-Offers an innovative introduction to the psychology of mathematics and the nature of mathematical thinking and learning, using an approach that empowers students by fostering their own construction of mathematical structures. - In clear, engaging writing, award-winning mathematician and educator Norton Anderson explores the psychological basis for mathematics at every level, relevant for pre-service and in-service secondary and elementary math teachers, math teacher educators, and anyone interested in the nature of mathematics. -Reflections and exercises are included in each chapter, as well as footnotes for those interested in building off their understanding with related research.

-Offers a theory of secondary mathematics teacher learning in schools to achieve ambitious and equitable mathematics in their classroom, drawing on sociocultural learning theory. -Explores teacher learning as well as the role of context in teacher learning, using closely-documented case studies from across the US. -Offers researchers and scholars new theoretical and methodological tools for the elusive phenomenon of teacher learning, and instructional leaders and coaches practical examples of how teachers shift their thinking and practice.

This volume provides a detailed evaluation of a unique education program implemented in secondary schools in Georgia to enhance teachers' religious literacy and their ability to promote this in schools and classrooms. The text demonstrates that religious literacy can be proactively taught to students, whilst also highlighting key considerations and tensions around religious liberty in the American South. Spanning rural, urban, and suburban Georgia, the text presents an original approach to the growing field of religious literacy by foregrounding community voices and perspectives. Using rich empirical data and qualitative interviews with religious and political leaders, scholars, teachers, parents, and students, the book evaluates the challenges, efficacy, and benefits of the program in view of rising political polarization. In doing so, the text tackles historical and contemporary issues around race and religion, and considers tensions between religious and nonreligious groups in the US. Ultimately, the book presents a significant contribution to the dialogue around fostering religious literacy in schools. This text will benefit researchers, academics, and educators with an interest in religious education, teacher education, and religious literacy more broadly. Those interested in the sociology of education, as well as diversity and religion in America, will also benefit from this volume.

-Offers an interdisciplinary, five-lesson module using project- and problem-based learning to help seventh grade students investigate the health, social, and economic impacts of GMO production and consumption, designed to infuse real-world learning into K-12 classrooms. -Written and developed for seventh grade teachers, the book offers lesson plans guiding students to research different aspects of GMO production and consumption, analyze various sources of research, and share their findings by creating a documentary. -Anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning, which can be used in full or in part to meet the needs of districts, schools and teachers charting a course toward an integrated STEM approach.

-Showcases practical ways PreK-12 teachers can implement sustainable projects and practices in their classrooms and schools, from beginner projects (recycling, composting, gardens) to school-wide initiatives (energy audits, building community partnerships). -Includes real-world case studies from the US and elsewhere, including action photos and detailed walkthroughs of green schools in action. -Focuses on low- or no-budget projects for teachers, as well as those that foster the development of critical thinking skills, promote project-based learning, and consider the environment as a learning tool. -Includes additional resources for teachers and schools to further embed sustainability in their programs and curriculum.

-Showcases practical ways PreK-12 teachers can implement sustainable projects and practices in their classrooms and schools, from beginner projects (recycling, composting, gardens) to school-wide initiatives (energy audits, building community partnerships). -Includes real-world case studies from the US and elsewhere, including action photos and detailed walkthroughs of green schools in action. -Focuses on low- or no-budget projects for teachers, as well as those that foster the development of critical thinking skills, promote project-based learning, and consider the environment as a learning tool. -Includes additional resources for teachers and schools to further embed sustainability in their programs and curriculum.

--Grammar textbook focused on strategic choices for expression in practical contexts, rather than abstract rule-following --Can be used for designated grammar course, or for general composition courses, including courses geared towards multilingual and non-traditional students --Ideal for students and instructors for whom traditional prescriptive grammar instruction has been insufficient, as well as writers who want a more advanced understanding of why and how to use grammatical structures

*A guide providing teachers with easy to implement strategies based on research in speech pathology and education. *Addresses the needs of adolescents learning to write essays in a structured and accessible way. *Relevant strategies that can be integrated into existing lesson plans and curriculum tasks.

This text offers practical insights for English teachers, especially novice educators, to incorporate into their classroom lessons. Roseboro guides readers through the metacognitive process that we grow to understand in our beginning years as essential parts of curriculum development. Her words encourage meaningful engagement and collaborative learning among students and teachers. Moreover, the content-specific activities demonstrate a belief in and commitment to academic rigor and relevance.

The ability to effectively communicate in a globalized world shapes the economic, social, and democratic implications for the future of P-12 students. Digitally mediated communication in an inclusive classroom increases a student's familiarity and comfortability with multiple types of media used in a wider technological culture. However, there is a need for research that explores the larger context and methodologies of participatory literacy in a digital educational space. Participatory Literacy Practices for P-12 Classrooms in the Digital Age is an essential collection of innovative research on the methods and applications of integrating digital content into a learning environment to support inclusive classroom designs. While highlighting topics such as game-based learning, coding education, and multimodal narratives, this book is ideally designed for practicing instructors, pre-service teachers, professional development coordinators, instructional facilitators, curriculum designers, academicians, and researchers seeking interdisciplinary coverage on how participatory literacies enhance a student's ability to both contribute to the class and engage in opportunities beyond the classroom.

Mentoring Geography Teachers in the Secondary School supports both new and experienced mentors in developing their knowledge and skills in mentoring in geography education. Within the book, chapter authors critically consider how mentoring has been conceptualised and represented in policy and academic debate, as well as examining how mentoring in geography education has been experienced and perceived in practice. Chapters in the book explore a range of perspectives, experiences and aspects of mentoring geography teachers, including: * Critical engagement with educational policy and practice * Perspectives from beginning geography teachers * Mentoring as a professional development opportunity * The value of engaging with the geography education community in teacher education * How mentoring meetings and conversations can support beginning geography teachers in their growth and development This book is a vital source of support and inspiration for all those involved in developing the next generation of geography teachers. The themes of justice, agency and voice - raised and engaged with implicitly and explicitly throughout this edited collection - are of critical importance to mentors, beginning teachers and geography education more broadly in developing and enacting a progressive vision of mentoring.

* Closes the gap in literation on the role that SEL plays in mitigating and reducing school violence * Activities for elementary and secondary school counselors can be comprehensive counseling programs worldwide to create more peaceful, healthy, and responsive schools * Emphasizes importance of school-based professionals' role in creating school climates that are culturally responsive, student-centered, inclusive, and help to promote success of all students

* Closes the gap in literation on the role that SEL plays in mitigating and reducing school violence * Activities for elementary and secondary school counselors can be comprehensive counseling programs worldwide to create more peaceful, healthy, and responsive schools * Emphasizes importance of school-based professionals' role in creating school climates that are culturally responsive, student-centered, inclusive, and help to promote success of all students

-Explores the changing meaning and enactments of care in teacher education in light of COVID-19, offering timely and important questions, considerations, examples of care for post-pandemic teacher education. -Explores the concept of care through different content areas (math teacher education, elementary education), learning contexts (rural settings, religious institutions), and communities of learners (Asian American preservice teachers, Black teacher educators), using different conceptual frameworks (feminist theory, relational care), and methodological orientations (self-study, mixed methods). -Features over 50 contributors and spans a range of teacher education contexts, from pre-service teachers to teacher candidates, in-service teachers, and education faculty.

Learning to Teach Psychology in the Secondary School offers a comprehensive and accessible introduction to the teaching and learning of psychology. Written for trainee teachers and those new to teaching psychology, it will help you to develop your subject knowledge and gain a deeper understanding of the purpose and potential of psychology within the secondary curriculum as well as support the practical skills needed to plan, teach, and evaluate stimulating and creative lessons. Drawing on theory and the latest research, the text demonstrates how key pedagogical issues link to classroom practice and encourages you to reflect on your own learning and practice to maximise student learning. Written by experts in the field and featuring useful resources, summaries of key points and a range of tasks enabling you to put learning into practice in the classroom, the chapters cover: Using psychology to teach psychology Teaching specific areas of psychology Ethics in psychology teaching Teaching research methods Teaching the skills of evaluation, analysis and application in psychology Assessment and feedback Inclusion Using technology Career progression and professional development This exciting new addition to the market leading Learning to Teach in the Secondary School series is essential reading for all those who aspire to become an inspirational and engaging psychology teacher.

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

* This book functions as a response to the overwhelming need that counselors and students confront in the fast changing global world economy * It takes a comprehensive, developmental approach, focusing on 9th-12th grade students, rather than solely on those in 11th and 12th grade. * Important steps covered in this curriculum include: o Making the transition to ninth grade successful o Using technology in the advising process, such as online resources for college and career research, assessing interests, and structuring advising sessions o Preparing for standardized testing and using it to motivate students about the college application process o Assisting students in researching careers and colleges, making the most of college visits, applying for college, and writing the application essay

* Up-to-date with current literature and research * The text is accessible and approachable, and filled with practical advice that speaks directly to teachers (preservice and practicing) * More resources for implementation in the classroom and new questions for reflection * Includes connections to film, fiction, and other media

Following on from the huge success of Boys Don't Try? this essential new book answers nine key questions about how teachers and schools can best tackle boys' academic underperformance. For decades schools have grappled with the most significant barriers to male academic success: a lack of motivation to succeed, poor attitudes to learning, lower literacy levels and a reluctance to read for pleasure or write at length. In this compelling book, Mark Roberts provides clear answers about how teachers can tackle 'The Boy Question'. Each chapter answers a frequently asked question about how best to teach boys, outlining the issue and demonstrating what can be done about it. Informed by a wealth of research and the author's personal experience of successfully teaching boys, this book offers an abundance of practical advice for the busy classroom teacher. It will shine a light on what makes boys tick and how we can design effective curriculums to ensure they can best acquire powerful knowledge. With practical advice and examples to help address anti-social attitudes and stem the cycle of boys' underachievement, this is essential reading for all teachers and school leaders.

* Provides a detailed guide to help design and deliver a rigorous, coherent, sequenced English curriculum. * Sets out effective practical strategies for teachers of English which provide the link between cognitive science research and their classroom practice. * Addresses key issues of assessment in English, persistent prblems in English, planning and implementing and embedding a curriculum.

This volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students' language proficiency and expression in English as a second or foreign language (ESL/EFL). Offering a diverse range of perspectives from scholars and practitioners involved in English language teaching (ELT) globally, International Perspectives on Creative Writing in Second Language Education tackles foundational questions around why fiction and creative writing have been traditionally omitted from ESL and EFL curricula. By drawing on empirical research and first-hand experience, contributors showcase a range of creative genres including autobiography, scriptwriting, poetry, and e-Portfolios, and provide new insight into the benefits of second language creative writing for learners' language proficiency, emotional expression, and identity development. The volume makes a unique contribution to the field of second language writing by highlighting the breadth of second language users throughout the world, and foregrounding links between identity, learning, and ESL/EFL writing. This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of ESL/EFL learning, composition studies, and second language acquisition (SLA). Those with a focus on the use of creative writing in classrooms more broadly, will also find the book of interest.

First published in 1969, The Teaching of Science primarily deals with science teaching in secondary schools and universities but its searching discussion of criteria concerns all who have to do with education. The concise but well-documented treatments of the nature of the scientific process and of the social implications of science will be of interest to many scientists and especially useful for teachers of general studies. Professor Jevons looks first at why we should teach science and thereby sheds light on the more immediately practical problems of how it should be done. He thus does more than merely add to the already large volume of exhortation to make it more attractive and intellectually stimulating.

Responding to the linguistic and cultural diversity of the U.S. K-12 student population and an increasing emphasis on STEM, this book offers a model for professional development that engages teachers in transformative action research projects and explicitly links literacy to mathematics and science curriculum through sociocultural principles. Providing detailed and meaningful demonstrations of participatory action research in the classroom, Razfar and Troiano present an effective, systemic approach that helps preservice teachers support students' funds of knowledge. By featuring teacher and researcher narratives, this book centers teacher expertise and offers a more holistic and humanistic understanding of authentic and empathetic teaching. Focusing on integrating instructional knowledge from ESL, bilingual, and STEM education, the range of cases and examples will allow readers to implement action research projects in their own classrooms. Chapters include discussion questions and additional resources for students, researchers, and educators.

Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia. Centring on-the-ground perspectives of scholars, practitioners, pupils, parents and the larger community, the volume offers new insights into one of the most complex, populous, and diverse multilingual educational contexts in the world. Language-in-education policies and practices within this setting represent particularly high stakes issues, playing a pivotal role in determining access to literacy, thereby forming a critical pivot in the reproduction of educational inequality. The broad aim of the collection is thus to highlight the pedagogical, practical, ideological and identity-related implications arising from current language-in-education policies in this region, with the aim of illustrating how systemic inequality is intertwined with such policies and their associated interpretations. Aimed at both academics and practitioners - whether researchers and students in the fields of education, linguistics, sociology, anthropology or South Asian studies, on the one hand, or language policy advisors, curriculum developers, teacher educators, teachers, and members of funding bodies, aid providers or NGOs, on the other - it is anticipated that the accounts in this volume will offer their readership opportunities to consider their wider implications and applications across other rich multilingual settings - be these local, regional, national or global.