Winner of the 2018 Outstanding Book by the Michigan Council Teachers of English Choice magazine as an Outstanding Academic Title for 2018 Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth.

This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005. The volume documents the varied grade-level mathematics curriculum expectations in the U.S. and highlights a general lack of consensus across states. As states continue to work to improve learning opportunities for all students this report can serve as a useful summary to inform future curriculum decisions. The report is also intended to stimulate discussion at the national level regarding roles and responsibilities of national agencies and professional organizations with regard to curriculum leadership. Serious and collaborative work that results from such discussions can contribute to a more coherent, focused mathematics curriculum for US students

This comprehensive volume provides teachers, researchers and education professionals with cutting edge knowledge developed in the last decades by the educational, behavioural and neurosciences, integrating cognitive, developmental and socioeconomic approaches to deal with the problems children face in learning mathematics. The neurocognitive mechanisms and the cognitive processes underlying acquisition of arithmetic abilities and their significance for education have been the subject of intense research in the last few decades, but the most part of this research has been conducted in non-applied settings and there's still a deep discrepancy between the level of scientific knowledge and its implementation into actual educational settings. Now it's time to bring the results from the laboratory to the classroom. Apart from bringing the theoretical discussions to educational settings, the volume presents a wide range of methods for early detection of children with risks in mathematics learning and strategies to develop effective interventions based on innovative cognitive test instruments. It also provides insights to translate research knowledge into public policies in order to address socioeconomic issues. And it does so from an international perspective, dedicating a whole section to the cultural diversity of mathematics learning difficulties in different parts of the world. All of this makes the International Handbook of Mathematical Learning Difficulties an essential tool for those involved in the daily struggle to prepare the future generations to succeed in the global knowledge society.

This book offers aninsight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore's science educational practices through all levels of its education system, detailing both successes and shortcomings.

The book features a collection of research and discourse by science educators in Singapore, organized around four themes that are essential components of approaching science as inquiry: teachers' ideas and their practices, opportunities and constraintsfrom a systemic level, students' competencies and readiness to learn through inquiry and the need for greater awareness of the role of informal learning avenues in science education. In addition, the discourse within each theme is enriched by commentary from a leading international academic, which helps to consolidate ideas as well as position the issues within a wider theoretical and international context.

Overall, the papers set out important contexts for readers to understand the current state of science education in Singapore. They also highlight strengths andgaps in practices of science as inquiry as well as provide suggestions about how the system can be improved. These research findings are therefore helpful as they provide honest and evidence-based feedback as well as tangible and doable ideas that policy makers, teachers, students and school administrators can adopt, adapt and enhance."

Shakespeare is one of the world's most widely taught and most demanding authors. Fortunately, many of his plays have been adapted for film and television, and these productions are a valuable aid for helping students understand and respond to his works. This reference shows teachers and students how to master the techniques of discussing productions of his plays on film and television. It distinguishes the advantages and limitations of film and television as media for representing Shakespeare's dramas. The book then examines strategies for incorporating film and television productions in the classroom and provides many specific examples of how to write about these adaptations of the plays. The volume describes numerous educational resources, both in print and on cassette. This reference will prove invaluable to teachers and students of Shakespeare at all levels, particularly at a time when Shakespeare films are being produced at an unprecedented pace. Although Shakespeare is one of the world's most widely taught authors, he is also one of the world's most demanding. Because of the popularity and sophistication of his works, numerous film and television adaptations of his plays have been made-some decades ago and others very recently. Shakespeare films are coming out at an unprecedented rate, as audiences continue to respond to the richness of his works. These productions are a valuable means of introducing students to Shakespeare's plays, for the film and television versions reflect different interpretations of his works. Although some productions are generally considered better than others, and all have various faults and virtues, each of them teaches us something about the play and the medium. This reference book is a convenient guide for helping teachers and students master the techniques of discussing productions of the plays on film and television. It makes important distinctions between the two media, particularly about the conceptual and physical space available in each and the choices that space, or lack of it, impose on production. Central to the book is the concept of script, the words from which productions are generated. Because even weak productions are nonetheless interpretations of Shakespeare's scripts, they can be used effectively to explore the complex issues in his plays. The volume includes many suggestions about how to help students write well by comparing in very specific terms small segments from different productions. It lists the resources available in this rapidly growing field, both on cassette and in print, and gives many examples of critical commentary, looking at genre, editing, allusion, setting, and the script in historical context. Productions discussed include the Edzard As You Like It, the Branagh A Midwinter's Tale, the Parker Othello, the Loncraine Richard III, and seventy years of Hamlet. Students and teachers of Shakespeare at all levels will find this book to be an invaluable guide to his plays.

Art can be used in education to assist in engagement, comprehension, and literacy. For years, comics and graphic novels have been written off as simple sources of entertainment. However, comics and graphic novels have tremendous value when utilized in the classroom as unique texts that can be approached philosophically and cognitively. Exploring Comics and Graphic Novels in the Classroom highlights voices from a number of disciplines in education, showcasing research and practice using both popular and lesser-known examples of comics across time in terms of publishing history and across geographic contexts. It explores comics from multiple viewpoints to share the efficacy of these texts in descriptive, narrative, and empirical ways. Covering topics such as intersectional identity representation, sequential visual art, and critical analysis, this premier reference source is a dynamic resource for educational administrators, teacher educators, preservice teachers, faculty of both K-12 and higher education, librarians, teaching artists, researchers, and academicians.

Stories are a valuable vehicle for practitioners in research, education, human services and the arts to enable individual and cultural change. The authors describe and deploy a variety of methods that can be used by teachers, researchers, artists, youth and community workers, and other professionals to analyse stories in ways that can promote learning and wellbeing and enhance professional practice. Offering a concise and user-friendly assemblage of techniques on how to creatively engage with stories, the authors explore and exemplify these techniques through the narratives of Queerly Identifying Tertiary Students. This practical and innovative volume will appeal to readers, researchers and practitioners alike.

This book creates a platform for music educators to share their experience and expertise in creative music teaching and learning with the international community. It presents research studies and practices that are original and representative of music education in the Japanese, Asian and international communities. It also collects substantial literature on music education research in Japan and other Asian societies, enabling English-speaking readers to access excellent research and practical experiences in non-English societies.

Language can be simultaneously both a support and a hindrance to students' learning of mathematics. When students have sufficient fluency in the mathematics register so that they can discuss their ideas, they become chiefs who are able to think mathematically. However, learning the mathematics register of an Indigenous language is not a simple exercise and involves many challenges not only for students, but also for their teachers and the wider community. Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms identifies some of the challenges-political, mathematical, community based, and pedagogical- to the mathematics register, faced by an Indigenous school, in this case a Maori immersion school. It also details the solutions created by the collaboration of teachers, researchers and community members.

Develop students printing skills with fun, daily practice activities! This research-based book provides quick and effective writing activities for first and second grade students. Designed to motivate and excite students, these learning activities focus on writing letters, numbers, and sentences to boost students confidence when printing. Perfect for homeschool or learning in classrooms, this workbook is a great tool to reinforce learning, prevent learning loss, and build advanced handwriting skills.

Using their tried-and-tested English Method training, the authors unpack the core learning issues, such as differentiation and the development of thinking skills, essential to all initial teacher training programmes. Linking theory and practice, with direct links to key theorists and ideas about learning, each chapter includes: a modelled analysis of a pupil's writing or talk on a particular theme; an exploration of the learning challenges within a specific age range or modality of English; focussed, practical activities centered upon a specific text, including oral, written, visual, multi-modal, print-bound and electronic material; and follow-up activities, including immediate questions for reflection, guided reading and ideas for use in the classroom. This is the complete guide that every trainee English teacher planning for learning in the secondary classroom needs.

This book considers some of the outstanding questions regarding language and communication in the teaching and learning of mathematics - an established theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics. Examining language in its broadest sense to include all modes of communication, including visual and gestural as well as spoken and written modes, it features work presented and discussed in the Language and Communication topic study group (TSG 31) at the 13th International Congress on Mathematical Education (ICME-13). A joint session with participants of the Mathematics Education in a Multilingual and Multicultural Environment topic study group (TSG 32) enhanced discussions, which are incorporated in elaborations included in this book. Discussing cross-cutting topics it appeals to readers from a wide range of disciplines, such as mathematics education and research methods in education, multilingualism, applied linguistics and beyond.

This book provides an overview of science education policies, research and practices in mainland China, with specific examples of the most recent developments in these areas. It presents an insiders' report on the status of Chinese science education written primarily by native speakers with first-hand experiences inside the country. In addition, the book features multiple sectional commentaries by experts in the field that further connect these stories to the existing science education literature outside of China. This book informs the international community about the current status of Chinese science education reforms. It helps readers understand one of the largest science education systems in the world, which includes, according to the Programme for International Student Assessment, the best-performing economy in the world in science, math and reading: Shanghai, China. Readers gain insight into how science education in the rest of China compares to that in Shanghai; the ways Chinese science educators, teachers and students achieve what has been accomplished; what Chinese students and teachers actually do inside their classrooms; what educational policies have been helpful in promoting student learning; what lessons can be shared within the international science education community; and much more. This book appeals to science education researchers, comparative education researchers, science educators, graduate students, state science education leaders and officers in the international communities. It also helps Chinese students and faculty of science education discover effective ways to share their science education stories with the rest of the world.

This book focuses on issues related to mathematics teaching and learning resources, including mathematics textbooks, teacher guides, student learning and assessment materials, and online resources. The book highlights various theoretical and methodological approaches used to study teaching and learning resources, and addresses the areas of resources, teachers, and students at an international level. As for the resources, the book examines the role textbooks and other curricular or learning resources play in mathematics teaching, learning, and assessment. It asks questions such as: Could we consider different types of textbooks and roles they play in teaching and learning? How does the digitalization of information and communication affect these roles? What are defining features of e-textbooks, and how could we characterize the differences between the traditional textbooks and e-textbooks? As for the teachers, the book discusses the relationships between teachers' individual and collective resources, and the way in which we could model such relationships. Specific questions addressed are: What is the role of teachers in developing textbooks and other teaching and learning materials? What are the relationships between resource designers and users? What are the consequences of these changing roles and relationships for the teaching of mathematics, and for teacher knowledge and professional development? As for the students, the book explores how students, as well as their teachers, interact through resources. It raises and addresses questions such as: What are the effects of modern ICT (particularly internet) on students' use and the design of resources? How do changing patterns of use and design affect student behaviour, learning, and relationships to the subject of mathematics?

This book draws together the perceptions and experiences from a range of international professionals with specific reference to food education. It presents a variety of teaching, learning and curriculum design approaches relating to food across primary, secondary and vocational school education, undergraduate initial teacher education programs, and in-service professional development support contexts. Contributions from authors of a variety of background and countries offer insight into some of the diverse issues in food education internationally, lessons to be learned from successes and failures, including action points for the future. The book will be both scholarly and useful to teachers in primary and secondary schools.

Many studies of digital education focus on technology rather than on the learners or on what they make and do with the devices they use every day. This book takes a different path, putting the learners and their lives at the heart of the narrative. Through an in-depth account of media production activities by younger learners it shows their motivations and dispositions in storying their identity in short video pieces. It suggests that their authoring and editing practices are examples of the new curatorship: the representation through life of identity and affiliation in digital media. It considers the implications of this for teaching and learning in the years to come and concludes with a manifesto for a future media education.

This book critically explores civic republicanism in light of contemporary republican political theory and the influence of republican models of citizenship in recent developments in civic education across a number of Western nations.

Games, Ideas and Activities for Early Years Literacy provides a wealth of activities to supplement and support the teaching of literacy in a fun and appealing way in any early years setting. The learning objectives identified within each activity will help any early years practitioner integrate the activities into their planning and are based on the principles of the EYFS curriculum. Each of the 150 activities contained within this book focus on a specific element of the Communication, Language and Literacy area of the EYFS. Clear learning objectives and step-by-step instructions for each activity All activities based on the principles of learning through play and draw on familiar early years themes Easily adapted to suit different topics and scenarios Activities need few additional resources or organisation and are easy to fit into a busy timetable Instant ideas to brighten up your classroom!