The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft fur Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 - the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.

We present, in this book, a model and process called The Collective Mindset which embraces collaboration, communication, reflection, and future-thought. That is, for every action we take in education, we must understand how to empathize and relate to others, as well as reflect on how each decision affects others within the space.

In Journey to Success: Navigating the Treacherous Slopes of Working with a Variety of People, educational administrators find themselves on a journey through the universe to find the keys to successful leadership. By embracing certain qualities, carrying out specific actions, and refraining from making the same mistakes that others-from a variety of places, both real and imaginative-have made, anyone who has educating others as their primary goal will find success through an analysis of those who have trekked through adversity. This journey begins here. Destination: Atlantian Fields. Mission: to build a school district from the ground up. Accompanying us on that journey are several people. Some have worked as school administrators while others spent their entire careers in the classroom. Each is seated next to some fictional characters from another dimension, who somehow have a strange parallel to them. While digesting a mixture of humor, reality, and imagination, all current and future leaders will find a portal to a successful career by embracing a set of recommended qualities and appropriate action steps. Through a careful analysis of the experiences of real and fictional leaders and characters, educational administrators will be able to extract key elements of effective leadership and walk away with a greater sense of how to effectively navigate both short- and long-term conflicts.

The complexity of what teachers do is incomprehensible to anyone who has not lived the experience. If one examines, in detail, the multi-dimensional, multi-layered, multi-faceted acts that a teacher performs each teaching day, it almost defies belief for it is beyond heroic. Done well, the impact is to influence students for all the days of their lives. Done well, it leaves students altered for the better. It takes a trained observer to perceive and comprehend the various acts, both overt and subtle, that a teacher carries out during the course of a school day. This is the onus of this book - to make explicit the professional tasks of a teacher in today's fast changing world, where technology is rapidly replacing human interactions, where disinformation is daily fed to a gullible public, where funding and professional resources for schools are never enough, where students come to school carrying physical and emotional burdens that would daunt most adults, where the tasks of teachers are more demanding and more heartbreaking than ever before. How a teacher gives his or her all, and yet, manages to keep at the job without burning out is a significant feature of this book. Not only are these professional tasks identified and explained, but suggestions are offered for how new and practicing teachers may further hone those skills that each task demands. Knowing the tasks is not enough; learning to apply them successfully is the key to becoming that master teacher.

How can you incorporate antiracist practices into specific subject areas? This essential book finally answers that question and offers a clear roadmap for introducing antiracism into the world language classroom. Drawing on foundational and cutting-edge knowledge of antiracism, authors Hines-Gaither and Accilien address the following questions: what does antiracism look like in the world language classroom; why is it vital to implement antiracist practices relevant to your classroom or school; and how can you enact antiracist pedagogies and practices that enrich and benefit your classroom or school? Aligned with the American Council on the Teaching of Foreign Languages standards, the book is filled with hands-on antiracist activities, strategies, and lesson plans. The book covers all necessary topics, including designing antiracist units of study, teaching across proficiency levels, advocacy and collaboration in the community, and how to facilitate self- reflection to become an active antiracist educator. The tools, prompts, and resources in this book are essential for any world language teacher, department chair, or school leader.

This volume offers a novel approach to exploring how literary response groups can be used as part of teacher education programs to help preservice teachers navigate "wobble" moments. Focusing uniquely on the potential of young adult literature (YAL), the text draws on the first-hand experiences of teacher candidates and uses a range of well-known books to demonstrate how narrative-based inquiry and analysis of fictional depictions of teaching and learning can support reflection on a range of common challenges. The volume presents how YAL literary response groups are shown to enhance participants' ability to reflect on practice, build resilience, and develop deeper understanding of pedagogical principles by offering a shared dialogical space. These insights ultimately contribute to teacher education program improvement by enhancing teacher candidates' understanding of pedagogy. This text will benefit researchers, doctoral students, and academics in the fields of teaching, teacher mentoring, and teacher education more specifically. Those interested in literature studies and young adult literature (YAL) more broadly will also benefit from this volume.

* Offers seven units with detailed lesson plans. * Contains reproducibles for classroom use. * Helps you incorporate womens and gender studies into the 6-12 classroom.

Burnout runs rampant in education, particularly in the field of special education, and has only increased with the rise of virtual and remote learning. This book compiles 50 evidence-based strategies and practices to help special educators enjoy their work for the long haul. You'll discover new ways to work with families, manage your classroom, teach in culturally responsive ways, and prioritize self-care. Each chapter includes an opening vignette, key themes supported by research, and five reproducible tools to put into immediate practice. With strategies and tools to ensure classroom fun and satisfaction, this book reminds special education teachers of the life-changing work they do every day and is essential for teachers of any level.

A significant trend in teacher education is that of providing more clinical experiences for prospective teachers than was formerly the case, and offering them earlier in teacher preparation programs. This will help teacher educators acquire an understanding of the dimensions of clinical experiences and develop the ability to implement them in their unique situations. To facilitate this objective, the material included in this book combines significant research findings with current thinking regarding effective practice. This combination provides a base from which participants in clinical experiences can approach this important effort with competence and confidence.

The Freelance Educator is the definitive resource for K-12 teachers who are ready to utilize their skills outside of the classroom and embark on a fast-paced, highly rewarding entrepreneurial journey. Author Tinashe Blanchet, who has launched and managed two educational businesses, provides all the details you need to get started as an independent educational consultant. She uses a blend of her own experience, thorough research, and interviews with over 40 freelance educators to provide you with step-by-step advice. Topics covered include making the transition, finding your vision, establishing a legitimate business, branding and marketing, communicating with clients, making and managing your money, and growing your business. Each chapter is filled with interactive features to help you pause, reflect, and apply what you are learning. With the helpful suggestions in this book, you'll be able to launch your new career, helping schools improve student outcomes, traveling around the world, meeting new people, and learning all along the way!

This book presents a variety of perspectives on teacher education for a fast-changing world. It deepens the discourse on teacher education and specifically considers teacher education in light of the technological advancements of the Fourth Industrial Revolution as well as education in times of uncertainty. Drawing on examples from South Africa and showcasing international authors, the book offers a nuanced evaluation of how teacher education might adapt for the future. It explores the tension between the perennial in education and the unpredictability of the future and asks the question of how teacher education can contend with these tensions and how teachers can prepare for unexpected circumstances. Chapters draw on the science of learning and foreground lessons learned from the abrupt move of teacher education online due to the COVID-19 pandemic. The book invokes these themes to reimagine and strengthen teacher education for the future, presenting reports on research, case studies, and theoretical stances. Future-Proofing Teacher Education explores what is relevant in teacher education in the 21st century and will be a key reading for researchers, academics, and post-graduate students of teacher education, technology in education, and digital education.

The essays compiled in Poetry in Pedagogy: Intersections Across and Between the Disciplines offer praxes of poetry that cultivate a community around students, language, and writing, while presenting opportunities to engage with new texts, new textual forms, and new forms of text-mediated learning. The volume considers, combines, and complements multiform poetry within and beyond existing Teaching & Learning paradigms as it traverses Asia, The Atlantic, and Virtual Space. By virtue of its melange of intersecting trajectories, across and between oceans, genres, disciplines, and sympathies, Poetry in Pedagogy informs interdisciplinary educators and practitioners of creative writing & poetry involved in examining the multiform through international, cross-disciplinary contexts.

* Combines new thinking in science teaching using big ideas, with our growing need to look after our planet * Provides primary teachers with the subject and pedagogical knowledge, as well as the confidence they need * Integrates the seeds of big ideas into their curriculum. * An easy-to-use comprehensive resource for all teachers of primary science.

The education of young people is context bound. This edited volume explores the contexts that characterise South and South East Asia and their influence on social studies education. There is not a single context across this broad geographical expanse, rather different religions, different political systems and different values exert influences that create distinctive programmes that characterise different countries. Yet there are also commonalities such as the post-colonial nature of most of the countries portrayed in this book, determined efforts at establishing new national communities and multiple value systems that lead to distinctive local priorities. There are also voices of resistance in these chapters, recognising the realities of local contexts but also recognising the need for change. Social studies education in these contexts may well be descended from its origins in North America, but in South and South Asian contexts, it has taken on new purposes, new forms and new values. Education researchers, policymakers and postgraduate students in comparative education will find the volume useful in its exploration and comparison of the social studies curricular and reforms that shaped them.

This book explores how to help teachers become better advocates for sexual orientation equality in secondary schools. Examining this issue through the lens of qualitative emancipatory action research, a group of Australian teachers embarked on a journey of teacher advocacy. Critical theory has long highlighted teachers as key players in either challenging dominant social narratives, or else perpetuating oppressive systems of power through traditional forms of education. Despite this important role, the life stories of teachers, which contributed to the development of their beliefs and behaviours about sexual orientation are rarely considered in the development of anti-discriminatory policy, designing the curriculum and most importantly, in teacher training. This book suggests and frames a model for advocacy, whereby teachers engage with their personal beliefs about sexual orientation, with their role as a teacher, and commit to advocacy through action by promoting student safety, challenging heteronormative narratives and role modelling compassionate behaviours in their school environments.

This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.

This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education. It offers a view of STEM from the disciplines that comprise it, while adhering to the idea that STEM itself is an interdisciplinary treatment of all the associated disciplines in a meaningful way. This book raises and answers questions regarding the meaning of STEM education and research. This volume is divided into three sections: the first one describes the nature of the component disciplines of STEM. The next section presents work from leaders representing all STEM disciplines and deals with aspects such as K-12 and post-secondary education. The last section draws conclusions regarding the natures of the disciplines, challenges and advantages of STEM education in terms of theoretical and practical implications. The two final chapters compile arguments from the research chapters, describing themes in research results, and making recommendations for best STEM education practice, and examining areas for future research in STEM education.

Written by reading research expert Keith Topping, who has had many roles in assessment, including serving on the International Reading Association task force. Appropriate for a variety of educators who make decisions on reading programs, including teachers, instructional/literacy coaches, librarians, curriculum supervisors, and more. Contains practical strategies that districts can use to improve implementation of online tools, which are growing in importance due to COVID-19.

First book on school safety for teachers and not for leaders or on a schoolwide approach. Offers practical features such as case studies and checklists. Timely topic to help educators feel more secure and prepared.

Showcasing the design and implementation of knowledge building pedagogy, this book for educators and education researchers illuminates this future-oriented instructional and learning approach. In this Knowledge Age, innovation and creative knowledge works are central to the progress of a society; increasing the productivity of knowledge workers remains the main priority of competitive societies. Consequently, developing knowledge building capacity among students becomes one main goal of education. Knowledge building aims to transform school education in a radical way by developing the culture of innovation and knowledge creation in classrooms, from preschools to universities. Knowledge building pedagogy focuses on sustaining idea improvement among students, who develop the collective cognitive responsibility to add value to the learning community. Developed since the 1990s, knowledge building is now a model of instructions researched and advanced with an international network of researchers, teachers, educators, engineers, and policymakers. Implementing the knowledge building approach requires educators to make decisions based on principles, rather than following prescriptive procedures that characterized most instructional models. Tan highlights the key pedagogical principles and discusses the critical design considerations. He also identifies the emerging research directions and developmental works related to knowledge building. A must-read book for educators and education researchers who are interested in the design and implementation of knowledge building pedagogy.

In the early 1980s, concern about disruptive behaviour in secondary schools had grown, being variously regarded as a symptom of a decaying society or as a failure on the teachers' part. One response was to 'throw money' at the problem and various different kinds of special schools and units had been devised to deal with disruptive adolescent pupils. Yet there was little systematic evaluation of the different options - particularly in terms of cost effectiveness. Originally published in 1983, this book reviews all the available research on 21 alternative systems for the education of disruptive adolescents at the time. These range from the highly expensive residential special schools to on-site adaptations which involve no extra cost. Most are based on developments in Britain and the United States and the author concludes in favour of many of the less sophisticated systems. This book will be interesting historical reading for workers and students in educational psychology, special education and educational policy.

Outlines process for designing student experiences rather than lesson plans; Provides space for reflection questions and key takeaways; Written in a refreshing conversational tone.

Engaging in Educational Research-Practice Partnerships guides academic researchers into forming mutually respectful, collaborative, and scalable partnerships with school practitioners. Despite robust theoretical and conceptual planning, research on learning is often removed from real settings and generates findings with limited practical relevance, yielding frustration for K-12 stakeholders. This book provides invaluable resources to researchers seeking to work with practitioners as they solve problems and improve outcomes while answering fundamental questions about who gets to generate knowledge, from where, to whom, and in what contexts. A range of illustrative case studies and strategies explores how to apply appropriate theories and methodologies, negotiate agendas that ensure mutually beneficial goals, determine the role of pracademics, establish institutional supports, policies, and procedures that amplify impact and sustainability, and much more.

This book is a practical guide for professors who are interested in being more effective teachers. It encompasses all the things a professor must do to prepare to teach; to stimulate learning and love of learning; to understand and engage all students; and to help them find direction, purpose, and mission in their lives. The book recognizes the importance of instructors, and how the best teachers focus on inspiring lifelong learning, both in themselves and in their students. Good teaching is rooted in good values, not the mastery of content alone. Caring, empathy, and compassion are important. The highest value of a teacher may often lie in the mentorship she can provide to her students. Discover how to convey passion and enthusiasm to students, and how to motivate your students to want to learn and participate. The book describes active learning approaches and how to make lectures more effective. It also recognizes the moral responsibility professors have to help the less talkative members of their class. The book deals with how to overcome the challenges of fostering learning in large classes where it is almost impossible for the instructor to get to know all the students. How to keep students alert and energized by adding variety to your classes through games, role-playing, humor, guest speakers, field trips, videos, and other devices. How to maintain enthusiasm and compassion all semester, and keep fatigue and negative thoughts at bay. How to handle email and office hours, how to provide feedback on work, and how to consider the whole student as you evaluate performance and foster success. This book is a useful guide as you chart your course through the challenges and rewards of college teaching.

SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized.