The Globe's Emigrating Children describes one teacher's experiences teaching twenty-four immigrant students during their first year in the United States. From diverse places including Vietnam, Iraq, Somalia, Sudan, Mexico, El Salvador, and Haiti, these children brought their many languages and cultures to a first grade sheltered English classroom in a large urban school district. Kathleen A. Stark's thoughts and conversations with her students and her struggles to address each of the children's emotional and learning needs -- while guiding them to recognize and question the assumptions of the world around them -- provide a much-needed, intimate look into the lives and education of immigrant children. Stark's beautifully written reflections about the teacher's role and the role of education in general are supremely original, honest, and thought-provoking. This book should be read by any teacher involved in such areas as immigration, early childhood theory, literacy, foreign language education, and critical pedagogy. It is also suited to pre-service college courses devoted to these topics.

This newest addition to the best-selling "GIANT Encyclopedia" series expands the scope of the series by offering complete lesson plans. Written and created by teachers, "The GIANT Encyclopedia of Lesson Plans" has more than 250 complete lesson plans, covering topics from colors and numbers to seasons and nursery rhymes. Each lesson plan is complete with learning objectives, a circle or group time activity, book suggestions, snack ideas, five learning center activities, assessment strategies, and related songs, poems, and fingerplays. With easy-to-use lesson plans for more than an entire school year, this book belongs on every teacher's bookshelf

Preparing Effective Teachers of Reading will show educators and administrators (K-12 and higher education) how a higher education initiative used collaboration and partnerships to respond to one of the greatest needs facing the nation - improving the reading achievement of poor and minority children. The book will also provide readers with a forum for understanding scientifically-based reading research (SBRR) and instruction, and the five essential components of reading. In addition, the book will showcase, through evaluation findings and a case study, how diverse geographic, ethnic, and racial institutions are creating national models for bridging the achievement gap in reading, teaching reading, preparing new teachers, and engaging key stake-holders by transforming curricula and syllabi, establishing reading centers, and providing directed teaching and tutoring experiences for candidates.

Increasingly, across the system, people are talking about knowledge and curriculum. In this timely new book, Mary Myatt is at her brilliant best as she passionately argues that the solutions to overcoming achievement barriers lie in understanding the curriculum and in what children and meant to know. In order to reach coherence on the curriculum, it's going to require teachers in schools to engage in the conversation; it's a journey we need to share if we're going to deliver a curriculum we understand and believe in. In a series of crystal clear chapters, Mary guides teachers and school leaders through one of the most important debates in education.

Improving Student Retention in Higher Education provides a practical, curriculum-based response to the current situation in higher education, where participating students emanate from a range of backgrounds; international and lower socioeconomic backgrounds, mature aged students, students with disabilities as well as those for whom higher education is the first family experience.

Underpinned by research indicating that students are more likely to continue with higher education if they are engaged in their studies and have developed networks and relationships with their fellow students, this book presents best practice examples of innovative and inclusive curriculum, from a range of countries.

This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West.
By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work.
Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.

"Polished, clear, insightful, and meaningful.... This volume amounts to nothing less than a complete rethinking of what progressive education can be at its best and how education can be reconceptualized as one of the central practices of a genuinely democratic and sustainable society.... It is the kind of book that has the potential to be transformative." Stephen Preskill, University of New Mexico "The editors and contributors are pioneers in the field of educational theory, policy, and philosophy.... They are opening new areas of inquiry and educational reform in ways that promise to make this book in very short time into a classic.... The practical applications and experiments included reveal the richness of grassroots initiatives already underway to bring educational theory and policy down to earth. While spanning the richest and deepest intellectual ideas and concepts, the stories told are the types that practitioners and teachers will be able to relate to in their daily undertakings." Madhu Suri Prakash, The Pennsylvania State University This volume - a landmark contribution to the burgeoning theory and practice of place-based education - enriches the field in three ways: First, it frames place-based pedagogy not just as an alternative teaching methodology or novel approach to environmental education but as part of a broader social movement known as the "Anew localism", which aims toward reclaiming the significance of the local in the global age. Second, it links the development of ecological awareness and stewardship to concerns about equity and cultural diversity. Third, it presents examples of place-based education in action. The relationship between the new localism and place-based education is clarified and the process of making connections between learners and their wider communities is demonstrated. The book is organized around three themes: Reclaiming Broader Meanings of Education; Models for Place-Based Learning; and Global Visions of the Local in Higher Education This is a powerfully relevant volume for researchers, teacher educators, and students across the fields of curriculum theory, educational foundations, critical pedagogy, multicultural education, and environmental education.

Daredevil Research: Re-creating Analytic Practice gathers together ten research projects that seek to transform thinking about analytic practice and the construction of research knowledge. By experimenting with alternative models of representation unconstrained by the weight of traditional research protocols, the authors create multiple spaces for imagining how to differently identify issues for inquiry, select modes of analysis, and inscribe « data into transmittable form. At once a production of research knowledge and a conceptual field for meaning-making, Daredevil Research suggests the possibilities of analytic practice in imaginative, independent space.

This book is a critical appreciation of the work of sixteen leading curriculum theorists, taking account of the writings of a balance of established thinkers and curriculum analysts from the fields of education, philosophy, sociology and psychology. Together these commentators offer a broad perspective with views from the UK, the US and Europe, and from a range of political stances ranging from radical conservatism through liberalism to socialism and libertarianism.
The theorists include major names such as Lev Vygotsky, Jerome Bruner, Maxine Greene, Basil Bernstein, Micheal Foucault, Elliott Eisner, John White, Michael Apple and more. Ideal for students on all teacher training courses looking for an introduction to some of the key educational thinkers of our time, this key text can also be used as a companion volume to the Routledge four-volume set on curriculum theory.

This revised edition of Literacy as Snake Oil further investigates and critiques the commodification of literacy and education. Since the publication of the first edition, schools in the U.S. have been targeted even more as a market for private companies seeking to profit from the surveillance of NCLB (No Child Left Behind.) Three chapters have been added: one that deals with the reproduction of racialized spaces during a textbook adoption, an analysis of America's Choice by a classroom teacher, and an analysis of the U.K.'s literacy strategy. This book will inspire teachers to remember their political commitments to resist oppression and unethical practice and find ways to subvert teacher-(and student-) proof packages.

Curriculum and Imagination describes an alternative 'process' model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure.

This comprehensive and authoritative book:

• offers a practical and theoretical plan for curriculum-making without objectives
• shows that a curriculum can be best planned and developed at school level by teachers adopting an action research role
• complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgement in the work of educators
• presents empirical evidence on teachers' human values.

Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic 'ends-means' notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.

Curriculum and Imagination describes an alternative 'process' model for designing developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure.

This comprehensive and authoritative book:

• offers a practical and theoretical plan for curriculum-making without objectives
• shows that a curriculum can be best planned and developed at school level by teachers adopting an action research role
• complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgement in the work of educators
• presents empirical evidence on teachers' human values.

Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic 'ends-means' notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book fascinating reading.

Originally published as a special issue of the Middle School Journal, this book presents integrative curriculum as a foundational element of the middle school. By addressing the current gap in literature on curriculum integration in the middle grades, this text explores how learning can be organized around authentic concepts or questions which cut across disciplines and speak to young adolescents. Providing a current, nuanced, and comprehensive review of what it means to embrace and implement an interdisciplinary and integrative curriculum, the volume considers how educators can create and deliver a high-quality integrative curriculum which is enjoyable, challenging, and inclusive. Examples of implementation in teacher preparation programs and middle grade classrooms showcase integrative approaches and illustrate how curricula have been key in tackling social inequities, increasing engagement with STEM, and supporting collaboration. This text will be of great interest to graduate and postgraduate students, researchers, academics and libraries in the field of Middle School Education, Curriculum Studies, Teacher Education, Theories of Learning, and STEM Education.

Hardbound. One of the more interesting perspectives for evaluation is 'narrative'. Narratives are the common vehicles people use to understand and to communicate the value of their actions and social practices. Given the valuational and action-oriented character of narrative it seems strange that evaluators have not yet discovered its value. In this volume we, an international and multidisciplinary group of practising evaluators and policy analysts in various policy fields such as mental health, education, social welfare and water management, explore what a narrative perspective can mean for the practice of program evaluation. We do so by showing and telling.

Cooperative Games in Education is the first comprehensive guide to the world of cooperative play and games for pre-K-12 learning. It includes a thorough pedagogical rationale and guidelines for practice, a survey of related research and scholarship, engaging anecdotes, illustrations, historical background, and an array of sample games to try. In cooperative games, players win or lose together, sharing the experience of fun and challenge. No one can be eliminated in a cooperative game. What is eliminated is us-versus-them perception and zero-sum thinking. When students come to see each other as allies, rather than rivals, there are profound interpersonal effects that enhance community, inclusion, and a positive classroom climate where all can learn and thrive. This accessible, lively resource explains the value of cooperative games with guidance to help teachers use them for maximum social-emotional and academic benefit. Cooperative Games in Education will also interest the broader community of administrators, therapists, school psychologists, game designers, child-care providers, and others who care for children and need tools that foster healthy development, positive relationships, and joy. Book Features: Discussion of relevant research and theory. Best practices for choosing and facilitating cooperative games, including how to integrate them into any curriculum, guide post-game reflection, and convert traditional competitive games to cooperative ones. A full chapter of educational cooperative games correlated to their educational purpose. Discussion of some of the most salient applications of cooperative games, such as social-emotional learning, academic subject-area instruction, cooperative learning, trauma-sensitive practice, bullying prevention, early childhood education, and more. User-friendly features such as questions for reflection, end-of-chapter games, charming author-generated illustrations, and classroom vignettes. A synthesis of interdisciplinary scholarship that includes the work of Montessori, Piaget, Froebel, and Dewey, as well as perspectives from neuroscience and evolutionary biology. The fascinating history of cooperative games, from their origin as a tool for peace education to their current role as a pop-culture entertainment phenomenon.

From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post-1990 period need not deprofessionalise teaching. The widely held deprofessionalisation thesis is both compelling and fatalistic, leading to a despairing sense that teachers are either no more than technicians, or that they can be reprofessionalised through definitions of 'effective teachers' promoted by the reforms. However, there are many teachers who do not see their work in either of these ways. The book is structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula. Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform.

The chapters included in this component of Assessing Media Education are intended for those who have already developed an assessment plan and identified key student learning outcomes, and who need more information on how to measure the outcomes both indirectly and directly.

Assessing Media Education provides guidelines for media educators and administrators in higher education media programs who are creating or improving student-learning assessment strategies. Covering the topics and categories established by the Accrediting Council on Education in Journalism and Mass Communications, this key resource guides readers through the steps of developing an assessment plan, establishing student learning outcomes in the various areas of the curriculum, and measuring those outcomes. This timely and critical volume provides detailed discussion on: developing an assessment plan, placing special emphasis on mission statements; the development of student-learning outcomes, with chapters reflecting the eleven competencies presented in the ACEJMC requirements; and indirect and direct measures of student-learning outcomes, ranging from advisory boards to examinations. The volume concludes with case studies of programs at different points in their development of student outcomes, illustrating the implementation of assessment plans in a variety of contexts.

Describing a new narrative research approach, this book focuses on difficulty in teaching practices, particularly at the site of the professional teaching self. A thoughtful approach to narrative research is foundationally constructed through the use of thirteen original stories. Leah C. Fowler writes theoretically, narratively, and autobiographically to illustrate her narrative method of working. Her theory, along with internarrative exemplars, addresses a need for deeper inquiry into narrative research. The seven orbitals of scholarly narrative analysis include naive storying, psychological [de/re] construction, psychotherapeutic ethics, narrative craft, hermeneutics, curriculum pedagogy, and poetics of the relational teaching self.

For more than three decades Michael Apple has sought to uncover and articulate the connections among knowledge, teaching and power in education. Beginning with Ideology and Curriculum (1979), Apple moved to understand the relationship between and among the economy, political and cultural power in society on the one hand "and the ways in which education is thought about, organized and evaluated" on the other. This edited collection invites several of the world's leading education scholars to reflect on the relationships between education and power and the continued impact of Apple's scholarship. Like Apple's work itself, the essays will span a range of disciplines and inequalities; emancipatory educational practices; and the linkage between the economy and race, class and gender formation in relation to schools.

In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events. The detailed classroom examples and careful philosophical explorations illustrate the difference it makes in educational theory and classroom practice to think of the curriculum topics entrusted to teachers and students in schools as abundant. The central idea is that viewing what is available to teachers and students in classrooms as abundant, rather than scarce, makes available the unseen histories, language, images, and ideas in everyday classroom life-makes it possible to break open the flat, literal "ordinariness" of classroom events, makes their complex and contested meanings visible, understandable, and pedagogically useful. Understanding the disciplines entrusted to schools (such as mathematics, writing, reading) as living inheritances, not as inert, finished, static, manipulable objects, means that the work of the classroom requires getting in on the real, living conversations that constitute these disciplines as they actually function in the classroom. This view of curriculum as abundance has a profound effect on classroom practice. Curriculum in Abundance addresses curriculum and teaching topics such as mathematics, science, environmental education, social studies, language arts, and the arts curriculum; issues that arise from inviting student-teachers and practicing teachers into the idea of curriculum of abundance; the issue of information and communications technologies in the classroom; and the philosophical underpinnings of constructivism and the dilemmas it poses to thinking about curriculum in abundance. All of the chapters provide images of how to conduct interpretive research in the classroom. This critically important text for undergraduate and master's-level courses on curriculum methods, curriculum theory, teacher research, and philosophy of education speaks eloquently to students, teachers, teacher educators, and researchers across the field of education.

In this book, scholar-practitioners offer alternatives to the traditional five-chapter thesis format. As authors of meritorious and award-winning dissertations, they provide insights into the challenging process of crafting interpretive methods of dissertation inquiry. In addition, they relate their struggles to claim for themselves the authority to imagine creative representations of their research. Faculty and students who are looking for theoretic principles as well as good examples of interpretive dissertations will find this book invaluable.

"Assessing Media Education" provides guidelines for media educators and administrators in higher education media programs who are creating or improving student-learning assessment strategies. Covering the topics and categories established by the Accrediting Council on Education in Journalism and Mass Communications, this key resource guides readers through the steps of developing an assessment plan, establishing student learning outcomes in the various areas of the curriculum, and measuring those outcomes.
This timely and critical volume provides detailed discussion on:
*developing an assessment plan, placing special emphasis on mission statements;
*the development of student-learning outcomes, with chapters reflecting the eleven competencies presented in the ACEJMC requirements; and
*indirect and direct measures of student-learning outcomes, ranging from advisory boards to examinations.
The volume concludes with case studies of programs at different points in their development of student outcomes, illustrating the implementation of assessment plans in a variety of contexts.
As assessment gains importance throughout the curriculum, "Assessing Media Education" will be a useful and practical resource for media educators and administrators as they grapple with the challenges of assessment.

'A book that every practitioner should own. The author has managed to describe the complex process of curriculum development in plain English.' - John Lundt, Professor of Educational Leadership University of Montana Develop a curriculum that can transform an ordinary school into a school of excellence! Curriculum development, an essential part of educational leadership, helps schools establish purpose, define activities, and guide decision making. This thought-provoking how-to resource helps leaders make sound choices and develop constructive policies as they guide a school team through this critical school improvement effort. Written by an expert in the field, this handbook introduces educational leaders to dynamic curriculum leadership and a curriculum development process that leads to highly successful school programs. The author demonstrates how administrators can adapt curriculum to meet their school's changing needs, incorporate emerging technologies, and reflect new and creative ways of thinking about education. The book walks educational leaders through the process, showing them how to: Move beyond maintenance and management to address short- and long-term school reform Create a school curriculum team Establish a regular curriculum cycle of analysis, design, implementation, and evaluation Develop a path for curriculum improvement Filled with case studies, sample challenges and solutions, planning sheets, and more, Leading Curriculum Development is a much-needed guide for designing academic programs that lead to excellence in student achievement.

This book focuses on inter- and intracultural differences in academic writing and ways of understanding. The example of primary and lower secondary history textbooks has been chosen as a rich source of cultural viewpoints, and in particular the topic of 'The Romans' as part of a common European heritage. Textbooks (and their related curricula) are examined in terms of their writing styles, the kinds of skills demanded in pupil tasks and overall objectives. Researchers working in different European countries: Austria, England, France, Germany (2 different LC$nder), Ireland and Italy present case-studies of 'The Romans' from their own country. It is thus possible to track cultural differences closely, and the intercultural expertise of the team also adds an informing dimension here. The writing team came together for a conference in February 2002 at the University of Bath to present and discuss their research. The book can thus be said to build on an interactive understanding of inter- and intracultural difference.