, students’ foregrounds, mathematics education and democracy, mathematics and power. Finally it expresses concerns of a critical mathematics education.

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Book SynopsisThe experience and knowledge acquired in teacher education courses should build important fundamentals for the future teaching of mathematics. In particular, experience in mathematical problem solving, and in planning lessons devoted to problem solving, is an essential component of teacher preparation. This book develops a problem solving approach and is intended to be a text used in mathematics education courses (or professional development) for pre-service or in-service middle and secondary school teachers. It can be used both in graduate and undergraduate courses, in accordance with the focus of teacher preparation programs.The content of the book is suited especially for those students who are further along in their mathematics education preparation, as the text is more involved with mathematical ideas and problem solving, and discusses some of the intricate pedagogical considerations that arise in teaching. The text is written not as an introduction to mathematics education (a first course), but rather as a second, or probably, third course. The book deals both with general methodology issues in mathematics education incorporating a problem solving approach (Chapters 1-6) and with more concrete applications within the context of specific topics – algebra, geometry, and discrete mathematics (Chapters 7-13).The book provides opportunities for teachers to engage in authentic mathematical thinking. The mathematical ideas under consideration build on specific middle and secondary school content while simultaneously pushing the teacher to consider more advanced topics, as well as various connections across mathematical domains. The book strives to preserve the spirit of discussion, and at times even argument, typical of collaborative work on a lesson plan. Based on the accumulated experience of work with future and current teachers, the book assumes that students have some background in lesson planning, and extends their thinking further. Specifically, this book aims to provide a discussion of how a lesson plan is constructed, including the ways in which problems are selected or invented, rather than the compilation of prepared lesson plans. This approach reflects the authors’ view that the process of searching for an answer is often more important than the formal result.

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Book SynopsisThe central issue of this volume is how to meet the linguistic and academic needs of the increasing numbers of English learners (ELs). At the center of educational turns is the role of school professionals in this Common Core Standards era. Teacher education programs and professional development, or pre-service and in-service programs for teachers of ELs, are currently being reframed to reflect the new demands placed on all teachers in light of the new standards. The expectation is that ELs can learn, and their teachers possess the expertise to teach, both discipline content and academic English at the same time.The large numbers of ELs across the country have created a wide gap between what teachers have been trained to do and the skills they need to teach and reach them effectively. This practical handbook brings together research, policy and practice on teacher effectiveness, pre-service and in-service programs in the context of student linguistic and cultural diversity. Key features include: Clearly articulated teacher training and professional development programs; Coverage of Common Core curriculum and a variety of instructional programs and practices with research-based tools to implement them; Policies to equitably and effectively prepare ELs academically and linguistically.

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Book SynopsisThe central issue of this volume is how to meet the linguistic and academic needs of the increasing numbers of English learners (ELs). At the center of educational turns is the role of school professionals in this Common Core Standards era. Teacher education programs and professional development, or pre-service and in-service programs for teachers of ELs, are currently being reframed to reflect the new demands placed on all teachers in light of the new standards. The expectation is that ELs can learn, and their teachers possess the expertise to teach, both discipline content and academic English at the same time.The large numbers of ELs across the country have created a wide gap between what teachers have been trained to do and the skills they need to teach and reach them effectively. This practical handbook brings together research, policy and practice on teacher effectiveness, pre-service and in-service programs in the context of student linguistic and cultural diversity. Key features include: Clearly articulated teacher training and professional development programs; Coverage of Common Core curriculum and a variety of instructional programs and practices with research-based tools to implement them; Policies to equitably and effectively prepare ELs academically and linguistically.

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Book SynopsisThere is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students.This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and in service teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity.The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs—writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.

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Book SynopsisThere is a growing need for knowledge and practical ideas about the preparation of teachers for English language learners (ELLs), a growing segment of the K-12 population in the United States. This book is for teachers, administrators, and teacher educators looking for innovative ways to prepare teachers for ELLs and will position teachers to empower these students.This volume will appeal mostly to those preparing teachers in contexts that have not have historically had large numbers of ELLs, but have had a high rate of recent growth (e.g., Midwestern U.S.). This work is the combination of teacher preparation and ELL issues. This volume is unique in tackling pre-service and in service teacher preparation. Additionally, the chapters collectively aim to go beyond merely equipping teachers to meet the needs of ELLs, but to reach a level of effectiveness with the outcome of equity.The book highlights the knowledge, skills, and beliefs of teachers about ELLs. Part I addresses teacher perceptions of, and beliefs about, ELLs and teacher preparation specifically addressing what they should know in terms of students’ perspectives. Chapters attend to the experiences and beliefs of immigrant teachers about their roles, the role of service learning in teacher preparation, and the potential of understanding home literacy practices to change teacher beliefs about ELLs. Part II focuses on skills necessary to teach ELLs—writing skills teachers can draw on to inform their teaching practices, technological skills teachers need to develop, and skills related to focusing on the Common Core State Standards for English language arts and mathematics. Each chapter explicitly addresses implications for teacher education or professional development.

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Book SynopsisControversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.Table of Contents Introduction. Acknowledgments. Part I: Gender Issues. Intersections of Globalization, Gender, and Culture in Social Studies, Mustafa Sever, Ay?e Soylu, and Ahmet Kaysili. Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions’ of Preservice Social Studies Teachers, Ay?egül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel. The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective, Tuba Çengelci Köse. Part II: Cultural And Political Issues. Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants, Ayça Sesigur and Handan Deveci. Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies, Mehmet Açikalin. An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey’s Nuclear Energy Policing, Nevin Özdemir and Alper Kesten. Digital Divide in Social Studies Education: Academician and Teacher Perspectives, Canan Çolak, H?d?r Karaduman, and I??l Kabakçi Yurdakul. About the Editor. About the Contributors.

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Book SynopsisControversial Issues in Social Studies Education in Turkey: The Contemporary Debates consists of different research each analyze a controversial topic that is significant to understand the social and political dynamics of Turkish society and culture.One of the purpose of this volume is to analyze and discuss how various controversial issues are perceived by Turkish educators. It also provides insight about how to think and re-organize education both in Turkey and in a global world by taking perceptions of in-service and pre-service social studies teachers on controversial issues and how to teach about them in the Turkish context into consideration. Lastly, it may provide educators and researchers who are interested in teaching and examining such issues with a holistic view.Table of Contents Introduction. Acknowledgments. Part I: Gender Issues. Intersections of Globalization, Gender, and Culture in Social Studies, Mustafa Sever, Ay?e Soylu, and Ahmet Kaysili. Examining Gender Issues: Social Studies Curricula, Teacher Education Programs, and Perceptions’ of Preservice Social Studies Teachers, Ay?egül Pehlivan Yilmaz, Önder Eryilmaz, and Elvan Günel. The Complexity of Teaching Values in Social Studies Teacher Education in Turkey: A Gender Perspective, Tuba Çengelci Köse. Part II: Cultural And Political Issues. Teaching Multicultural Perspectives in Social Studies: Dealing With Immigration and Migrants, Ayça Sesigur and Handan Deveci. Teaching About Being a Good Citizen, Government, and Human Rights in Social Studies, Mehmet Açikalin. An Examination of the Relationship Between the Ecological Values of Prospective Social Studies Teachers and Their Attitude Towards Turkey’s Nuclear Energy Policing, Nevin Özdemir and Alper Kesten. Digital Divide in Social Studies Education: Academician and Teacher Perspectives, Canan Çolak, H?d?r Karaduman, and I??l Kabakçi Yurdakul. About the Editor. About the Contributors.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisJohn Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways.Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.Table of Contents Foreword, Jack Zevin. Introduction, Cory Wright-Maley. Part I: Designing Simulations. Chapter 1. Thinking Through Simulation Design: Toward the Mediation of Choice Architectures, Cory Wright-Maley. Behind the Curtain: An Epistemic Design Process for Democratic Media Education Simulations, Jeremy Stoddard, Zachari Swiecki, and David Williamson Shaffer. Interpersonal and Curricular Dimensions of Simulations: Lessons from a Sophomore Civics Classroom, Brian Girard. Part II: Implementing Simulations. Beyond Facts and Fun: The Need for Purposeful Simulations, Hilary Dack, Stephanie van Hover, and David Hicks. Two Paths to Successful Implementation of Simulations in the Social Studies Classroom, Cory Wright-Maley. Fostering Simulation Teaching Cultures and Capacities through Professional Learning Communities, Daniel T. Bordwell and Robb Virgin. Part III: Leveraging Student Engagement. Making Players out of Haters: Learning to Love the Social Studies, Christopher D. Moore. Super-Seniors as Superpowers: Developing Understanding Through Immersion in Simulated Worlds, Esther Bizzarro and David Gerwin. Part IV: Teaching And Learning With Simulations. From Design to Deed: A Guide to Simulating Government and Politics on the AP Platform, Walter C. Parker and Jane C. Lo. Simulations as Tools for Teaching Historical Agency: A Case Study in Finland, Jukka Rantala. Harnessing the Monsoon Winds: Promoting and Constraining Imagination in Historical Simulations, Jeffery D. Nokes. Simulating Economic Activity in the Classroom, Cheryl A. Ayers. Exploring Cross-Cultural Responsiveness and Critical Consciousness in Social Studies Education with the Barnga Simulation, Nancy P. Gallavan and Angela Webster. Promoting Global Perspectives in Students: The GlobalEd Simulation, Kimberly A. Lawless and Scott W. Brown. Contributors.

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Book SynopsisThe book is a collection of problems in school mathematics specifically written for the teachers. It is an attempt to enrich prospective and current teachers with the deep knowledge of school mathematics and to develop their reasoning and proving skills. Also, it is supposed to help them to anticipate and analyze their students’ errors and use them as teachable moments.The book is intended to be used in mathematics education courses (or professional development) for pre-service or in-service secondary school teachers. It can be used in graduate and undergraduate courses, in accordance with the orientations of different teacher preparation programs. Additionally, it can be used for the independent studies. One can also imagine situations in which teachers might use certain problems from this problem book directly in working with students, but this would constitute a supplementary use of the book.Table of Contents Foreword Part I: Problems Chapter 1: Numbers and Algebraic Expressions Chapter 2: Linear and Piecewise Linear Functions. Linear Equations Chapter 3: Quadratic functions. Quadratic equations Chapter 4: Inequalities Chapter 5: Functions and Graphs Chapter 6: Some More Complicated Equations Chapter 7: Math Contest Problems Part II: Answer Key And Solutions Answer Key and Solutions Chapter 1 Answer Key and Solutions Chapter 2 Answer Key and Solutions Chapter 3 Answer Key and Solutions Chapter 4 Answer Key and Solutions Chapter 5 Answer Key and Solutions Chapter 6 Answer Key and Solutions Chapter 7 About the Authors

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Book SynopsisThe book is a collection of problems in school mathematics specifically written for the teachers. It is an attempt to enrich prospective and current teachers with the deep knowledge of school mathematics and to develop their reasoning and proving skills. Also, it is supposed to help them to anticipate and analyze their students’ errors and use them as teachable moments.The book is intended to be used in mathematics education courses (or professional development) for pre-service or in-service secondary school teachers. It can be used in graduate and undergraduate courses, in accordance with the orientations of different teacher preparation programs. Additionally, it can be used for the independent studies. One can also imagine situations in which teachers might use certain problems from this problem book directly in working with students, but this would constitute a supplementary use of the book.Table of Contents Foreword Part I: Problems Chapter 1: Numbers and Algebraic Expressions Chapter 2: Linear and Piecewise Linear Functions. Linear Equations Chapter 3: Quadratic functions. Quadratic equations Chapter 4: Inequalities Chapter 5: Functions and Graphs Chapter 6: Some More Complicated Equations Chapter 7: Math Contest Problems Part II: Answer Key And Solutions Answer Key and Solutions Chapter 1 Answer Key and Solutions Chapter 2 Answer Key and Solutions Chapter 3 Answer Key and Solutions Chapter 4 Answer Key and Solutions Chapter 5 Answer Key and Solutions Chapter 6 Answer Key and Solutions Chapter 7 About the Authors

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Book SynopsisAlgebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics.Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of the student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking.Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.Table of Contents Chapter 1: Introduction Chapter 2: Variables and Expressions Chapter 3: Algebraic Relations Chapter 4: Analysis of Change (Graphing) Chapter 5: Patterns & Functions Chapter 6: Modeling and Word Problems

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Book SynopsisAlgebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics.Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of the student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking.Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.Table of Contents Chapter 1: Introduction Chapter 2: Variables and Expressions Chapter 3: Algebraic Relations Chapter 4: Analysis of Change (Graphing) Chapter 5: Patterns & Functions Chapter 6: Modeling and Word Problems

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Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.

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Book SynopsisAfter a recent CUFA conference, many social studies teacher educators came to realize that pre-service teachers are skeptical of calls to integrate sensitive topics in the curriculum because they do not see it in their field experiences. The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. The chapters provide specific examples of content inclusion, share high leverage practices, and provide advice for others infusing race, class, gender, and sexuality in the curriculum.Table of Contents Foreword, Tyrone C. Howard. Introduction, Lara Willox and Cathy Brant. Preface. Part I: Elementary. From Suffrage to Stereotypes: Exploring Historical and Contemporary Gender Issues With Elementary Students, Jennifer Burke and Jennifer Mitchell. He Called Me White, Ay That’s Racist! Breanna Nunez. Embracing a Transformative Curriculum: A Fifth Grade Teacher’s Work, Andrea S. Libresco, Rosebud Elijah, and Lauren Brown. Imagining Rainbows: A Case Study of LGBTQ Implementation into Elementary School Curriculum, Bretton A. Varga and Marie Byrd. Culturally Relevant Classroom Libraries: Including All Students in Powerful Social Studies, Aubrey Brammar Southall and Cynthia Trapanese. Teaching Tolerance’s Perspectives for a Diverse America: A Resource for Elementary Educators Who Want to Teach about Race, Class, Gender, and Sexuality While Meeting National Standards, Kate Shuster and Amber Makaiau. Teaching Wealthy Children about Economic Inequality, Katy Swalwell, Melissa Lambert and Jennifer Oliva. Nurturing Our Youngest Citizens: Race, Class, Gender, and Sexuality in the Pre-K Curriculum, Jennifer E. Killham, Jenilyn Bell, Pat Emmelhainz, Shali Cox, Lua Buultjens, and Rachel King. Part II: Middle Grades. “It’s Because Their Kids Have a Voice”: Teaching About the 2017 Executive Immigration Ban in an Ethnically Diverse Classroom, Mark Pearcy, Michael Jackson and Regina Santangelo. Even in the 50th Education State, It’s Being Done, Bea Bailey and Marta Bohnenberger. Being an Upstander: Build Bridges and Increase Understanding Through Refugee Advocacy, Jennifer E. Killham and Nance Morris Adler. Critical Practices to Develop Student Agency in Rural Contexts, Michael Kopish and Jadey Gilmore. Exploring Power in Middle Grades Social Studies Education, Alexander Cuenca and Joseph McAnulty. “Why Does This Matter?” Using Current Events About Islamophobia and Racial Unrest to Understand the Past, Jennifer Killham, Joshua Harris, and Prentice Chandler. Part III: High School. Build Your Own Course: Creating a Controversial Issues Class at an Appalachian High School, Eric D. Moffa. “Dinosaurs in the Hood?” Introducing Intersectionality in the Social Studies Classroom, Whitney Blankenship and Calla Hardiman. Going Beyond the Single Story of Suffrage: Teaching Gender Rights and Protests through Film, Eric Hill, Lauren Colley and John P. Broome. Traviesas/ os: Tactics and Stories of Insurgent Social Studies Teachers, Brian Gibbs. It’s Being Done in the State of Hawai‘i: Ethnic Studies as a Requirement for Public High School Graduation, Amber Strong Makaiau. The Gender Equity Club, Daniel T. Bordwell. “Care Comes First” Creating a Space for Controversy, Carly Muetterties, Whitney Walker, and Tracey Bolinger. The Aurora Urban Planning Simulation: Teaching About Class through Spatial Inequality in Secondary Social Studies, Colleen Boucher and John P. Broome. Teaching Intersectionality and the Long and Ongoing Women’s and Gay Rights Movements in U.S. History, Hillary Parkhouse and Tracey Barrett. Facing Problems of Practice and Privilege: A Class Trip to Montgomery, Alabama to Confront a History of Racial Violence Legal Injustice, Christoph Stutts and Matt Cone. Biographies.

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Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.

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Book SynopsisFor citizenship education in the 21st century, globalization increasingly presents a new challenge and a new opportunity. Since the time when nationalism played a critical role in unifying new nations, nationality and citizenship have been virtually synonymous terms. As a result, the constructed symbiosis of citizenship and national identity has influenced state supported citizenship education in the most profound way. School curricula, particularly in public schools, produced and reinforced the dominant version of citizenship, which is national citizenship. Schools were expected to prepare future loyal citizens who would identify themselves with the nation.Due to the changing nature and scope of human interactions, the traditional model of citizenship education, however, appears increasingly outdated and deficient to address many contemporary challenges. Thus, schools have become a locus of a potential conflict of two citizenship discourses: the discourse of national citizenship that for a long time has served as the ultimate purpose of public education and the discourse of global citizenship that is forcefully and continuously seeking for a proper place in school curricula despite the lack of curricular heritage. The need for an education for citizenship that has a global scope and is guided by critical and emancipatory approaches becomes more evident. At the same time, the pressure to globalize and internationalize curriculum actively challenges such concepts as patriotism, national identity, loyalty to the state, or national uniqueness of government and democratic development that have been fundamental for citizenship and civic education for decades.In this book, a group of international scholars present their research about the dynamic development, interplay, and interconnectedness of two major discourses in citizenship education, namely national and global. Case studies and ethnographies from China, Cyprus, Egypt, Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia, and the United States display a multifaceted but yet comprehensive picture of educators’ attempts to promote social justice, global awareness, and multiple loyalties. The volume will appeal to several constituencies: it will be interesting to teachers and teacher educators whose focus of instruction is citizenship education, social studies education, and global education; it will also be interesting to scholars who conduct research in citizenship and global education.Table of Contents Introduction: National and Global in Citizenship Education, Anatoli Rapoport. U.S. Youth’s Sense of Belonging as Citizens of Their Communities: Probing Youth’s Nonbelonging to a National Community, Jasmina Josi?. A Comparative Case Study of International Schools in Singapore and Hong Kong: Studying Global Issues as Ethical/Political Practice, Mark Baildon, Theresa Alviar-Martin, Sandra Bott, and Marie Lam. Rethinking Cosmopolitanism and Global Citizenship Within Multimodal Digital Literacy Education, Jason Harshman and Agie Behounek. The Struggle for National Identity: Islam in Egypt, the Netherlands, and the United States, Mohamed Amira and Frans H. Doppen. Collapsing the Supranational and the National: From Citizenship to Health Education in the Republic of Cyprus, Stavroula Philippou and Eleni Theodorou. Teachers, Twitter, and Global Citizenship Education: Global Discussions, National Boundaries, Laura Quaynor and Elizabeth Sturm. Flipping the Panopticon: Liberian Youth Break the Fourth Wall in the Ebola Crisis, Jasmine L. Blanks Jones. Measuring Outcomes of Citizen Education: Values and Identity of the Russian Youth, Anna Sanina. Coping With the Challenge of Globalization at Home and Abroad: China’s Patriotic Education, Xiauye Qin. Global Citizenship Versus Patriotism: The Correlation Between Turkish Preservice Teachers’ Perception of Patriotism and Global Citizenship, Emin Kilinc and Bülent Tarman. About the Authors.

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Book SynopsisThe purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research.Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.Table of Contents Section I: Theoretical Insights? Section II: Transformative Policies. Section III: Transformative Pedagogies Section IV: Transformative Practices Section V: Conclusion

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Book SynopsisThe purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research.Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.Table of Contents Section I: Theoretical Insights? Section II: Transformative Policies. Section III: Transformative Pedagogies Section IV: Transformative Practices Section V: Conclusion

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Book SynopsisDo you ever feel like more and more of your students come to your classroom not knowing how to study or what to do in order to be successful in your class? Some students come to college knowing the ropes, knowing what it takes to be successful as STEM students. But many do not. Research shows that students who are the first-generation in their family to attend or complete college are likely to arrive at your classroom not knowing what it takes to be successful. And data shows that more first-generation students are likely to be arriving on your doorstep in the near future. What can you do to help these students be successful?This book can provide you with some research based methods that are quick, easy, and effortless. These are steps that you can take to help first-generation college students succeed without having to change the way you teach.Why put in this effort in the first place? The payoff is truly worth it. First-generation college students are frequently low-income students and from ethnic groups underrepresented in STEM. With a little effort, you can enhance the retention of underrepresented groups in your discipline, at your institution and play a role in national efforts to enhance diversity in STEM.

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Book SynopsisDo you ever feel like more and more of your students come to your classroom not knowing how to study or what to do in order to be successful in your class? Some students come to college knowing the ropes, knowing what it takes to be successful as STEM students. But many do not. Research shows that students who are the first-generation in their family to attend or complete college are likely to arrive at your classroom not knowing what it takes to be successful. And data shows that more first-generation students are likely to be arriving on your doorstep in the near future. What can you do to help these students be successful?This book can provide you with some research based methods that are quick, easy, and effortless. These are steps that you can take to help first-generation college students succeed without having to change the way you teach.Why put in this effort in the first place? The payoff is truly worth it. First-generation college students are frequently low-income students and from ethnic groups underrepresented in STEM. With a little effort, you can enhance the retention of underrepresented groups in your discipline, at your institution and play a role in national efforts to enhance diversity in STEM.

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Book SynopsisMultilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States. But these groups of students tend to receive unequal access to and inadequate instruction in Science, Technology, Engineering, Arts, and Mathematics (STEAM), with their cultural and linguistic assets going largely unacknowledged and underutilized. The need for more information about quality STEAM education for culturally and linguistically diverse students is pressing. This book seeks to address this need, with chapters from asset-oriented researchers and practitioners whose work offers promising teaching and learning approaches in the STEAM subjects in K-16 education settings. Authors share innovative ways in which classroom teachers integrate disciplinary reading, writing, discussion, and language development with content knowledge development in STEAM subjects. Also shared are approaches for integrating indigenous epistemologies, culturally sustaining pedagogy, and students’ linguistic resources and life experiences into classroom teaching.The value of quality STEAM education for all students is an equity issue, a civics issue, and an economic issue. Our technologically-driven, scientifically-oriented, innovative society should be led by diverse people with diverse ways of approaching and being in the world. This book aims to make quality STEAM education a reality for all students, taking into account the many perspectives, bodies of knowledge, and skills they bring from a range of cultural and linguistic backgrounds, with the ultimate goal of strengthening the fields that will drive our society towards the future. There are three primary audiences for this book: teachers (both in-service and pre-service teachers), teacher educators (both pre-service preparation and professional learning); and applied researchers. Whatever their current or evolving role, readers are encouraged to use this book and the inquiry questions provided at the end of each chapter as a launching point for their own important work in achieving equity in STEAM education.

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Book SynopsisMultilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States. But these groups of students tend to receive unequal access to and inadequate instruction in Science, Technology, Engineering, Arts, and Mathematics (STEAM), with their cultural and linguistic assets going largely unacknowledged and underutilized. The need for more information about quality STEAM education for culturally and linguistically diverse students is pressing. This book seeks to address this need, with chapters from asset-oriented researchers and practitioners whose work offers promising teaching and learning approaches in the STEAM subjects in K-16 education settings. Authors share innovative ways in which classroom teachers integrate disciplinary reading, writing, discussion, and language development with content knowledge development in STEAM subjects. Also shared are approaches for integrating indigenous epistemologies, culturally sustaining pedagogy, and students’ linguistic resources and life experiences into classroom teaching.The value of quality STEAM education for all students is an equity issue, a civics issue, and an economic issue. Our technologically-driven, scientifically-oriented, innovative society should be led by diverse people with diverse ways of approaching and being in the world. This book aims to make quality STEAM education a reality for all students, taking into account the many perspectives, bodies of knowledge, and skills they bring from a range of cultural and linguistic backgrounds, with the ultimate goal of strengthening the fields that will drive our society towards the future. There are three primary audiences for this book: teachers (both in-service and pre-service teachers), teacher educators (both pre-service preparation and professional learning); and applied researchers. Whatever their current or evolving role, readers are encouraged to use this book and the inquiry questions provided at the end of each chapter as a launching point for their own important work in achieving equity in STEAM education.

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Book SynopsisPhysics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning.In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms.To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

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Book SynopsisPhysics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning.In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms.To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

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Book SynopsisAt a time of questionable civility in American politics, democratic education appears to be at a crossroads. As we consider how to best explore democracy and foster a more civically-engaged populace in the current socio-political context, it is critical to examine what frames our educational systems, policies, and practices and shapes our civic identity. While teachers struggle with decreased instructional time for social studies and the demands of standardized tests, the social sciences are often pushed to the margins. Reflecting on how to negotiate local, state, national, and global tensions related to policy and practice, educators work to do what is best to equip students to foster democratic citizenship and ideals.Social sciences educators are uniquely positioned to embrace a journey that upholds democratic ideals of equality, freedom, and justice, while simultaneously critiquing inequity and injustice in schools and our society. The contributors to this volume situate a variety of discussions within the context of the crossroads and explore how to negotiate, translate, and reconceptualize our own beliefs and positionings in ways that positively influence and empower students, teachers, teacher educators, and education policy makers. Studies are presented related to civic education, cross-cultural interpretations, emotional citizenship, international economics, and race-consciousness, as well as those that discuss how to challenge dominant narratives and negotiate educational policies and practices.

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Book SynopsisAMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated.SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles.Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.

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Book Synopsis

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Book SynopsisAMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated.SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles.Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.

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Book SynopsisThis edited book is the first full-length volume exclusively devoted to new research on the challenges and practices of teaching global issues. It addresses the ways that schools can and do address young people’s interest and activism in contemporary global issues facing the world. Many young people today are passionate about issues such as climate change, world poverty, and human rights but have few opportunities in schools to study such issues in depth. This book draws on new research to provide a deeper understanding and examples of how global issues are taught in schools.The book is organized in two sections: (1) contexts and policies in which global issues are taught and learned; and (2) case studies of teaching and learning global issues in schools. The central thesis is that global issues are an essential feature of democracy and social action in a world caught in the thrall of globalization. Schools can no longer afford to ignore teaching about issues impacting across the world if they intend to keep young people engaged in learning and want them to make their own communities—and the greater world—better places for all.

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Book SynopsisThe purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.

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Book SynopsisThe purpose of the edited volume is to provide an international lens to examine evidence-based investigations in Ethno-STEM research: Ethno-science, Ethno-technology, Ethno-engineering, and Ethno-mathematics. These themes grew out of multi-national, multi-institutional and multi-disciplinary efforts to preserve as well as epitomize the role that Indigenous Knowledge Systems (IKS) play in cognitive development and its vital contributions to successful and meaningful learning in conventional and non-conventional contexts. Principled by the Embodied, Situated, and Distributed Cognition (ESDC), this innovative book will provide evidence supporting the embeddedness of a thinking-in-acting model as a fundamental framework that explains and supports students' acquisition of scientific knowledge.So often 'western' science curricula are experienced as irrelevant, since it does not take cognizance of the daily experiences and world in which the learner finds himself. This book takes a socio-cultural look at IKS and applies research in neuroscience to make a case its incorporation in the STEM (Science, Technology, Engineering and Mathematics) classroom. We use the Embodied Situated Distributed Cognition (ESDC) Model as conceptual framework in this book.Although the value of IKS is often acknowledged in curriculum policy documents, teachers are most often not trained in incorporating IK in the classroom. Teachers' lack of the necessary pedagogical content knowledge (PCK) in effectively incorporating IK in their classrooms is a tremendous problem internationally. Another problem is that IK is often perceived as "pseudo-science", and scholars advocating for the incorporation of IK in the school curriculum often do not contextualize their arguments within a convincing theoretical and conceptual framework.

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Book SynopsisThis book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners.We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.Table of Contents Introduction. Acknowledgment. Organizational Cultural Competence in PDS Networks and Teacher Certification Programs, Teresa R. Fisher-Ari, Regina Speights, Mina Veazie, Haimanot Haile, Elizabeth Tennies, and Huan Ngo. When Racial Equity Is Center: Enacting Culturally Responsive Teacher Preparation in PDS Settings, Morgan Faison and Janna Dresden. Fostering a Diversity Perspective: Embedding Cultural Responsiveness Learning Throughout a Teacher Education Program, DavidS. Bender, Chrystine Mitchell, Sharon Pitterson-Ogaldez, and Jayné Park-Martínez. Leveraging School–University Partnerships to Build Cultural Competence in Teacher Candidates, Drew Polly. Preparing Teachers forChanging Classrooms: Assessing the Impact of an International Professional Development Schools Program, Pixita del Prado Hill, Nancy Chicola, and Tamara Hortsman-Riphahn. Enhancing Culturally Relevant Teaching: The International Teacher-to-Teacher Exchange Program, Jeanne Tunks, Ricardo González-Carriedo, Lacey Rainey, and Sarah Reynolds. Measuring Changes in Teachers’ Perceived and Actual Cultural Competence Using the Intercultural Developmental Inventory in the PDS Context, Stephanie Savickand Candice Logan-Washington. Teaching Global Multicultural Competence and Citizenship, Stephanie Rein. Common Professional Language: A Critical Piece for Communication and Research in Professional Development Schools, Joan Ickes, Janice Nath, Kelly O’Neal-Hixson, Ronald Beebe, and Jeff Lash. About the Editors. About the Contributors.

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