Teaching of a specific subject Books

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Book SynopsisThis book examines recent reforms and innovations in school music education within the changing societies of mainland China, Hong Kong and Taiwan. These three regions share a common historical culture but have had diverse socio-political experiences. Whilst some musical knowledge is common to all three, some is particular to one or two and depends on their responses to globalization, localization and national identity. This book aims to compare how music education in Shanghai, Hong Kong and Taipei has adjusted to the forces of globalization, localization and Sinofication. It contributes significantly to thinking about education reforms in response to this tripartite paradigm with respect to not only Chinese communities but also to the Asia-Pacific Region as a whole.Trade Review"Ho’s work is relevant because of the embedded connotations it reveals when reading her work form a geopolitical perspective anno 2020. It is to be recommended for use in the classroom and serves as an appropriate literature survey documenting debates and core insights that are of importance in understanding the history of education in East Asia." – Ann Heylen, National Taiwan Normal University, in International Journal of Taiwan Studies 3 (2020), p. 363-382.

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Book SynopsisThis volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC).Table of ContentsNote: The volume is completed with an e-book that includes practical examples of the instructional programs and materials of the book intended for teachers, novel researchers and so on. The link to the e-chapter for the applicable book-chapter is given directly below the chapter in the table of contents. There is an additional e-chapter for chapters 4, 5, 6, 8, and 9. All e-chapters are available in full Open Access with a CC-BY-NC license on Figshare. List of Figures and Tables Note to Reader Introductory Part: Strategy Teaching for Learning to Write and for Writing to Learn 1 Design Principles for Teaching Effective Writing: An Introduction  Raquel Fidalgo, Karen R. Harris, and Martine Braaksma 2 Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses  Steve Graham and Karen R. Harris 3 Description and Analysis of Strategy-Focused Instructional Models for Writing  Patricia Robledo-Ramón and Jesús N. García 4 Writing-to-Learn Instruction That Works  Lauren Foxworth and Linda H. Mason E-chapter 4 SRSD for RAFT Writing  Linda H. Mason and D. Paul Haspel Learning to Write: Design Principles in Teaching Writing 5 Developing Writing Skills through Cognitive Self-Regulation Instruction  Raquel Fidalgo and Mark Torrance E-chapter 5 CSRI Program on Planning and Drafting Strategies: Sessions and Supportive Instructional Materials Raquel Fidalgo, Mark Torrance, and Begoña López-Campelo 6 Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research  Karen R. Harris and Steve Graham E-chapter 6 POW, TREE and TWA for Writing Persuasively from Source Text: Lesson Plans, Materials, and Tips  Karen R. Harris and Steve Graham Writing to Learn: Design Principles for Writing to Learn 7 An Instructional Approach for Improving Reading and Writing to Learn  Linda H. Mason 8 Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing  Isabel Martínez, Mar Mateos, and Elena Martín E-chapter 8 Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 years old students) to Enhance Content-Learning through the Integrated Use of Reading and Writing  Isabel Martínez, Mar Mateos, and Elena Martín 9 Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text  Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, Rebeca Cerezo, Estrella Fernández, Ellian Tuero, and Julia Högemann E-chapter 9 Promoting Self-Regulatory Skills in Writing Using a Story-Toll  Julia Högemann, Pedro Rosário, José Carlos Núñez, Celestino Rodríguez, and Antonio Valle Concluding Chapters 10 Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended  Charles A. MacArthur 11 Fostering Student Writing through Intervention Research: An Examination of Key Components  P. Karen Murphy, Carla M. Firetto, Mengyi Li, Liwei Wei, and Rachel M. V. Croninger 12 Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs  Gert Rijlaarsdam, Tanja Janssen, Saskia Rietdijk, and Daphne van Weijen Index

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Book SynopsisSTEM of Desire: Queer Theories and Science Education locates, creates, and investigates intersections of science, technology, engineering, and mathematics (STEM) education and queer theorizing. Manifold desires—personal, political, cultural—produce and animate STEM education. Queer theories instigate and explore (im)possibilities for knowing and being through desires normal and strange. The provocative original manuscripts in this collection draw on queer theories and allied perspectives to trace entanglements of STEM education, sex, sexuality, gender, and desire and to advance constructive critique, creative world-making, and (com)passionate advocacy. Not just another call for inclusion, this volume turns to what and how STEM education and diverse, desiring subjects might be(come) in relation to each other and the world. STEM of Desire is the first book-length project on queering STEM education. Eighteen chapters and two poems by 27 contributors consider STEM education in schools and universities, museums and other informal learning environments, and everyday life. Subject areas include physical and life sciences, engineering, mathematics, nursing and medicine, environmental education, early childhood education, teacher education, and education standards. These queering orientations to theory, research, and practice will interest STEM teacher educators, teachers and professors, undergraduate and graduate students, scholars, policy makers, and academic libraries. Contributors are: Jesse Bazzul, Charlotte Boulay, Francis S. Broadway, Erin A. Cech, Steve Fifield, blake m. r. flessas, Andrew Gilbert, Helene Götschel, Emily M. Gray, Kristin L. Gunckel, Joe E. Heimlich, Tommye Hutson, Kathryn L. Kirchgasler, Michelle L. Knaier, Sheri Leafgren, Will Letts, Anna MacDermut, Michael J. Reiss, Donna M. Riley, Cecilia Rodéhn, Scott Sander, Nicholas Santavicca, James Sheldon, Amy E. Slaton, Stephen Witzig, Timothy D. Zimmerman, and Adrian Zongrone.Table of ContentsAcknowledgements Illyria  Charlotte Boulay Prolegomenon: Queer Theories and STEM Education  Steve Fifield and Will Letts 1. I : Snow Queen :: “Nigger” : (School) Science  Francis S. Broadway 2. Queering Science Education without Making Too Much Sense  Steve Fifield and Will Letts 3. Beyond Nature Talk: Transforming Environmental Education with Critical and Queer Theories  Blake M. R. Flessas and Timothy D. Zimmerman 4. Wonder in the Science Classroom  Andrew Gilbert and Emily M. Gray 5. Teaching Queering Physics: An Agenda for Research and Practice  Helene Götschel 6. What Does Queer Theory Have to Do with Teaching Science in Elementary Schools?  Kristin L. Gunckel 7. Queering STEM Learningscapes  Joe E. Heimlich 8. What’s in a Name? Reflections on Learning and Teaching in Central Texas  Tommye Hutson 9. Strange Precipitate: How Interest in Science Produces Different Kinds of Students  Kathryn L. Kirchgasler 10. What Makes Girls and Boys So Desirable? STEM Education beyond Gender Binaries  Michelle L. Knaier 11. Children, Nomads, and Queering: Desire and Surprise in a Wiggly World  Sheri Leafgren and Scott Sander 12. Inviting the Mess: A Children’s Museum’s Transgressive Tactics for Unleashing Play  Anna MacDermut and Adrian Zongrone 13. Thinking Like a Fox: Queering the Science Classroom When Teaching about Sex and Sexuality  Michael J. Reiss 14. Exhibiting Doctors and Nurses: Queering Professional Education in a Medical Museum  Cecilia Rodéhn 15. Camping Science Education: A Trip to Camp Wilde and the Queer Nature of Nature  Nicholas Santavicca, Jesse Bazzul and Stephen Witzig 16. Towards a Queer Curriculum of Infinity  James Sheldon 17. Yearning, Learning, and Earning: The Gritty Ontologies of American Engineering Education  Amy E. Slaton, Erin A. Cech and Donna M. Riley 18. The Bargain  Charlotte Boulay

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Book SynopsisThe beginning of the Greek revival in the West is generally attributed to the teaching of the Byzantine scholar Manuel Chrysoloras in Florence between 1397 and 1400. Causes, aspects, and consequences of this important cultural phenomenon still need to be analyzed in depth. The essays collected in this volume examine the development of the study of Greek from the fifteenth to the early sixteenth century, reconstructing its spread and impact on early modern literatures, philosophy, and visual arts. An analysis of the methods and tools used to teach and learn Greek sheds light on the complex cultural relationships between Byzantium and the West and enlarges the traditional picture of the Greek revival in early modern Europe. Contributors are: Lilia Campana, Federica Ciccolella, Mariarosa Cortesi, Francesco G. Giannachi, Fevronia Nousia, Kalle Lundahl, Erika Nuti, Denis Robichaud, Antonio Rollo, Luigi Silvano, David Speranzi, and Paola Tomé.Trade Review“For anyone interested in the teaching of Greek in Renaissance Italy, this volume offers a great deal of good new scholarship.” - Paul F. Grendler, University of Toronto, emeritus, in: Renaissance Quarterly, 71:2 (Summer 2018), pp. 714-715 “L’esplorazione dei manoscritti prodotti e circolanti in tale cerchia, attualmente conservati in massima parte nel fondo Barocci della Bodleian Library, consente a C. di verificare, tra l’altro, come la pratica didattica del greco in ambito cretese, per quanto aperta alla ricezione di alcune delle novità emerse in Occidente, persistesse nell’alveo della tradizione grammaticale bizantina. Merita, infine, una menzione la bibliografia assai abbondante ed aggiornata raccolta a conclusione del volume, che non mancherà di rappresentare un validissimo sussidio per le ricerche future.” - Marco Barbero, in: Medioevo greco 18 (2018)Table of ContentsIntroduction Editors’ Note 1. The Transmission and Reception of Manuel Moschopulos’ Schedography in the West Fevronia Nousia 2. Study Tools in the Humanist Greek School: Preliminary Observations on Greek-Latin Lexica Antonio Rollo 3. Greek at the School of Vittorino da Feltre Mariarosa Cortesi 4. Greek Studies in Giovanni Tortelli’s Orthographia: A World in Transition Paola Tomè 5. Working with Plotinus: A Study of Marsilio Ficino’s Textual and Divinatory Philology Denis J.-J. Robichaud 6. Praeclara librorum suppellectilis: Cretan Manuscripts in Pietro da Portico’s Library David Speranzi 7. Learning Greek in the Land of Otranto: Some Remarks on Sergio Stiso of Zollino and His School Francesco G. Giannachi 8. Antonio Allegri da Correggio: The Greek Inscription in the Hermitage Portrait Kalle O. Lundahl 9. Teaching Greek in Renaissance Rome: Basil Chalcondyles and His Courses on the Odyssey Luigi Silvano 10. Vettor Fausto (1490-1546), Professor of Greek at the School of Saint Mark Lilia Campana 11. Franciscus Bovius Ferrarensis and Johannes Sagomalas Naupliensis: Teaching Elementary Greek in the Mid-Sixteenth Century Erika Nuti 12. Greek in Venetian Crete: Grammars and Schoolbooks from the Library of Francesco Barocci Federica Ciccolella Bibliography Index of Manuscripts and Archival Materials Index of Proper Names

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Book SynopsisSTEM of Desire: Queer Theories and Science Education locates, creates, and investigates intersections of science, technology, engineering, and mathematics (STEM) education and queer theorizing. Manifold desires—personal, political, cultural—produce and animate STEM education. Queer theories instigate and explore (im)possibilities for knowing and being through desires normal and strange. The provocative original manuscripts in this collection draw on queer theories and allied perspectives to trace entanglements of STEM education, sex, sexuality, gender, and desire and to advance constructive critique, creative world-making, and (com)passionate advocacy. Not just another call for inclusion, this volume turns to what and how STEM education and diverse, desiring subjects might be(come) in relation to each other and the world. STEM of Desire is the first book-length project on queering STEM education. Eighteen chapters and two poems by 27 contributors consider STEM education in schools and universities, museums and other informal learning environments, and everyday life. Subject areas include physical and life sciences, engineering, mathematics, nursing and medicine, environmental education, early childhood education, teacher education, and education standards. These queering orientations to theory, research, and practice will interest STEM teacher educators, teachers and professors, undergraduate and graduate students, scholars, policy makers, and academic libraries. Contributors are: Jesse Bazzul, Charlotte Boulay, Francis S. Broadway, Erin A. Cech, Steve Fifield, blake m. r. flessas, Andrew Gilbert, Helene Götschel, Emily M. Gray, Kristin L. Gunckel, Joe E. Heimlich, Tommye Hutson, Kathryn L. Kirchgasler, Michelle L. Knaier, Sheri Leafgren, Will Letts, Anna MacDermut, Michael J. Reiss, Donna M. Riley, Cecilia Rodéhn, Scott Sander, Nicholas Santavicca, James Sheldon, Amy E. Slaton, Stephen Witzig, Timothy D. Zimmerman, and Adrian Zongrone.Table of ContentsAcknowledgements Illyria  Charlotte Boulay Prolegomenon: Queer Theories and STEM Education  Steve Fifield and Will Letts 1. I : Snow Queen :: “Nigger” : (School) Science  Francis S. Broadway 2. Queering Science Education without Making Too Much Sense  Steve Fifield and Will Letts 3. Beyond Nature Talk: Transforming Environmental Education with Critical and Queer Theories  Blake M. R. Flessas and Timothy D. Zimmerman 4. Wonder in the Science Classroom  Andrew Gilbert and Emily M. Gray 5. Teaching Queering Physics: An Agenda for Research and Practice  Helene Götschel 6. What Does Queer Theory Have to Do with Teaching Science in Elementary Schools?  Kristin L. Gunckel 7. Queering STEM Learningscapes  Joe E. Heimlich 8. What’s in a Name? Reflections on Learning and Teaching in Central Texas  Tommye Hutson 9. Strange Precipitate: How Interest in Science Produces Different Kinds of Students  Kathryn L. Kirchgasler 10. What Makes Girls and Boys So Desirable? STEM Education beyond Gender Binaries  Michelle L. Knaier 11. Children, Nomads, and Queering: Desire and Surprise in a Wiggly World  Sheri Leafgren and Scott Sander 12. Inviting the Mess: A Children’s Museum’s Transgressive Tactics for Unleashing Play  Anna MacDermut and Adrian Zongrone 13. Thinking Like a Fox: Queering the Science Classroom When Teaching about Sex and Sexuality  Michael J. Reiss 14. Exhibiting Doctors and Nurses: Queering Professional Education in a Medical Museum  Cecilia Rodéhn 15. Camping Science Education: A Trip to Camp Wilde and the Queer Nature of Nature  Nicholas Santavicca, Jesse Bazzul and Stephen Witzig 16. Towards a Queer Curriculum of Infinity  James Sheldon 17. Yearning, Learning, and Earning: The Gritty Ontologies of American Engineering Education  Amy E. Slaton, Erin A. Cech and Donna M. Riley 18. The Bargain  Charlotte Boulay

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Book SynopsisCreativity of an Aha! Moment and Mathematics Education introduces bisociation, the theory of Aha! moment creativity into mathematics education. It establishes relationships between Koestler’s bisociation theory and constructivist learning theories. It lays down the basis for a new theory integrating creativity with learning to describe moments of insight at different levels of student development. The collection illuminates the creativity of the eureka experience in mathematics through different lenses of affect, cognition and conation, theory of attention and constructivist theories of learning, neuroscience and computer creativity. Since Aha! is a common human experience, the book proposes bisociation as the basis of creativity for all. It discusses how to facilitate and assess Aha! creativity in mathematics classrooms. Contributors are: William Baker, Stephen Campbell, Bronislaw Czarnocha, Olen Dias, Gerald Goldin, Peter Liljedahl, John Mason, Benjamin Rott, Edme Soho, Hector Soto, Hannes Stoppel, David Tall, Ron Tzur and Laurel Wolf.

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Book SynopsisA reflective teacher as a growth-minded person seeks opportunities to continue professional development. Reflection not only ignites a teacher’s desire for improvement, but also inspires continuous learning. Through an accurate grasp of self-assessment, confidence, self-appraisal, a reflective practitioner can plant the seeds of effective teaching. This book aims to guide EFL teachers to teach language reflectively and effectively. It includes two parts, the first focuses on the SLA theories and their impact on language teaching and the second centers on the reflective and effective teaching of language components and skills. The editors hope this book will be helpful to those wishing to become effective teachers since this results in nurturing learners’ cravings to learn in a safe and supportive environment. Contributors are: Maryam Azarnoosh, Anne Burns, Graham V. Crookes, Michael R.W. Dawson, Richard R. Day, Akram Faravani, Dorothy Gillmeister, Christine C. M. Goh, Hamid Reza Kargozari, John M. Levis, John I. Liontas, Shawn Loewen, Parviz Maftoon, Jennifer Majorana, Shannon McCrocklin, Hossein Nassaji, Ulugbek Nurmukhamedov, Luke Plonsky, Nima Shakouri, Jun Tian, Laurens Vandergrift, Constance Weaver, and Mitra Zeraatpishe.Table of ContentsPreface List of Figures and Tables Part 1: Theories 1. Behaviourism  Hamid Reza Kargozari and Akram Faravani 2. Cognitive Approaches to Second Language Acquisition: A Symbiosis between Nature and Nurture  Parviz Maftoon and Nima Shakouri 3. Constructivism  Hossein Nassaji and Jun Tian 4. Connectionism  Michael R. W. Dawson 5. Interactionism  Shawn Loewen and Jennifer Majorana 6. Critical Theories of SLA and Their Applications to Reflective and Effective Teaching  Graham V. Crookes Part 2: Skills/Subskills 7. Reflective and Effective Teaching of Pronunciation  John M. Levis and Shannon McCrocklin 8. Reflective and Effective Teaching of Grammar  Constance Weaver and Dorothy Gillmeister 9. Reflective and Effective Teaching of Vocabulary  Ulugbek Nurmukhamedov and Luke Plonsky 10. Reflective and Effective Teaching of Idioms through a Pragmatic Perspective  John L. Liontas 11. Reflective Teaching of Speaking  Anne Burns 12. Reflective and Effective Teaching of Writing  Mitra Zeraatpishe and Maryam Azarnoosh 13. Reflective and Effective Teaching of Listening  Christine C. M. Goh and Larry Vandergrift 14. Reflective and Effective Teaching of Reading  Richard R. Day About the Contributors Author Index Subject Index

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Book SynopsisA reflective teacher as a growth-minded person seeks opportunities to continue professional development. Reflection not only ignites a teacher’s desire for improvement, but also inspires continuous learning. Through an accurate grasp of self-assessment, confidence, self-appraisal, a reflective practitioner can plant the seeds of effective teaching. This book aims to guide EFL teachers to teach language reflectively and effectively. It includes two parts, the first focuses on the SLA theories and their impact on language teaching and the second centers on the reflective and effective teaching of language components and skills. The editors hope this book will be helpful to those wishing to become effective teachers since this results in nurturing learners’ cravings to learn in a safe and supportive environment. Contributors are: Maryam Azarnoosh, Anne Burns, Graham V. Crookes, Michael R.W. Dawson, Richard R. Day, Akram Faravani, Dorothy Gillmeister, Christine C. M. Goh, Hamid Reza Kargozari, John M. Levis, John I. Liontas, Shawn Loewen, Parviz Maftoon, Jennifer Majorana, Shannon McCrocklin, Hossein Nassaji, Ulugbek Nurmukhamedov, Luke Plonsky, Nima Shakouri, Jun Tian, Laurens Vandergrift, Constance Weaver, and Mitra Zeraatpishe.Table of ContentsPreface List of Figures and Tables Part 1: Theories 1. Behaviourism  Hamid Reza Kargozari and Akram Faravani 2. Cognitive Approaches to Second Language Acquisition: A Symbiosis between Nature and Nurture  Parviz Maftoon and Nima Shakouri 3. Constructivism  Hossein Nassaji and Jun Tian 4. Connectionism  Michael R. W. Dawson 5. Interactionism  Shawn Loewen and Jennifer Majorana 6. Critical Theories of SLA and Their Applications to Reflective and Effective Teaching  Graham V. Crookes Part 2: Skills/Subskills 7. Reflective and Effective Teaching of Pronunciation  John M. Levis and Shannon McCrocklin 8. Reflective and Effective Teaching of Grammar  Constance Weaver and Dorothy Gillmeister 9. Reflective and Effective Teaching of Vocabulary  Ulugbek Nurmukhamedov and Luke Plonsky 10. Reflective and Effective Teaching of Idioms through a Pragmatic Perspective  John L. Liontas 11. Reflective Teaching of Speaking  Anne Burns 12. Reflective and Effective Teaching of Writing  Mitra Zeraatpishe and Maryam Azarnoosh 13. Reflective and Effective Teaching of Listening  Christine C. M. Goh and Larry Vandergrift 14. Reflective and Effective Teaching of Reading  Richard R. Day About the Contributors Author Index Subject Index

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Book SynopsisThe issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.Table of ContentsPreface Acknowledgements Notes on Contributors PART 1: Teachers’ Education and Teachers’ Knowledge 1 What Should We Expect from Somebody Who Teaches Mathematics in Elementary School  Shlomo Vinner 2 Pre-Service Mathematics Teachers’ Attitudes Toward Integration of Humor in Mathematics Lessons  Avikam Gazit 3 Geometric Thinking Levels of Pre-Service and In-Service Mathematics Teachers at Various Stages of Their Education  Dorit Patkin and Ruthi Barkai PART 2: Teaching and Teachers’ Personality 4 A Multicultural View of Mathematics Male-Teachers at Israeli Elementary Schools  Eti Gilad and Shosh Millet 5 Do “Those Who Understand” Teach? Mathematics Teachers’ Professional Image  Dorit Patkin and Avikam Gazit 6 Elementary School Mathematics Pre-Service Teachers’ Perception of Their Professional Image  Nili Mendelson Epilog  Dorit Patkin and Avikam Gazit Root Canal  Avikam Gazit

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Book SynopsisThe issue of mathematics teaching and its impact on learners' attainments in this subject has continuously been on the public agenda. The anthology of chapters in this book consists of varied up-to-date studies of some of the best mathematics education researchers and mathematics teaching experts, exploring the varied aspects of this essential. The book depicts the elementary school mathematics teachers' world while relating to three aspects which comprise the professional environment of mathematics teachers: Teachers' education and teachers' knowledge, Teaching and Teachers' personality. The chapters are written on a level which addresses and might interest a wide readership: researchers, in-service teachers, pre-service teachers, parents and learners.Table of ContentsPreface Acknowledgements Notes on Contributors PART 1: Teachers’ Education and Teachers’ Knowledge 1 What Should We Expect from Somebody Who Teaches Mathematics in Elementary School  Shlomo Vinner 2 Pre-Service Mathematics Teachers’ Attitudes Toward Integration of Humor in Mathematics Lessons  Avikam Gazit 3 Geometric Thinking Levels of Pre-Service and In-Service Mathematics Teachers at Various Stages of Their Education  Dorit Patkin and Ruthi Barkai PART 2: Teaching and Teachers’ Personality 4 A Multicultural View of Mathematics Male-Teachers at Israeli Elementary Schools  Eti Gilad and Shosh Millet 5 Do “Those Who Understand” Teach? Mathematics Teachers’ Professional Image  Dorit Patkin and Avikam Gazit 6 Elementary School Mathematics Pre-Service Teachers’ Perception of Their Professional Image  Nili Mendelson Epilog  Dorit Patkin and Avikam Gazit Root Canal  Avikam Gazit

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Book SynopsisCritical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education. Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.Table of ContentsFigures and Tables 1. Bold Visions for Science Education  Kenneth Tobin and Lynn Bryan 2. Mind the Gap between Science, Teaching and Education  Glauco Silva, Marcília Barcellos and Elisabeth Souza 3. Teaching Science in Times of Crisis  S. Lizette Ramos De Robles and Alejandro J. Gallard Martínez 4. I Know What I Want to Teach But How Can I Know What They Are Going to Learn?  Ralph Levinson 5. Adventures in Cheeseworld  Mitch Bleier and Ashley N. Morton 6. Exploring the Transformative Potential of Experiential Learning  Sonya N. Martin and Da Yeon Kang 7. Taking a Risk  Leah D. Pride 8. Creative Critical Inquiry  Jennifer D. Adams 9. The Engagement of Community Stakeholders in School Science Education  Arnau Amat 10. Examining the Mediation of Power in Informal Environments  Geeta Verma, Anton Puvirajah and Helen Douglass 11. Innovation to What End? Makerspaces as Sites for Science Education  Michael Tan 12. Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia  Chantal Pouliot 13. Science Education as a Material Issue? Exploring the Role of Materiality in Science Education through the Lens of Bradian Theory  Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury 14. Emotion Work at the Frontline of STEM Teaching: Burning out and Turning Away  ALberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan McKenzie 15. Science Education Researcher as Consultant-Researcher: A Critical Reflection of the Nature of Science Education Research in Japan  Masakata Ogawa 16. Science Education  Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams Index

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Book SynopsisCritical Issues and Bold Visions for Science Education contains 16 chapters written by 32 authors from 11 countries. The book is intended for a broad audience of teachers, teacher educators, researchers, and policymakers. Interesting perspectives, challenging problems, and fresh solutions grounded in cutting edge theory and research are presented, interrogated, elaborated and, while retaining complexity, offer transformative visions within a context of political tensions, historical legacies, and grand challenges associated with Anthropocene (e.g., sustainability, climate change, mass extinctions). Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education. Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.Table of ContentsFigures and Tables 1. Bold Visions for Science Education  Kenneth Tobin and Lynn Bryan 2. Mind the Gap between Science, Teaching and Education  Glauco Silva, Marcília Barcellos and Elisabeth Souza 3. Teaching Science in Times of Crisis  S. Lizette Ramos De Robles and Alejandro J. Gallard Martínez 4. I Know What I Want to Teach But How Can I Know What They Are Going to Learn?  Ralph Levinson 5. Adventures in Cheeseworld  Mitch Bleier and Ashley N. Morton 6. Exploring the Transformative Potential of Experiential Learning  Sonya N. Martin and Da Yeon Kang 7. Taking a Risk  Leah D. Pride 8. Creative Critical Inquiry  Jennifer D. Adams 9. The Engagement of Community Stakeholders in School Science Education  Arnau Amat 10. Examining the Mediation of Power in Informal Environments  Geeta Verma, Anton Puvirajah and Helen Douglass 11. Innovation to What End? Makerspaces as Sites for Science Education  Michael Tan 12. Being a Science Education Researcher and a Concerned Citizen against Epistemological Anesthesia  Chantal Pouliot 13. Science Education as a Material Issue? Exploring the Role of Materiality in Science Education through the Lens of Bradian Theory  Colin Hennessy Elliott, Shruti Krishnamoorthy, Catherine Milne and Kathryn Scantlebury 14. Emotion Work at the Frontline of STEM Teaching: Burning out and Turning Away  ALberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan McKenzie 15. Science Education Researcher as Consultant-Researcher: A Critical Reflection of the Nature of Science Education Research in Japan  Masakata Ogawa 16. Science Education  Shakhnoza Kayumova, Lucy Avraamidou and Jennifer D. Adams Index

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Book SynopsisResisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students’ skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers’ testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students’ speaking, communicative, and cooperative skills in post-communist Poland, in the era of Poland’s membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.Table of ContentsPreface Acknowledgements Note on the Author 1 Introduction  Historical Overview  Definitions of Terms  Background of the Study  The Need to Understand Changes in EFL Teaching  The Purpose and the Significance of the Study  Research Question  Summary 2 Literature Review  Introduction  Grammatical/Grammar-Based Approach  Communicative Approach  Cognitive Approach  Summary of the Three Teaching Approaches  Process of Democratization of Education in Poland  The Use of Technology in Instruction  Student-Centered Instruction  Teaching and Learning in an Authentic Environment  Summary 3 Methods  Introduction  Purpose of the Study  Research Design  Description of the Participants  Instrumentation  Research Procedure  Data Collection  Data Analysis  Validity of the Study  Summary 4 Findings  Introduction  The Site of the Study  Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations  Portrait of Each of the Participants  Portrait of Participant One: Anna  Portrait of Participant Two: Barbara  Portrait of Participant Three: Helena  Portrait of Participant Four: Lidia  Portrait of Participant Five: Maria  Analysis of the Profiles  Five Common Themes of the Five Participants  Summary 5 Discussion  Introduction  Review of Methodology  Contextualization of the Research  Summary of Findings  Limitations of the Study  Suggestions for the Future Research  Journey as a Researcher  Summary  Conclusion References

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Book SynopsisDrawing on rich ethnographic data, Critical Mathematics Education: Can Democratic Mathematics Education Survive under Neoliberal Regime? responds to ongoing discussions on the standardization in curriculum and reconceptualizes Critical Mathematics Education (CME) by arguing that despite obstructive implications of market-driven changes in education, a practice of critical mathematics education to promote critical citizenship could be implemented through open-ended projects that resonate with an inquiry-based collaborative learning and dialogic pedagogy. In doing so, neoliberal hegemony in education can be countered. The book also identifies certain limitations of critical mathematical education and suggests pedagogic and curricular strategies for critical educators to cope with these obstacles.Table of ContentsForeword: A Living Mathematics for Democracy Antonia Darder Acknowledgements 1 Setting the Stage  Research Context  Research Methodology  End-of-Unit Projects (EUPs): A Response to Neoliberal Pedagogy  Outline of the Book 2 The Standardization Movement in Education  Reconnaissance Stage for Critical Participatory Action Research  Student-Developed Multiple-Choice Tests: EUP 1  Concluding Discussion of EUP 1  Neoliberal Hegemony in Education 3 Class Consciousness and Mathematical Literacy  Planning and Objectives  Concluding Discussion of EUP 2 4 Collaborative Versus Competitive Learning  Planning and Objectives  Concluding Discussion of EUP 3 5 Mathematical Inequality and Socioeconomic Inequality  Planning and Objectives  Concluding Discussion of EUP 4 6 Student Loan Crises  Planning and Objectives  Concluding Discussion of EUP 5 7 Critical Mathematics Education: A Bottom-Up Response to Neoliberal Hegemony  Critical Mathematics Education and Dialogic Pedagogy  Critical Mathematics Education and Collaborative Learning  Critical Mathematics Education and Inquiry-Based Learning 8 Critical Mathematics Education and Citizenship in the Neoliberal Era  Democracy in the Classroom  Democracy in a Form of Dialogue  Mathematical Literacy and Citizenship  Critical Pedagogy and Critical Citizenship  Neoliberal Hegemony and Mathematics Education for Critical Citizenship 9 Conclusions  Dialogue, Collaboration, and Inquiry  The Mathematics Classroom as a Micro Society  Citizenship and Mathematics Education  Curricular Materials in CME  Micromanagement and Control  Participatory Action Research and Critical Mathematics Education  Limitations and Suggestions  Final Word References Index

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

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Book SynopsisResisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students’ skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers’ testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students’ speaking, communicative, and cooperative skills in post-communist Poland, in the era of Poland’s membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.Table of ContentsPreface Acknowledgements Note on the Author 1 Introduction  Historical Overview  Definitions of Terms  Background of the Study  The Need to Understand Changes in EFL Teaching  The Purpose and the Significance of the Study  Research Question  Summary 2 Literature Review  Introduction  Grammatical/Grammar-Based Approach  Communicative Approach  Cognitive Approach  Summary of the Three Teaching Approaches  Process of Democratization of Education in Poland  The Use of Technology in Instruction  Student-Centered Instruction  Teaching and Learning in an Authentic Environment  Summary 3 Methods  Introduction  Purpose of the Study  Research Design  Description of the Participants  Instrumentation  Research Procedure  Data Collection  Data Analysis  Validity of the Study  Summary 4 Findings  Introduction  The Site of the Study  Development of Studentsf Speaking, Communicative, and Cooperative Skills through Interviews and Class Observations  Portrait of Each of the Participants  Portrait of Participant One: Anna  Portrait of Participant Two: Barbara  Portrait of Participant Three: Helena  Portrait of Participant Four: Lidia  Portrait of Participant Five: Maria  Analysis of the Profiles  Five Common Themes of the Five Participants  Summary 5 Discussion  Introduction  Review of Methodology  Contextualization of the Research  Summary of Findings  Limitations of the Study  Suggestions for the Future Research  Journey as a Researcher  Summary  Conclusion References

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Book SynopsisThe relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.Table of ContentsAcknowledgements Figures and Tables Notes on Contributors Introduction  Dianne Siemon, Tasos Barkatsas and Rebecca Seah 1 Knowing and Building on What Students Know: The Case of Multiplicative Thinking  Dianne Siemon 2 Learning Trajectories in Early Mathematics Education  Julie Sarama and Douglas H. Clements 3 HLT: A Lens on Conceptual Transition between Mathematical “Markers”  Ron Tzur 4 Using Digital Diagnostic Classroom Assessments Based on Learning Trajectories to Drive Instruction  Jere Confrey, William McGowan, Meetal Shah, Michael Belcher, Margaret Hennessey and Alan Maloney 5 Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years  Dianne Siemon and Rosemary Callingham 6 Reframing Mathematical Futures II: Developing Students’ Algebraic Reasoning in the Middle Years  Marj Horne, Max Stephens and Lorraine Day 7 A Learning Progression for Geometric Reasoning  Rebecca Seah and Marj Horne 8 Statistics and Probability: From Research to the Classroom  Rosemary Callingham, Jane Watson and Greg Oates 9 Investigating Mathematics Students’ Motivations and Perceptions  Tasos Barkatsas and Claudia Orellana 10 Secondary Students’ Mathematics Education Goal Orientations  Tasos Barkatsas and Claudia Orellana Epilogue  Mike Askew

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Book SynopsisThe relationship between research and practice has long been an area of interest for researchers, policy makers, and practitioners alike. One obvious arena where mathematics education research can contribute to practice is the design and implementation of school mathematics curricula. This observation holds whether we are talking about curriculum as a set of broad, measurable competencies (i.e., standards) or as a comprehensive set of resources for teaching and learning mathematics. Impacting practice in this way requires fine-grained research that is focused on individual student learning trajectories and intimate analyses of classroom pedagogical practices as well as large-scale research that explores how student populations typically engage with the big ideas of mathematics over time. Both types of research provide an empirical basis for identifying what aspects of mathematics are important and how they develop over time. This book has its origins in independent but parallel work in Australia and the United States over the last 10 to 15 years. It was prompted by a research seminar at the 2017 PME Conference in Singapore that brought the contributors to this volume together to consider the development and use of evidence-based learning progressions/trajectories in mathematics education, their basis in theory, their focus and scale, and the methods used to identify and validate them. In this volume they elaborate on their work to consider what is meant by learning progressions/trajectories and explore a range of issues associated with their development, implementation, evaluation, and on-going review. Implications for curriculum design and future research in this field are also considered. Contributors are: Michael Askew, Tasos Barkatsas, Michael Belcher, Rosemary Callingham, Doug Clements, Jere Confrey, Lorraine Day, Margaret Hennessey, Marj Horne, Alan Maloney, William McGowan, Greg Oates, Claudia Orellana, Julie Sarama, Rebecca Seah, Meetal Shah, Dianne Siemon, Max Stephens, Ron Tzur, and Jane Watson.Table of ContentsAcknowledgements Figures and Tables Notes on Contributors Introduction  Dianne Siemon, Tasos Barkatsas and Rebecca Seah 1 Knowing and Building on What Students Know: The Case of Multiplicative Thinking  Dianne Siemon 2 Learning Trajectories in Early Mathematics Education  Julie Sarama and Douglas H. Clements 3 HLT: A Lens on Conceptual Transition between Mathematical “Markers”  Ron Tzur 4 Using Digital Diagnostic Classroom Assessments Based on Learning Trajectories to Drive Instruction  Jere Confrey, William McGowan, Meetal Shah, Michael Belcher, Margaret Hennessey and Alan Maloney 5 Researching Mathematical Reasoning: Building Evidence-Based Resources to Support Targeted Teaching in the Middle Years  Dianne Siemon and Rosemary Callingham 6 Reframing Mathematical Futures II: Developing Students’ Algebraic Reasoning in the Middle Years  Marj Horne, Max Stephens and Lorraine Day 7 A Learning Progression for Geometric Reasoning  Rebecca Seah and Marj Horne 8 Statistics and Probability: From Research to the Classroom  Rosemary Callingham, Jane Watson and Greg Oates 9 Investigating Mathematics Students’ Motivations and Perceptions  Tasos Barkatsas and Claudia Orellana 10 Secondary Students’ Mathematics Education Goal Orientations  Tasos Barkatsas and Claudia Orellana Epilogue  Mike Askew

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Book SynopsisThere is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours. Contributors are: Lillie R. Albert, Cynthia Anhalt, Saman A. Aryana, Joy Barnes-Johnson, Lora Bartlett, Brezhnev Batres, Diane Bonilla, Patti Brosnan, Andrea C. Burrows, Alan Buss, Laurie O. Campbell, Phil Cantor, Michelle T. Chamberlin, Scott A. Chamberlin, Marta Civil, Lin Ding, Teresa Dunleavy, Belinda P. Edwards, Jennifer A. Eli, Joshua Ellis, Adrian Epps, Anne Even, Angela Frausto, Samantha Heller, Karen E. Irving, Heather Johnson, Nicole M. Joseph, Richard Kitchen, Karen Kuhel, Marina Lazic, Jacqueline Leonard, Rebecca H. McGraw, Daniel Morales-Doyle, Sultana N. Nahar, Justina Ogodo, Anil K. Pradhan, Carolina Salinas, David Segura, Lynette Gayden Thomas, Alisun Thompson, Maria Varelas, Dorothy Y. White, Desha Williams, and Ryan Ziols.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Teacher Recruitment in the stem Content Areas 1 Using stem Internships to Recruit Noyce Scholars into Elementary Education  Jacqueline Leonard, Scott Chamberlin, Saman A. Aryana, Marina Lazic and Anne Even 2 Stronger Together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation  Jennifer A. Eli, Rebecca H. McGraw, Cynthia O. Anhalt and Marta Civil 3 Noyce at Vanderbilt: Exploring the Factors That Shape the Recruitment and Retention of Black Teachers   4 Rise, Defy, Teach, and Lead: The enable stem Project  Justina Ogodo, Karen E. Irving, Patti Brosnan and Lin Ding PART 2: Teacher Preparation in stem Education 5 Developing a Culturally and Linguistically Responsive Teacher Identity  Belinda P. Edwards, Desha Williams, Karen Kuhel and Adrian Epps 6 Supporting Noyce Scholars’ Teaching of Mathematics in Rural Elementary Schools  Dorothy Y. White, Jacqueline Leonard, Michelle T. Chamberlin and Alan Buss 7 Building Computational Thinking: Design and Making in Teacher Education  Laurie O. Campbell and Samantha Heller 8 Teacher Preparation Programs, Teacher Diversity, and stem: Considering a “Race-Centered” Political Economy Perspective  Ryan Ziols 9 World Class stem Faculty: An International Dual-Degree Program  Karen E. Irving, Anil K. Pradhan and Sultana N. Nahar PART 3: stem Teacher Mentoring and Retention 10 Negotiating Structures and Agency in Learning to Teach Science for Equity and Social Justice  David Segura, Maria Varelas, Daniel Morales-Doyle, Brezhnev Batres, Phillip Cantor, Diana Bonilla, Angela Frausto, Carolina Salinas and Lynette Gayden Thomas 11 Exemplary Mathematics Teachers for High-Need Schools: A Two-Way Mentoring Model  Lillie R. Albert 12 Becoming Equity-Minded stem Teachers through Mentoring and Internship Experiences  Joy Barnes-Johnson, Saman A. Aryana and Jacqueline Leonard 13 Retention through Community Building: Secondary Science and Math Noyce Scholars’ Use of a Chat Room  Andrea C. Burrows 14 Seeking to Stay: Job Search Process and Teacher Retention  Lora Bartlett and Alisun Thompson 15 The Teacher Induction Network: Findings from over 10 Years of stem Teacher Induction  Joshua A. Ellis Index

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Book SynopsisThere is a critical need to prepare diverse teachers with expertise in science, technology, engineering, and mathematics (STEM) with the skills necessary to work effectively with underrepresented K-12 students. Three major goals of funded STEM programs are to attract and prepare students at all educational levels to pursue coursework in the STEM content areas, to prepare graduates to pursue careers in STEM fields, and to improve teacher education programs in the STEM content areas. Drawing upon these goals as the framework for Recruiting, Preparing, and Retaining STEM Teachers for a Global Generation, the 15 chapters contained herein highlight both the challenges and successes of recruiting, preparing, and sustaining novice teachers in the STEM content areas in high-need schools. Recruiting, retaining and sustaining highly-qualified teachers with expertise in STEM content areas to work in hard-to-staff schools and geographic areas are necessary to equalize educational opportunities for rural and urban Title 1 students. High teacher turnover rates, in combination with teachers working out-of-field, leave many students without highly-qualified teachers in STEM fields. Most of the chapters in this volume were prepared by scholars who received NSF funding through Noyce and are engaged in addressing research questions related to these endeavours. Contributors are: Lillie R. Albert, Cynthia Anhalt, Saman A. Aryana, Joy Barnes-Johnson, Lora Bartlett, Brezhnev Batres, Diane Bonilla, Patti Brosnan, Andrea C. Burrows, Alan Buss, Laurie O. Campbell, Phil Cantor, Michelle T. Chamberlin, Scott A. Chamberlin, Marta Civil, Lin Ding, Teresa Dunleavy, Belinda P. Edwards, Jennifer A. Eli, Joshua Ellis, Adrian Epps, Anne Even, Angela Frausto, Samantha Heller, Karen E. Irving, Heather Johnson, Nicole M. Joseph, Richard Kitchen, Karen Kuhel, Marina Lazic, Jacqueline Leonard, Rebecca H. McGraw, Daniel Morales-Doyle, Sultana N. Nahar, Justina Ogodo, Anil K. Pradhan, Carolina Salinas, David Segura, Lynette Gayden Thomas, Alisun Thompson, Maria Varelas, Dorothy Y. White, Desha Williams, and Ryan Ziols.Table of ContentsPreface Acknowledgements List of Figures and Tables Notes on Contributors PART 1: Teacher Recruitment in the stem Content Areas 1 Using stem Internships to Recruit Noyce Scholars into Elementary Education  Jacqueline Leonard, Scott Chamberlin, Saman A. Aryana, Marina Lazic and Anne Even 2 Stronger Together: The Arizona Mathematics Teaching (MaTh) Noyce Program’s Collaborative Model for Secondary Teacher Preparation  Jennifer A. Eli, Rebecca H. McGraw, Cynthia O. Anhalt and Marta Civil 3 Noyce at Vanderbilt: Exploring the Factors That Shape the Recruitment and Retention of Black Teachers   4 Rise, Defy, Teach, and Lead: The enable stem Project  Justina Ogodo, Karen E. Irving, Patti Brosnan and Lin Ding PART 2: Teacher Preparation in stem Education 5 Developing a Culturally and Linguistically Responsive Teacher Identity  Belinda P. Edwards, Desha Williams, Karen Kuhel and Adrian Epps 6 Supporting Noyce Scholars’ Teaching of Mathematics in Rural Elementary Schools  Dorothy Y. White, Jacqueline Leonard, Michelle T. Chamberlin and Alan Buss 7 Building Computational Thinking: Design and Making in Teacher Education  Laurie O. Campbell and Samantha Heller 8 Teacher Preparation Programs, Teacher Diversity, and stem: Considering a “Race-Centered” Political Economy Perspective  Ryan Ziols 9 World Class stem Faculty: An International Dual-Degree Program  Karen E. Irving, Anil K. Pradhan and Sultana N. Nahar PART 3: stem Teacher Mentoring and Retention 10 Negotiating Structures and Agency in Learning to Teach Science for Equity and Social Justice  David Segura, Maria Varelas, Daniel Morales-Doyle, Brezhnev Batres, Phillip Cantor, Diana Bonilla, Angela Frausto, Carolina Salinas and Lynette Gayden Thomas 11 Exemplary Mathematics Teachers for High-Need Schools: A Two-Way Mentoring Model  Lillie R. Albert 12 Becoming Equity-Minded stem Teachers through Mentoring and Internship Experiences  Joy Barnes-Johnson, Saman A. Aryana and Jacqueline Leonard 13 Retention through Community Building: Secondary Science and Math Noyce Scholars’ Use of a Chat Room  Andrea C. Burrows 14 Seeking to Stay: Job Search Process and Teacher Retention  Lora Bartlett and Alisun Thompson 15 The Teacher Induction Network: Findings from over 10 Years of stem Teacher Induction  Joshua A. Ellis Index

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