Curriculum and Instruction 2011 (US)

R o u t l e d g e e d u c at i o n

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ContentsCurriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Curriculum Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Social Studies Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Science and Technology Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Music, Art, and Drama Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Student Teaching and Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

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CurrICulum and InstruCtIon


NEW

Handbook of Research on Learning and InstructionEdited by Richard E. Mayer, University of California, Santa Barbara, USA and Patricia A. Alexander, University of Maryland, College Park, USA

Series: Educational Psychology Handbook

During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult

learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics.

The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations. Each chapter reviews empirical research in a specific domain and is structured as follows:

• Introduction – Defines key constructs and provides illustrative examples or cases.

• Historical Overview – Summarizes the historical context for the topic or domain.

• Theoretical Framework – Summarizes major models or theories related to the topic or domain.

• Current Trends and Issues – Synthesizes the research literature and highlights key findings or conclusions.

• Practical Implications – Suggests relevance of the research for educational practice.

• Future Directions – Considers next steps or stages needed for future research.

December 2010: 7 x 10: 520ppHb: 978-0-415-80460-8: $295.00Pb: 978-0-415-80461-5: $114.95eBook: 978-0-203-83908-9

For more information, visit: www.routledge.com/9780415804615

Learning to Read the NumbersIntegrating Critical Literacy and Critical Numeracy in K-8 Classrooms A Co-Publication of The National Council of Teachers of English and Routledge

David J. Whitin and Phyllis E. Whitin, both at Wayne State University, USA

Being a critical reader of numerical information is an integral part of being literate in today’s data-drenched world. Uniquely addressing both mathematics and language issues, this text shows how critical readers dig beneath the surface of data to better evaluate their usefulness and to understand how numbers are constructed by authors to portray a certain version of

reality. Engaging, concise, and rich with examples and clear connections to classroom practice, it provides a framework of critical questions that children and teachers can pose to crack open authors’ intentions, expose their decisions, and make clear who are the winners and losers – questions that are essential for building democratic classrooms.

Explaining and illustrating how K-8 teachers can engage students in developing the ability to be both critical composers and critical readers of texts, Learning to Read the Numbers is designed for teacher education courses across the areas of language arts, mathematics, and curriculum studies, and for elementary teachers, administrators, and literacy and mathematics coaches.

Learning to Read the Numbers is a co-publication of The National Council of Teachers of English (www.ncte.org) and Routledge.

September 2010: 6 x 9: 144ppHb: 978-0-415-87430-4: $125.00Pb: 978-0-415-87431-1: $34.95eBook: 978-0-203-84266-9


Enhancing Student Learning in Middle SchoolMartha Casas, University of Texas at El Paso, USA

A comprehensive introduction to middle school teaching, this textbook focuses explicitly on instructional strategies that encourage adolescents to become active participants in their own learning within a world of accountability and standardized testing. The author, an experienced middle school teacher and teacher educator, takes a constructivist

approach to teaching that considers the whole child, including the emotional, psychological, social, and cultural variables uniquely associated with adolescence. The text examines the full range of middle school topics, from the development and diversity of middle school learners, to the structures, curriculum, and management of the classroom itself.

Special features include:

• ”Empowering Middle School Students to Take Ownership of their Learning, ” ”Teaching Scenario,” ”Key Points, ” and ”Creating an Anti-Oppressive Atmosphere in Your Classroom” textboxes help teachers gain a clearer understanding of content presented and encourage them to become reflective practitioners

• callouts throughout explicitly link chapter content to NMSA standards

• discussion of the unique challenges of actively engaging bilingual students, special needs students, and students exhibiting antisocial behavior

• accounts about middle school students illustrate the ways adolescents think about school and learning

• a chapter that focuses on ways teachers can apply the general teaching strategies to specific subject areas

• Sample Lesson Plans, Focus Questions, Chapter Summaries, Journal Entries, and Student Activities/Assignments are included throughout to encourage readers to actively participate with the text.

August 2010: 7 x 10: 384ppHb: 978-0-415-80176-8: $140.00Pb: 978-0-415-80177-5: $46.95eBook: 978-0-203-84710-7


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NEW IN 2011

Critical Pedagogy and Social ChangeCritical Examination of Alternatives and Politics

Seehwa Cho, University of St. Thomas, USA

Series: Critical Social Thought

At its core, the main goal of critical pedagogy is deceptively simple – to construct schools and education as agents of change. While noble and ambitious, it is not always realistic in a climate of increased commodification, privatization of schooling, and canned curriculum. By assuming rather than articulating its own possibilities, critical pedagogy literature itself is often its own worst enemy in its call for transformation. With such challenges from both within and without, is the idea of liberatory pedagogy for social change out of reach or can critical educators really achieve the rather high call for social change? What alternative visions of schooling does critical pedagogy truly offer against the mainstream pedagogy? In short, what are the political projects of critical pedagogy?

This powerful and accessible book breaks with tradition by teasing out mere assumptions, providing a concrete illustration and critique of today’s critical pedagogy. Veteran teacher educator Seehwa Cho begins the book with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Not content to hide behind rhetoric, Cho forces herself and the reader to question the most basic assumptions of critical pedagogy, such as what a vision of social change really means. After a thoughtful and pithy analysis of the politics, possibilities and agendas of mainstream critical pedagogy, Cho takes the provocative step of arguing that these dominant discourses are ultimately what stifle the possibility for true social change. Without focusing on micro-level approaches to alternatives, Cho concludes by laying out some basic principles and future directions for critical pedagogy.

Both accessible and provocative, Critical Pedagogy and Social Change is a significant contribution to the debates over critical pedagogy and a fresh, much-needed examination of teaching and learning for social justice in the classroom and community beyond.

November 2011: 6 x 9: 180ppHb: 978-0-415-88610-9: $125.00Pb: 978-0-415-88611-6: $36.95eBook: 978-0-203-82921-9


NEW

Intelligence and Intelligence TestingRichard B. Fletcher and John C.Hattie, both at University of Auckland, New Zealand

Have you ever wondered what IQ is and how it is measured? Why is there such a premium placed on high IQ? What do we mean by intelligence? What does your IQ score mean?

There can be no denying the enduring appeal of IQ over the last century. It is probably one of the most misunderstood yet highly researched psychological constructs ever. Such has been the controversy surrounding this

topic that it is difficult to distinguish fact from fiction. Intelligence and Intelligence Testing is a text that aims to address that.

This book examines the controversial psychological construct that is IQ, discussing and reviewing the history and current status of the research on intelligence and providing an overview of its development, measurement and use. From Galton, Spearman and Binet to the relatively recent controversy caused by the research of Herrnstein and Murray, this important book makes a major claim about the importance today of ”problem solving on demand” as one of the key components of today’s notions of intelligence.

Chapters include coverage of:

• intelligence and schooling

• cultural differences in views of intelligence

• the history of IQ testing and its emergence into public consciousness

• IQ as predictor of educational and occupational outcomes

• psychometrics and measurement of intelligence

• the future of intelligence research.

Written by Richard B. Fletcher and John Hattie, the author of the highly-regarded Visible Learning, this textbook will be invaluable for all undergraduate and Masters level students studying the theory of intelligence and the impact of testing on educational. Detailed and annotated further reading lists and a glossary of terms are also included.

March 2011: 6-1/4 x 9-1/4: 128ppHb: 978-0-415-60091-0: $130.00Pb: 978-0-415-60092-7: $37.95eBook: 978-0-203-83056-7


NEW IN 20113rd Edition

Rethinking University TeachingA Framework for the Effective use of Learning Technologies

Diana Laurillard, University of London, UK

The third edition of Rethinking University Teaching builds upon the success of the bestselling second edition and maintains a sound theoretical basis for designing and using learning technologies at the Higher Education level. This new edition is fully updated and addresses the principal technological changes that have taken centre stage since 2004.

New readers will find Diana Laurillard’s work fills a glaring gap in current e-learning literature. Part one effectively covers what teachers and lecturers need to know of the most important research on student learning and the principal theories of teaching and learning. This sound theoretical foundation provides a backbone for readers to develop a foundational set of requirements for teaching that will help students learn more effectively. Part two represents this current understanding of the learning process as a framework tool that challenges the use of both conventional and digital technologies: the Conversational Framework (CF). The Conversational Framework (CF) is used to examine and analyse both conventional and digital technologies and encourages users to focus on a ”needs-driven” approach rather than a ”technology-driven” approach. Part three tackles the implementation of both conventional and digital technologies within the everyday reality of university teaching. This section helps the teacher embrace the perspective of the student, who now studies and learns on campus, home and workplace, using a range of technologies.

This professional guide is essential reading for academics, support staff, administrators and anyone concerned with improving the quality of teaching in higher education. This text is also appropriate for courses found in educational technology and e-learning graduate level programs worldwide.

July 2011: 6 x 9: 250ppHb: 978-0-415-80385-4: $150.00Pb: 978-0-415-80387-8: $48.95

For more information, visit:www.routledge.com/9780415803878

NEW IN 2011

Learning Outside the ClassroomPrinciples and Guidelines

Simon Beames and Peter Higgins, both at University of Edinburgh, Scotland and Robbie Nicol

What tools do mainstream teachers need to integrate curricular material into learning experiences outside the confines of the classroom? This book, the first curricular-focused outdoor learning textbook for prospective and practising teachers, provides both academic justification and practical support for educators working in a wide variety of environments and with diverse populations.

The principles and guidelines in this book are intended to be adapted by teachers to suit the needs of their students in ways that draw upon content offered by the local landscape and its natural and built heritage. This is not a book of prescriptive activities that can be read and used uncritically. The idea of adaptation for personal relevance is central. By referring to the useful principles and practices in this book, teachers can incorporate more meaningful outdoor learning opportunities into their daily teaching activities.

September 2011: 136pp • Hb: 978-0-415-89361-9: $135.00 • Pb: 978-0-415-89362-6: $29.95


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NEW IN 2012

International Guide to Student AchievementEdited by John C. Hattie, University of Auckland, New Zealand and Eric M. Anderman, Ohio State University, USA

Enhanced student achievement is arguably the most important outcome of schooling at any level. Unfortunately, there are so many, often competing, claims about how to enhance student achievement that the views often talk across each other. This leads to an ”everything goes” attitude toward interventions and the acceptance of weak measures of achievement. The result is that in many schools each teacher is permitted to introduce their own methods and interventions.

This volume brings together and critically examines the many possible influences shaping student cognitive achievement outcomes, and considers their relative importance. An introduction evaluates the many meanings of ”student achievement” while later chapters examine issues of assessment. Too often the fundamental notions of what is meant by student achievement have been defined by proxies such as test scores and graduation rates. As a result politicians, parents, and school-based personnel have differing conceptions of what kinds of student achievements are valued. It must also be remembered that students have their own views regarding achievement. If they don’t share the disposition to learn what is taught to them, engagement issues, drop-out, and resistance arise.

March 2012: 8-1/2 x 11: 750ppHb: 978-0-415-87898-2: $295.00Pb: 978-0-415-87901-9: $114.95eBook: 978-0-203-85039-8


BESTSELLER!

Visible LearningA Synthesis of over 800 Meta-analyses Relating to Achievement

John C. Hattie, University of Auckland, New Zealand

”John Hattie’s Visible Learning is a splendid book for educators and scholars Ö Education researchers have steadily accumulated many findings, which have been synthesized during the last few decades. Hattie must have engaged in a huge effort to bring these syntheses together in this book, but enables its readers to plan new research as well

as educational practice.” – Herbert J. Walberg, Education Review

2008: 6-3/4 x 9-3/4; 392ppHb: 978-0-415-47617-1: $160.00Pb: 978-0-415-47618-8: $47.95eBook: 978-0-203-88733-2


NEW

Cultural Validity in AssessmentAddressing Linguistic and Cultural Diversity

Edited by María del Rosario Basterra, Mid-Atlantic Equity Consortium, Inc., USA, Elise Trumbull and Guillermo Solano-Flores, University of Colorado, USA

Series: Language, Culture, and Teaching Series

What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers – as well as others concerned with fair and valid assessment – provides a thorough grounding in relevant

theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments.

Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators. This book is essential reading for addressing this important topic.



Routledge Resources for Teaching in Higher EducationThe one stop shop for your teaching needs!Aimed at supporting the Higher Education teaching professional, this website highlights books that offer essential guidance, tips, and techniques that are sure to enhance your teaching practice.

Take a moment to browse our complete list of practical teaching and learning & eLearning resources today!

www.routledge.com/teachinginhighereducation

Learning to Solve ProblemsA Handbook for Designing Problem-Solving Learning Environments

David H. Jonassen, University of Missouri, USA

This book provides a comprehensive, up-to-date look at problem solving research and practice over the last fifteen years. Key features includes:

• Teaching Focus – The book provides specific research-based advice on how to design problem-solving learning environments.

• Illustrative Cases – A rich array of cases illustrates how to build problem-solving learning environments..

• Chapter Integration – Key theories and concepts are addressed across chapters to show how different kinds of problems, cases, skills, and assessments are integrated.

• Author Expertise – A prolific researcher and writer, the author has been researching and publishing books and articles on learning to solve problems for the past fifteen years.

This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.



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NEW

World Yearbook of Education 2011Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics

Edited by Lyn Yates, University of Melbourne, Australia and Madeleine Grumet, University of Chapel Hill, USA

Series: World Yearbook of Education

How do curriculum, conceptions of knowledge and the schooling experiences of young people engage the great issues of this tumultuous time? Curriculum is always influenced by the events that shape our world, but when testing and benchmarking preoccupy us, we can forget the world that is both the foundation and the object of curriculum. This edited volume brings together international contributors to

analyse and reflect on the way the events of the last decade have influenced the curriculum in their countries. As they address nationalism in the face of economic globalisation, the international financial crisis, immigration and the culture of diaspora, they ask how national loyalties are balanced with international relationships and interests. They ask how the rights of women, and of ethnic and racial groups are represented. They ask what has changed about history and civics post 9/11, and they ask how countries that have experienced profound political and economic changes have addressed them in curriculum.

These interactions and changes are a subject of particular interest for an international yearbook in that they are almost always permeated by global movements and influenced by multinational bodies and practices. And as these essays show, in curriculum, global and international issues are explicitly or implicitly also about local and national interests and about how citizens engage their rights and responsibilities.

This volume brings together a new approach to perspectives on curriculum today and a new collection of insights into the changes from different parts of the world which discuss:

• How is the world represented in curriculum?

• How do responses to world events shape the stories we tell students about who they are and can be

This book will be of great benefit to educational researchers and policy-makers, as well as undergraduate and postgraduate students.

January 2011: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-57582-9: $136.00eBook: 978-0-203-83049-9


A Learning Community in the Primary ClassroomJere Brophy and Janet Alleman, both at Michigan State University, USA and Barbara Knighton, Winans Elementary School, USA

This richly detailed description and analysis of exemplary teaching in the primary grades looks at how a teacher establishes her classroom as a collaborative learning community, how she plans curriculum and instruction that features powerful ideas and applications to life outside of school, and how, working within this context, she motivates her students to learn

with a sense of purpose and thoughtful self-regulation. The supporting analyses, which ground the teacher’s practice in principles from curriculum and instruction, educational psychology, and related sources of relevant theory and research, are designed to allow teacher-readers to develop coherent understanding and appreciation of the subtleties of her practice and how they can be applied to their own practice.

Resulting from a lengthy collaboration among an educational psychologist, a social studies educator, and a classroom teacher, the aspects and principles of good teaching this book details are widely applicable across elementary schools, across the curriculum, and across the primary grade levels. To help readers understand the principles and adapt them to their particular teaching situations, an Appendix provides reflection questions and application activities.

May 2010: 6 x 9: 288ppHb: 978-0-8058-5573-9: $130.00Pb: 978-0-8058-5574-6: $49.95eBook: 978-0-203-85182-1


What Expert Teachers DoEnhancing Professional Knowledge for Classroom Practice

John Loughran, Monash University, Australia

Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers.

Drawing on the best research on pedagogy, he outlines the crucial principles of teaching and learning, and shows how they are translated into practice

using real classroom examples. He emphasises that teaching procedures need to be part of an integrated approach, so that they are genuinely meaningful and result in learning. Throughout, he shows how teachers can engage their students in ways that create a real ”need to know,” and a desire to become active learners.

What Expert Teachers Do is for teachers who want to become really accomplished practitioners.

February 2010: 6-1/4 x 9-1/4: 240ppPb: 978-0-415-57967-4: $46.95eBook: 978-0-203-85147-0


Re-Designing Learning ContextsTechnology-Rich, Learner-Centred Ecologies

Rosemary Luckin, London Knowledge Lab, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world.

This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching.

For practical examples of the way the Ecology of Resources framework has been used visit: http://eorframework.pbworks.com.

April 2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-55441-1: $125.00Pb: 978-0-415-55442-8: $42.95eBook: 978-0-203-85475-4


Why Do I Need a Teacher When I’ve got Google?The Essential Guide to the Big Issues for Every 21st Century Teacher

Ian Gilbert

Why Do I Need a Teacher When I’ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in his long-awaited follow up to the classic Essential Motivation in the Classroom. Questioning the unquestionable, this book will make you re-consider everything you thought you knew about teaching and learning.

With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century. As wide-ranging and exhaustively-researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them – as well as encourage them – as they strive to design a twenty-first century learning experience that really does bring the best out of all young people.

July 2010: 5-1/2 x 8-1/2: 240ppHb: 978-0-415-46831-2: $130.00Pb: 978-0-415-46833-6: $25.95eBook: 978-0-203-84608-7


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Social Justice Pedagogy Across the CurriculumThe Practice of Freedom

Edited by Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA and Nikola Hobbel, Humboldt State University, USA


What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms?

This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms.

• Part one details the history of the multicultural movement and the instantiation of public schooling as a social justice project

• Part two connects theoretical frameworks to social justice curricula. Parts I and II are general to all K-12 classrooms

• Part three provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education.

Social Justice Pedagogy Across the Curriculum includes highlighted ”Points of Inquiry” and ”Points of Praxi’s” sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities.

Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.

March 2010: 6 x 9: 344ppHb: 978-0-415-80600-8: $140.00Pb: 978-0-415-80604-6: $48.95eBook: 978-0-203-85448-8


Teaching for Student LearningBecoming an Accomplished Teacher

Richard I. Arends, Central Connecticut University, USA and Ann Kilcher, Paideia Consulting Group, Canada

Teaching for Student Learning shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching. It emphasizes how accomplished teachers gradually acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning.

The book’s content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on classroom practices shown to have the greatest effect on student learning; and 3) research on effective schooling, defined as school-level factors that enhance student achievement and success. Although the book’s major focus is on teaching, it devotes considerable space to describing how students learn and how the most effective and widely-used models of teaching connect to principles of student learning. Key features include the following:

Evidence-Based Practice – Developed through: 1) an ongoing review and synthesis of research on teaching and learning and the resulting guidelines for practice and 2) boxed research summaries within the chapters.

Instructional Repertoire Theme – Teaching is viewed as an extremely complex activity that requires a repertoire of instructional strategies that, once mastered, can be drawn upon to fit specific classrooms and teaching situations.

Standards-based School Environments – Education today is dominated by standards-based school environments. Unlike competing books, this one describes these environments and shows how they impact curriculum design and learning activities. The objective is to show how teachers can make standards-based education work for them.

Pedagogical Features – In addition to an end-of-book glossary, each chapter contains research boxes, reflection boxes, itemized end-of-chapter summaries, and end-of-chapter learning activities.

Website – An accompanying website contains a variety of field-oriented and site-based activities that teachers can do alone or with colleagues.

February 2010: 7 x 10: 456ppHb: 978-0-415-99888-8: $165.00Pb: 978-0-415-96530-9: $62.95eBook: 978-0-203-86677-1


2nd Edition

Becoming a Teacher through Action ResearchProcess, Context, and Self-Study

Donna Kalmbach Phillips and Kevin Carr, both at George Fox University, USA

Becoming a Teacher through Action Research skillfully interweaves the stories of pre-service teaching with the process of action research. This engaging text focuses specifically on the needs of pre-service teachers by providing assistance for all stages of the research experience, including guidance

on how to select an area of focus, design a culturally-proficient study, collect and interpret data, and communicate findings.

With an updated preface and introduction, this revised edition fully develops a convincing response to the framing question of the book, ”Why pre-service teacher action research?” The new edition offers a more robust overview of research methodology, including mixed methods examples as well as quantitative data collection strategies. The authors also touch on digital photography and audio collection tools for presenting action research. Using additional activities and examples, the authors clarify how to ask critical questions using literature reviews.

New Features in the Second Edition:

• fresh ”Action Research Memos”

• new examples, expanded glossary, and enhanced literature review guidance

• chapter overview charts to better provide a roadmap of the action research process

• new end-of-chapter Content and Process Questions to encourage understanding

• companion website with downloadable templates and additional instructor resources: cw.routledge.com/textbooks/9780415801065/.

This one-of-a-kind guide continues to offer invaluable support for teacher-education students during a critical phase of their professional – and personal – lives.

February 2010: 8-1/2 x 11: 264ppHb: 978-0-415-80105-8: $135.00Pb: 978-0-415-80106-5: $43.95eBook: 978-0-203-86177-6


4th Edition

A Teacher’s Guide to Education LawMichael Imber, University of Kansas, USA and Tyll van Geel, Emeritus Professor, University of Rochester, USA

This text adapted from its parent volume, Education Law, provides a concise introduction to topics in education law that are most relevant to teachers. The greater the likelihood of litigation or error in a particular area of professional practice the more extensive the discussion. Topics concerning teacher relationships with their students include: student rights, discipline, negligence, discrimination, and special education. Topics concerning teacher relationships with their employers include: teacher rights, hiring and firing, contracts, unions, collective bargaining, and tenure.

All chapters have been updated to include the case law and legislation of the past five years, and the index contains almost 200 more entries than in the third edition. Because it is concise and affordable, A Teacher’s Guide to Education Law can be used in a variety of courses or in professional seminars dealing with teachers and the law, including any course within a teacher education program that is devoted solely or partly to the legal issues that concern teachers.

March 2010: 7 x 10: 368pp • Hb: 978-0-415-87577-6: $155.00 • Pb: 978-0-415-99463-7: $51.95 • eBook: 978-0-203-85988-9


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3rd Edition

Motivating Students to LearnJere E. Brophy, Michigan State University, USA

Written specifically for teachers, this book offers a wealth of research-based principles for motivating students to learn. Its focus on motivational principles rather than motivation theorists or theories leads naturally into discussion of specific classroom strategies. Throughout the book these principles and strategies are tied to the realities of contemporary schools (e.g., curriculum goals) and

classrooms (e.g., student differences, classroom dynamics). The author employs an eclectic approach to motivation that shows how to effectively integrate the use of extrinsic and intrinsic strategies. Guidelines are provided for adapting motivational principles to group and individual differences and for doing ”repair work” with students who have become discouraged or disaffected learners.



Place-and Community-Based Education in SchoolsGregory A. Smith, Lewis and Clark College, USA and David Sobel, Antioch New England Graduate School, USA

Series: Sociocultural, Political, and Historical Studies in Education

Place-and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them

in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement.

Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

February 2010: : 184ppHb: 978-0-415-87518-9: $140.00Pb: 978-0-415-87519-6: $37.95eBook: 978-0-203-85853-0


2nd Edition

Readings for Diversity and Social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA

Offering over 130 selections from some of the foremost scholars in from a wide range of fields, Readings for Diversity and Social Justice is the indispensible volume for every student, teacher, and social justice advocate.

January 2010: 7 x 10: 688ppHb: 978-0-415-99139-1: $145.00Pb: 978-0-415-99140-7: $49.95


2nd Edition

Teaching for Diversity and Social JusticeEdited by Maurianne Adams, Lee Anne Bell and Pat Griffin

For nearly a decade, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. Second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms.

2007: 7 x 10: 496ppHb: 978-0-415-95199-9: $150.00Pb: 978-0-415-95200-2: $46.95eBook: 978-0-203-94082-2


Home-School Connections in a Multicultural SocietyLearning From and With Culturally and Linguistically Diverse Families

Edited by Maria Luiza Dantas, University of California, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA


Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, this book shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families.

2009: 6 x 9: 312ppHb: 978-0-415-99756-0: $140.00Pb: 978-0-415-99757-7: $42.95eBook: 978-0-203-86843-0


Children, their World, their EducationFinal Report and Recommendations of the Cambridge Primary Review

Robin Alexander, University of Cambridge, UK, Berry Mayall, University of London, UK, Stephanie Northen, Gillian Pugh, National Children’s Bureau, UK, Colin Richards, University of Cumbria, UK, David Utting, former Associate Director at the Joseph Rowntree Foundation, UK, Michael Armstrong, Harwell Primary School, UK, Julia Flutter and Linda Hargreaves, both at University of Cambridge, UK, David Harrison, Wynne Harlen, University of Bristol, UK, Elizabeth Hartley-Brewer, Ruth Kershner and John Macbeath, both at University of Cambridge, UK

This is the eagerly-awaited final report from the Cambridge Primary Review, the most comprehensive enquiry into English primary education for over forty years. The book is grounded in evidence from research, official data and the enquiry’s thousands of individual and organisational witnesses.

2009: 6-3/4 x 9-3/4: 608ppHb: 978-0-415-54870-0: $160.00Pb: 978-0-415-54871-7: $57.95eBook: 978-0-203-84021-4


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Using Discourse Analysis to Improve Classroom InteractionLesley A. Rex, University of Michigan, USA and Laura Schiller, Literacy Consultant for Oakland Intermediate School District, USA

This accessible ”how to” book about classroom interaction offers teachers powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.

2009: 6 x 9: 184ppHb: 978-0-415-80113-3: $130.00Pb: 978-0-415-80114-0: $36.95eBook: 978-0-203-87698-5


Transformation of Knowledge through Classroom InteractionEdited by Baruch Schwarz, The Hebrew University, Israel, Tommy Dreyfus, Tel Aviv University, Israel and Rina Hershkowitz, Weizmann Institute of Science, Israel

Transformation of Knowledge through Classroom Interaction examines and evaluates different ways which have been used to support students learning in classrooms.

2009: 6-1/4 x 9-1/4: 336ppHb: 978-0-415-49224-9: $160.00Pb: 978-0-415-49225-6: $47.95eBook: 978-0-203-87927-6


Behavior Analysis for Effective TeachingJulie S. Vargas, B.F. Skinner Foundation, USA

Behavior Analysis for Effective Teaching provides teachers and other human service professionals specific tools they can use to teach more effectively without using the punitive methods that are too often part of educational practices.

2009: 7 x 10: 392ppHb: 978-0-415-99007-3: $205.00Pb: 978-0-415-99008-0: $79.95eBook: 978-0-203-87980-1


NEW

Equity and Excellence in EducationTowards Maximal Learning Opportunities for All Students

Edited by Kris Van den Branden, Katholieke Universiteit Leuven, Belgium, with Piet Van Avermaet and Mieke Van Houtte, Ghent University, Belgium

Series: Routledge Research in Education

International comparative studies such as those carried out by OECD (PISA) have launched a worldwide debate on the effectiveness of educational systems (macro level), schools (meso level) and teachers (micro level) in terms of enhancing equity and excellence. Inspired by the OECD research and spurred by national policy-making, quantitative and qualitative research studies have recently been conducted in different parts of the globe aiming to provide deeper insight into the crucial variables that have an impact on equity, excellence or both. This volume aims to compile a rich collection of research-based contributions, providing a state-of-the-art resource on what we know about this topic today.

December 2010: 6 x 9: 298ppHb: 978-0-415-88501-0: $105.00eBook: 978-0-203-83233-2


NEW IN 2011

Educating for Diversity and Social JusticeAmanda Keddie, Griffith University, Australia


Drawing on both empirical research and pedagogical theory, this book offers an account of how rapid social change is generating new challenges and priorities for schools, provides insightful examples of how educators are productively responding to these challenges, and provides key frames of reference (generalisable to broader school populations) to support educators in addressing cultural diversity and social change in just and equitable ways.

December 2011: 6 x 9: 240ppHb: 978-0-415-89015-1: $105.00


2nd Edition

Back to the Basics of Teaching and Learning’Thinking the World Together’

David W. Jardine, University of Calgary, Canada, Patricia Clifford, Galileo Educational Network Association, Canada, and Sharon Friesen, Galileo Educational Network Association and University of Calgary, Canada

2008: 6 x 9: 288ppPb: 978-0-8058-6320-8: $47.95eBook: 978-1-4106-1774-3


Mathematics and Teaching Michele D. Crockett,

University of Illinois at Urbana-Champaign, USA

Series: Reflective Teaching and the Social Conditions of Schooling Series

2008: 6 x 9: 144ppPb: 978-0-8058-4419-1: $50.00eBook: 978-0-203-93021-2


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CurrICulum theory

BESTSELLER

Reflective TeachingAn Introduction

Kenneth M. Zeichner and Daniel P. Liston

Series: Reflective Teaching and the Social Conditions of Schooling Series

“Reflective Teaching: An Introduction provides a summary of the reflective teaching literature [and] the practices associated with reflective teaching that is unique in the field ... Its strengths are the clear, lucid prose; ample illustrations and examples; connection of theoretical debates and classroom practices and choices; inclusion of multiple perspectives; and distinctiveness of purpose.”–Landon E. Beyer, Indiana University, USA

1996: 6 x 9: 112ppPb: 978-0-8058-8050-2: $21.95


Interdisciplinary Education in the Age of Assessment Edited by David M. Moss,

University of Connecticut, USA, Terry A. Osborn, Fordham University, USA and Douglas Kaufman, University of Connecticut, USA

2008: 6 x 9: 224ppHb: 978-0-8058-5377-3: $150.00Pb: 978-0-8058-5378-0: $47.95eBook: 978-0-203-92944-5


2nd Edition

Culture in School LearningRevealing the Deep Meaning

Etta R. Hollins, University of Missouri, Kansas City, USA

2008: 6 x 9: 224ppPb: 978-0-8058-4108-4: $37.95eBook: 978-0-203-92943-8


NEW IN 2011

Disavowed KnowledgePsychoanalysis, Education and Teaching

Peter Maas Taubman, Brooklyn College, City University of New York, USA

This is the first and only book to detail the history of the century-long relationship between education and psychoanalysis. Relying on primary and secondary sources, it provides not only a historical context but also a psychoanalytically informed analysis. In considering what it means to think about teaching from a psychoanalytic perspective and in reviewing the various approaches to and theories about teaching and curriculum that have been informed by psychoanalysis in the twentieth century, Taubman uses the concept of disavowal and focuses on the effects of disavowed knowledge within both psychoanalysis and education and on the relationship between them. Tracing three historical periods of the waxing and waning of the medical/therapeutic and emancipatory projections of psychoanalysis and education, the thrust of the book is for psychoanalysis and education to come together as an emancipatory project. Supplementing the recent work of educational scholars using psychoanalytic concepts to understand teaching, education, and schooling, it works to articulate the stranded histories – the history of what could have been and might still be in the relationship between psychoanalysis and education.

October 2011: 6 x 9 • Hb: 978-0-415-89050-2: $135.00 • Pb: 978-0-415-89051-9: $41.95 • eBook: 978-0-203-82950-9


CurrICulum theory

Studies in Curriculum Theory

NEW IN 2011

What Does Understanding Mathematics Mean for Teachers?Relationship as a Metaphor for Knowing

Yuichi Handa, California State University at Chico, USA

This book opens up alternative ways of thinking and talking about ways in which a person can “know” a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject.

In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connâitre sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connâitre knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.

February 2011: 6 x 9: 168ppHb: 978-0-415-88597-3: $134.95eBook: 978-0-203-83743-6


NEW IN 2011

Engendering Curriculum HistoryPetra Hendry, Louisiana State University, USA

How can curriculum history be re-envisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks re-memberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space. Curriculum history is understood as an emergent, not a finished, process – as an unending dialogue that creates spaces for conversation in which multiple, conflicting, paradoxical and contradictory interpretations can be generated as a means to stimulate more questions, not grand narratives.

April 2011: 6 x 9: 288ppHb: 978-0-415-88566-9: $135.00Pb: 978-0-415-88567-6: $44.95eBook: 978-0-203-83900-3


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CurrICulum theory

NEW IN 2011

Languages of EducationProtestant Legacies, National Identities, and Global Aspirations

Daniel Tröhler, University of Luxembourg

In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the ”language” of the academic discipline of education. Arguing the value of looking at languages rather than arguments – langues rather than paroles – this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism. Tröhler’s argument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Elegantly written, with the historian’s attention to archival material, this book enables the reader to understand the complex and different social, cultural, religious, and political context factors embedded in the ”thought” of schooling and its objects of scrutiny – its notions of the child and teacher. Languages of Education is essential reading for scholars and students across the fields of history and philosophy of education, curriculum studies, and comparative education.

May 2011: 6 x 9: 256ppHb: 978-0-415-99508-5: $134.95eBook: 978-0-203-82842-7


Curriculum Studies Handbook – The Next MomentEdited by Erik Malewski, Purdue University, USA

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies.

2009: 7 x 10: 584ppHb: 978-0-415-98948-0: $255.00Pb: 978-0-415-98949-7: $104.95eBook: 978-0-203-87779-1


NEW IN 20112nd Edition

What is Curriculum Theory?William F. Pinar, University of British Columbia, Canada

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become ”educated” in the present moment.

Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as ”complicated conversation.” Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s.

Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present – a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.



Handbook of Public PedagogyEducation and Learning Beyond Schooling

Edited by Jennifer A. Sandlin, Arizona State University, USA, Brian D. Schultz, Northeastern Illinois University, USA and Jake Burdick, Arizona State University, USA

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and

maps the terrain of this burgeoning field.

2009: 7 x 10: 712ppHb: 978-0-415-80126-3: $265.00Pb: 978-0-415-80127-0: $119.95eBook: 978-0-203-86368-8


NEW2nd Edition

Cultures of CurriculumEdited by Pamela Bolotin Joseph, University of Washington – Bothell, USA

Using ”cultures of curriculum” as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and

practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.

Changes in the Second Edition:

• four new chapters

• updates and pertinent scholarship in all chapters reflecting recent events and discourses

• curricular cultures all are examples of progressive alternatives to traditional education

• new two-part structure: Curriculum Studies and Curricular Cultures.




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CurrICulum theory

NEW

Critical Curriculum LeadershipA Framework for Progressive Education

Rose M. Ylimaki, University of Arizona, USA

Although traditional curriculum and instructional leadership frameworks have dominated educational administration training for almost thirty years, it has become increasingly clear that even the most recent frameworks have failed today’s leaders who struggle with the politics of curriculum decisions on a daily basis. Critical Curriculum Leadership is an examination of curriculum

leadership in the wake of U.S. testing mandates and school reforms, all of which seem to support a particular set of conservative ideologies. Drawing from her own longitudinal ethnographic study and from existing literature and research in the field, Ylimaki explores the formation of curriculum leadership in relation to broader cultural and political shifts. She shows how traditional leadership frameworks have come up short, and makes the case for an alternative leadership theory at the intersection of educational leadership and curriculum studies. She provides analytical tools that inspire progressive education and offers critical theories, strategies, research examples, problem-posing cases, and research ideas essential for curriculum leadership in the present conservative era. Critical Curriculum Leadership will appeal to the many educational leadership scholars and practitioners who are interested in developing effective and socially just curricula in their schools and districts as well as curriculum scholars who are interested in leadership issues.



NEW

Sourcebook of Experiential EducationKey Thinkers and Their Contributions

Edited by Thomas E. Smith, Raccoon Institute, USA and Clifford E. Knapp, Northern Illinois University, USA

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work

is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections:

• Philosophers and Educational Theorists

• Nature Educators and Outdoor Educators

• Psychologists and Sociologists

• School and Program Founders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.




OL Davis, Jr. AATC Outstanding Book of 2010

2010 Critics Choice Book Award of the American Educational Studies Association

AERA’s Division B Outstanding Book Award 2010

The Worldliness of a Cosmopolitan EducationPassionate Lives in Public Service

William F. Pinar, University of British Columbia, Canada

William F. Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field of curriculum studies accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world.

2009: 6 x 9: 240ppHb: 978-0-415-99550-4: $140.00Pb: 978-0-415-99551-1: $44.95eBook: 978-0-203-87869-9


Teaching By NumbersDeconstructing the Discourse of Standards and Accountability in Education

Peter Maas Taubman, Brooklyn College, City University of New York, USA

Peter Maas Taubman offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. He maps the totality of the transformation, taking into account the constellation of forces shaping it, and proposes an alternative vision of teacher education.

2009: 6 x 9: 256ppHb: 978-0-415-96273-5: $145.00Pb: 978-0-415-96274-2: $45.95eBook: 978-0-203-87951-1


NEW

The Textbook as DiscourseSociocultural Dimensions of American Schoolbooks

Edited by Eugene F. Provenzo, Jr., University of Miami, USA, Annis N. Shaver, Cedarville University, USA and Manuel Bello, Miami Dade College, USA

The central assumption of The Textbook as Discourse is this: interpreted in the flow of history, textbooks can provide important insights into the nature and meaning of a culture and the social and political discourses in which it is engaged. This book is about the social, political and cultural content of elementary and secondary textbooks in American education. The volume includes classic articles and book chapters as well as three original chapters written by the editors. To enhance its usefulness as a course text, each chapter includes an Overview, Key Concepts, and Questions for Reflection.



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CurrICulum theory

NEW

Developmental Cognitive Science Goes to SchoolEdited by Nancy L. Stein and Stephen Raudenbush, both at The University of Chicago, USA

This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable ”who’s who” of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who

are using basic learning theories from their respective disciplines to create better learning environments in school settings.

Developmental Cognitive Science Goes to School:

• presents evidence-based studies that describe models of complex learning within specific subject-area disciplines

• focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum

• gives critical attention to the topic of the ability to overcome errors and misconceptions

• addresses models that should be used to begin instruction for populations of children who normally fail at schooling.

This is a must-read volume for all researchers, students, and professionals interested in evidence-based educational practices and issues related to domain-specific teaching and learning.



NEW IN 2011

Knowledge that Counts in a Global CommunityExploring the Contribution of Integrated Curriculum

Léonie Rennie, Curtin University, Australia, Grady Venville, University of Western Australia, Australia and John Wallace, University of Toronto, Canada

As we move inexorably towards the second decade of this millennium, there is increasing urgency about questions relating to the process of schooling, the nature of its curricula and the consequences for student engagement, learning and future citizenship.

This book explores the potential contribution of curriculum integration in a context where school curricula segregated by discipline remain the norm, despite the fact that most, if not all, of the world’s problems are interdisciplinary. If school education is to develop citizens who can at least understand the issues which presently challenge our political leaders, it can only be done by integrating at least some parts of current school curricula. Informed citizens, who can think broadly across disciplines, will be those who can contribute to sensible action for local problems with a global flow-on.

In response to these issues, the authors explore the nature of curriculum integration, the nature of knowledge, and the nature of learning, reflecting on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships between, curriculum integration, knowledge and learning and what are desirable outcomes of schooling in this century.

August 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-57337-5: $120.00Pb: 978-0-415-57338-2: $38.95eBook: 978-0-203-81747-6


NEW

EcoJustice EducationToward Diverse, Democratic, and Sustainable Communities

Rebecca A. Martusewicz, Eastern Michigan University, USA, Jeff Edmundson, University of Oregon, USA and John Lupinacci, Eastern Michigan University, USA


Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable

societies in an increasingly globalized world.

A primary premise is that diversity and democracy must be considered within our larger and more fundamental relationships to the living ecological systems supporting our communities. The book examines issues of social justice – race, class, gender, globalization – within a larger EcoJustice framework. It offers an analytic model whereby teachers and their students learn to identify the deep cultural patterns and assumptions framing our relationships to each other and to the natural world. The Companion Website for this book, www.routledge.com/9780415872515, offers a wealth of resources linked to each chapter in the book.



NEW IN 2011

Critical Curriculum StudiesEducation, Consciousness, and the Politics of Knowing

Wayne Au, University of Washington, Bothell, USA


Critical Curriculum Studies offers a novel framework for thinking about how curriculum relates to students’ understanding of the world around them. Author Wayne Au draws heavily upon critical traditions within curriculum theory, feminist theory, and teaching and learning to develop a ”critical standpoint theory” for understanding how the orientation of school curriculum relates to the development of student consciousness.

Using evidence from struggles over standards, high-stakes testing, textbook adoptions, and the politics of classroom practice, the work done in Critical Curriculum Studies will help educators and educational theorists better understand how the politics of knowledge, as well as social relations, are embedded within the very structure of curricular knowledge itself as part of the environmental design of classrooms.

July 2011: 6 x 9: 224pp • Hb: 978-0-415-87711-4: $140.00 • Pb: 978-0-415-87712-1: $37.95


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CurrICulum theory

NEW IN 2011

Curriculum, Syllabus Design and EquityA Primer and Model

Edited by Allan Luke, Annette Woods and Katie Weir, all at Queensland University of Technology, Australia

Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questions of the ”technical form” of the syllabus, this volume advances a unified, principled approach to the design of syllabus documents that aims for high quality/high equity educational outcomes. It introduces and unpacks definitions of curriculum, syllabus, the school subject, and ”informed professionalism;” presents principles of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included.

The editors and contributors, all leading international scholars, stress throughout the need for syllabus design that enhances local curriculum development capacity and teachers’ professional responses to specific community and student contexts.



NEW IN 2011

Design Research on Learning and Thinking in Educational SettingsEnhancing Intellectual Growth and Functioning

Edited by David Yun Dai, University at Albany, USA

Series: Educational Psychology

The key question this book addresses is how to identify and create optimal conditions for the kind of learning and development that is especially important for effectively functioning in the 21st century. Taking a new approach to this long-debated issue, it looks at how a design research-based science of learning (with its practical models and related design research) can provide insights and integrated models of how human beings actually function and grow in the social dynamics of educational settings with all their affordances and constraints. More specifically:

• How can specific domains or subject matters be taught for broad intellectual development?

• How can technology be integrated in enhancing human functioning?

• How can the social organization of classroom l earning be optimized to create social norms for promoting deep intellectual engagement and personal growth?

Part I is concerned with broad conceptual and technical issues regarding cultivating intellectual potential, with a focus on how design research might fill in an important a niche in addressing these issues. Part II presents specific design work in terms of design principles, models, and prototypes.

July 2011: 6 x 9: 240ppHb: 978-0-415-88050-3: $135.00Pb: 978-0-415-88051-0: $44.95eBook: 978-0-203-84957-6


NEW IN 2011

Beyond Learning by DoingTheoretical Currents in Experiential Education

Jay W. Roberts, Earlham College, USA

Offering a fresh and distinctive take on a progressive pedagogy, this book examines the notion of experience as it is used in the field of experiential education. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of ”learning by doing” and ”direct experience” in the educational process. For all the usage of such language, the terms themselves have generally become common sense and taken for granted in a way that belies the contradictions and conflict within the idea of experience itself. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book contributes theoretical coherence to the project of pushing the field of experiential education forward.



Unequal By DesignHigh-Stakes Testing and the Standardization of Inequality

Wayne Au, University of Washington, Bothell, USA


2008: 6 x 9: 216ppHb: 978-0-415-99070-7: $150.00Pb: 978-0-415-99071-4: $37.95eBook: 978-0-203-89204-6For more information, visit: www.routledge.com/9780415990714

Teaching Online

A Practical Guide3rd Edition

Susan Ko and Steve Rossen

New ediTiON!

A leader in the online field, this best-selling resource offers exceptional

practical advice, new teaching examples, faculty interviews, and an

updated resource section.

March 2010Pb: 978-0-415-99726-3Hb: 978-0-415-99733-1

eBook: 978-0-203-85520-1www.routledge.com/education

14


CurrICulum theory

NEW IN 2011

Critical DispositionsEvidence and Expertise in Education

Greg Dimitriadis, University at Buffalo, The State University of New York, USA

Set against the current proliferation of global ”difference” and economic realignment, Critical Dispositions explores the notions of ”evidence” and ”expertise” in times of material scarcity. Both have come to the forefront of national and international debate in education as ”evidence” and ”evidence-based” research and pedagogical practices continue as major trends in educational policy. Greg Dimitriadis maintains this debate is best understood as part of a broader rise in professional and managerial discourses in various aspects of educational research and practice. Each aims to control and contain some aspect of research and practice in ways that are increasingly specific and targeted.

As demonstrated through examples from critical intellectuals and artists outside the field of education, this current proliferation of specific, autonomous fields of inquiry and practice marks a much deeper ambivalence about our contemporary moment and how we understand it. Following Bourdieu and other theorists, Dimitriadis argues that educational researchers and practitioners today must be increasingly self-reflexive about the positions they take up in various fields of inquiry, what they allow us to see and to understand, what they blind us to. This kind of self-reflexivity, however, is becoming increasingly difficult today as material demands and dislocations are forcing educators to occupy particular fields in more specific ways. Unpacking this tension and offering alternative ”thinking tools” is at the core of this volume.

November 2011: 6 x 9: 224ppHb: 978-0-415-88564-5: $125.00eBook: 978-0-203-83916-4


Critical MulticulturalismTheory and Praxis

Edited by Stephen May, University of Waikato, New Zealand and Christine E. Sleeter, California State University, Monterey Bay, USA

Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing

both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.



2nd Edition

Learning, Creating, and Using KnowledgeConcept Maps as Facilitative Tools in Schools and Corporations

Joseph D. Novak, Florida Institute for Human and Machine Cognition, USA

Fully revised and updated, this second edition updates Novak’s theory for meaningful learning and autonomous knowledge-building along with tools to make it operational – that is, concept maps, created with the use of CMapTools and the V diagram. It is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.

2009: 6 x 9: 336ppHb: 978-0-415-99184-1: $140.00Pb: 978-0-415-99185-8: $50.95


Critical Pedagogies of ConsumptionLiving and Learning in the Shadow of the ”Shopocalypse”

Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA


Distinguished international scholars from a wide range of disciplines explore consumption and its relation to learning, identity development, and education. This volume is unique within the literature of education in its examination of educational sites – both formal and informal – where learners and teachers are resisting consumerism and enacting a critical pedagogy of consumption.

2009: 6 x 9: 304ppHb: 978-0-415-99789-8: $145.00Pb: 978-0-415-99790-4: $46.95eBook: 978-0-203-86626-9


Constructivist InstructionSuccess or Failure?

Edited by Sigmund Tobias, Teachers College, Columbia University, USA and Thomas M. Duffy, Indiana University, USA

Bringing together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction, this book presents the evidence for and against constructivism and detailed views from both sides of the controversy. A distinctive feature is the dialogue built into it between the different positions.

2009: 6 x 9: 392ppHb: 978-0-415-99423-1: $160.00Pb: 978-0-415-99424-8: $57.95eBook: 978-0-203-87884-2


Designing Socially JustLearning CommunitiesCritical Literacy Education across the Lifespan

Rebecca Rogers, University of Missouri – St.Louis, USA, Mary Ann Kramer, St. Louis Public Schools, USA, Melissa Mosley, University of Texas at Austin, USA and The Literacy for Social Justice Teacher Research Group, University of Missouri – St.Louis, USA

Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers’ practices and actions – in their classrooms and as members of the teacher research group – will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.

2009: 6 x 9: 248ppHb: 978-0-415-99759-1: $145.00Pb: 978-0-415-99762-1: $44.95eBook: 978-0-203-88167-5


15


soCIal studIes eduCatIon

Education and Hope inTroubled TimesVisions of Change for Our Children’s World

Edited by H. Svi Shapiro, University of North Carolina at Greensboro, USA


Bringing together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education, this collection of original essays by leading social and educational commentators in North America attempts to articulate a new vision for education, especially public education, and begin to set an alternative direction.

2009: 6 x 9: 304ppHb: 978-0-415-99425-5: $145.00Pb: 978-0-415-99426-2: $47.95eBook: 978-0-203-88185-9


3rd Edition

The Curriculum Studies ReaderThird Edition

Edited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA

Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.

2009: 7 x 10: 464ppHb: 978-0-415-96321-3: $150.00Pb: 978-0-415-96322-0: $45.95


Educational Theories, Cultures and LearningA Critical Perspective

Edited by Harry Daniels, Hugh Lauder, and Jill Porter, all at University of Bath, UK

Series: Critical Perspectives on Education

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education – learners and teachers.

2009: 6-3/4 x 9-3/4: 256ppHb: 978-0-415-49118-1: $160.00


Handbook of Social Justice in Education Edited by William Ayers,

University of Illinois at Chicago, USA, Therese Quinn, The School of the Art Institute of Chicago, USA and David Stovall, University of Illinois at Chicago, USA

2008: 7 x 10: 792ppHb: 978-0-8058-5927-0: $235.00Pb: 978-0-8058-5928-7: $104.95eBook: 978-0-203-88774-5


4th Edition

Key Concepts for Understanding Curriculum Colin J. Marsh, Curtin

University of Technology, Australia

Series: Teachers’ Library

2008: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-46577-9: $160.00Pb: 978-0-415-46578-6: $49.95



NEW4th Edition

Doing HistoryInvestigating With Children in Elementary and Middle Schools

Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA

Now in its fourth edition, this popular text offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum.

The central assumption is that children can engage in valid forms of historical inquiry-collecting and data analysis, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory, thus providing specific examples of successful activities and placing them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings.

New in the Fourth Edition:

• expanded coverage of world history in two new chapters

• integration of new technologies to support history instruction

• updated classroom examples, bibliographies, and references.

December 2010: 8-1/2 x 11: 240ppPb: 978-0-415-87301-7: $42.95eBook: 978-0-203-83493-0


16



NEW2nd Edition

Teaching U.S. History as MysteryDavid Gerwin and Jack Zevin, both at Queens College, City University of New York, USA

Presenting US history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and ”Mystery Packets” of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and

problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a user-friendly way of teaching history ”as it really is” with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events.

New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms.



NEW

Teaching World History as MysteryJack Zevin and David Gerwin, both at Queens College, City University of New York, USA

Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that

characterizes the work of professional historians and social scientists sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events.

Teaching World History as Mystery:

• provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies

• features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents

• discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment.



NEW

Teaching Economics in Troubled TimesTheory and Practice for Secondary Social Studies

Edited by Mark C. Schug, University of Wisconsin-Milwaukee, USA and William C. Wood, James Madison University, USA

In the Great Recession of 2007-2010, Americans watched their retirement savings erode and the value of their homes decline while the unemployment rate increased and GDP sank. New demands emerged for unprecedented government intervention into the economy. While these changes have a dramatic impact on society at large, they also have serious implications for the

content and teaching of economics.

Teaching Economics in Troubled Times is a one-stop collection that helps pre- and in-service social studies teachers to foster an understanding of classic content as well as recent economic developments. Part I offers clear and teachable overviews of the nature of today’s complex economic crisis and the corollary changes in teaching economics that flow from revising and updating long-held economic assumptions. Part II provides both detailed best practices for teaching economics in the social studies classroom and frameworks for teaching economics within different contexts including personal finance, entrepreneurship, and history. Part III concludes with effective strategies for teaching at the elementary and secondary school levels based on current research on economic education. From advice on what every economics teacher should know, to tips for best education practices, to investigations into what research tells us about teaching economics, this collection provides a wealth of contextual background and teaching ideas for today’s economics and social studies educators. Additional information and resources can be found at the authors’ website www.neweconteaching.com



VIEW INSIDE ROuTLEDgE BOOKS

Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions?

For more information visit www.routledge.com.

17



NEW IN 2011

Making CitizensTransforming Civic Learning for Diverse Social Studies Classrooms

Beth C. Rubin, Rutgers University, USA

Can social studies classrooms be effective ”makers” of citizens if much of what occurs in these classrooms does little to prepare young people to participate in the civic and political life of our democracy? Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively.

Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book examines the experiences of students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history. She draws upon the latest sociocultural theories on youth civic identity development to describe a field-tested approach to civic education that takes into consideration the classroom and curricular constraints faced by new teachers.

July 2011: 6 x 9: 160ppHb: 978-0-415-87461-8: $125.00Pb: 978-0-415-87462-5: $32.95


NEW

Instructional Strategies for Middle and Secondary Social StudiesMethods, Assessment, and Classroom Management

Bruce E. Larson and Timothy A. Keiper, both at Western Washington University, USA

Instructional Strategies for Middle and Secondary Social Studies is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educators Bruce E. Larson and Timothy A. Keiper offer detailed descriptions of a

range of teaching techniques, from lectures to role plays to student-directed investigations. It provides a practical guide for considering when to use what strategy, how to determine that students meet learning objectives with a particular strategy, and how to keep the learning environment positive.


• clear, step-by-step descriptions of the seven categories of instructional strategies that social studies teachers need most to engage all students and promote student learning

• practical ways to manage the learning environment and assess student learning for each of the instructional strategies

• rich, detailed and social studies-specific examples to illustrate each concept or teaching method described

• guidelines for deciding how each strategy might allow for diverse learners and differentiated learning environments

• clear and concrete guidelines for setting course goals and objectives as well as writing unit plans and lesson plans.

For any aspiring social studies teacher who wants to make the most informed decisions about day-to-day instructional strategies, the unique integration and contextualization of curriculum, instruction, assessment, and classroom management that this textbook offers will make this an invaluable resource.



NEW IN 2011

Gaming the PastUsing Video Games to Teach Secondary History

Jeremiah McCall, Cincinnati Country Day School, USA

Despite the growing number of books designed to radically reconsider the educational value of video games as powerful learning tools, there are very few practical guidelines conveniently available for prospective history and social studies teachers who actually want to use these teaching and learning tools in their classes. As the games and learning field continues to grow in

importance, Gaming the Past provides social studies teachers and teacher educators help in implementing this unique and engaging new pedagogy. This book focuses on specific examples to help social studies educators effectively use computer simulation games to teach critical thinking and historical analysis. Chapters cover the core parts of conceiving, planning, designing, and implementing simulation based lessons. Additional topics covered include:

• talking to colleagues, administrators, parents, and students about the theoretical and practical educational value of using historical simulation games

• selecting simulation games that are aligned to curricular goals

• determining hardware and software requirements, purchasing software, and preparing a learning environment incorporating simulations

• planning lessons and implementing instructional strategies

• identifying and avoiding common pitfalls

• Developing activities and assessments for use with simulation games that facilitate the interpretation and creation of established and new media.

Also included are sample unit and lesson plans and worksheets as well as suggestions for further reading. The book ends with brief profiles of the majority of historical simulation games currently available from commercial vendors and freely on the Internet.



rel

ated

jo

ur

na

l The Social StudiesEditors: Ronald A. Banaszak, Ronald H. Pahl, and Chara H. Bohan

Volume Number: 102

For more information on The Social Studies, or to access an online sample copy, please visit:

http://www.tandf.co.uk/journals/vtss

18



NEW IN 2011

Teaching Global HistoryA Social Studies Approach

Alan J. Singer, Hofstra University, USA

Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world. All chapters include lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. High school students’ responses are woven in throughout. Additional material corresponding to each chapter is posted online at http://people.hofstra.edu/alan_j_singer.>

The traditional curriculum tends to highlight the Western heritage, and to race through epochs and regions, leaving little time for an in-depth exploration of concepts and historical themes, for the evaluation of primary and secondary sources, and for students to draw their own historical conclusions. Offering an alternative to such pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate about what the global history curriculum should be and how to teach it.

June 2011: 7 x 10: 240ppHb: 978-0-415-87548-6: $145.00Pb: 978-0-415-87549-3: $54.95eBook: 978-0-203-83236-3


The Challenge of Rethinking History EducationOn Practices, Theories, and Policy

Bruce A. VanSledright, University of Maryland, College Park, USA

Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a ”basic” understanding of the country’s history. Pundits seize on these results to argue that

not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues.

In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.



Storytelling for Social JusticeConnecting Narrative and the Arts in Antiracist Teaching

Lee Anne Bell, Barnard College, USA

Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism

operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice. For every teacher who has struggled with how to get the ”race discussion” going or who has suffered through silences and antagonism, the innovative model presented in this book offers a practical and critical framework for thinking about and acting on stories about racism and other forms of injustice.



NEW IN 2011

The Political ClassroomEvidence and Ethics in Democratic Education

Diana E. Hess, University of Wisconsin, Madison, USA and Paula McAvoy, Illinois State University, USA


Most people agree that schools should prepare young people for democratic life. Yet in the United States there has never been agreement on what types of skills, dispositions, and knowledge ought to be taught, nor even agreement on how they should be taught. Grounded in thick empirical description and rich in ethical debate, The Political Classroom is the first book to focus on how democratic education is actually taught in real schools with real teachers and students.

Based on one of the largest, mixed-methods studies of civic education ever undertaken, award-winning author Diana Hess and Paula McAvoy provide a systemic analysis of various approaches to teaching young people about democracy and democratic participation that exist in high schools throughout United States. By bringing the tools of social science and philosophy into conversation, this book engages readers in an examination of some persisting, important, and challenging dilemmas that are inherent in the process of educating young people to actively participate in political and civil society. Both clear and thoughtful in their presentation, Hess and McAvoy promote a coherent plan for improving the quality of classroom-based democratic education.

December 2011: 6 x 9: 224pp • Hb: 978-0-415-88098-5: $140.00 • Pb: 978-0-415-88099-2: $36.95


19



Teaching History with FilmStrategies for Secondary Social Studies

Alan S. Marcus, University of Connecticut, USA, Scott Alan Metzger, Pennsylvania State University, USA, Richard J. Paxton, Pacific University, USA and Jeremy D. Stoddard, College of William & Mary, USA

“The book is a valuable resource of ideas and possibilities when contemplating how to teach history in the secondary classroom. The authors do a fine job of including real teachers’ thinking around approaching their curriculum. In advocating for the thoughtful use of film to help students learn about

broad themes, big issues, and pertinent topics spanning the passage of time, Marcus et al. show how history has the power to connect us all, past and present.”–Teachers College Record, June 2010

Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through the use of movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach history.

Each section of the book focuses on how teachers can effectively support the development of students’ historical film literacy through topics such as using film to develop historical empathy, to develop interpretive skills, and to explore controversial issues. By developing the skills students need to think critically about the past or what they think they know about history, the lessons in this book illustrate how to harness the pedagogical power of film to provide the tools necessary for rigorous inquiry and democratic citizenship.


• ”Reflection on the Case,” following each chapter, analyzing and discussing the strengths and limitations of the teacher’s approach as well as providing strategies for using and choosing films specific to the educational outcome

• sample unit outlines, descriptions of class texts and films, worksheets, essay questions, viewer guides, and exercises for the classroom throughout

• discussion of the practical considerations facing classroom teachers, including juggling time restraints, issues of parental permission, and meeting standards.

January 2010: 7 x 10: 208ppHb: 978-0-415-99954-0: $135.00Pb: 978-0-415-99956-4: $40.95eBook: 978-0-203-86299-5


Teaching U.S. HistoryDialogues Among Social Studies Teachers and Historians

Edited by Diana Turk, New York University, USA, Rachel Mattson, The State University of New York, USA, Terrie Epstein, Hunter College, City University of New York, USA and Robert Cohen, New York University, USA

Teaching U.S. History offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy.

Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history and make historical discussions come alive in the school classrooms where the nation’s students learn.

2009: 7 x 10: 232ppHb: 978-0-415-95469-3: $135.00Pb: 978-0-415-95470-9: $38.95eBook: 978-0-203-86369-5


2nd Edition

The School in the United StatesA Documentary History

Edited by James W. Fraser, New York University, USA

In this second edition of The School in the United States James W. Fraser once again provides the essential primary documents for a study of the history of education in the United States.

Comprehensive enough to be used as a main text, but brief enough to be used alongside another, The School in the United States remains an ideal

resource and textbook for any student and teacher of the history of education in the United States.

2009: 7 x 10: 432ppHb: 978-0-415-80210-9: $150.00Pb: 978-0-415-80211-6: $56.95


Social Studies and Diversity EducationWhat We Do and Why We Do It

Edited by Elizabeth E. Heilman, Ramona Fruja, and Matthew Missias, all at Michigan State University, USA

This one-of-a-kind resource features ideas from over one hundred of our nationís most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach.

2009: 6-3/4 x 9-3/4: 432ppHb: 978-0-415-99671-6: $145.00Pb: 978-0-415-99672-3: $49.95eBook: 978-0-203-87144-7


History as Art, Art as HistoryContemporary Art and Social Studies Education

Dipti Desai and Jessica Hamlin, both at New York University, USA with Rachel Mattson, The State University of New York, USA

History as Art, Art as History pioneers methods for using contemporary works of art in the social studies and art classroom to enhance an understanding of visual culture and history. The fully-illustrated interdisciplinary teaching toolkit provides an invaluable pedagogical resource – complete with theoretical background and practical

suggestions for teaching US history topics through close readings of both primary sources and provocative works of contemporary art.

2009: 7 x 10: 288ppHb: 978-0-415-99375-3: $150.00Pb: 978-0-415-99376-0: $48.95eBook: 978-0-203-87030-3


20



Social Studies TodayResearch and Practice

Edited by Walter C. Parker, University of Washington, USA

Social Studies Today inspires educators to think freshly and knowingly about social studies education in the early years of the twenty-first century. Written by the field’s leading scholars, this collection provokes readers to consider the relationship of research and practice as they think through some of the most interesting challenges that animate social studies education today.

Contributors to this volume include luminaries like James Banks, Carole Hahn, Keith Barton, Geneva Gay, Steve Thornton, Linda Levstik, Sam Wineburg, Fred Newmann and more. Each chapter tackles a specific issue and includes discussion of topics such as teaching history, learning tolerance, assessment, globalization, children’s literature, culturally relevant pedagogy, and teaching about genocide. Walter Parker not only pulled these chapters together but also contributes two of his own – both of which are sure to be cited as key works of this era.

Accessible, compelling, and full of rich examples and illustrations, this collection showcases some of the most original thinking in the field and offers pre- and in-service teachers alike new ways to improve social studies instruction.

2009: 6 x 9: 280ppHb: 978-0-415-99286-2: $135.00Pb: 978-0-415-99287-9: $33.95eBook: 978-0-203-84127-3


The Teaching American History ProjectLessons for History Educators and Historians

Edited by Rachel G. Ragland, Lake Forest College, USA and Kelly A. Woestman, Pittsburgh State University, USA

This collection of essays and research reports from participants in the TeachingAmericanHistoryProjectprovides models for historians, teachers, teacher educators, and others interested in the teaching and learning of American History, and presents examples of lessons learned from a cross-section of TAH projects.

2009: 6 x 9: 352ppHb: 978-0-415-98881-0: $140.00Pb: 978-0-415-98882-7: $40.95eBook: 978-0-203-87820-0


Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess, University of Wisconsin, Madison, USA


Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education.

2009: 6 x 9: 216ppHb: 978-0-415-96228-5: $130.00Pb: 978-0-415-96229-2: $37.95eBook: 978-0-203-87888-0


Social Justice, Peace, andEnvironmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, Long Beach, USA

Based on collaborative work devoted to social justice issues, this collection provides a broad-ranging and thoughtful discussion of what standards developed from an inclusive social justice perspective might look like.

2009: 6 x 9: 344ppHb: 978-0-415-96556-9: $160.00Pb: 978-0-415-96557-6: $48.95eBook: 978-0-203-87942-9


Young Citizens of the WorldTeaching Elementary Social Studies Through Civic Engagement

Marilynne Boyle-Baise, Indiana University, USA and Jack Zevin, Queens College, City University of New York, USA

This text takes a clear stance: Social studies is about citizenship education – citizenship not only as a noun, but as a verb, something one does. Based on this clear curricular and pedagogical purpose, it lays out a holistic and multicultural three-part process for civic preparation: becoming informed, thinking it through, and taking action. Six outstanding teaching strategies

and teaching/learning projects throughout bring this framework life.

2009: 7 x 10: 304ppHb: 978-0-8058-8042-7: $145.00Pb: 978-0-415-99941-0: $52.95eBook: 978-0-203-88060-9


Social Studies as New Literacies in a Global SocietyRelational Cosmopolitanism in the Classroom

Mark Baildon, National Institute of Education, Singapore and James S. Damico, Indiana University, USA


This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in ”new times” – prepared for new forms of labor, equipped to handle new and emerging technologies and function, and able to understand different perspectives to participate in an increasingly diverse, multicultural global society.

This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in ”new times” – prepared for new forms of labor in the post-industrial economy, equipped to handle new and emerging technologies and function in the new media age, and prepared to understand different perspectives to participate in an increasingly diverse, multicultural global society. Mark Baildon and James Damico offer an integrated theoretical framework and corresponding set of web-based technology tools to guide a reconceptualized social studies education and provide concrete examples of teachers and students wrestling with core challenges involved in doing inquiry-based investigations with web-based texts. The authors also lay out a range of suggestions for social studies and literacy teachers, curriculum developers, teacher educators, and researchers interested in enacting and researching social studies as new literacies for living in the global society in the twenty-first century.

August 2010: 6 x 9: 218ppHb: 978-0-415-87367-3: $95.00eBook: 978-0-203-84000-9


Winner of the 2009 NCSS Exemplary Research in Social Studies Award

21


sCIenCe and teChnology eduCatIon

Global Perspectives in theGeography CurriculumReviewing the Moral Case for Geography

Alex Standish, Western Connecticut State University, USA

2008: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-46895-4: $145.00Pb: 978-0-415-47549-5: $42.95eBook: 978-0-203-89083-7


Interpreting National HistoryRace, Identity, and Pedagogy in Classrooms and Communities

Terrie Epstein, Hunter College, City University of New York, USA

2008: 6 x 9: 192ppHb: 978-0-415-96083-0: $150.00Pb: 978-0-415-96084-7: $38.95eBook: 978-0-203-89096-7


3rd Edition

Social Studies for Secondary SchoolsTeaching to Learn, Learning to Teach

Alan J. Singer, Hofstra University, USA and The Hofstra New Teachers Network

2008: 8-1/2 x 11: 448ppPb: 978-0-8058-6446-5: $62.95eBook: 978-0-203-89187-2


Teaching Social Studies toEnglish Language LearnersBárbara C. Cruz and Stephen J. Thornton, both at University of South Florida, USA

2008: 7 x 10: 256ppHb: 978-0-415-95760-1: $145.00Pb: 978-0-415-95761-8: $36.95eBook: 978-0-203-89434-7


Inside the Social Studies ClassroomJere Brophy and Janet Alleman, both at Michigan State University, USA with Barbara Knighton, Winans Elementary School, USA

2008: 6 x 9: 320ppHb: 978-0-8058-5571-5: $150.00Pb: 978-0-8058-5572-2: $47.95eBook: 978-0-203-92945-2


Handbook of Research in Social Studies EducationEdited by Linda S. Levstik, University of Kentucky, USA and Cynthia A. Tyson, Ohio State University, USA

2008: 7 x 10: 424ppHb: 978-0-8058-5535-7: $275.00Pb: 978-0-8058-5536-4: $109.95eBook: 978-0-203-93022-9


Researching History EducationTheory, Method, and Context

Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA

2008: 6 x 9: 440ppHb: 978-0-8058-6270-6: $160.00Pb: 978-0-8058-6271-3: $56.95eBook: 978-1-4106-1676-0


sCIenCe and teChnology eduCatIonTeaching and Learning in Science Series

NEW

Rethinking the Way We Teach ScienceThe Interplay of Content, Pedagogy, and the Nature of Science

Louis Rosenblatt, Teaching Institute for Essential Science, USA

Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught.

Re-thinking the Way We Teach Science addresses major themes in national reform documents and movements – how to place

students at the center of what happens in the classroom; how to shift the focus from giving answers to building arguments; how to move beyond narrow disciplinary boundaries to integrated explorations of ideas and issues that connect directly with students; and most especially, the importance of engaging students in discussions of an interactive and explanatory character. Deeply anchored in the classroom, highly interactive, and relevant across grade levels and subject matter, above all this is a book about choosing to place the authority of reason over that of right answers.



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Exploring the Landscape of Scientific LiteracyCedric Linder, Uppsala University, Sweden and University of the Western Cape, South Africa, Leif Östman, Uppsala University, Sweden, Douglas A. Roberts, University of Calgary, Canada, Per-Olof Wickman, Stockholm University, Sweden, Gaalen Erickson, University of British Columbia, Canada, and Allan MacKinnon, Simon Fraser University, Canada

In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and

examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.



Designing and Teaching the Elementary Science Methods CourseSandra K. Abell, University of Missouri, USA, Ken Appleton, Central Queensland University, Australia and Deborah L. Hanuscin, University of Missouri, USA

This scholarly and practical guide for science teacher educators outlines the theory, principles, and strategies needed, and provides classroom examples anchored to those principles. The theoretical and empirical foundations are supported by scholarship in the field, and the practical examples are derived from activities, lessons, and units field-tested in the authors’ elementary science

methods courses. Chapters on science methods students as learners, the science methods course curriculum, instructional strategies, methods course assessment, and the field experience help readers develop their PCK (pedagogical content knowledge) for teaching prospective elementary science teachers. ”Activities that Work” and ”Tools for Teaching the Methods Course” provide useful examples for putting this knowledge into action in.



NEW

Epistemology and Science EducationUnderstanding the Evolution vs. Intelligent Design Controversy

Edited by Roger S. Taylor, State University of New York, Oswego, USA and Michel Ferrari, University of Toronto, Canada

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report

empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy.

This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.



NEW

Teaching Science CreativelyDan Davies, Bath Spa University, UK

”With dialogic teaching and collaborative activity firmly at its core, Teaching Science Creatively conveys the essence of creativity in science and how the excitement and sense of awe and wonder generated through it can be captured and put to good use. Dan Davies’ passion and enthusiasm is evident throughout this book, an

essential purchase for all working in the primary sector and enrolled on courses of initial teacher training.” – Professor John G. Sharp, Bishop Grosseteste University College Lincoln, UK

”Undoubtedly a comprehensive review of all things creative in primary science. Dan Davies provides both theoretical and practical support to teachers and students looking to learn about the key issues associated with adopting a creative approach to teaching creatively and for creativity. A text for all seasons – to inspire, to question and to kick-start one’s own creative explorations in science teaching.” – Dr. Lynne Bianchi, Senior Research Fellow, Centre for Science Education, Sheffield Hallam University, UK

Teaching Science Creatively explores how creative teaching can harness primary-aged children’s sense of wonder about the world around them. It offers innovative starting points to enhance your teaching and highlights curiosity, observation, exploration and enquiry as central components of children’s creative learning in science.

Illustrated throughout with examples from the classroom and beyond, this book explores the core elements of creative practice supporting both teacher and children to develop their knowledge and skills. Key themes include:

• the importance of science in a creative primary curriculum

• the role of play in early scientific learning

• developing children’s own interests and ideas into creative enquiry

• how theories of learning can help you understand children’s creative development

• teaching science topics in innovative and creative ways – games, drama, role play, puppets, mini-safaris and welly walks

• using new technologies to enhance your science teaching in the classroom and outdoors.

Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Science Creatively introduces new ideas to support and motivate new and experienced primary teachers.

December 2010: 6-3/4 x 9-3/4: 176ppHb: 978-0-415-56131-0: $120.00Pb: 978-0-415-56132-7: $31.95eBook: 978-0-203-83998-0


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23



NEW

How Science WorksExploring Effective Pedagogy and Practice

Edited by Rob Toplis, Brunel University, UK

How Science Works provides student and practicing teachers with a comprehensive introduction to one of the most dramatic changes to the secondary science curriculum. Underpinned by the latest research in the field, it explores the emergence and meaning of How Science Works and reviews major developments in pedagogy and practice.

With chapters structured around three key themes – why How Science Works, what it is and how to teach it – expert contributors explore issues including the need for curriculum change, arguments for scientific literacy for all, school students’ views about science, what we understand about scientific methods, types of scientific enquiry, and, importantly, effective pedagogies and their implications for practice. Aiming to promote discussion and reflection on the ways forward for this new and emerging area of the school science curriculum, it considers:

• teaching controversial issues in science

• argumentation and questioning for effective teaching

• enhancing investigative science and developing reasoned scientific judgments

• the role of ICT in exploring How Science Works

• teaching science outside the classroom.

How Science Works is a source of guidance for all student, new and experienced teachers of secondary science, interested in investigating how the curriculum can provide creativity and engagement for all school students.

November 2010: 6-3/4 x 9-3/4: 168ppHb: 978-0-415-56279-9: $120.00Pb: 978-0-415-56280-5: $36.95eBook: 978-0-203-83826-6


NEW IN 2011

Science Learning and InstructionTaking Advantage of Technology to Promote Knowledge Integration

Marcia C. Linn, University of California at Berkeley, USA and Bat-Sheva Eylon, Weizmann Institute of Science, Israel

Everyone can learn science. How can science courses help learners refine their understanding of science topics by making science relevant to their lives? This book describes the knowledge integration approach to science teaching and learning and contrasts it with typical instruction that implements the absorption approach.

Science Learning and Instruction:

• synthesizes a large body of literature on knowledge integration patterns

• illustrates the advantages of knowledge integration

• clarifies how teachers can guide students to become independent learners

• shows curriculum developers and designers how to take advantage of technology to promote inquiry and understanding of science.

By viewing the many intuitive ideas that students develop to explain the natural world as a starting point, this book illustrates how science activities can lead to coherent understanding. It shows how conducting hands-on and virtual experiments, interrogating scientific simulations, and collaborating with peers can contribute to lifelong learning. Instruction aimed at knowledge integration can empower everyone to take advantage of their natural curiosity about the world and explore the wonder of science.

April 2011: 6 x 9: 352ppHb: 978-0-8058-6054-2: $125.00Pb: 978-0-8058-6055-9: $39.95eBook: 978-1-4106-1508-4



Teaching Science to Every ChildUsing Culture as a Starting Point

John Settlage, University of Connecticut, USA and Sherry Southerland, Florida State University, USA

Teaching Science to Every Child provides timely and practical guidance about teaching science to all students. Particular emphasis is given to making science accessible to populations who are typically pushed to the fringe – especially students of color and English language learners. Written in a conversational tone, this text treats elementary education majors as professional partners in efforts to close achievement gaps in science, while also addressing vital issues in science education, including shifts in policies along with practices appropriate at the classroom level to advance the science learning of all children.

Changes in the Second Edition

• three entirely new chapters: Integrated Process Skills; Learning and Teaching; Assessment

• technological tools and resources embedded throughout each chapter

• attention to the NEW national science education standards

• additional material about science notebooks

• increased attention to the role of theory as it relates to science teaching and learning

• expanded use of science process skills for upper elementary and middle school.



related journals

International Journal of Science Education Editor: John K. Gilbert Institute of Education, University of Reading, Reading, RG6 1HY, UK

2011 volume: 33 (18 issues per year) For more information on International Journal of Science Education, or to access an Online Sample Copy, please visit:

http://www.tandf.co.uk/journals/ijse

Science ActivitiesEditors: Rosanne W. Fortner and Thomas E. McDuffie Jr.

Volume Number: 48 For more information on Science Activities, or to access an Online Sample Copy, please visit:

http://www.tandf.co.uk/journals/vsca

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NEW IN 2012

International Handbook of Research on Environmental EducationEdited by Justin Dillon, Kings College, UK, Michael Brody, Montana State University, USA, Robert Stevenson, University of Buffalo, USA and Arjen E.J. Wals, Wageningen University, the Netherlands

The environment and its sustainability are increasingly topics of public interest, political debate, and legislation across the world. Several environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. Therefore, this is an opportune time to review and consolidate the knowledge base of the environmental education (EE) field.

The purpose of this 50-chapter, AERA sponsored handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but to also critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

January 2012: 7 x 10: 608ppHb: 978-0-415-89238-4: $250.00Pb: 978-0-415-89239-1: $99.95


The Really Useful Elementary Science BookJeffrey W. Bloom, Northern Arizona University, USA

Amongst the challenges that elementary teachers may often face as they introduce their students to science is the need to maintain a solid understanding of the many scientific concepts and details themselves. This indispensible resource, intended for pre- and in-service elementary school teachers, provides concise and comprehensible explanation of

key concepts across science disciplines. Organized around the National Science Education Standards, the book tackles the full range of the elementary curriculum including life sciences, ecological sciences, physical sciences, and earth sciences. Although not a methods text, the clear and accessible definitions offered by veteran teacher educator Jeffrey Bloom will nonetheless help teachers understand science concepts to the degree to which they can develop rich and exciting inquiry approaches to exploring these concepts with children.

Perfect as a companion to any elementary science methods textbook or as a standalone reference for practitioners, The Really Useful Elementary Science Book is a resource teachers will want to reach for again and again.



Teaching Science to EnglishLanguage LearnersJoyce Nutta, University of Central Florida, USA, Nazan U. Bautista, Miami University, USA and Malcolm B. Butler, University of South Florida, USA

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today’s diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach

content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques.

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features:

• practical examples of science exercises make applying theory to practice simple when teaching science to ELLs

• an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades

• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.



Teaching English LanguageLearners through TechnologyTony Erben, University of Tampa, USA, Ruth Ban, Barry University, USA and Martha Castañeda, Miami University, USA

2008: 7 x 10: 240ppHb: 978-0-415-95767-0: $145.00Pb: 978-0-415-95768-7: $36.95eBook: 978-0-203-89442-2


Innovating Science Teacher EducationA History and Philosophy of Science Perspective

Mansoor Niaz, Universidad de Oriente, Venezuela

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational implications and develops innovative strategies based on actual classroom

practice for teaching topics such the nature of science, conceptual change, constructivism, qualitative-quantitative research, and the role of controversies, presuppositions, speculations, hypotheses, and predictions.

Field-tested in science education courses, this book is designed to involve readers in critically thinking about the history and philosophy of science and to engage science educators in learning how to progressively introduce various aspects of ”science-in-the-making” in their classrooms, to promote discussions highlighting controversial historical episodes included in the science curriculum, and to expose their students to the controversies and encourage them to support, defend or critique the different interpretations. Innovating Science Teacher Education offers guidelines to go beyond traditional textbooks, curricula, and teaching methods and innovate with respect to science teacher education and classroom teaching.



Science Education from People for PeopleTaking a Stand(point)

Edited by Wolff-Michael Roth, University of Victoria, Canada

Contributing to the social justice agenda of redefining what science is and what it means in the lives of real people, this book takes up the challenge of building an approach to science education from the standpoint of the learner. With this orientation to science and scientific literacy, science educators can begin to make inroads into the currently widespread irrelevance of

science in the everyday lives of people.

2009: 6 x 9: 232ppHb: 978-0-415-99554-2: $145.00Pb: 978-0-415-99555-9: $48.95eBook: 978-0-203-87844-6


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mathematICs eduCatIon

2nd Edition

The Art of Teaching ScienceInquiry and Innovation in Middle School and High School

Jack Hassard, Georgia State University, USA and Michael Dias, Kennesaw State University, USA

2008: 7 x 10: 576ppHb: 978-0-415-99612-9: $155.00Pb: 978-0-415-96528-6: $71.95eBook: 978-0-203-89296-1


The Work of Language inMulticultural ClassroomsTalking Science, Writing Science

Edited by Katherine Richardson Bruna, Iowa State University, USA and Kimberley Gomez, University of Illinois at Chicago, USA


2008: 6 x 9: 384ppHb: 978-0-8058-6427-4: $150.00Pb: 978-0-8058-6428-1: $45.95eBook: 978-0-203-86697-9


Handbook of Design Research Methods in EducationInnovations in Science, Technology, Engineering, and Mathematics Learning and Teaching

Edited by Anthony E. Kelly, George Mason University, USA Richard A. Lesh, Indiana University, USA and John Y. Baek, Oregon State University, USA

2008: 7 x 10: 560ppHb: 978-0-8058-6058-0: $285.00Pb: 978-0-8058-6059-7: $109.95eBook: 978-1-4106-1794-1


Handbook of Technological Pedagogical Content Knowledge (TPCK) for EducatorsEdited by The AACTE Committee on Innovation and Technology, USA

Published by Routledge for the American Association of Colleges for Teacher Education

2008: 6 x 9: 336ppHb: 978-0-8058-6355-0: $170.00Pb: 978-0-8058-6356-7: $74.95eBook: 978-1-4106-1818-4



NEW

Mathematics Teacher NoticingSeeing Through Teachers’ Eyes

Edited by Miriam Sherin, Northwestern University, USA, with Vicki Jacobs and Randy Philipp, both at CRMSE, USA

Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers – how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it? This

groundbreaking collection begins with an overview of the construct of noticing and the various historical, theoretical, and methodological perspectives on teacher noticing. It then focuses on studies of mathematics teacher noticing in the context of teaching and learning and concludes by suggesting links to other constructs integral to teaching. By collecting the work of leaders in the field in one volume, the editors present the current state of research and provide ideas for how future work could further the field.



NEW

How We ThinkA Theory of Goal-Oriented Decision Making and its Educational Applications

Alan H. Schoenfeld, University of California at Berkeley, USA

“How We Think is an important resource for mathematics education, as well as the decision making sciences … The book is highly recommended to anyone interested in self analyzing teaching practice, researching teacher practices, building a program of research, or simply interested in how we think. The moderate length of the

book also facilitates it being accessible for semester long graduate seminars. Last but not least the appendices contain a wealth of real data with notes and URL’s for those interested in learning fine grained analysis of teaching data.”– Journal for Research in Mathematics Education

Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides compelling evidence for a concrete approach that describes how teachers, and individuals more generally, navigate their way through in-the-moment decision-making in well-practiced domains. Applying his theoretical model to detailed representations and analyses of teachers at work as well as of professionals outside education, Schoenfeld argues that understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes effective or ineffective behavior in the classroom and beyond.

October 2010: 6 x 9: 264ppHb: 978-0-415-87864-7: $130.00Pb: 978-0-415-87865-4: $46.95eBook: 978-0-203-84300-0


Studies in Mathematical Thinking and Learning Series Series Editor: Alan H. Schoenfeld

26



The Mathematics that Every Secondary School Math Teacher Needs to KnowAlan Sultan and Alice F. Artzt, both at Queens College, City University New York, USA

What knowledge of mathematics do secondary school math teachers need to facilitate understanding, competency, and interest in mathematics for all of their students? This unique text and resource bridges the gap between the mathematics learned in college and the mathematics taught in

secondary schools. Written in an informal, clear, and interactive learner-centered style, it is designed to help pre-service and in-service teachers gain the deep mathematical insight they need to engage their students in learning mathematics in a multifaceted way that is interesting, developmental, connected, deep, understandable, and often, surprising and entertaining.

Features include launch questions at the beginning of each section, Student Learning Opportunities, Questions from the Classroom, and highlighted themes throughout to aid readers in becoming teachers who have great ”MATH-N-SIGHT”:

M Multiple Approaches/Representations

A Applications to Real Life

T Technology

H History

N Nature of Mathematics: Reasoning and Proof

S Solving Problems

I Interlinking Concepts: Connections

G Grade Levels

H Honing of Mathematical Skills

T Typical Errors

This text is aligned with the recently released Common Core State Standards, and is ideally suited for a capstone mathematics course in a secondary mathematics certification program. It is also appropriate for any methods or mathematics course for pre- or in-service secondary mathematics teachers, and is a valuable resource for classroom teachers.

August 2010: 8-1/2 x 11: 760ppHb: 978-0-415-99412-5: $89.95Pb: 978-0-415-99413-2: $89.95eBook: 978-0-203-85753-3


A Focus on FractionsBringing Research to the Classroom

Marjorie M. Petit, Vermont Mathematics Partnership Ongoing Assessment Project, USA, Robert E. Laird, University of Vermont, USA and Edwin L. Marsden, Norwich University, USA

A Focus on Fractions is the first book to make cognitive research on how students develop their understanding of fraction concepts readily accessible and understandable to pre- and in-service K– 8 mathematics educators. This important resource assists teachers in translating research findings into their classroom practice by conveying detailed information about how students develop

fraction understandings as well as common student misconceptions, errors, preconceptions, and partial understandings that may interfere with students learning. Using extensive annotated samples of student work, as well as vignettes characteristic of classroom teachers’ experiences, this book equips educators with knowledge and tools to reveal students’ thinking so that they can modify their teaching to improve student learning of fractions concepts.

Special Features:

• End of Chapter Questions provide teachers the opportunity to analyze student thinking and consider instructional strategies for their own students

• Instructional Links help teachers relate concepts from the chapter to their own instructional materials and programs

• Big Ideas and Research Reviews frame the chapters and provide a platform for meaningful exploration of the teaching of fractions

• Answer Key posted online offers extensive explanations of in-chapter questions.

A Focus on Fractions bridges the gap between what mathematics education researchers have discovered about the learning of fraction concepts and what teachers need to know to make effective instructional decisions.



2nd Edition

Knowing and Teaching Elementary MathematicsTeachers’ Understanding of Fundamental Mathematics in China and the United States

Liping Ma

Studies of teachers in the US often document insufficient subject matter knowledge in mathematics. Yet, these studies give few examples of the knowledge teachers need to support teaching, particularly the kind of teaching demanded by recent reforms in mathematics education. Knowing and Teaching Elementary Mathematics describes the nature and development of the

knowledge that elementary teachers need to become accomplished mathematics teachers, and suggests why such knowledge seems more common in China than in the United States, despite the fact that Chinese teachers have less formal education than their US counterparts.

The anniversary edition of this bestselling volume includes the original studies that compare US and Chinese elementary school teachersí mathematical understanding and offers a powerful framework for grasping the mathematical content necessary to understand and develop the thinking of school children. Highlighting notable changes in the field and the author’s work, this new edition includes an updated preface, introduction, and key journal articles that frame and contextualize this seminal work.

January 2010: 6 x 9: 232ppHb: 978-0-415-87383-3: $135.00Pb: 978-0-415-87384-0: $35.95eBook: 978-0-203-85634-5


Mathematics Teaching, Learning, and Liberation in the Lives of Black ChildrenEdited by Danny Bernard Martin, University of Illinois at Chicago, USA

With issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.

2009: 6 x 9: 376ppHb: 978-0-8058-6463-2: $160.00Pb: 978-0-8058-6464-9: $54.95eBook: 978-0-203-87770-8


Studies in Mathematical Thinking and Learning Series

27


Studies in Mathematical Thinking and Learning Series


Culturally Responsive Mathematics EducationEdited by Brian Greer andSwapna Mukhopadhyay, both at Portland State University, USA, Arthur B. Powell, Rutgers University, USA and Sharon Nelson-Barber, WestEd, USA

“In closing, I would like to draw attention to how, in my view, many mathematics education research endeavors continue to talk the good talk of culturally responsive pedagogy in mathematics education, but walking the walk in practice remains much more elusive … I applaud the sincere efforts of the authors in this book to ground the `good talk’ (the theoretical

discussions) in specific classroom and curricular experiences that do, indeed, serve as pointers to possibilities for real change.” –Teachers College Record

This critical new collection presents mathematics education from a culturally responsive perspective and offers a broad perspective of mathematics as a significant, liberating intellectual force in our society.

2009: 6 x 9: 400ppHb: 978-0-8058-6263-8: $160.00Pb: 978-0-8058-6264-5: $67.95eBook: 978-0-203-87994-8


Early Childhood Mathematics Education ResearchLearning Trajectories for Young Children

Julie Sarama and Douglas H. Clements, both at University at Buffalo, The State University of New York, USA

This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives.

2009: 6 x 9: 424ppHb: 978-0-8058-6308-6: $160.00Pb: 978-0-8058-6309-3: $70.95eBook: 978-0-203-88378-5


Learning and Teaching Early MathThe Learning Trajectories Approach

Douglas H. Clements and Julie A. Sarama, both at University at Buffalo, The State University of New York, USA

In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how ”learning trajectories” help teachers become more effective professionals.

2009: 7 x 10: 344ppHb: 978-0-415-99591-7: $160.00Pb: 978-0-415-99592-4: $51.95eBook: 978-0-203-88338-9


NEW IN PAPERBACK

Teaching and Learning Proof Across the GradesA K-16 Perspective

Edited by Despina A. Stylianou, The City University of New York, USA, Maria L. Blanton, University of Massachusetts, Dartmouth, USA and Eric J. Knuth, University of Wisconsin, USA

A Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM)

This important new collection provides a much-needed forum for mathematics educators to articulate a connected K-16 ”story” of proof. By building and extending on existing research and by allowing a variety of voices from the field to be heard, Teaching and Learning Proof Across the Grades not only highlights the main ideas that have recently emerged on proof research, but also defines an

agenda for future study.

2009: 6 x 9: 408ppHb: 978-0-415-98984-8: $135.00Pb: 978-0-415-88731-1: $51.95eBook: 978-0-203-88200-9


Mathematics Teachers at WorkConnecting Curriculum Materials and Classroom Instruction

Edited by Janine T. Remillard, University of Pennsylvania, USA, Beth A. Herbel-Eisenmann, Michigan State University and Gwendolyn M. Lloyd, Virginia Polytechnic Institute and State, USA

2008: 6 x 9: 400ppHb: 978-0-415-99010-3: $155.00eBook: 978-0-203-88464-5


Mathematical LiteracyDeveloping Identities of Inclusion

Yvette Solomon, Manchester Metropolitan University, UK

2008: 6 x 9: 256ppHb: 978-0-8058-4686-7: $150.00Pb: 978-0-8058-4687-4: $49.95eBook: 978-0-203-88927-5


The Impact of Reform Instruction on Student Mathematics AchievementAn Example of a Summative Evaluation of a Standards-Based Curriculum

Thomas A. Romberg, University of Wisconsin, Madison, USA and Mary C. Shafer, Northern Illinois University, USA

2008: 6 x 9: 200ppHb: 978-0-415-99009-7: $145.00eBook: 978-0-203-89522-1


NEW IN PAPERBACK

Embracing ReasonEgalitarian Ideals and the Teaching of High School Mathematics

Daniel Chazan, Sandra Callis and Michael Lehman

2007: 6 x 9: 400ppHb: 978-0-8058-6163-1: $150.00Pb: 978-0-415-87904-0: $39.95eBook: 978-0-203-85090-9


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NEW IN 2011

Elementary Mathematics through TechnologyIntegrating Technology, Mathematical Content and Pedagogy

Maria Mitchell

Teaching with technology is a vital component of today’s elementary mathetmatics teaching, but is often treated as a ”tack-on” rather than a truly integrated component of the curriculum. Elementary Mathematics through Technology walks readers step by step through the process of interweaving math content pedagogy and the most current technology available to enhance the teaching and learning of mathematics. More than mere suggested weblinks, this fresh approach to math methods and content features:

• an overview of digital technologies available today with concrete suggestions for putting them to best practice in the elementary mathematics classroom

• effective ways to incoporate social networking tools that today’s students know

• technology-based model lessons and sample activities that provide coverage of both the standards as espoused by the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education standards (NETS)

• extensive tables, diagrams, graphics, cartoons, and other visual components that help clarify concepts.

Accessibly written and full of examples, strategies, and more, this text is sure to guide pre- and in-service teachers through the necessary thinking to meaninfgully integrate today’s technologies, mathematical content, and pedagogy.

December 2011: 6 x 9Hb: 978-0-415-80379-3: $150.00Pb: 978-0-415-80380-9: $58.95


NEW2nd Edition

Unlocking Mathematics TeachingEdited by Valsa Koshy, Brunel University, UK and Jean Murray, University of East London, UK

Now in a fully updated second edition, Unlocking Mathematics Teaching is a comprehensive guide to teaching mathematics in the primary school. Combining theory and practice, selected experts outline the current context of mathematics education. They suggest strategies, activities and examples to help develop readers understanding and confidence in delivering the curriculum. The book combines an accessible blend of subject knowledge and pedagogy, and its key features include:

• advice on teaching mathematics to high and low attainers

• guidance on teaching mental maths

• ideas for incorporating ICT

• guidance on assessment in mathematics education

• teaching problem solving

• numerical and non-numerical examples

• updated references, taking into account the Williams Report.

This book will be of interest to all primary education students and practising teachers looking to increase their confidence and effectiveness in delivering the mathematics curriculum.

March 2011: 6-3/4 x 9-3/4: 200ppHb: 978-0-415-57929-2: $128.00Pb: 978-0-415-57928-5: $36.95eBook: 978-0-203-82846-5


NEW

Teaching Mathematics CreativelyLinda Pound and Trisha Lee, Make-Believe Arts, UK

”With dramatic flair, Trisha Lee and Linda Pound combine their unique knowledge of theatre and education to demonstrate new ways of teaching maths. And guess what? It’s all about telling stories and acting out ideas, just the thing children love to do. Page by page, the authors show us how to trust a

playful approach and join the children in imagining a life of mathematical thinking.” – Vivian Gussin Paley

Are you looking for new ideas to capture the reluctant maths pupils in your class?

How can story, drama and GIANTS help you teach maths?

Teaching Mathematics Creatively is crammed full of practical approaches for bringing the teaching of mathematics to life. From an examination of where maths is failing to engage pupils in the twenty-first century, to a wide range of exciting approaches and ideas for ensuring it is possible to teach in a creative way, this is a stimulating and enjoyable source of inspiration for busy teachers.

It promotes creativity as a key element to develop young children’s knowledge, understanding and enjoyment of mathematics and offers a range of strategies to enable teachers to take a playful approach to mathematics teaching. Imaginative ideas include:

• the power of story-telling and play to bring the subject alive for children and teachers alike

• learning maths outdoors – work on a larger scale, make more noise, make more mess

• making sense of the numbers, patterns, shapes and measures children see around them every day

• motivating children through problem-finding and problem-solving

• using music, rhythm and pattern to teach maths creatively

• giant maths – how much food does a giant need in a week?

Underpinned by the latest research and theory and with contemporary and cutting-edge practice at the forefront, Teaching Mathematics Creatively includes a wealth of innovative ideas to enthuse teachers and enrich maths teaching. It is an essential purchase for every teacher who wishes to employ creative approaches to teaching in their classroom.

November 2010: 6-3/4 x 9-3/4: 168ppHb: 978-0-415-57591-1: $120.00Pb: 978-0-415-57592-8: $31.95eBook: 978-0-203-84050-4


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musIC, art, and drama eduCatIon

NEW IN 2011

Geometry as Objective Science in Elementary School ClassroomsMathematics in the Flesh

Wolff-Michael Roth, University of Victoria, Canada

Series: Routledge International Studies in the Philosophy of Education

Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematics in the flesh.

April 2011: 6 x 9: 320ppHb: 978-0-415-89157-8: $105.00


Teaching Mathematics toEnglish Language LearnersGladis Kersaint, Denisse R. Thompson, and Mariana Petkova, all at University of South Florida, USA

2008: 7 x 10: 192ppHb: 978-0-415-95788-5: $145.00Pb: 978-0-415-95789-2: $36.95eBook: 978-0-203-89452-1


Introducing DifficultMathematics Topics in the Elementary ClassroomA Teacher’s Guide to Initial Lessons

Francis J. Gardella, Hunter College, USA

2008: 6 x 9: 168ppPb: 978-0-415-96502-6: $36.95eBook: 978-0-203-89117-9


2nd Edition

Handbook of International Research in Mathematics EducationEdited by Lyn D. English, Queensland University of Technology, Australia

2008: 7 x 10: 944ppHb: 978-0-8058-5875-4: $275.00Pb: 978-0-8058-5876-1: $114.95eBook: 978-0-203-93023-6


Embracing MathematicsOn Becoming a Teacher and Changing with Mathematics

Peter Appelbaum, Arcadia University, USA with David Scott Allen, Pennbrook Middle School, USA

2008: 7 x 10: 368ppHb: 978-0-415-96384-8: $160.00Pb: 978-0-415-96385-5: $53.95eBook: 978-0-203-93024-3



NEW2nd Edition

Rethinking Contemporary Art and Multicultural EducationNew Museum

For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking

Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves.

The fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including:

• educators’ perspectives on contemporary art, multicultural education, and teaching in today’s classroom

• full-color reproductions and writings on over 50 contemporary artists and their works, plus an additional 150 black-and-white images throughout

• lesson plans for using art to explore topical issues such as activism and democracy, conflict: local and global, and history and historicism

• a companion website offering over 250 color reproductions of artwork from the book, a glossary of terms, and links to the New Museum and G: Class websites www.routledge.com/textbooks/9780415960854.

December 2010: : 7-7/8 x 9- 7/16 448ppHb: 978-0-415-88346-7: $150.00Pb: 978-0-415-96085-4: $54.95


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NEW

Teaching the Arts to Engage English Language LearnersMargaret Macintyre Latta and Elaine Chan, both at University of Nebraska-Lincoln, USA

Written for prospective and practicing visual arts, music, drama, and dance educators, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention to visual art, music, drama, and dance education, this book articulates how arts classrooms can create rich and supportive contexts for

ELLs to grow socially, academically, and personally. The making and relating, perceiving and responding, and connecting and understanding processes of artistic thinking, create the terrain for rich curricular experiences. These processes also create the much-needed spaces for ELLs to gain communicative practice, skill, and confidence. Special features include generative texts such as films, poems, and performances that function as springboards for arts educators to adapt according to the needs of their classroom; teaching tips, formative assessment practices, and related instructional tables and resources; an annotated list of internet sites, reader-friendly research articles, and instructional materials; and a glossary for readers’ reference.



NEW IN 2011

The Routledge International Handbook of Creative LearningEdited by Julian Sefton-Green, Pat Thomson, University of Nottingham, UK, Liora Bresler, University of Illinois at Urbana-Champaign, USA and Ken Jones, University of Keele, UK

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realizing young people’s potential.

Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research.

Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists.

Sections include:

• a general introduction to the field of creative learning

• arts learning traditions, with sub sections on discrete art forms such as drama and visual art

• accounts of practice from artist-teacher partnerships

• whole school change and reforms

• curriculum change

• assessment

• evaluative case studies of impact and effect

• global studies of policy change around creative learning.

June 2011: 6-3/4 x 9-3/4: 512ppHb: 978-0-415-54889-2: $200.00


NEW IN 2011

Art TeachingElementary through Middle School

George Szekely, University of Kentucky, USA and Julie Alsip Bucknam, Eastern Kentucky University, USA

This comprehensive, up-to-date art methods text and handbook for student teaching presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle school. Taking the reader to the heart of the classroom, it portrays real situations, actual art classes, and daily events inside public school art rooms. Art Teaching is a practical guide, describing the realities, challenges, and joys of teaching art, discussing the art room as a zone for creativity, and illustrating how to navigate in a school setting in order to create rich art experiences for students.

Important aspects of curriculum development, integration, evaluation, art room management, and professional development are covered. Key sections focus on how children make art, why they make art, the unique qualities of children’s art, and how artistic development can be encouraged in school and at home. The text addresses teaching art history and aesthetics, the history of the field, and major contemporary issues. A wide range of art media with sample art activities is included. A feature of the text is its separate yet integrated middle school section.



rel

ated

jo

ur

na

l Teaching Artist JournalEditor: Nick Jaffe

Volume Number: 9 For more information on Teaching Artist Journal, or to access an Online Sample Copy, please visit:

http://www.tandf.co.uk/journals/htaj

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NEW IN 2011

Art and Social Justice EducationCulture as Commons

Edited by Therese Quinn, The School of the Art Institute of Chicago, USA, Hochtritt Lisa, Rocky Mountain College, USA and John Ploof, The School of the Art Institute of Chicago, USA

Art and Social Justice Education offers everything an educator needs to craft critical, meaningful, transformative arts education curriculum and arts integration projects – from perspectives teachers can draw on to develop lessons and projects linked to principles of social justice, to images and quotes from contemporary artists, to practical ideas and resource information. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons (how culture and its products benefit from the free exchange of information). Essays and a special section written by and for teachers who have already incorporated these artists or ideas into their curriculum help readers to envision practical and imagine ways to use the content in their own settings, as arts integrated into other curricula or as arts-specific education.

Proposing that art can contribute in a wide range of ways to the work of envisioning and making a more just world, this frontline book moves the field of art education beyond models of discipline-based or expressive art education through its focus on art education that is engaged with context, contemporary art, and critical social issues. It is enhanced by a Companion Website featuring artists and artworks, project examples, and dialogue threads for educators.



NEW IN 2011

Cultivating the Arts in Education and TherapyMalcolm Ross, Formerly of University of Exeter, UK

The constituency for education and therapy in the arts is rapidly expanding beyond the conventional school and clinical settings to include the wider community. In Cultivating the Arts in Education and Therapy, Malcolm Ross integrates traditional Chinese Five Element Theory, also known as The Five Phases of Change, with contemporary Western psychological and cultural studies, to form a new Syncretic Model of creative artistic practice.

The Syncretic Model is explored and validated through an analysis of interviews with practising, successful artists, and in a comprehensive review of the latest neuro-scientific research into human consciousness and emotion. The book addresses the well-documented difficulties experienced by arts teachers and therapists intervening in, supporting and evaluating the creative development of individual students and clients.

This groundbreaking text repositions the arts as central to the effective initiation and management of change in contemporary society. Besides being of wide general interest, it will have particular relevance for practising and trainee arts teachers, arts therapists and community artists. With the demand for their services growing and pressure to demonstrate effectiveness mounting, the arts community is looking to build bridges between the different arts, and between arts education and therapy across national boundaries. This book offers a fresh, coherent, and challenging framework for a revitalized reflective practice from an experienced authority in the field.

June 2011: 6-3/4 x 9-3/4: 224ppHb: 978-0-415-60365-2: $128.00Pb: 978-0-415-60366-9: $39.95eBook: 978-0-203-81881-7


Understanding Art EducationEngaging Reflexively with Practice

Nicholas Addison and Lesley Burgess, both at University of London, UK, with John Steers and Jane Trowell

What is distinctive about art and design as a subject in secondary schools?

What contribution does it make to the wider curriculum?

How can art and design develop the agency of young people?

Understanding Art Education examines the theory and practice of helping young people learn in and beyond the

secondary classroom. It provides guidance and stimulation for ways of thinking about art and design when preparing to teach and provides a framework within which teachers can locate their own experiences and beliefs.

Designed to complement the core textbook Learning to Teach Art and Design in the Secondary School, which offers pragmatic approaches for trainee and newly-qualified teachers, this book suggests ways in which art and design teachers can engage reflexively with their continuing practice.

Experts in the field explore:

• the histories of art and design education and their relationship to wider social and cultural developments

• creativity as a foundation for learning

• engaging with contemporary practice in partnership with external agencies

• the role of assessment in evaluating creative and collaborative practices

• interdisciplinary approaches to art and design

• developing dialogue as a means to address citizenship and global issues in art and design education.

Understanding Art Education will be of interest to all students and practising teachers, as well as teacher educators, and researchers who wish to reflect on their identity as an artist and teacher, and the ways in which the subject can inform and contribute to education and society more widely.

January 2010: 6-1/4 x 9-1/4: 184ppHb: 978-0-415-36739-4: $140.00Pb: 978-0-415-36740-0: $42.95eBook: 978-0-203-01978-8


VIEW INSIDE ROuTLEDgE BOOKS

Did you know that many of our books now have “View Inside” functionality that allows you to browse online content before making any purchasing decisions?

For more information visit www.routledge.com.

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The Pedagogy of CreativityAnna Herbert, Lund University, Sweden

The Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert’s investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity

seen in the classroom, asking the following questions:

• What might a methodology which taps into different forms of creativity look like?

• Could such a methodology support current neuropsychological theories of memory and learning?

• What are the consequences of imaginary and symbolic orders of knowledge for the understanding of both conscious and unconscious creativity in the classroom?

Exploring the ideas of a number of psychological analysts including Jacques Lacan’s four discourses, concepts of ”the other” and the theories of Postructuralist thinkers including Levinas, Mead and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments.

Clearly presenting both theoretical positions and their bearing on classroom practice, teachers at all levels will benefit from this innovative approach to creativity, as will school psychologists and all professionals interested in the links between psychoanalysis and pedagogy.

Herbert clearly communicates both theoretical positions and their bearing on classroom practice. Teacher at all levels will benefit from this innovative approach to creativity, as will school psychologists and other professionals interested in the links between psychoanalysis and pedagogy.

February 2010: 6-1/4 x 9-1/4: 160ppHb: 978-0-415-54886-1: $130.00Pb: 978-0-415-54887-8: $42.95


4th Edition

Creativity in the ClassroomSchools of Curious Delight

Alane Jordan Starko, Eastern Michigan University, USA

The fourth edition of this well-known text continues the mission of its predecessors – to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part I includes information on models and theories of creativity, characteristics of creative people, and talent development. Part II includes

strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction, and to organize basic classroom activities (grouping, lesson planning, assessment, motivation and classroom organization) in ways that support students’ creativity.

2009: 7 x 10: 368ppHb: 978-0-415-99706-5: $165.00Pb: 978-0-415-99707-2: $60.95


Teaching Reading ShakespeareJohn Haddon

”John Haddon offers creative, systematic and challenging approaches which don’t bypass the text but engage children with it.” – Trevor Wright, Senior Lecturer in Secondary English, University of Worcester, UK

Teaching Reading Shakespeare is for all training and practising secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to ”do” Shakespeare.

2009: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-47907-3: $140.00Pb: 978-0-415-47908-0: $42.95eBook: 978-0-203-87075-4


Creating and Sustaining Arts-Based School ReformThe A+ Schools Program

George W. Noblit, University of North Carolina at Chapel Hill, USA, H. Dickson Corbett and Bruce L. Wilson, both at Wilson Corbett Associates and Monica B. McKinney, Meredith College, North Carolina, USA

2008: 6 x 9: 208ppHb: 978-0-8058-6150-1: $145.00Pb: 978-0-8058-6149-5: $45.95eBook: 978-0-203-88735-6


student teaChIng and teaCher eduCatIon

NEW

Teaching in a NutshellNavigating Your Teacher Education Program as a Student Teacher

Clare Kosnik and Clive Beck, both at University of Toronto, Canada

Designed to help student teachers develop an approach to teaching that is both theoretical and practical, this text focuses on key aspects of teaching rather than trying to ”cover the waterfront.” Based on extensive research on teachers’ views, their own long experience as teacher educators, and other sources, the authors recommend 7 priorities for teaching and teacher education:

• program planning

• pupil assessment

• classroom organization and community

• inclusive pedagogy

• subject content and pedagogy

• professional identity

• a vision for teaching.

Each chapter deals in turn with one of these priorities, using a common format. Activities throughout help readers understand what the priority means in both theory and practice.

This text is a companion to the authors’ 2009 book for teacher educators, Priorities in Teacher Education. By making these 7 priorities and related knowledge explicit, it helps student teachers to acquire essential knowledge and skills, to understand the teaching/learning process more fully, and above all to be as prepared as possible for the demanding work of teaching.



33



Priorities in Teacher EducationThe 7 Key Elements of Pre-Service Preparation

Clare Kosnik and Clive Beck, both at University of Toronto, Canada

Concentrating on certain priorities to ensure beginning teachers are prepared for the crucial tasks that will face them, this book discusses seven priorities through case studies.

2009: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-48126-7: $150.00Pb: 978-0-415-48127-4: $33.95eBook: 978-0-203-87040-2



Teaching with Emotional IntelligenceA Step-by-Step Guide for Higher and Further Education Professionals

Alan Mortiboys, University of Central England, UK

”The book is clearly and concisely written, easy to read, inclusive of clarifying definitions, outlines, many activities, exercises and questions. The book provides practical suggestions for planning and application to the teaching-learning exchange, and is an excellent resource for use in teacher development in individuals or groups.” – Adult Learning Magazine

The way you handle your own emotions and those of others is central to the success of learning. Teaching with Emotional Intelligence will show you how to manage this most potent but neglected area of learning.

Taking you step-by-step through the learning process, looking at the relationship from the perspectives of both the teacher and the learner, this book will help you:

• learn how you relate to your learners

• plan the emotional environment

• listen to your learners effectively

• read and respond to the feelings of individuals and groups

• develop self-awareness as a teacher

• recognize your prejudices and preferences

• improve your nonverbal communication

• acknowledge and handle your feelings.

Containing activities, checklists and points for deeper reflection, the guidance in this book will help you encourage your learners to become more engaged, creative and motivated. Teaching with Emotional Intelligence is an essential purchase for any lecturer or teacher in higher and further education.

June 2011: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-57138-8: $128.00Pb: 978-0-415-57140-1: $38.95For more information, visit: www.routledge.com/9780415571401

NEW IN 2011

Learning to Teach in Urban SchoolsThe Transition from Preparation to Practice

Etta R. Hollins, University of Missouri, Kansas City, USA

Learning to Teach in Urban Schools is about the transition from constructing knowledge for practice in a teacher preparation program to constructing knowledge in practice or contextualizing practice for urban underserved students in elementary and secondary classrooms. This book provides:

• a clear presentation of the challenges, resources, and opportunities for learning to teach in urban schools

• examples of the experiences, perceptions, and practices of effective teachers

• a detailed account of the journey of a team of teachers who transformed their practice to improve learning in a low performing urban school

• an approach novice teachers can use in joining a teacher community and making the transition from preparation to practice

• a perspective on leadership for creating a context for transforming teacher professional development.

Offering insight into how academic performance is maintained and perpetuated in low performing urban schools, and the approaches necessary for learning how to improve studentsí learning, this book helps teachers learn to transform their own practice and in the process, transform the culture of a low performing urban school.

October 2011: 6 x 9Hb: 978-0-415-89385-5: $135.00Pb: 978-0-415-89386-2: $38.95eBook: 978-0-203-81550-2


Parental Involvement andAcademic SuccessWilliam Jeynes, California State University, Long Beach, USA

Providing an objective assessment of the influence of parental involvement and what aspects of parental participation can best maximize the educational outcomes of students, this volume is structured to guide readers to a thorough understanding of the history, practice, theories, and impact of parental involvement. Cutting-edge research and meta-analyses offer vital insight

into how different types of students benefit from parental engagement and what types of parental involvement help the most.



How to be a Brilliant MentorDeveloping Outstanding Teachers

Edited by Trevor Wright, University of Worcester, UK

How to be a Brilliant Mentor is an informal and accessible book that provides ideas and reassurance to help support you in your work as a teacher-training mentor.

This book offers clear guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school.

Considering why you might become a mentor and what you can gain from the experience, it provides practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence. It explores:

• collaborative working

• giving effective feedback

• emotional intelligence and developing and maintaining relationships

• dealing with critical incidents

• developing reflective practice

• what to do if relationships beak down

• the relationship between coaching and mentoring

• mentoring newly qualified teachers as well as trainees.

Illustrated with the experiences of real trainees, How to be a Brilliant Mentor can be dipped into for innovative mentoring ideas or read from cover-to-cover as a short enjoyable course which will give you added confidence in your mentoring role.

The book is a companion to How to be a Brilliant Trainee Teacher, also by Trevor Wright.

June 2010: 5-1/2 x 8-1/2: 176ppHb: 978-0-415-49213-3: $120.00Pb: 978-0-415-49214-0: $35.95eBook: 978-0-203-84993-4


How to Be a Brilliant TeacherTrevor Wright, University of Worcester, UK

At the heart of this practical book lies essential values about good teaching and learning. It seeks to reintroduce teacher initiative and creativity and to reconcile these with the growing number of preformed strategies that the teacher has to work with.

2008: 5-1/2 x 8-1/2: 176ppHb: 978-0-415-41107-3: $130.00Pb: 978-0-415-41108-0: $32.50eBook: 978-0-203-87077-8


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The New Lives of TeachersChristopher Day and Qing Gu, both at University of Nottingham, UK

Series: Teacher Quality and School Development

The New Lives of Teachers examines the varied, often demanding commitments on teachers’ lives today as they attempt to pursue careers in primary and secondary education. Building upon Huberman’s classic study, it probes not only teachers’ everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different

life and work ”scenarios” that challenge their sense of identity, well-being and effectiveness.

The authors provide a new evidence-based framework to investigate and understand teachers’ lives. Using a range of contemporary examples of teaching, they demonstrate that it is the relative success with which teachers manage various personal, work and external policy challenges that is a key factor in the satisfaction, commitment, well-being and effectiveness of teachers in different contexts and at different times in their work and lives. The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are also shown to be profound and relate directly to teacher retention and the work-life balance agenda. The implications of these insights for teaching quality and teacher retention are discussed.

This book will be of special interest to teachers, teachers’ associations, policy makers, school leaders, and teacher educators, and should also be of interest to students on postgraduate courses.

May 2010: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-48459-6: $140.00Pb: 978-0-415-48460-2: $47.95eBook: 978-0-203-84790-9


Narrative LearningIvor F. Goodson, University of Brighton, UK, Gert Biesta, University of Stirling, UK, Michael Tedder, University of Exeter, UK and Norma Adair

What is the role of narrative in how people learn throughout their lives?

Are there different patterns and forms of narrativity? How do they influence learning?

Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new

learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ”interior conversations” whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world.

The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum.

The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning.

February 2010: 6-1/4 x 9-1/4: 152ppHb: 978-0-415-48893-8: $125.00Pb: 978-0-415-48894-5: $42.95eBook: 978-0-203-85688-8


Improving Learning in a Professional ContextA Research Perspective on the New Teacher in School

Edited by Jim McNally and Allan Blake, both at University of Strathclyde, UK

Series: Improving Learning

Improving Learning in a Professional Context provides vital new evidence on exactly how teachers learn to be teachers; evidence that is likely to affect and influence the profession for many years to come. Demonstrating that learning in schools is more than simple ”cognitive” knowledge of the curriculum and teaching skills, this book suggests that we need to pay more attention to the emotional, relational,

ethical, material, structural and temporal dimensions of the teaching experience. Based on empirical research, including interviews with new teachers, by teachers themselves, on a scale rarely seen before, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.

This book offers a fundamental critique of policy but also the prospect of constructive change for the better as the authors present accounts of what the ”real” experience of beginning teaching may be like, as well as lines for future research. Key questions are answered, such as:

• Do we really understand what beginners go through in the workplace?

• What is the experience of new teachers as they join one of the largest workforces in the developed world?

• What do teachers learn in the school, one of our universal institutions?

Becoming a teacher is a transformative search by individuals for their teaching identities and, with this book, teachers and teacher educators can at last begin to understand this complex developmental process.

2009: 5-1/2 x 8-1/2: 240ppHb: 978-0-415-49339-0: $130.00Pb: 978-0-415-49340-6: $42.95eBook: 978-0-203-86702-0



The Teacher EducatorJournal of the Indiana Association of Teachers EducatorsEditors: Gregory Marchant and Sharon Paulson

Volume Number: 46

For more information on The Teacher Educator, or to access an Online Sample Copy, please visit:

http://www.tandf.co.uk/journals/utte

TEACHER EDUCATOR

VOLUME 46, ISSUE 1 | JANUARY–MARCH 2011

THE

A TEACHERS COLLEGE PUBLICATION

ISSN 0887-8730

THE TEACHER EDUCATOR

VOLUM

E 46, ISSUE 1, 2011

Mentoring & Tutoring Editors: Dr. Beverly J. IrbySam Houston, State University, USA

2011 volume: 19 (4 issues per year)

For more information on Mentoring & Tutoring, or to access an Online Sample Copy, please visit:

www.tandf.co.uk/journals/mandt

related journals

35



Teaching Critical ThinkingPractical Wisdom

bell hooks, Berea College, USA

In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today.

In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that

teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem.

Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work.

2009: 6 x 9: 208ppHb: 978-0-415-96819-5: $125.00Pb: 978-0-415-96820-1: $27.95eBook: 978-0-203-86919-2


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Teacher Education and the Struggle for Social JusticeKenneth M. Zeichner, University of Washington, USA

In this selection of his work from 1991–2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of

teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process.

Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society.

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Handbook of Research on Teacher EducationEnduring Questions in Changing Contexts

Edited by Marilyn Cochran-Smith, Boston College, USA, Sharon Feiman-Nemser, Brandeis University, USA, D. John McIntyre, Southern Illinois University, USA and Kelly E. Demers, Boston College, USA

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators

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36


Index

AAbell, Sandra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Adair, Norma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Adams, Maurianne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Addison, Nicholas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Alexander, Patricia A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Alexander, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Alleman, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5, 21Allen, with David Scott . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Anderman, Eric M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Andrzejewski, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Appelbaum, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Appleton, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Arends, Richard I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Armstrong, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Art and Social Justice Education . . . . . . . . . . . . . . . . . . . . . . . .31Art of Teaching Science, The . . . . . . . . . . . . . . . . . . . . . . . . . . .25Art Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Artzt, Alice F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Au, Wayne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 13Ayers, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

BBack to the Basics of Teaching and Learning . . . . . . . . . . . . . . . .8Baek, John Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Baildon, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Baltodano, Marta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Ban, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Barton, Keith C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15, 21Basterra, María del Rosario . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Bautista, Nazan U. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Beames, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Beck, Clive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32, 33Becoming a Teacher through Action Research . . . . . . . . . . . . . . .6Behavior Analysis for Effective Teaching . . . . . . . . . . . . . . . . . . .8Bell, Lee Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7, 18Bello, Manuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Berthelsen, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Beyond Learning by Doing . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Biesta, Gert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Blake, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Blanton, Maria L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Bloom, Jeffrey W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Blumenfeld, Warren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Boyle-Baise, Marilynne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Bresler, Liora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Brody, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5, 7, 21Brownlee, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Bruna, Katherine Richardson . . . . . . . . . . . . . . . . . . . . . . . . . . .25Bucknam, Julie Alsip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Burdick, Jake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Burgess, Lesley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Butler, Malcolm B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

CCallis, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Campbell, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Carr, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Casas, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Castaneda, Carmelita . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Castañeda, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Challenge of Rethinking History Education, The . . . . . . . . . . . .18Chan, Elaine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Changing Teacher Professionalism . . . . . . . . . . . . . . . . . . . . . . .35Chapman, Thandeka K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Chazan, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Children, their World, their Education . . . . . . . . . . . . . . . . . . . . .7Cho, Seehwa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Clements, Douglas H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Clifford, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Cochran-Smith, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Cohen, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Connecting Inquiry and Professional Learning in Education . . . .35Constructivist Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Controversy in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . .20Corbett, H. Dickson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Creating and Sustaining Arts-Based School Reform . . . . . . . . . .32Creativity in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Cribb, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Critical Curriculum Leadership . . . . . . . . . . . . . . . . . . . . . . . . . .11Critical Curriculum Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Critical Dispositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Critical Multiculturalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Critical Pedagogies of Consumption . . . . . . . . . . . . . . . . . . . . .14Critical Pedagogy and Social Change . . . . . . . . . . . . . . . . . . . . . .3Critical Perspectives on Education (series) . . . . . . . . . . . . . . . . .15Critical Social Thought (series) . . . . . . . . . . . . . . .3, 12, 13, 18, 20Crockett, Michele D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Cruz, Bárbara C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Cultivating the Arts in Education and Therapy . . . . . . . . . . . . . .31Cultural Validity in Assessment . . . . . . . . . . . . . . . . . . . . . . . . . .4Culturally Responsive Mathematics Education . . . . . . . . . . . . . .27Culture in School Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Cultures of Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Curriculum Studies Handbook – The Next Moment . . . . . . . . . .10Curriculum Studies Reader, The . . . . . . . . . . . . . . . . . . . . . . . . .15Curriculum, Syllabus Design and Equity . . . . . . . . . . . . . . . . . . .13

DDai, David Yun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Damico, James S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Daniels, Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Dantas, Maria Luiza . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Davies, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Day, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Demers, Kelly E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Desai, Dipti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Design Research on Learning and Thinking in Educational Settings . . . . . . . . . . . . . . . . . . . . . . . .13Designing and Teaching the Elementary Science Methods Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Designing Socially Just Learning Communities . . . . . . . . . . . . . .14Developmental Cognitive Science Goes to School . . . . . . . . . . .12Dias, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Dillon, Justin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Dimitriadis, Greg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Disavowed Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Doing History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Dreyfus, Tommy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Duffy, Thomas M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

EEarly Childhood Mathematics Education Research . . . . . . . . . . .27EcoJustice Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Edmundson, Jeff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Educating for Diversity and Social Justice . . . . . . . . . . . . . . . . . . .8Education and Hope in Troubled Times . . . . . . . . . . . . . . . . . . .15Educational Psychology Handbook (series) . . . . . . . . . . . . . . . . . .2Educational Psychology Series (series) . . . . . . . . . . . . . . . . . . . .13Educational Theories, Cultures and Learning . . . . . . . . . . . . . . .15Edwards, Gwyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Elementary Mathematics through Technology . . . . . . . . . . . . . .28Embracing Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Embracing Reason . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Engendering Curriculum History . . . . . . . . . . . . . . . . . . . . . . . . .9English, Lyn D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Enhancing Student Learning in Middle School . . . . . . . . . . . . . . .2Epistemology and Science Education . . . . . . . . . . . . . . . . . . . . .22Epstein, Terrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19, 21Equity and Excellence in Education . . . . . . . . . . . . . . . . . . . . . . .8Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Ericksen, Gaalen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Exploring the Landscape of Scientific Literacy . . . . . . . . . . . . . .22Eylon, Bat-Sheva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

FFeiman-Nemser, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Ferrari, Michel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Fletcher, Richard B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Flinders, David J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Flutter, Julia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Focus on Fractions, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Forlin, Christine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Foundations and Futures of Education (series) . . . . . . . . . . . . . . .5Fraser, James W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Friesen, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Fruja, Ramona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

GGaming the Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Gardella, Francis J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Geometry as Objective Science in Elementary School Classrooms . . . . . . . . . . . . . . . . . . . . . . .29Gerwin, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Gewirtz, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Gilbert, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Global Perspectives in the Geography Curriculum . . . . . . . . . . .21Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Goodson, Ivor F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Greer, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Griffin, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Groundwater-Smith, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Grumet, Madeleine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Gu, Qing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

hHackman, Heather W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Haddon, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Hamlin, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Handa, Yuichi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Handbook of Design Research Methods in Education . . . . . . . .25Handbook of International Research in Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Handbook of Public Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . .10Handbook of Research in Social Studies Education . . . . . . . . . .21Handbook of Research on Learning and Instruction . . . . . . . . . . .2Handbook of Research on Teacher Education . . . . . . . . . . . . . .35Handbook of Social Justice in Education . . . . . . . . . . . . . . . . . .15Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators . . . . . . . . . . . . . . . . .25Hanuscin, Deborah L . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Hargreaves, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Harlen, Wynne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Harrison, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Hartley-Brewer, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Hassard, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Hattie, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3, 4Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Hendry, Petra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Herbel-Eisenmann, Beth A. . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Herbert, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Hershkowitz, Rina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Hess, Diana E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18, 20Hextall, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Higgins, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3History as Art, Art as History . . . . . . . . . . . . . . . . . . . . . . . . . . .19Hobbel, Nikola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9, 33Home-School Connections in a Multicultural Society . . . . . . . . . .7Hooks, Bell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35How Science Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23How to be a Brilliant Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . .33How to Be a Brilliant Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . .33How We Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

37


Index

IImber, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Impact of Reform Instruction on Student Mathematics Achievement, The . . . . . . . . . . . . . . .27Improving Learning (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Improving Learning in a Professional Context . . . . . . . . . . . . . .34Innovating Science Teacher Education . . . . . . . . . . . . . . . . . . . .24Inside the Social Studies Classroom . . . . . . . . . . . . . . . . . . . . . .21Instructional Strategies for Middle and Secondary Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . .17Intelligence and Intelligence Testing . . . . . . . . . . . . . . . . . . . . . .3Interdisciplinary Education in the Age of Assessment. . . . . . . . . .9International Guide to Student Achievement . . . . . . . . . . . . . . . .4International Handbook of Research on Environmental Education . . . . . . . . . . . . . . . . . . . . . . . . . . .24Interpreting National History . . . . . . . . . . . . . . . . . . . . . . . . . . .21Introducing Difficult Mathematics Topics in the Elementary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . .29

JJacobs, Vicki . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Jardine, David W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Jeynes, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Jonassen, David H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Jones, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Jordan Starko, Alane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Joseph, Pamela Bolotin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

KKaufman, Douglas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Keddie, Amanda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Keiper, Timothy A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Kelly, Anthony E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Kersaint, Gladis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Key Concepts for Understanding Curriculum . . . . . . . . . . . . . . .15Kilcher, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Knapp, Clifford E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Knighton, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5, 21Knowing and Teaching Elementary Mathematics . . . . . . . . . . . .26Knowledge that Counts in a Global Community . . . . . . . . . . . .12Knuth, Eric J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Kooy, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Koshy, Valsa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Kosnik, Clare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32, 33Kramer, Mary Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Kwan, Tammy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

LLaird, Robert E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Language, Culture, and Teaching Series (series) . . . . . . .4, 6, 7, 25Languages of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Larson, Bruce E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Latta, Margaret Macintyre . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Lauder, Hugh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Laurillard, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Law, Doris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Learning and Teaching Early Math . . . . . . . . . . . . . . . . . . . . . . .27Learning Community in the Primary Classroom, A . . . . . . . . . . . .5Learning in School-University Partnership . . . . . . . . . . . . . . . . .35Learning Outside the Classroom . . . . . . . . . . . . . . . . . . . . . . . . .3Learning to Read the Numbers . . . . . . . . . . . . . . . . . . . . . . . . . .2Learning to Solve Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Learning to Teach in the Primary School Series (series) . . . . .22, 28Learning to Teach in Urban Schools . . . . . . . . . . . . . . . . . . . . . .33Learning, Creating, and Using Knowledge . . . . . . . . . . . . . . . . .14Lee, Trisha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Lehman, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Lesh, Richard A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Levstik, Linda S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15, 21Lian, Ming-Gon John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Linder, Cedric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Linn, Marcia C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Lisa, Hochtritt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Liston, Daniel P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Lloyd, Gwendolyn M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Lopez-Real, Fran . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Loughran, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Luckin, Rosemary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Luke, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Lupinacci, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

MMa, Liping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Maas Taubman, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9, 11Macbeath, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7MacKinnon, Allan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Mahony, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Making Citizens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Manyak, Patrick C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Marcus, Alan S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Marsden, Edwin L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Marsh, Colin J . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Martin, Danny Bernard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Martusewicz, Rebecca A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Mathematical Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Mathematics and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Mathematics Teacher Noticing . . . . . . . . . . . . . . . . . . . . . . . . .25Mathematics Teachers at Work . . . . . . . . . . . . . . . . . . . . . . . . .27Mathematics Teaching, Learning, and Liberation in the Lives of Black Children . . . . . . . . . . . . . . . . . . . . . . . . . .26Mathematics that Every Secondary School Math Teacher Needs to Know, The . . . . . . . . . . . . . . . . . . . . . .26Mattson, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Mayall, Berry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Mayer, Richard E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2McAvoy, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18McCall, Jeremiah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17McIntyre, D. John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35McKinney, Monica B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32McLaren, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14McNally, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Metzger, Scott Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Missias, Matthew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Mitchell, Maria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Mortiboys, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Mosley, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Moss, David M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Motivating Students to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . .7Mukhopadhyay, Swapna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Murray, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

NNarrative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Nelson-Barber, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27New Lives of Teachers, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .34New Museum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29New Perspectives on Learning and Instruction (series) . . . . . . . . .8Niaz, Mansoor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Nicol, Robbie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Noblit, George W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Northen, Stephanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Novak, Joseph D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Nutta, Joyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

OOsborn, Terry A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Östman, Leif . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

PParental Involvement and Academic Success . . . . . . . . . . . . . . .33Parker, Walter C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Paxton, Richard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Pedagogy of Creativity, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Personal Epistemology and Teacher Education . . . . . . . . . . . . . .35Peters, Madeline L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Petit, Marjorie M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Petkova, Mariana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Philipp, Randy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Phillips, Donna Kalmbach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Pinar, William F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10, 11Place- and Community-Based Education in Schools . . . . . . . . . . .7Ploof, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Political Classroom, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Pound, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Powell, Arthur B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Priorities in Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . .33Provenzo, Jr., Eugene F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Published by The AACTE Committee on Innovation and Technology . . . . . . . . . . . . . . . . . . . . . . . . .25Pugh, Gillian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

QQuinn, Therese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15, 31

RRagland, Rachel G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Raudenbush, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Readings for Diversity and Social Justice . . . . . . . . . . . . . . . . . . .7Really Useful Elementary Science Book, The . . . . . . . . . . . . . . .24Re-Designing Learning Contexts . . . . . . . . . . . . . . . . . . . . . . . . .5Reflective Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Reflective Teaching and the Social Conditions of Schooling Series (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Reform, Inclusion and Teacher Education . . . . . . . . . . . . . . . . .35Remillard, Janine T. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Rennie, Léonie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Researching History Education . . . . . . . . . . . . . . . . . . . . . . . . .21Rethinking Contemporary Art and Multicultural Education . . . .29Rethinking the Way We Teach Science . . . . . . . . . . . . . . . . . . .21Rethinking University Teaching . . . . . . . . . . . . . . . . . . . . . . . . . .3Rex, Lesley A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Richards, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Roberts, Douglas A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Roberts, Jay W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Romberg, Thomas A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Rosenblatt, Louis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Ross, Malcolm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Roth, Wolff-Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24, 29Routledge International Handbook of Creative Learning, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Routledge International Handbooks of Education (series) . . . . .30Routledge International Studies in the Philosophy of Education (series) . . . . . . . . . . . . . . . . . . . .29Routledge Research in Education (series) . . . . . . . . . . . . 8, 20, 35,Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

SSandlin, Jennifer A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10, 14Sarama, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Sarama, Julie A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Schiller, Laura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Schoenfeld, Alan H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25School in the United States, The . . . . . . . . . . . . . . . . . . . . . . . .19Schraw, Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Schug, Mark C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Schultz, Brian D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Schwarz, Baruch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Science Education from People for People . . . . . . . . . . . . . . . . .24Science Learning and Instruction . . . . . . . . . . . . . . . . . . . . . . . .23Sefton-Green, Julian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Settlage, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Shafer, Mary C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Shaver, Annis N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Sherin, Miriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Singer, Alan J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18, 21Sleeter, Christine E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Smith, Gregory A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

38


Index

Smith, Thomas E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Sobel, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Social Justice Pedagogy Across the Curriculum . . . . . . . . . . . . . .6Social Justice, Peace, and Environmental Education . . . . . . . . . .20Social Studies and Diversity Education . . . . . . . . . . . . . . . . . . . .19Social Studies as New Literacies in a Global Society . . . . . . . . . .20Social Studies for Secondary Schools . . . . . . . . . . . . . . . . . . . . .21Social Studies Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Sociocultural, Political, and Historical Studies in Education (series) . . . . . . . . . . . . . . . . . . . . . . . . .7, 12, 14, 15Solano-Flores, Guillermo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Solomon, Yvette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Sourcebook of Experiential Education . . . . . . . . . . . . . . . . . . . .11Southerland, Sherry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Standish, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Starko, Alane Jordan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Steers, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Stein, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Stevenson, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Stimpson, Philip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Stoddard, Jeremy D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Storytelling for Social Justice . . . . . . . . . . . . . . . . . . . . . . . . . . .18Stovall, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Studies in Curriculum Theory Series (series) . . . . . . . . . . .9, 10, 11Studies in Mathematical Thinking and Learning Series (series) . . . . . . . . . . . . . . . . . . . . . .25, 26, 27Stylianou, Despina A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Sultan, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Symcox, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Szekely, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

TTang, Rosina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Taylor, Roger S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Teacher Education and the Struggle for Social Justice . . . . . . . .35Teacher Learning that Matters . . . . . . . . . . . . . . . . . . . . . . . . . .35Teacher Quality and School Development (series) . . . . . . . . . . .34Teacher’s Guide to Education Law, A . . . . . . . . . . . . . . . . . . . . . .6Teachers’ Library (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Teaching American History Project, The . . . . . . . . . . . . . . . . . . .20Teaching and Learning in Science Series (series) . . . . . . . . . .21, 22Teaching and Learning Proof Across the Grades . . . . . . . . . . . .27Teaching By Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Teaching Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Teaching Economics in Troubled Times . . . . . . . . . . . . . . . . . . .16Teaching English Language Learners across the Curriculum (series) . . . . . . . . . . . . . . . . .21, 24, 29, 30Teaching English Language Learners through Technology . . . . .24Teaching for Diversity and Social Justice . . . . . . . . . . . . . . . . . . .7Teaching for Student Learning. . . . . . . . . . . . . . . . . . . . . . . . . . .6Teaching Global History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Teaching History with Film . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Teaching in a Nutshell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Teaching Mathematics Creatively. . . . . . . . . . . . . . . . . . . . . . . .28Teaching Mathematics to English Language Learners. . . . . . . . .29Teaching Reading Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . .32Teaching Science Creatively . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Teaching Science to English Language Learners . . . . . . . . . . . . .24Teaching Science to Every Child . . . . . . . . . . . . . . . . . . . . . . . . .23Teaching Social Studies to English Language Learners . . . . . . . .21Teaching the Arts to Engage English Language Learners . . . . . .30Teaching U.S. History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Teaching U.S. History as Mystery . . . . . . . . . . . . . . . . . . . . . . . .16Teaching with Emotional Intelligence. . . . . . . . . . . . . . . . . . . . .33Teaching World History as Mystery . . . . . . . . . . . . . . . . . . . . . .16Teaching/Learning Social Justice (series) . . . . . . . . . .18, 19, 20, 21Tedder, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Textbook as Discourse, The . . . . . . . . . . . . . . . . . . . . . . . . . . . .11The Literacy for Social Justice Teacher Research Group . . . . . . .14Thompson, Denisse R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Thornton, Stephen J.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15, 21Tobias, Sigmund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Toplis, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Transformation of Knowledge through Classroom Interaction . . .8Transforming Teaching (series) . . . . . . . . . . . . . . . . . . . . . . . . . .19

Tröhler, Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Trowell, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Trumbull, Elise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Tsui, Amy B.M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Turk, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Tyson, Cynthia A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

UUnderstanding Art Education . . . . . . . . . . . . . . . . . . . . . . . . . .31Unequal By Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Unlocking Mathematics Teaching . . . . . . . . . . . . . . . . . . . . . . .28Using Discourse Analysis to Improve Classroom Interaction . . . . .8Utting, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

VVan Avermaet, Piet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Van den Branden, Kris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8van Geel, Tyll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Van Houtte, Mieke . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8van Veen, Klaas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35VanSledright, Bruce A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Vargas, Julie S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Venville, Grady . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Visible Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

WWallace, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Wals, Arjen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Weir, Katie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13What Does Understanding Mathematics Mean for Teachers? . . .9What Expert Teachers Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5What Is Curriculum Theory? . . . . . . . . . . . . . . . . . . . . . . . . . . .10Whitin, David J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Whitin, Phyllis E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Why Do I Need a Teacher When I’ve got Google? . . . . . . . . . . . .5Wickman, Per-Olof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Wilson, Bruce L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32Woestman, Kelly A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Wong, Albert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Wood, William C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Woods, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Work of Language in Multicultural Classrooms, The . . . . . . . . .25World Yearbook of Education (series) . . . . . . . . . . . . . . . . . . . . .5World Yearbook of Education 2011 . . . . . . . . . . . . . . . . . . . . . .5Worldliness of a Cosmopolitan Education, The . . . . . . . . . . . . .11Wright, Trevor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

YYates, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Ylimaki, Rose M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Young Citizens of the World . . . . . . . . . . . . . . . . . . . . . . . . . . .20

ZZeichner, Kenneth M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9, 35Zevin, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 20Zuniga, Ximena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

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Cultures of CurriculumNovember 2010: 6 x 9: 320ppHb: 978-0-415-99186-5: $140.00Pb: 978-0-415-99187-2: $44.95eBook: 978-0-203-83727-6


Doing HistoryInvestigating With Children

December 2010: 8-1/2 x 11: 240ppPb: 978-0-415-87301-7: $42.95eBook: 978-0-203-83493-0


Instructional Strategies for Middle and Secondary Social StudiesMethods, Assessment, and Classroom ManagementFebruary 2011: 7 x 10: 312ppHb: 978-0-415-87705-3: $135.00Pb: 978-0-415-87706-0: $46.95eBook: 978-0-203-82989-9


Rethinking the Way We Teach ScienceThe Interplay of Content, Pedagogy, and the Nature of ScienceNovember 2010: 6 x 9: 184ppHb: 978-0-415-87733-6: $135.00Pb: 978-0-415-87734-3: $39.95eBook: 978-0-203-84327-7


How We ThinkA Theory of Goal-Oriented Decision Making and its Educational Applications



Rethinking Contemporary Art and Multicultural EducationDecember 2010: 448ppHb: 978-0-415-88346-7: $150.00Pb: 978-0-415-96085-4: $54.95


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Curriculum and Instruction 2011 (US)

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Transcript of Curriculum and Instruction 2011 (US)