Teaching of a specific subject Books

Book SynopsisThis volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.Table of ContentsPreface Notes on Contributors Part 1: An Introduction to Science Education Research in South and Latin America 1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art  Maria José P. M. de Almeid and Roberto Nardi 2 Science Education Research Methods in Latin America over the Last Decade  Ileana María Greca and Flávia Maria Teixeira dos Santos 3 Science and Technology in Contemporary Science Education in Brazil  José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo 4 Science Education Research in South America: Social Cohesion and Cultural Diversity  Adela Molina Andrade Part 2: Teaching and Learning Science 5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics  Maria Rita Otero and Maria de los Angeles Fanaro 6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations  Maria de los Angeles Fanaro and María Rita Otero Part 3: Teaching Science and Teacher Education 7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil  Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron 8 Labwork and Science Teacher Education: An Experience in a Latin American Country  María Maite Andrés 9 Research on Colombian Science Teachers’ Education: A Review  Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán Part 4: Discourse Analysis and Argumentation in Science Education 10 Student Participation in Science Classroom Discourse: Research in Latin America  Antonia Candela 11 Turning Points in Communicative Approaches to Science Classroom Discourse  Eduardo Fleury Mortimer and Phil Scott 12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation  Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani 13 Argumentation from Toulmin’s Perspective in Teaching Science  Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina 14 Science Textbooks: A Discursive Perspective  Isabel Martins Part 5: The History, Philosophy, and Sociology of Science in Science Teaching 15 The History, Philosophy, and Sociology of Science in Science Teaching  André Ferrer P. Martins 16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments  Maurício Pietrocola, Elio Ricardo and Thaís Forato 17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation  Agustín Adúriz-Bravo 18 The History of Science and Science Education: Tools for Practice and Research in Schools  Nelio Bizzo 19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research  Mario Quintanilla Gatica 20 Contributions to Physics Education from the History and Philosophy of Science  Irene Arriassecq and Verónica Guridi Part 6: Science Education in Non-Formal Settings 21 Non-Formal Education in South America: A Preliminary View  Julian Betancourt Mellizo 22 Science Education Research in Science and Technology Museums in Brazil  Martha Marandino and Guaracira Gouvêa 23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education  César Carrillo Trueba Index

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Book SynopsisThis volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.Table of ContentsPreface Notes on Contributors Part 1: An Introduction to Science Education Research in South and Latin America 1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art  Maria José P. M. de Almeid and Roberto Nardi 2 Science Education Research Methods in Latin America over the Last Decade  Ileana María Greca and Flávia Maria Teixeira dos Santos 3 Science and Technology in Contemporary Science Education in Brazil  José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo 4 Science Education Research in South America: Social Cohesion and Cultural Diversity  Adela Molina Andrade Part 2: Teaching and Learning Science 5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics  Maria Rita Otero and Maria de los Angeles Fanaro 6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations  Maria de los Angeles Fanaro and María Rita Otero Part 3: Teaching Science and Teacher Education 7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil  Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron 8 Labwork and Science Teacher Education: An Experience in a Latin American Country  María Maite Andrés 9 Research on Colombian Science Teachers’ Education: A Review  Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán Part 4: Discourse Analysis and Argumentation in Science Education 10 Student Participation in Science Classroom Discourse: Research in Latin America  Antonia Candela 11 Turning Points in Communicative Approaches to Science Classroom Discourse  Eduardo Fleury Mortimer and Phil Scott 12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation  Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani 13 Argumentation from Toulmin’s Perspective in Teaching Science  Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina 14 Science Textbooks: A Discursive Perspective  Isabel Martins Part 5: The History, Philosophy, and Sociology of Science in Science Teaching 15 The History, Philosophy, and Sociology of Science in Science Teaching  André Ferrer P. Martins 16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments  Maurício Pietrocola, Elio Ricardo and Thaís Forato 17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation  Agustín Adúriz-Bravo 18 The History of Science and Science Education: Tools for Practice and Research in Schools  Nelio Bizzo 19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research  Mario Quintanilla Gatica 20 Contributions to Physics Education from the History and Philosophy of Science  Irene Arriassecq and Verónica Guridi Part 6: Science Education in Non-Formal Settings 21 Non-Formal Education in South America: A Preliminary View  Julian Betancourt Mellizo 22 Science Education Research in Science and Technology Museums in Brazil  Martha Marandino and Guaracira Gouvêa 23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education  César Carrillo Trueba Index

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Book SynopsisThe Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field. The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.Table of ContentsForeword  Barbara J. Reis Preface and Introduction Abstract Thinking Action Research Active Mathematics Teaching and Learning Additive Reasoning Algebraic Reasoning Algorithm Assessment in Mathematics  Formative Assessment  Summative Assessment  Progressive Assessment Basic (Number) Facts Beliefs/Attitudes Cognitive Demand Cognitive Science Cognitively Guided Instruction (CGI) Common Core State Standards for Mathematics (CCSSM) Computer Algebra Systems (CAS) Concept Image Conceptual Knowledge Conjecture Constructivist Theory of Learning Cooperative Learning Council for the Accreditation of Educator Preparation (CAEP) Counting Covariational Reasoning Curricular Reasoning Curriculum Curriculum Alignment Curriculum Coherence Curriculum Knowledge Decentering Deductive Reasoning Design Research in Education Didactic Differentiated Instruction Direct Modeling Discourse Discovery Learning Dynamic Geometry Software (DGS) Educational Technology Epistemology Equity Error Patterns Ethnomathematics Fidelity of Implementation Flipped Classroom Functions-Based Approach to Teaching Algebra Geometric Reasoning High-Stakes Testing Inductive Reasoning Instructional Strategies and Techniques  Direct Instruction/Lecture Method  Inquiry Based Instruction/Active Learning  Three-Act Tasks  Launch-Explore-Summarize  5 Practices  Flipped Classroom Approach Learning Trajectory Lesson Study Longitudinal Study Manipulatives Math Anxiety Math Wars Mathematical Identity Mathematical Knowledge for Teaching (MKT) Mathematical Literacy Mathematical Modeling Mathematics Skills Meaningful Learning Mental Discipline Mental Math Metacognition Misconceptions Model-Eliciting Activities (MEA’s) Multiple Embodiment Multiplicative Reasoning National Assessment of Educational Progress (NAEP) NCTM Standards New Math Non-Anticipatory Number Sense/Numeracy Numerical Estimation Pedagogical Content Knowledge (PCK) Performance Based Assessments Prior Knowledge Problem Based Learning (PrBL) Problem Solving Heuristics Problem Structure Procedural Knowledge Productive Struggle Professional Development (PD) Professional Organizations in Mathematics Education  National Council of Teachers of Mathematics (NCTM)  National Council of Supervisors of Mathematics (NCSM)  Association of Mathematics Teacher Educators (AMTE)  Psychology of Mathematics Education (PME)  American Educational Research Association (AERA)  International Commission on Mathematical Instruction (ICMI)  Research Council on Mathematics Learning (RCML)  Mathematical Association of America (MAA)  American Mathematical Society (AMS) Program for International Student Assessment (PISA) Project Based Learning (PBL) Proportional Reasoning Quantitative Literacy (QL) Quantitative Reasoning (QR) Radical Constructivism Reification Relational Thinking Representational Fluency Representations Response to Intervention (RtI) Responsive Teaching Rigor Rote Learning Scaffolding Sense-Making Situated Learning (Cognition) Social Constructivism Socio-Cultural Learning Theory (SCLT) Sociomathematical Norms Spatial Thinking Strands of Mathematical Proficiency Subitizing Task Analysis Teacher Noticing Technological and Pedagogical Content Knowledge (TPACK) Trends in Mathematics and Science Study (TIMMS) Van Hiele Levels of Geometric Thinking Zone of Proximal Development (ZPD)

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Book SynopsisThe Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field. The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.Table of ContentsForeword  Barbara J. Reis Preface and Introduction Abstract Thinking Action Research Active Mathematics Teaching and Learning Additive Reasoning Algebraic Reasoning Algorithm Assessment in Mathematics  Formative Assessment  Summative Assessment  Progressive Assessment Basic (Number) Facts Beliefs/Attitudes Cognitive Demand Cognitive Science Cognitively Guided Instruction (CGI) Common Core State Standards for Mathematics (CCSSM) Computer Algebra Systems (CAS) Concept Image Conceptual Knowledge Conjecture Constructivist Theory of Learning Cooperative Learning Council for the Accreditation of Educator Preparation (CAEP) Counting Covariational Reasoning Curricular Reasoning Curriculum Curriculum Alignment Curriculum Coherence Curriculum Knowledge Decentering Deductive Reasoning Design Research in Education Didactic Differentiated Instruction Direct Modeling Discourse Discovery Learning Dynamic Geometry Software (DGS) Educational Technology Epistemology Equity Error Patterns Ethnomathematics Fidelity of Implementation Flipped Classroom Functions-Based Approach to Teaching Algebra Geometric Reasoning High-Stakes Testing Inductive Reasoning Instructional Strategies and Techniques  Direct Instruction/Lecture Method  Inquiry Based Instruction/Active Learning  Three-Act Tasks  Launch-Explore-Summarize  5 Practices  Flipped Classroom Approach Learning Trajectory Lesson Study Longitudinal Study Manipulatives Math Anxiety Math Wars Mathematical Identity Mathematical Knowledge for Teaching (MKT) Mathematical Literacy Mathematical Modeling Mathematics Skills Meaningful Learning Mental Discipline Mental Math Metacognition Misconceptions Model-Eliciting Activities (MEA’s) Multiple Embodiment Multiplicative Reasoning National Assessment of Educational Progress (NAEP) NCTM Standards New Math Non-Anticipatory Number Sense/Numeracy Numerical Estimation Pedagogical Content Knowledge (PCK) Performance Based Assessments Prior Knowledge Problem Based Learning (PrBL) Problem Solving Heuristics Problem Structure Procedural Knowledge Productive Struggle Professional Development (PD) Professional Organizations in Mathematics Education  National Council of Teachers of Mathematics (NCTM)  National Council of Supervisors of Mathematics (NCSM)  Association of Mathematics Teacher Educators (AMTE)  Psychology of Mathematics Education (PME)  American Educational Research Association (AERA)  International Commission on Mathematical Instruction (ICMI)  Research Council on Mathematics Learning (RCML)  Mathematical Association of America (MAA)  American Mathematical Society (AMS) Program for International Student Assessment (PISA) Project Based Learning (PBL) Proportional Reasoning Quantitative Literacy (QL) Quantitative Reasoning (QR) Radical Constructivism Reification Relational Thinking Representational Fluency Representations Response to Intervention (RtI) Responsive Teaching Rigor Rote Learning Scaffolding Sense-Making Situated Learning (Cognition) Social Constructivism Socio-Cultural Learning Theory (SCLT) Sociomathematical Norms Spatial Thinking Strands of Mathematical Proficiency Subitizing Task Analysis Teacher Noticing Technological and Pedagogical Content Knowledge (TPACK) Trends in Mathematics and Science Study (TIMMS) Van Hiele Levels of Geometric Thinking Zone of Proximal Development (ZPD)

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Book SynopsisThis first issue of the Brill Research Perspectives in Religion and Education makes the case for ‘religion and education’ as a distinct but cross-disciplinary field of inquiry. Authors argue for and outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to particular methodologies involved in its study, namely the historical, philosophical, sociological and psychological.Table of ContentsReligion and Education: Framing and Mapping a Field  Stephen G. Parker, Jenny Berglund, David Lewin and Deirdre Raftery Abstract Keywords Introduction: Religion and Education: an Overview  Stephen G. Parker  1 Religion and Education: Beyond Curricula and Schooling, Multi-contextual, International and Interdisciplinary Perspectives Religion and Education: Framing and Mapping the Field  Stephen G. Parker  1 Religion and Education in the Public Sphere  2 The History of Religion and Education as a Field of Inquiry  3 Types of Religious Education  4 Religious Education as Nurture into the Religious Way of Life  5 Religious Education as Practical Theology  6 Religious Education as Nation Building  7 Religious Education as Religious Literacy  8 Religious Education as Intercultural/Interreligious Education  9 Religious Education as Preparation for the Academic Study of Religion  10 Religious Education as an Idea Themes and Approaches in Research on Religion in the History of Education: Missionaries, Monasteries, Methodologies  Deirdre Raftery  1 Introduction  2 God’s Empire: the Mission Imperative in the History of Education  3 Monastic and Conventual Education: New Approaches in Historical Scholarship  4 Conclusion Religion and Education: Mapping the Field (a Philosophical Approach)  David Lewin  1 Introduction  2 What Does It Mean to Ask about the Relations of Religion and Education in a Philosophical Way?  3 General Conceptual Issues  4 What Is Religion?  5 What Is Education?  6 Religion and Education: the Question of Autonomy  7 Conclusion Sociological Perspectives on Religion and Education  Jenny Berglund  1 Historical and Definitional Overview: Sociology Defined  2 What Does It Mean to Adopt a Sociological Perspective?  3 Sociology of Religion  4 Sociology of Education  5 The Study of Religious Education, Religious Diversity, and Teacher Education  6 Quantitative vs Qualitative Research Methods  7 The Quantitative Approach  8 The Qualitative Approach  9 Quantitative Studies  10 Qualitative Studies  11 National Comparisons and International Knowledge Transmission  12 Conclusion Conclusion: the Potential of Further Research in Religion and Education  Stephen G. Parker  1 Historicizing, Contextualising and Conceptualising Religion and Education and Religious Education  2 The Sensory, Spatial and Material Aspects of Religion and Education  3 Mission and Empire  4 Children’s Rights and Agency in Religion and Education  5 Religious Education and Developments in Theology and Religious Studies  6 Conclusion: Achieving Cross/Inter-disciplinary Perspectives  Bibliography  List of English Language Journals in R & E and Their Websites

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Book SynopsisDisplacement, relocation, dissociation: each of these terms elicits images of mass migration, homelessness, statelessness, or outsiderness of many kinds, too numerous to name. This book aims to create opportunities for scholars, practitioners, and silenced voices to share theories and stories of progressive and transgressive music pedagogies that challenge the ways music educators and learners think about and practice their arts relative to displacement. Displacement is defined as encompassing all those who have been forced away from their locations by political, social, economic, climate, and resource change, injustice, and insecurity. This includes: - refugees and internally displaced persons; - forced migrants; - indigenous communities who have been forced off their traditional lands; - people who have fled homes because of their gender identity and sexual orientation; - imprisoned individuals; - persons who seek refuge for reasons of domestic and social violence; - homeless persons and others who live in transient spaces; - the disabled, who are relocated involuntarily; and - the culturally dispossessed, whose languages and heritage have been taken away from them. In the context of the first ever book on displacement and music education, the authors connect displacement to what music might become to those peoples who find themselves between spaces, parted from the familiar and the familial. Through, in, and because of a variety of musical participations, they contend that displaced peoples might find comfort, inclusion, and welcome of some kinds either in making new music or remembering and reconfiguring past musical experiences. Contributors are: #4459, Efi Averof Michailidou, Kat Bawden, Rachel Beckles Willson, Marie Bejstam, Rhoda Bernard, Michele Cantoni, Mary L. Cohen, Wayland “X” Coleman, Samantha Dieckmann, Irene (Peace) Ebhohon, Con Fullam, Erin Guinup, Micah Hendler, Hala Jaber, Shaylene Johnson, Arsène Kapikian, Tou SaiKo Lee, Sarah Mandie, David Nnadi, Marcia Ostashewski, Ulrike Präger, Q, Kate Richards Geller, Charlotte Rider, Matt Sakakeeny, Tim Seelig, Katherine Seybert, Brian Sullivan, Mathilde Vittu, Derrick Washington, Henriette Weber, Mai Yang Xiong, Keng Chris Yang, and Nelli Yurina.

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

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Book SynopsisThis second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.Trade Review"Throughout the text, key topics include self-based inquiry methodologies, teacher educators versus "didacticians," collaboration among prospective and practicing teachers, teaching mathematics to prospective teachers, knowledge needed by teacher educators, and an "urgent call" for additional research. Author teams are composed of mathematics educators from around the world, ensuring the text’s international perspective. Summing Up: Recommended". J. Johnson, in CHOICE, 58 (7), 2021.Table of ContentsPreface  Olive Chapman List of Figures and Tables Mathematics Teacher Educators as Developing Professionals: An Introduction  Kim Beswick Part 1: Theories and Conceptualisations of Mathematics Teacher Educators and Their Characteristics 1. How Far is the Horizon? Teacher Educators’ Knowledge and Skills for Teaching High School Mathematics Teachers  Roza Leikin 2. Developing as a Mathematics Teacher Educator: Learning from the Oxford MSc Experience  Steve Thornton, Nicola Beaumont, Matt Lewis and Colin Penfold 3. Theoretical Perspectives on Learning and Development as a Mathematics Teacher Educator  Merrilyn Goos Part 2: Mathematics Teacher Educators Learning in Transitions and through Collaborations 4. Theorising Theorising: About Mathematics Teachers’ and Mathematics Teacher Educators’ Energetic Learning  Laurinda Brown and Alf Coles 5. Mathematics Teacher Educator Collaborations: Building a Community of Practice with Prospective Teachers  Judy Anderson and Deborah Tully 6. Educating Mathematics Teacher Educators: The Transposition of Didactical Research and the Development of Researchers and Teacher Educators  Maha Abboud, Aline Robert and Janine Rogalski 7. Mathematics Teacher Educators’ Learning through Self-Based Methodologies  Olive Chapman, Signe Kastberg, Elizabeth Suazo-Flores, Dana Cox and Jennifer Ward Part 3: Mathematics Teacher Educators Learning from Practice 8. Conceptualization and Enactment of Pedagogical Content Knowledge by Mathematics Teacher Educators in Prospective Teachers’ Mathematics Content Courses  Aina Appova 9. Learning to Be Mathematics Teacher Educators: From Professional Practice to Personal Development  Yingkang Wu, Yiling Yao and Jinfa Cai 10. Learning with and from TRU: Teacher Educators and the Teaching for Robust Understanding Framework  Alan H. Schoenfeld, Evra Baldinger, Jacob Disston, Suzanne Donovan, Angela Dosalmas, Michael Driskill, Heather Fink, David Foster, Ruth Haumersen, Catherine Lewis, Nicole Louie, Alanna Mertens, Eileen Murray, Lynn Narasimhan, Courtney Ortega, Mary Reed, Sandra Ruiz, Alyssa Sayavedra, Tracy Sola, Karen Tran, Anna Weltman, David Wilson and Anna Zarkh 11. Mathematics Teacher Educators Learning from Efforts to Facilitate the Learning of Key Mathematics Concepts While Modelling Evidence-Based Teaching Practice  James A. Mendoza Álvarez, Kathryn Rhoads and Theresa Jorgensen 12. Mathematics Teaching Development in Higher Education  Simon Goodchild 13. Becoming a Mathematics Teacher Educator: Perspectives from Kazakhstan and Australia  Rosemary Callingham, Yershat Sapazhanov and Alibek Orynbassar Part 4: Researching Mathematics Teacher Educators 14. Competing Pressures on Mathematics Teacher Educators  Margaret Marshman Index

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Book SynopsisDisplacement, relocation, dissociation: each of these terms elicits images of mass migration, homelessness, statelessness, or outsiderness of many kinds, too numerous to name. This book aims to create opportunities for scholars, practitioners, and silenced voices to share theories and stories of progressive and transgressive music pedagogies that challenge the ways music educators and learners think about and practice their arts relative to displacement. Displacement is defined as encompassing all those who have been forced away from their locations by political, social, economic, climate, and resource change, injustice, and insecurity. This includes: - refugees and internally displaced persons; - forced migrants; - indigenous communities who have been forced off their traditional lands; - people who have fled homes because of their gender identity and sexual orientation; - imprisoned individuals; - persons who seek refuge for reasons of domestic and social violence; - homeless persons and others who live in transient spaces; - the disabled, who are relocated involuntarily; and - the culturally dispossessed, whose languages and heritage have been taken away from them. In the context of the first ever book on displacement and music education, the authors connect displacement to what music might become to those peoples who find themselves between spaces, parted from the familiar and the familial. Through, in, and because of a variety of musical participations, they contend that displaced peoples might find comfort, inclusion, and welcome of some kinds either in making new music or remembering and reconfiguring past musical experiences. Contributors are: #4459, Efi Averof Michailidou, Kat Bawden, Rachel Beckles Willson, Marie Bejstam, Rhoda Bernard, Michele Cantoni, Mary L. Cohen, Wayland “X” Coleman, Samantha Dieckmann, Irene (Peace) Ebhohon, Con Fullam, Erin Guinup, Micah Hendler, Hala Jaber, Shaylene Johnson, Arsène Kapikian, Tou SaiKo Lee, Sarah Mandie, David Nnadi, Marcia Ostashewski, Ulrike Präger, Q, Kate Richards Geller, Charlotte Rider, Matt Sakakeeny, Tim Seelig, Katherine Seybert, Brian Sullivan, Mathilde Vittu, Derrick Washington, Henriette Weber, Mai Yang Xiong, Keng Chris Yang, and Nelli Yurina.

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Book SynopsisThe educational world is experiencing exciting yet tension-filled times. We all wish to strengthen and support creativity and creative teaching in schools. Yet recent debates about what “creativity” means, and how it should be implemented, raise the need for more specific approaches. Write a Science Opera (WASO) is one such approach. WASO is a transdisciplinary, inquiry-based approach to teaching at the intersection of art and science in schools. It is all about creative teaching and teaching for creativity. Inquiry-Based Learning: A Guidebook to Writing a Science Opera provides teachers with the reasons for, and advantages of, introducing pupils of all ages to WASO. It provides step-by-step instructions for how to implement WASO in classrooms. WASO is challenging, but the rewards are powerful: In WASO, it is the pupils’ curiosity and creative imagination which develop their science and art curriculum. Get ready for an exciting, creative journey …Table of ContentsForeword  Carl Pennypacker Acknowledgements List of Figures and Tables Notes on Contributors Introduction: For the Teachers PART 1: Ideas for Inquiry 1 Inquiry-Based Learning with Write a Science Opera  1 What Is Inquiry-Based Learning?  2 Why Is This Important?  3 What Attitude Will You Need as a waso Teacher?  4 Why Use Opera? 2 Write a Science Opera (WASO)  1 What Is Opera?  2 What Is Write a Science Opera?  3 The History  4 Research Results  5 How Much Time Does It Take?  6 Can All Children Join?  7 Examples of Write a Science Opera Projects  8 waso Going Viral: Global Science Opera 3 Relations to Multiple School Subjects in the Curriculum  1 Teaching School Subjects through waso  2 Teaching Creativity and Entrepreneurship through waso  3 Teaching Sustainability through waso PART 2: Let’s Go! 4 Warming Up  1 Body  2 Voice  3 Body and Voice  4 Acting Exercises  5 Concentration Exercises  6 Cooperative Exercises  5 Write a Science Opera in Thirteen to Fifteen Steps  6 Write a Science Opera in Seven to Eleven Steps 7 Assigning the Tasks  1 Directing  2 Assistant Directing  3 The Libretto  4 Acting  5 Music  6 Set Designing  7 Props  8 Costumes  9 Make-Up  10 Dance  11 Technology  12 Public Relations  13 Project Management 8 Extras to Think of when Performing  1 Safety  2 Preparations  3 Stress Less  4 Making Mistakes  5 Asking Questions 9 Evaluation  1 Frequency  2 Objective of the Evaluation  3 Other Ways of Evaluating  4 Final Evaluation Appendix 1: Ways of Making Groups Appendix 2: Role Descriptions Appendix 3: Strategic Partnership: Agents of Change (SPACE) – Pedagogical Framework

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Book SynopsisThe educational world is experiencing exciting yet tension-filled times. We all wish to strengthen and support creativity and creative teaching in schools. Yet recent debates about what “creativity” means, and how it should be implemented, raise the need for more specific approaches. Write a Science Opera (WASO) is one such approach. WASO is a transdisciplinary, inquiry-based approach to teaching at the intersection of art and science in schools. It is all about creative teaching and teaching for creativity. Inquiry-Based Learning: A Guidebook to Writing a Science Opera provides teachers with the reasons for, and advantages of, introducing pupils of all ages to WASO. It provides step-by-step instructions for how to implement WASO in classrooms. WASO is challenging, but the rewards are powerful: In WASO, it is the pupils’ curiosity and creative imagination which develop their science and art curriculum. Get ready for an exciting, creative journey …Table of ContentsForeword  Carl Pennypacker Acknowledgements List of Figures and Tables Notes on Contributors Introduction: For the Teachers PART 1: Ideas for Inquiry 1 Inquiry-Based Learning with Write a Science Opera  1 What Is Inquiry-Based Learning?  2 Why Is This Important?  3 What Attitude Will You Need as a waso Teacher?  4 Why Use Opera? 2 Write a Science Opera (WASO)  1 What Is Opera?  2 What Is Write a Science Opera?  3 The History  4 Research Results  5 How Much Time Does It Take?  6 Can All Children Join?  7 Examples of Write a Science Opera Projects  8 waso Going Viral: Global Science Opera 3 Relations to Multiple School Subjects in the Curriculum  1 Teaching School Subjects through waso  2 Teaching Creativity and Entrepreneurship through waso  3 Teaching Sustainability through waso PART 2: Let’s Go! 4 Warming Up  1 Body  2 Voice  3 Body and Voice  4 Acting Exercises  5 Concentration Exercises  6 Cooperative Exercises  5 Write a Science Opera in Thirteen to Fifteen Steps  6 Write a Science Opera in Seven to Eleven Steps 7 Assigning the Tasks  1 Directing  2 Assistant Directing  3 The Libretto  4 Acting  5 Music  6 Set Designing  7 Props  8 Costumes  9 Make-Up  10 Dance  11 Technology  12 Public Relations  13 Project Management 8 Extras to Think of when Performing  1 Safety  2 Preparations  3 Stress Less  4 Making Mistakes  5 Asking Questions 9 Evaluation  1 Frequency  2 Objective of the Evaluation  3 Other Ways of Evaluating  4 Final Evaluation Appendix 1: Ways of Making Groups Appendix 2: Role Descriptions Appendix 3: Strategic Partnership: Agents of Change (SPACE) – Pedagogical Framework

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Book SynopsisReaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.Table of ContentsForeword  Maria Coady Preface  Erin Mikulec In Memoriam: Paul Chamness Iida—Scholar and Renaissance Man  Mary Frances Agnello About the Cover List of Figures and Tables Notes on Contributors Introduction  Erin Mikulec and Mary Frances Agnello 1 Training for Bilingual Programs: An Examination of Teachers’ Perceived Needs in Rural Poland  Piotr Romanowski and Emilia Wąsikiewicz-Firlej 2 Rural Primary English Education in Thailand: Policy, Structure, Practice, and Prospects for Reform  Munchuree Kaosayapandhu 3 Voices of Multilingual Immigrant Women in a Rural New York Community  Monica A. Baker 4 A Day in the Life of an English Teacher: Narratives from English Language Teachers in a Rural Primary School in China  Di Liang and Xingtan Cao 5 First-Generation Somali Student Success in a Rural Two-Year College in the Upper Midwest of the United States  Lee E. Friederich 6 The Reality of English Language Teaching and Learning at Rural Telesecundarias in Mexico  Arely Romero García and Leticia Araceli Salas Serrano 7 Preparing English Language Teachers for Rural Education: Pedagogically Creative Responses to Online Language Teaching in China and Indonesia  Carla Meskill, Wuri P. Kusumastuti, Dongni Guo and Fang Wang 8 The Imposition of Silence: An Examination of the Impact of the Urban-Rural Divide in English Language Teaching in Bangladesh  Md. Al Amin and Janinka Greenwood 9 Georgia’s Bilingual Education and Impact on Rural Latino Dual Language Learners  Maribel Villegas Greene 10 “They Never Had a School Trip”: English Education at a Rural Secondary School in Northwestern China  Jing Yixuan, Dai Changzhi and Jing Zhiyuan 11 English Language Teaching in Bilingual Pesantren in Indonesia: From Native Speakerisms to Transformative Mediocrity  Irham Irham 12 Disrupting Discipline Based Learning: Integrating English and Programming Education  Florent Domenach, Naoko Araki and Mary Frances Agnello Index

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Book SynopsisReaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.Table of ContentsForeword  Maria Coady Preface  Erin Mikulec In Memoriam: Paul Chamness Iida—Scholar and Renaissance Man  Mary Frances Agnello About the Cover List of Figures and Tables Notes on Contributors Introduction  Erin Mikulec and Mary Frances Agnello 1 Training for Bilingual Programs: An Examination of Teachers’ Perceived Needs in Rural Poland  Piotr Romanowski and Emilia Wąsikiewicz-Firlej 2 Rural Primary English Education in Thailand: Policy, Structure, Practice, and Prospects for Reform  Munchuree Kaosayapandhu 3 Voices of Multilingual Immigrant Women in a Rural New York Community  Monica A. Baker 4 A Day in the Life of an English Teacher: Narratives from English Language Teachers in a Rural Primary School in China  Di Liang and Xingtan Cao 5 First-Generation Somali Student Success in a Rural Two-Year College in the Upper Midwest of the United States  Lee E. Friederich 6 The Reality of English Language Teaching and Learning at Rural Telesecundarias in Mexico  Arely Romero García and Leticia Araceli Salas Serrano 7 Preparing English Language Teachers for Rural Education: Pedagogically Creative Responses to Online Language Teaching in China and Indonesia  Carla Meskill, Wuri P. Kusumastuti, Dongni Guo and Fang Wang 8 The Imposition of Silence: An Examination of the Impact of the Urban-Rural Divide in English Language Teaching in Bangladesh  Md. Al Amin and Janinka Greenwood 9 Georgia’s Bilingual Education and Impact on Rural Latino Dual Language Learners  Maribel Villegas Greene 10 “They Never Had a School Trip”: English Education at a Rural Secondary School in Northwestern China  Jing Yixuan, Dai Changzhi and Jing Zhiyuan 11 English Language Teaching in Bilingual Pesantren in Indonesia: From Native Speakerisms to Transformative Mediocrity  Irham Irham 12 Disrupting Discipline Based Learning: Integrating English and Programming Education  Florent Domenach, Naoko Araki and Mary Frances Agnello Index

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Book SynopsisIn this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children. Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?  Amal Sharif-Rasslan 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks  Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting ‘Games’ on the Tablet  Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood  Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program  Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program  Joanne Mulligan 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills  Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”  Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders  Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”  Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers  Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise  Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book  Amal Sharif-Rasslan Index

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Book SynopsisIn this book, 23 contributors offer new insights on key issues in mathematics education in early childhood. The chapters cover all mathematics curriculum-related issues in early childhood (number, geometry, patterns and structures and mathematics in daily life). Special attention is given to teachers knowledge and innovative research issues such as quantifiers among young children. Contributors are: Abraham Arcavi, Ruthi Barkai, Douglas H. Clements, Bat-Sheva Eylon, Dina Hassidov, Rina Hershkowitz, Leah Ilani, Bat-Sheva Ilany, Candace Joswick, Esther Levenson, Zvia Markovits, Zemira Mevarech, Joanne Mulligan, Sherman Rosenfeld, Flavia Santamaria, Julie Sarama, Juhaina Awawdeh Shahbari, Amal Sharif-Rasslan, Tal Sharir, Nora Scheuer, Pessia Tsamir, Dina Tirosh and Ana Clara Ventura.Table of ContentsPreface List of Figures and Tables Notes on Contributors Introduction Amal Sharif-Rasslan and Dina Hassidov PART 1: The Number Concept Development in Early Childhood: Cognition, Metacognition and More 1 Comparing the Development of Numerical and Quantitive Ability Historically and in Children: Does One Reflect the Other?  Amal Sharif-Rasslan 2 Young Children’s Metacognitive Processes in a Variety of Challenging Number Tasks  Ana Clara Ventura, Flavia Santamaria and Nora Scheuer 3 Playing with Counting ‘Games’ on the Tablet  Ruthi Barkai, Esther Levenson, Pessia Tsamir and Dina Tirosh PART 2: Geometry: Teaching Learning and Thinking 4 Learning and Teaching Geometry in Early Childhood  Douglas H. Clements, Julie Sarama and Candace Joswick 5 Visual Thinking and a Visual Language for Young Children: The Agam Program  Zvia Markovits, Rina Hershkowitz, Sherman Rosenfeld, Lea Ilani and Bat-Sheva Eylon PART 3: Patterns and Structure 6 Pathways to Early Mathematical Thinking in Kindergarten: The Pattern and Structure Mathematics Awareness Program  Joanne Mulligan 7 Young Children’s Recognition of Mathematical Structures and Its Relations to Mathematical Skills  Tal Sharir and Zemira Mevarech PART 4: Early Childhood Mathematical Thinking and Cognition: Reasoning and Explanations 8 Decision Making and Logical Deductions in Early Childhood When Dealing with the Quantifier “For All”  Amal Sharif-Rasslan 9 On Explaining, Explanations and Second Graders  Rina Hershkowitz and Abraham Arcavi PART 5: Early Childhood Mathematics Teachers’ Knowledge and Professional Development 10 Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers’ Perspective of “Numbers” and “Quantity”  Bat-Sheva Ilany and Dina Hassidov 11 Investigation of Mathematical-Pedagogical Knowledge among Prospective Teachers in the Early Childhood Program at the College for Arabic Speakers  Juhaina Awawdeh Shahbari 12 Professional Development of Kindergarten Teachers through Collaboration with Preschool Math Education Expertise  Dina Hassidov and Bat-Sheva Ilany PART 6: Conclusion 13 Special Issues in Early Childhood Mathematics Education: A Wrap-Up of Topics in the Book  Amal Sharif-Rasslan Index

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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 SynopsisThe Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.Table of ContentsPreface Figures and Tables Introduction: The Ascent from the Abstract to the Concrete 1 Theories in Mathematics Education  1 Outline  2 A Classroom Episode  3 Research Questions  4 Method  5 Theoretical Principles  6 Piaget’s Genetic Epistemology  7 From Method to Methodology  8 Mathematics Education Theories: Two Short Examples  9 The Theory of Objectification 2 An Overview of the Theory of Objectification  1 Outline  2 Introduction  3 Theoretical Underpinnings of the Theory of Objectification  4 Summing up and Looking Ahead 3 Knowledge and Knowing  1 Outline  2 Knowledge  3 Knowing  4 The Piggy Bank Example  5 The Dialectic between Knowledge and Knowing  6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Material  7 Synthesis 4 Learning  1 Outline  2 Learning as Participation in Social Practice  3 Internalisation  4 Processes of Objectification  5 Some Meanings of Objectification  6 Processes of Objectification  7 Learning as Objectification  8 Consciousness  9 Teaching-Learning Activity  10 Processes of Subjectification  11 Synthesis 5 Processes of Objectification  1 Outline  2 The Investigation of Processes of Objectification  3 Teaching-Learning Activity  4 An Example of Investigation of Processes of Objectification  5 Semiotic Means of Objectification  6 Semiotic Nodes  7 Semiotic Contraction  8 Concept  9 Synthesis 6 Embodiment  1 Outline  2 Introduction  3 The Intertwining of the Senses and Culture  4 Perception  5 A Classroom Example  6 The Poetry of Objectification  7 Counting the Unseen  8 Synthesis 7 Task Design: Or Configuring Teaching-Learning Activities  1 Outline  2 General Considerations  3 The Motion of Tina, John, and the Dog  4 Synthesis 8 The Cultural Nature of Mathematical Thinking  1 Outline  2 Introduction  3 Boas’s Relativist Conception of Culture  4 The Anthropological Venerable Conflict  5 A Dialectical Materialist View of Culture  6 Greek Mathematical Thinking Revisited  7 Synthesis 9 Processes of Subjectification  1 Outline  2 The Question of the Subject  3 Semiotic Systems of Cultural Signification  4 Being, Becoming, and Subjectivity  5 Solving Equations in a Grade 3 Classroom  6 Synthesis 10 Ethics  1 Outline  2 The Ineludible Presence of Ethics in the Mathematics Classroom  3 Kant  4 Hobbes  5 Lévinas’s Ethics  6 The Indispensable Task of (Mathematics) Education  7 Towards a Communitarian Ethics  8 Synthesis References Index

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Book SynopsisThe Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.Table of ContentsPreface Figures and Tables Introduction: The Ascent from the Abstract to the Concrete 1 Theories in Mathematics Education  1 Outline  2 A Classroom Episode  3 Research Questions  4 Method  5 Theoretical Principles  6 Piaget’s Genetic Epistemology  7 From Method to Methodology  8 Mathematics Education Theories: Two Short Examples  9 The Theory of Objectification 2 An Overview of the Theory of Objectification  1 Outline  2 Introduction  3 Theoretical Underpinnings of the Theory of Objectification  4 Summing up and Looking Ahead 3 Knowledge and Knowing  1 Outline  2 Knowledge  3 Knowing  4 The Piggy Bank Example  5 The Dialectic between Knowledge and Knowing  6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Material  7 Synthesis 4 Learning  1 Outline  2 Learning as Participation in Social Practice  3 Internalisation  4 Processes of Objectification  5 Some Meanings of Objectification  6 Processes of Objectification  7 Learning as Objectification  8 Consciousness  9 Teaching-Learning Activity  10 Processes of Subjectification  11 Synthesis 5 Processes of Objectification  1 Outline  2 The Investigation of Processes of Objectification  3 Teaching-Learning Activity  4 An Example of Investigation of Processes of Objectification  5 Semiotic Means of Objectification  6 Semiotic Nodes  7 Semiotic Contraction  8 Concept  9 Synthesis 6 Embodiment  1 Outline  2 Introduction  3 The Intertwining of the Senses and Culture  4 Perception  5 A Classroom Example  6 The Poetry of Objectification  7 Counting the Unseen  8 Synthesis 7 Task Design: Or Configuring Teaching-Learning Activities  1 Outline  2 General Considerations  3 The Motion of Tina, John, and the Dog  4 Synthesis 8 The Cultural Nature of Mathematical Thinking  1 Outline  2 Introduction  3 Boas’s Relativist Conception of Culture  4 The Anthropological Venerable Conflict  5 A Dialectical Materialist View of Culture  6 Greek Mathematical Thinking Revisited  7 Synthesis 9 Processes of Subjectification  1 Outline  2 The Question of the Subject  3 Semiotic Systems of Cultural Signification  4 Being, Becoming, and Subjectivity  5 Solving Equations in a Grade 3 Classroom  6 Synthesis 10 Ethics  1 Outline  2 The Ineludible Presence of Ethics in the Mathematics Classroom  3 Kant  4 Hobbes  5 Lévinas’s Ethics  6 The Indispensable Task of (Mathematics) Education  7 Towards a Communitarian Ethics  8 Synthesis References Index

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Book SynopsisOver the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom. Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.Trade Review“The Department of Science Teaching is one of the longest and, one could argue, boldest enterprise at the Weizmann Institute of Science in Israel. Deeply embedded within a globally leading hub of exact and life sciences research and, at the same time, tightly connected with educators and teachers, the Department is a rare case of scientific rigor tested continuously on the classroom floor. This unique combination has led to the insights generously revealed in this book, summarizing what has been learnt in over 50 years of ever-evolving research efforts and innovations at the leading science education research center of the Start-up Nation.” – Ron Milo, Dean of Education, Weizmann Institute of Science

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Book SynopsisOver the past 50 years the Department of Science Teaching at the Weizmann Institute of Science in Israel was actively involved in all the components related to curriculum development, implementation, and research in science, mathematics, and computer science education: both learning and teaching. These initiatives are well designed and effective examples of long-term developmental and comprehensive models of reforms in the way science and mathematics are learned and taught. The 16 chapters of the book are divided into two key parts. The first part is on curriculum development in the sciences and mathematics. The second describes the implementation of these areas and its related professional development. Following these chapters, two commentaries are written by two imminent researchers in science and mathematics teaching and learning: Professor Alan Schonfeld from UC Berkeley, USA, and Professor Ilka Parchman from IPN at the University of Kiel, Germany. The book as a whole, as well as its individual chapters, are intended for a wide audience of curriculum developers, teacher educators, researchers on learning and teaching of science and mathematics and policy makers at the university level interested in advancing models of academic departments working under a common philosophy, yet under full academic freedom. Contributors are: Abraham Arcavi, Michal Armoni, Ron Blonder, Miriam Carmeli, Jason Cooper, Rachel Rosanne Eidelman, Ruhama Even, Bat-Sheva Eylon, Alex Friedlander, Nurit Hadas, Rina Hershkowitz, Avi Hofstein, Ronnie Karsenty, Boris Koichu, Dorothy Langley, Ohad Levkovich, Smadar Levy, Rachel Mamlok-Naaman, Nir Orion, Zahava Scherz, Alan Schoenfeld, Yael Shwartz, Michal Tabach, Anat Yarden and Edit Yerushalmi.Trade Review“The Department of Science Teaching is one of the longest and, one could argue, boldest enterprise at the Weizmann Institute of Science in Israel. Deeply embedded within a globally leading hub of exact and life sciences research and, at the same time, tightly connected with educators and teachers, the Department is a rare case of scientific rigor tested continuously on the classroom floor. This unique combination has led to the insights generously revealed in this book, summarizing what has been learnt in over 50 years of ever-evolving research efforts and innovations at the leading science education research center of the Start-up Nation.” – Ron Milo, Dean of Education, Weizmann Institute of Science

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

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Book SynopsisThe empirical study on the broad spectrum of Muslim children in Germany and their relations to God is fundamental for the scientific understanding of the development and formation of their faith. At the same time the findings of this work are also highly relevant for the further development of an academic and empirically based Islamic religious education both in a secular and in a highly individualized society. The aim of this book is to provide a framework for the life of young believers in a religiously plural society, in which the individual relationship to God and the reflexivity of one's own religion are a decisive prerequisite for preventing radicalization and moral rigidity. This book favors an anthropological shift and an approach that takes the potential of children with their theology and their search for the meaning of life seriously.Table of ContentsAcknowledgement List of Figures 1 Introduction  1 Problem Context  2 Subject of the Study: The Action-Oriented Relevance of Relations to God  3 Methodological Approach  4 Structure of the Study 2 State of Research and Research Question  1 State of Research in the Field of Children’s Conceptions of God  2 Description of the Research Objective  3 Specifying the Research Question 3 Methodological Foundation and Methodological Approach  1 Methodological Decisions  2 Survey Method: Narrative Interview  3 Interpretation Procedure: Documentary Method  4 Strategy of Generating the Sample 4 Empirical Research Results  1 Short Portraits of the Interviewed Children in the Sample  2 Development of Typologies in the Present Study: Comparative Analysis and Theoretical Summarization  3 Basic Typology: Forms of Self-Relating  4 Type A: Relating of the Self to God in the Mode of Personalization  5 Type B: Relating of the Self to God in the Mode of Moralization and Orientation towards Tradition  6 Type C: Relating of the Self to Immanent Dimensions in the Mode of Distance from God  7 Summary: Types of Relations to God among Muslim Children 5 Discussion of the Research Results  1 Discussion of the Research Results in the Educational Context  2 Discussion of the Results in the Theological Context  3 Reflection on the Results Regarding the Importance of Religious Education  4 Summary 6 Conclusion  1 Introduction  2 Praxeological Suggestions  3 Suggestions for Further Research Appendix: Sample Table References Index

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Book SynopsisThe empirical study on the broad spectrum of Muslim children in Germany and their relations to God is fundamental for the scientific understanding of the development and formation of their faith. At the same time the findings of this work are also highly relevant for the further development of an academic and empirically based Islamic religious education both in a secular and in a highly individualized society. The aim of this book is to provide a framework for the life of young believers in a religiously plural society, in which the individual relationship to God and the reflexivity of one's own religion are a decisive prerequisite for preventing radicalization and moral rigidity. This book favors an anthropological shift and an approach that takes the potential of children with their theology and their search for the meaning of life seriously.Table of ContentsAcknowledgement List of Figures 1 Introduction  1 Problem Context  2 Subject of the Study: The Action-Oriented Relevance of Relations to God  3 Methodological Approach  4 Structure of the Study 2 State of Research and Research Question  1 State of Research in the Field of Children’s Conceptions of God  2 Description of the Research Objective  3 Specifying the Research Question 3 Methodological Foundation and Methodological Approach  1 Methodological Decisions  2 Survey Method: Narrative Interview  3 Interpretation Procedure: Documentary Method  4 Strategy of Generating the Sample 4 Empirical Research Results  1 Short Portraits of the Interviewed Children in the Sample  2 Development of Typologies in the Present Study: Comparative Analysis and Theoretical Summarization  3 Basic Typology: Forms of Self-Relating  4 Type A: Relating of the Self to God in the Mode of Personalization  5 Type B: Relating of the Self to God in the Mode of Moralization and Orientation towards Tradition  6 Type C: Relating of the Self to Immanent Dimensions in the Mode of Distance from God  7 Summary: Types of Relations to God among Muslim Children 5 Discussion of the Research Results  1 Discussion of the Research Results in the Educational Context  2 Discussion of the Results in the Theological Context  3 Reflection on the Results Regarding the Importance of Religious Education  4 Summary 6 Conclusion  1 Introduction  2 Praxeological Suggestions  3 Suggestions for Further Research Appendix: Sample Table References Index

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Book SynopsisHow does English language arts (ELA) education relate to power and privilege in education and in schools? How is ELA education situated historically and culturally, in terms of power and privilege? In what ways are learners, categorically and as individuals, situated as decision-makers in ELA education? Over 50 contributors from different perspectives answer these questions by focussing on a variety of topics and terminology broadly related to the teaching of English language arts and the socio-political-cultural context in which this teaching occurs. This encyclopedia has particular relevance for preservice and practicing ELA teachers, teacher educators, and scholars.Table of ContentsNotes on Contributors Introduction  Lisa M. Barker, David Gorlewski, Julie Gorlewski and Chernice M. Miller 1 Adolescent Literacy  Robert Petrone 2 Aesthetics  Michelle Zoss 3 Anti-Racist Curriculum  Limarys Caraballo and Karen Zaino 4 The Arts in English Language Arts  Michelle Zoss and Katherine J. Macro 5 Arts-Based Methods  Pauline Schmidt 6 Canon  Michael Macaluso and Kati Macaluso 7 Collaborative Learning  Victoria Hankey and Brian Rozinsky 8 Critical Bilingual Literacies Approach  Luz Yadira Herrera and Carla España 9 Critical Conversations in English Education  Amy Vetter and Melissa Schieble 10 Critical Language Awareness  Mike Metz 11 Digital Literacy  Lindy L. Johnson 12 Digital Media/Film/Virtual Reality  Clarice M. Moran 13 Digital Storytelling  Toby Emert 14 Disability/Ability  Patricia A. Dunn 15 Drama-Based Pedagogy  Bridget Kiger Lee and Kathryn Dawson 16 Elements of Literacy  R. Joseph Rodríguez 17 Emergent Bilinguals: The Socio-Political Context  Yadira Gonzalez and Jason Roche 18 Emergent Literacy  Meghan D. Liebfreund 19 Emerging Multilingual Learners  Pamela Hickey 20 English Language Arts Instruction: Finding Common Ground  Thomas M. McCann 21 Gender  Stephanie Ann Shelton 22 Global Englishes  Rashi Jain 23 Hip Hop Education  Lauren Leigh Kelly 24 Language Acquisition  Huili Hong and Yizhong Ning 25 The LGBTQ Policy Landscape  Henry “Cody” Miller 26 Literary Theory and English Language Education  Deborah Appleman 27 Long-Term English Learners  Maneka Deanna Brooks 28 Makerspaces: Sites of Personal Agency  Emily Schindler and Amy Mueller 29 Music in the Teaching of English  Christian Z. Goering, Kathryn Hackett-Hill and Holly Sheppard Riesco 30 Poetry  Toby Emert 31 Race  Ayanna F. Brown 32 Racial Literacy  Jordan Bell, Karen Zaino and Yolanda Sealey-Ruiz 33 Response to Literature  Mary E. Styslinger 34 Standardized English  Mike Metz 35 Storytelling  Ernest Morrell and Jodene Morrell 36 Translanguaging  Cati V. de los Ríos and Kate Seltzer 37 Visual Arts in English Language Arts  Michelle Zoss 38 Writing and Writing Instruction  Vicki McQuitty 39 Young Adult Literature  Laura Renzi 40 Youth  Robert Petrone Index

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Book SynopsisTeaching International Law is a topic of great importance in international law academia. In the past renowned international lawyers and research institutions have dealt with this matter. This book brings together a larger number of established international lawyers who not only present the state of the art of this discipline but also their own vision and perspective. Traditionally, teachers of international law had considerable influence on the development and the understanding of this subject. The international legal system has profoundly changed but in time of enormous challenges for the survivel of mankind the voice of the teachers should again be heard.Table of ContentsList of Figures and Tables Part i Introduction   Introduction   Peter Hilpold Part ii The “Global” Perspective 1 Teaching International Law in the 21st Century Opening the Hidden Room in the Palace of International Law   Peter Hilpold 2 U.S. Approaches to Teaching International Law in a Global Environment   Charlotte Ku 3 Teaching International Law Today and the Human Person   Carlo Focarelli 4 What Is a Good International Law Teacher?   Natalino Ronzitti 5 Is There an Art of Teaching International Law?   Pierre-Marie Dupuy 6 Teaching International Law The Added Value of Working as a Diplomat-Jurist   Giuseppe Nesi Part iii National and Regional Perspectives, New Methodological Approaches 7  Teaching International Law from a European Perspective   Jan Wouters 8  Teaching Global Administrative Law A New Domain for Administrative Law?   Barbara Marchetti 9  International Law and Interdisciplinarity   Sergio Dellavalle 10 Teaching International Law as “Law of the Land” Taking into Account the Domestic Nexus   Andreas R. Ziegler 11a Teaching International Law in Germany Is the Legal Regime on Teaching Law Still Adequate?   Rüdiger Wolfrum 11b Teaching International Law in Germany Some Additional Remarks by a Former Parliamentarian, Practitioner and Teacher   Heribert Hirte 11c Teaching International Law in Germany Constitutional Safeguards for the Freedom of Research and Teaching   Gerd Morgenthaler Part iv Teaching Different Sub-disciplines of International Law 12 Teaching International Economic Law in the 21st Century   Ernst-Ulrich Petersmann 13 Teaching International Investment Law Requires a Holistic Approach   Nikos Lavranos Part v Tools, Instruments, Resources 14 Visualising International Law Movies and Image References in Teaching International Law   Markus Beham, Melanie Fink and Ralph Janik 15 Writing an International Law Textbook   James Summers 16 Teaching International Law Massively   Pierre d’Argent Part vi Scholarship on Teaching of International Law 17 Scholarship on the Teaching of International Law An Overview of the State of the Art   Lucas Lixinski 18 Manfred Lachs and His ‘Teacher in International Law’ The Lessons He Gave Us   Bartłomiej Krzan Part vii Final Remarks   Conclusions   Peter Hilpold and Giuseppe Nesi Index

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Book SynopsisThis book focuses on the crucial role of teaching in the process of tradition. The various essays present case studies, written by specialists in the field, on themes drawn from the biblical, Jewish and Christian practice of ‘tradition’, the passing on of faith from generation to generation. Underlying these essays is the conviction that teaching is a privileged context for the study of tradition, since it always both preserves and renews tradition. There is no tradition without teaching, in which the past is interpreted in the present and the present is seen in the light of the past. Contributors are: Jan Bouwens, Rob V.J. Faesen, Leon Mock, Jos Moons, Krijn Pansters, Henk J. M. Schoot, Rudi A. te Velde, Archibald L. H. M. van Wieringen, and Ruben J. van Wingerden.Table of ContentsList of Figures List of Contributors 1 Introduction Teaching: A Unique Approach to Tradition  Jos Moons, Rudi A. te Velde and Archibald L. H. M. van Wieringen 2 The Immanu-El in Isaiah and Matthew An Exegetical Example of Tradition and Teaching  Archibald L. H. M. van Wieringen 3 The Text as Teacher in Rabbinic Tradition Some Observations  Leon Mock 4 Jesus Teaching Martyrdom? Gospel Teaching in Tertullian’s Ad Martyras, Cyprian’s ad Fortunatum, and Origen’s Exhortatio ad Martyrium  Ruben J. van Wingerden 5 Teaching and Traditio in the Work of Hadewijch and John of Ruusbroec  Rob V. J. Faesen 6 Being the Teaching Living Spirituality Lessons from the Franciscan Secular Tradition  Krijn Pansters 7 Some Reflections on Tradition and Teaching The Case of Thomas Aquinas  Rudi A. te Velde 8 “A Primarily Pastoral Teaching Office” (John XXIII) The Creative Potential of the Principle of ‘Pastorality’  Jos Moons 9 Recent Magisterial Teaching and Tradition On Separating Jesus and Christ  Henk J. M. Schoot 10 Recontextualizing Catholic School Identity: Five Criteria  Jan Bouwens 11 Epilogue Teaching and Tradition: A Creative Process  Jos Moons, Rudi A. te Velde and Archibald L. H. M. van Wieringen Index of Authors

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