Teaching of a specific subject Books

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Book Synopsis

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Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.

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Book SynopsisThe body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement. However, it is now recognized that most extant motivation and learning enhancing intervention programs are grounded in Western motivational and learning perspectives, such as attribution, expectancy-value, implicit theories of intelligence, self-determination, and self-regulated learning theories. Further, empirical evidence for the positive impacts of these interventions seems to have primarily emerged from North American settings. The cross-cultural transferability and translatability of such educational interventions, however, are often assumed rather than critically assessed and adapted before their implementation in other cultures. In this volume, the editors invited scholars to reassess their intervention work from a sociocultural lens. Regardless of the different theoretical perspectives and strategies they adopt in their interventions, these scholars are in unison on the importance of taking into account sociodemographic backgrounds of the students and sociocultural contexts of the interventions to optimize the benefits of such interventions. Indeed, placing culture at the heart of designing, implementing, and evaluating educationalinterventions could be a key not only to strengthen the effectiveness and efficacy of educational interventions, but also to ensure that students of a wider and more diverse range of educational and cultural backgrounds reap the benefits from such interventions. This volume constitutes the foundation towards a deeper and more systematic understanding of culturally relevant and responsive educational interventions.Table of Contents Culturally Relevant and Responsive Educational Interventions: Placing Culture at the Heart of Designing, Implementing, and Evaluating Motivation and Learning Enhancement Programs, Gregory Arief D. Liem and Dennis M. McInerney. Sociocultural Influences on Teachers’ Reactions to an Intervention to Help Them Become More Autonomy Supportive, Johnmarshall Reeve and Sung Hyeon Cheon. Strengthening Adolescents’ Confidence to Learn: Considering Sociocultural Influences, Hyun Ji Lee, Dajung Diane Shin, and Mimi Bong. Promoting Learning for All in Motivationally Supportive,Culturally Responsive, Inclusive Environments, Akane Zusho and Denise Prieto. Sociocultural Processes in Identity-Based Motivational Interventions: A Dynamic Systems Perspective, Avi Kaplan, Ishwar Bridgelal, and Joanna K. Garner. Passion in Education: Theory, Research, and Applications, Robert J. Vallerand, Tanya Chichekian, and Virginie Paquette. Implementation of Self-Regulated Learning-Focused Interventions in Schools: The Intersection of Sociocultural Factors and Social Validity Principles,Timothy J. Cleary, Anne Gregory, Anastasia Kitsantas, Jacqueline Slemp, and Devora Panish. Transformative Learning Within Cultural Spaces: Transformative Experience Interventions Through the Lens of Culturally Relevant Pedagogy, Kevin J. Pugh, Christopher Newman, Simon Cropp, and Maaly Younis. Teaching Mental Contrasting to Facilitate Educational Attainment Across Sociocultural Contexts, A. Timur Sevincer and Gabriele Oettingen. Sociocultural Considerations in Understanding Test Anxiety, Its Implications on Achievement, and Contextually Appropriate Interventions, Lay See Yeo and Winston Wee Meng Ong. Sociocultural Considerations for Mindfulness-Based Interventions in Education, Stacy L. Bender, Jessica Janze, and Sadie Cathcart. Hope Interventions for Students: Integrating Cultural Perspectives, Allan B. I. Bernardo and Holly, H. Y. Sit. A Sociocultural Perspective on Youth Entrepreneurship Education: A Case Study From the Southern Highlands of Tanzania, Tamara Ginger Weiss Rhodes. No Soy de Aquí ni Soy de Allá: Using Multiple Methods to Share Stories That Address the Cultural Diaspora of American Individualism for Latino Students, Beatriz Pacheco and Thomas Malewitz. About the Editors. About the Contributors.

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Book SynopsisSTEM project-based instruction is a pedagogical approach that is gaining popularity across the USA. However, there are very few teacher education programs that focus specifically on preparing graduates to teach in project-based environments. This book is focused on the Uteach program, a STEM teacher education model that is being implemented across the USA in 46 universities. Originally focused only on mathematics and science, many UTeach programs are now offering engineering and computer science licensure programs as well. This book provides a forum to disseminate how different institutions have implemented the UTeach model in their local context. Topics discussed will include sustainability features of the model, and how program assessment, innovative instructional programming, classroom research and effectiveness research have contributed to its success. The objectives of the book are: To help educators gain insight into a teacher education organizational model focused on STEM and how and why it was developed To present the theoretical underpinnings of a STEM education model, i.e. deep learning, conceptual understanding To present innovative instructional programming in teacher education, i.e. projectbased instruction, functions and modeling, research methods To present research and practice in classroom and field implementation and future research recommendations To disseminate program assessments and improvement efforts Table of Contents Preface SECTION I: THE UTEACH MODEL AND ELEMENTS OF SUCCESS. The Development of the UTeach Model Implementing and Sustaining UTeach Programs: Lessons Learned from National Expansion Derivatives of the Standard Model The UTeach Internship Program: Serving the Community and Promoting STEM Education Cross-Pollination in an Unusual Setting: The Success Story of UTeach Dallas Collaboration, Communication and Community: Transitioning from a Traditional Model The Many Facets of Induction Support UTeach Maker: Preparing Future STEM Educators for Classroom-Based Making Laboratory Schools to Support the Preparation of UTeach Preservice Teachers Innovative Shared Master Teacher Model: The University of Maryland and a Local School District Aligning Field and Classroom Experiences for Secondary STEM Teacher Preparation SECTION II: INNOVATIVE INSTRUCTIONAL PROGRAMMING. The UTeach Instructional Program, Elements, and Courses STEM Teaching for Social Justice: Experiences in Early Fieldwork Courses Steps 1/2 Combo: Summer Field Experiences on Campus and in the Community Incorporating the Clinical Interview Method into the Knowing and Learning in Mathematics and Science Course Classroom Interactions: Course Overview and description of an Innovative Co-Teaching Model A Tale of Two PBI Classes The Evidence Behind the UTeach Capstone Course: Does Project-Based Learning Work? VCAST Learning Modules: A Functions & Modeling Course Innovation Benefits of Liberal Arts Curriculum in STEM Teacher Preparation SECTION III: RESEARCH AND FUTURE DIRECTIONS. Developing the UTOP: A Flexible STEM Observation Instrument Based on UTeach Principles Developing an Assessment of Attentiveness for Program Evaluation Promoting Early Career Teacher Resilience Through a CalTeach Preparation Program Examining UTeach Graduates’ Employment Choices: Outlining a Framework for Future Research How Do Intentions to Teach Relate to Recruitment and Retention of UTeach Program Candidates? Computational Thinking for STEM Teacher Leadership Training at Louisiana State University Incorporating Project-Based Learning into the Secondary Mathematics and Science Classroom: Is it Pie in the Sky? Exploring the Effectiveness of FSU-Teach Graduates: An Analysis Through the Lens of Induction Examining Retention of UTeach Arlington Graduates in High Need Classrooms

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Book SynopsisSTEM project-based instruction is a pedagogical approach that is gaining popularity across the USA. However, there are very few teacher education programs that focus specifically on preparing graduates to teach in project-based environments. This book is focused on the Uteach program, a STEM teacher education model that is being implemented across the USA in 46 universities. Originally focused only on mathematics and science, many UTeach programs are now offering engineering and computer science licensure programs as well. This book provides a forum to disseminate how different institutions have implemented the UTeach model in their local context. Topics discussed will include sustainability features of the model, and how program assessment, innovative instructional programming, classroom research and effectiveness research have contributed to its success. The objectives of the book are: To help educators gain insight into a teacher education organizational model focused on STEM and how and why it was developed To present the theoretical underpinnings of a STEM education model, i.e. deep learning, conceptual understanding To present innovative instructional programming in teacher education, i.e. projectbased instruction, functions and modeling, research methods To present research and practice in classroom and field implementation and future research recommendations To disseminate program assessments and improvement efforts Table of Contents Preface SECTION I: THE UTEACH MODEL AND ELEMENTS OF SUCCESS. The Development of the UTeach Model Implementing and Sustaining UTeach Programs: Lessons Learned from National Expansion Derivatives of the Standard Model The UTeach Internship Program: Serving the Community and Promoting STEM Education Cross-Pollination in an Unusual Setting: The Success Story of UTeach Dallas Collaboration, Communication and Community: Transitioning from a Traditional Model The Many Facets of Induction Support UTeach Maker: Preparing Future STEM Educators for Classroom-Based Making Laboratory Schools to Support the Preparation of UTeach Preservice Teachers Innovative Shared Master Teacher Model: The University of Maryland and a Local School District Aligning Field and Classroom Experiences for Secondary STEM Teacher Preparation SECTION II: INNOVATIVE INSTRUCTIONAL PROGRAMMING. The UTeach Instructional Program, Elements, and Courses STEM Teaching for Social Justice: Experiences in Early Fieldwork Courses Steps 1/2 Combo: Summer Field Experiences on Campus and in the Community Incorporating the Clinical Interview Method into the Knowing and Learning in Mathematics and Science Course Classroom Interactions: Course Overview and description of an Innovative Co-Teaching Model A Tale of Two PBI Classes The Evidence Behind the UTeach Capstone Course: Does Project-Based Learning Work? VCAST Learning Modules: A Functions & Modeling Course Innovation Benefits of Liberal Arts Curriculum in STEM Teacher Preparation SECTION III: RESEARCH AND FUTURE DIRECTIONS. Developing the UTOP: A Flexible STEM Observation Instrument Based on UTeach Principles Developing an Assessment of Attentiveness for Program Evaluation Promoting Early Career Teacher Resilience Through a CalTeach Preparation Program Examining UTeach Graduates’ Employment Choices: Outlining a Framework for Future Research How Do Intentions to Teach Relate to Recruitment and Retention of UTeach Program Candidates? Computational Thinking for STEM Teacher Leadership Training at Louisiana State University Incorporating Project-Based Learning into the Secondary Mathematics and Science Classroom: Is it Pie in the Sky? Exploring the Effectiveness of FSU-Teach Graduates: An Analysis Through the Lens of Induction Examining Retention of UTeach Arlington Graduates in High Need Classrooms

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Book SynopsisPersonal story telling is a powerful and interesting medium through which one can share experiences, insights, successes, and difficulties in meaningful contexts. Teaching in general, and mathematics teaching in particular, is much more than what meets the eye. Most people have only experienced teaching from the vantage point of a student and have impressions of teachers and teaching that are simplistic and usually totally incorrect. The lives of mathematics teachers are varied and contrary to what one might think they are. The journeys of exemplary in-service teachers are not linear; there are many bends, potholes, and detours through which they have navigated. The ""road conditions"" of teaching are fodder for the 12 untold stories collected in this volume, whose authors graduated from a special four-year undergraduate mathematics teacher preparation program, containing innovative components, many of which are revealed through the experiences described in their stories. The range of narratives vary in every possible way, from the reasons they became mathematics teachers, to the number of years teaching, to the experiences encountered while teaching, to the different roles they have assumed throughout their careers. Nevertheless, one strand permeates all of the stories: their passion for what they do and their ability to reflect on early college experiences that contribute to their performance. These inspiring narratives will shed light on the developmental processes of mathematics teachers, what it means to teach mathematics, and the components of a secondary mathematics teacher preparation program that can contribute to their expertise.Trade ReviewThis lovely book contains personal stories about the process of becoming a mathematics teacher and the challenges and rewards of the early years of teaching. These stories highlight that the path to teaching is often indirect, rocky, and filled with doubts. But these poignant stories are powerful because they are so honest. I wish I’d read these stories before I experienced some of the joys and challenges of my early years of teaching because they would have prepared me for the roller coaster of emotion associated with entering this complex but beautiful profession. I think these stories will be helpful when working with prospective and early career teachers.""- Randolph Philipp, Professor of Mathematics Education, School of Teacher Education, San Diego State University, Immediate Past President, Association of Mathematics Teacher Educators (AMTE)""This is a book about real people and true stories; the narratives are really insightful and truly inspirational. It is not only a book that those involved in teacher preparation programs may find useful and informative to read, but also a book that could provide insights and inspiration to those who are exploring what it is like to be a teacher. The journey of each of these success stories, despite the diverse starting point of each,speaks volumes of the importance of an effective teacher preparation program that not only nurtures but also provides support for the growth of the preservice teachers. The narratives in this book are certainly a testimonial to what we often hear–Teachers are more often made than born.""- Ngan Hoe Lee, Associate Professor, Mathematics & Mathematics Education, National Institute of Education, SingaporeTable of Contents Endorsements. Foreword. Preparing Secondary Mathematics Teachers. More Than a Teacher From the Mirror To the SmartBoard My Unexpected Happiness A Journey in Defining My Inner Teacher Daring to Lead: A Story of Early Leadership Development La Historia: Shaded by Violence Good-Bye Shyness, Hello Teaching Tutoring to Teaching and Back Again Faculty Support Goes a Long Way Challenges, Surprises, and Successes I Could Only Imagine The Power of Caring References. About the Authors. Index.

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Book SynopsisPersonal story telling is a powerful and interesting medium through which one can share experiences, insights, successes, and difficulties in meaningful contexts. Teaching in general, and mathematics teaching in particular, is much more than what meets the eye. Most people have only experienced teaching from the vantage point of a student and have impressions of teachers and teaching that are simplistic and usually totally incorrect. The lives of mathematics teachers are varied and contrary to what one might think they are. The journeys of exemplary in-service teachers are not linear; there are many bends, potholes, and detours through which they have navigated. The ""road conditions"" of teaching are fodder for the 12 untold stories collected in this volume, whose authors graduated from a special four-year undergraduate mathematics teacher preparation program, containing innovative components, many of which are revealed through the experiences described in their stories. The range of narratives vary in every possible way, from the reasons they became mathematics teachers, to the number of years teaching, to the experiences encountered while teaching, to the different roles they have assumed throughout their careers. Nevertheless, one strand permeates all of the stories: their passion for what they do and their ability to reflect on early college experiences that contribute to their performance. These inspiring narratives will shed light on the developmental processes of mathematics teachers, what it means to teach mathematics, and the components of a secondary mathematics teacher preparation program that can contribute to their expertise.Trade ReviewThis lovely book contains personal stories about the process of becoming a mathematics teacher and the challenges and rewards of the early years of teaching. These stories highlight that the path to teaching is often indirect, rocky, and filled with doubts. But these poignant stories are powerful because they are so honest. I wish I’d read these stories before I experienced some of the joys and challenges of my early years of teaching because they would have prepared me for the roller coaster of emotion associated with entering this complex but beautiful profession. I think these stories will be helpful when working with prospective and early career teachers.""- Randolph Philipp, Professor of Mathematics Education, School of Teacher Education, San Diego State University, Immediate Past President, Association of Mathematics Teacher Educators (AMTE)""This is a book about real people and true stories; the narratives are really insightful and truly inspirational. It is not only a book that those involved in teacher preparation programs may find useful and informative to read, but also a book that could provide insights and inspiration to those who are exploring what it is like to be a teacher. The journey of each of these success stories, despite the diverse starting point of each,speaks volumes of the importance of an effective teacher preparation program that not only nurtures but also provides support for the growth of the preservice teachers. The narratives in this book are certainly a testimonial to what we often hear–Teachers are more often made than born.""- Ngan Hoe Lee, Associate Professor, Mathematics & Mathematics Education, National Institute of Education, SingaporeTable of Contents Endorsements. Foreword. Preparing Secondary Mathematics Teachers. More Than a Teacher From the Mirror To the SmartBoard My Unexpected Happiness A Journey in Defining My Inner Teacher Daring to Lead: A Story of Early Leadership Development La Historia: Shaded by Violence Good-Bye Shyness, Hello Teaching Tutoring to Teaching and Back Again Faculty Support Goes a Long Way Challenges, Surprises, and Successes I Could Only Imagine The Power of Caring References. About the Authors. Index.

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Book SynopsisThe Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning. By emphasizing spatial, bodily, and sensual dimensions of language and literacy practices, this volume offers a portrait of language pedagogy and research that challenges traditional barriers between subjects and objects, speech and noise, and languages and things. We envision the term ‘new materialisms’ as an invitation to locate theorizing, researching, and teaching practices within the rhythms and textures of our material, sensory, and perceptual lives. These chapters enact a hope that increased engagement with our physical surroundings and sensory experiences can extend the sphere of our social, creative, and intellectual labor and expand our understanding of what ‘counts’ as meaningful action.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisThis edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students’ and teachers’ experiences of GCE in schools in different Asian contexts.While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

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Book SynopsisComputer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices.The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science.This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and preservice teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.Table of Contents Dedication Acknowledgements Introduction Part I: Pedagogical Practices For Developing And Assessing Pre-Service Teachers' Knowledge Of Computer Science Part II: Course Design Models For Preparing Preservice Teachers To Teach Computer Science Part III: University And State Policies For Preparing Pre-Service Teachers To Teach Computer Science Author/Editor Biographies

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Book SynopsisComputer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service teacher education programs. In order to prepare a generation of teachers who are capable of delivering computer science to students, however, the field must identify research-based examples, pedagogical strategies, and policies that can facilitate changes in teacher knowledge and practices.The purpose of this book is to provide examples that could help guide the design and delivery of effective teacher preparation on the teaching of computer science.This book identifies promising pathways, pedagogical strategies, and policies that will help teacher education faculty and preservice teachers infuse computer science content into their curricula as well as teach stand-alone computing courses. Specifically, the book focuses on pedagogical practices for developing and assessing pre-service teacher knowledge of computer science, course design models for pre-service teachers, and discussion of policies that can support the teaching of computer science. The primary audience of the book is students and faculty in educational technology, educational or cognitive psychology, learning theory, teacher education, curriculum and instruction, computer science, instructional systems, and learning sciences.Table of Contents Dedication Acknowledgements Introduction Part I: Pedagogical Practices For Developing And Assessing Pre-Service Teachers' Knowledge Of Computer Science Part II: Course Design Models For Preparing Preservice Teachers To Teach Computer Science Part III: University And State Policies For Preparing Pre-Service Teachers To Teach Computer Science Author/Editor Biographies

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Book SynopsisThis guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school.A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group.Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using—it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.Table of Contents Preface: Introduction To The Guidebook Part I: Technology Questions And Issues When Working With School/District Administration Part II: Technology Questions And Issues When Working With Technology Specialists Part III: Technology Questions And Issues When Working With Students Part IV: Technology Questions And Issues When Working With Fellow Teachers Part V: Technology Questions And Issues When Working With Parents Part VI: Solving Technology Questions And Issues On Your Own Part VII: Supplemental Resources About The Authors

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Book SynopsisThis guidebook is designed to be the high school teacher's friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one's classroom and school.A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers' experiences and recommendations according to each stakeholder group.Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are "built to last" and should be applicable regardless of the specific tool under consideration. We assume that it doesn't ultimately matter what the tool or technology is that you're using—it's how and why you're using it for teaching and learning that will determine whether it is successful or not. The "how" and "why" aspects encompass the built-to-last strategies included in this guidebook.Table of Contents Preface: Introduction To The Guidebook Part I: Technology Questions And Issues When Working With School/District Administration Part II: Technology Questions And Issues When Working With Technology Specialists Part III: Technology Questions And Issues When Working With Students Part IV: Technology Questions And Issues When Working With Fellow Teachers Part V: Technology Questions And Issues When Working With Parents Part VI: Solving Technology Questions And Issues On Your Own Part VII: Supplemental Resources About The Authors

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Book SynopsisThis book is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Through Mandy Hoffen, a fictional persona, Dana McCullough, the author, explores how stories of Henrietta Lacks become part of a conspiracy to change science education. Mandy Hoffen, however, never expected to find herself in the middle of a conspiracy. As a science teacher of 20 plus years, she worked diligently to meet the needs of her charges, who are currently ninth and tenth grade biology students in an age of standardized testing. The author also creates imaginary dialogues which serve as the theoretical framework for each chapter. Each chapter unfolds in a form of a play with imaginary settings and events that bring Henrietta Lacks back from the grave to participate in conversations about science, society, and social justice. The imaginary conversations are based on the author's experiences in graduate courses, direct quotations from philosophers of science, historians of science, science educators, curriculum theorists, and stories of students in their study of Henrietta Lacks in a high school biology classroom. The play describes the journey of a graduate student/high school teacher as she researches the importance of the philosophy of science, history of science, science curriculum and social justice in science education. Through reflections on fictional conversations, stories of Henrietta Lacks are examined and described in multiple settings, beginning in an imaginary academic meeting, and ending with student conversations in a classroom. Each setting provides a space for conversations wherein participants explore their personal connections with science, science curriculum, issues of social justice related to science, and Henrietta Lacks. This book will be of interest to graduate students, scholars, and undergraduates in curriculum studies, educational foundations, and teacher education, and those interested in alternative research methodologies. This is the first book to intentionally address the stories of Henrietta Lacks and their importance in the field of curriculum studies, science studies, and current standardized high school science curriculum.

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Book SynopsisThis book is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Through Mandy Hoffen, a fictional persona, Dana McCullough, the author, explores how stories of Henrietta Lacks become part of a conspiracy to change science education. Mandy Hoffen, however, never expected to find herself in the middle of a conspiracy. As a science teacher of 20 plus years, she worked diligently to meet the needs of her charges, who are currently ninth and tenth grade biology students in an age of standardized testing. The author also creates imaginary dialogues which serve as the theoretical framework for each chapter. Each chapter unfolds in a form of a play with imaginary settings and events that bring Henrietta Lacks back from the grave to participate in conversations about science, society, and social justice. The imaginary conversations are based on the author's experiences in graduate courses, direct quotations from philosophers of science, historians of science, science educators, curriculum theorists, and stories of students in their study of Henrietta Lacks in a high school biology classroom. The play describes the journey of a graduate student/high school teacher as she researches the importance of the philosophy of science, history of science, science curriculum and social justice in science education. Through reflections on fictional conversations, stories of Henrietta Lacks are examined and described in multiple settings, beginning in an imaginary academic meeting, and ending with student conversations in a classroom. Each setting provides a space for conversations wherein participants explore their personal connections with science, science curriculum, issues of social justice related to science, and Henrietta Lacks. This book will be of interest to graduate students, scholars, and undergraduates in curriculum studies, educational foundations, and teacher education, and those interested in alternative research methodologies. This is the first book to intentionally address the stories of Henrietta Lacks and their importance in the field of curriculum studies, science studies, and current standardized high school science curriculum.

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Book SynopsisService-learning research has been growing and expanding around the world. While much of the early work was carried out in the US and Europe, such efforts have been developing in Asia for the past few decades. The use of the term, 'service-learning' was not popular, while use of community engagement, volunteerism, social services are more common among community practitioners and academics, with the rapid development of service-learning, both research and community-based programs have been growing throughout Asia over the last decade. One of the major movements in that part of the world has been the Service-Learning Asia Network (started in 2005), where more than 11 countries have unified to share their efforts collectively through conferences and journals. In this new book we have examples from five (5) different places: China, Singapore, Hong Kong, Indonesia, and India. These models follow a recent publication of Asian research found in the Michigan Journal of Community Service Learning, published in Summer 2019 after the 7th Asia Pacific Regional Service-Learning conference in Singapore. The chapters represent some of the exciting work that is developing in Asia, highlighting the rich and powerful connections between universities and communities throughout the region. Excellent examples of various kinds of study, from case studies, to qualitative research, to mixed method designs are included. In addition, the focus of the studies, from student learning, community change, innovative practice, and institutional development and change are provided to illustrate the rich diversity of work occurring throughout Asia.Trade ReviewPraise for Food for Thought:""The adoption of a community engagement strategy to teaching and learning is found promising by a growing number of mentors. In Asia, colleges and universities have disseminated their own unique experiences in various fora, conferences, workshops and training programs. For one, this book offers a variety of information and rich insights as to the evolution, application, development, and outcomes of service-learning approaches in Hong Kong, Singapore, China, India, and Indonesia. The book demonstrates that learning encounters from the ground/community provide a foundation for a critical interpretation of the theories and principles expounded in books and lectures. My university, Silliman University, in the Philippines, is committed to "total human development for the wellbeing of the society and the environment." For us, this book promises to be a valuable reference for educators in search of teaching that integrates social action and community research. The book illustrates how some research outcomes make a case for institutions to strongly support service-learning efforts in all their curricular programs.""- Betty Cernol-McCann, Ph.D., President, Silliman University;""I have been fortunate to have engaged with many Asian service-learning programs and practitioners for two decades – from the field's earliest days to its robust present. With publication of this research collection from leading Asian scholars and practitioners Shumer, Ma, and Chan illustrate how deeply embedded service-learning has become within Asian education, and how the emergence of evidence-based scholarship reveals both its complexity and maturity. Similar to how service-learning research evolved in the US, most of the included Asian studies examine outcomes of the practice for education institutions and communities. Others delve into curriculum design and implementation, program planning and development, and affective aspects of students' experience. Taken together the collected studies illuminate how service-learning has evolved as an Asian phenomenon with its uniquely important and very interesting characteristics.""- Timothy K. Stanton, PhD, Senior Engaged Scholar, Ravensong Associates, Director Emeritus, Bing Overseas Studies Program, Cape Town, Stanford University.

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Book SynopsisAs social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large.Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.

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