A volume in Research in Science Education Series Editors Dennis W. Sunal, University of Alabama and Emmett L. Wright, Kansas State University The goal of this fourth volume of RISE was to provide a research foundation that demonstrates an agenda to strengthen the preparation and enhancement of teachers of science for regions and states experiencing extensive initial growth of Hispanic ELLs in schools. The goal was carried out through a series of events that led to the planning and subsequent dissemination of research being conducted by various stakeholders throughout the United States. Researchers were first invited from regions of the country that have had a long history of with Hispanic ELLs in classrooms as well as those regions where initial and now extensive growth has occurred only in the past few years. A national conference Science Teacher Education for Hispanic English Language Learners in the Southeast (SHELLS) funded through the National Science Foundation was used as one of the dissemination methods to establish and secure commitments from researchers to a conduct and report research to strengthen teacher preparation for science. The national call for manuscripts requested the inclusion of major priorities and critical research areas, methodological concerns, and concerns and results of implementation of teacher preparation and development programs.

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.

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.

As classrooms and universities strive to adapt their instructional methods to an ever progressing technological age, it is imperative that academic libraries also revisit the ways in which reference and instruction services are organized and implemented. Library Reference Services and Information Literacy: Models for Academic Institution not only advocates for a more intentional integration of reference and instructional services, but it also provides organizational background, staff objectives, and various successes and challenges that have already been experienced by real institutions. This publication is an important reference source for librarians, practitioners, and university leaders who wish to maximize the current utilize of their resources.

This volume considers the teaching of writing in computer-supported and traditional classrooms. It is divided into three main sections which consider: literary processes - access to a symbolic system; learning and meaning in childhood; and literacy and activity contexts in adulthood.

Recent government publications such as "Benchmarks for Scientific Literacy" and "Science for All Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment, including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.

This invaluable professional resource instructs teachers on how to successfully implement Guided Math Workstations into grades 6-8 classrooms. With detailed instructions that are easily adopted into today's classrooms, this book contains everything teachers need to set up, plan, and manage workstations. Guided Math Workstations allow teachers to address their students' varied learning needs within a carefully planned numeracy-rich environment where students are challenged to not just do math, but to become mathematicians. Teachers will be able to successfully target the specific needs of learners with small-group lessons as students work independently on math workstation tasks. Each workstation task includes: an overview of the lesson, materials, objective, procedure, and differentiation tactics; a Student Task card with directions and a materials list for the task to help with implementation and organization; a Talking Points card with math vocabulary words and sentence stems to encourage mathematical discourse; and additional resources for each task.

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 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."

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.

Forget plastic beakers and pipettes, the only apparatus you need for these unique science lessons is a single household object - a jar! With 50 fun, accessible and sustainable lesson ideas covering the entire Key Stage 2 National Curriculum for science, this book will inspire teachers and engage children of all abilities. The whole class will be mesmerised by experiments to simulate a solar eclipse, build a wormery, make a lava lamp and watch a volcano erupt - all in a jar. Aimed at eliminating the need for single-use plastic, the activities in this book only require glass jars, lids and additional everyday materials that are readily available in most primary schools. Each science experiment is accompanied by a clear explanation of the science behind it, photocopiable worksheets with illustrated, step-by-step instructions for pupils to follow and evaluation questions to consolidate learning. From science specialists to those just getting to grips with the subject, all teachers can deliver these environmentally friendly, inclusive and cost-effective activities with minimal preparation. Please note that the PDF eBook version of this book cannot be printed or saved in any other format. It is intended for use on interactive whiteboards and projectors only.

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.

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

The future of American STEM education is here...in every state, there are thousands students that would benefit from science education, if only they had the resources, support systems and psychological ownership. There are brilliant young minds that could be called on to solve a myriad of world problems, earning money and respect in the process. But these students don't see science as a viable option for a life. Or they do but there are no textbooks in the classroom, or the teacher is the fifth one this semester...and he is on the verge of leaving too. If STEM (science, technology, engineering and mathematics) careers are the future driving force of the American economy; and if only an anointed few American students choose STEM as a career path, where will that leave us as a nation as we strive to compete on the global stage? Will America maintain its position as leader of the free world? Can a country that shuns the word "elite" ever maintain its elite status? Everything we value depends on this; our national security, reputation, and quality of life all depend on our ability to meet the needs of future generations of American workers as they compete for jobs. Jobs that will require problem solving skills, innovation, creativity, scientific literacy, and mathematical knowledge. Jobs that will require Americans who are tops in their fields with expertise, intellectual curiosity, ambition and vision. This book seeks to address these problems, as well as providing an historical backdrop for the discussion of STEM in American schools, race and gender issues, the effects of the standards movement on STEM, and what good teaching looks like in urban public schools. The future is here. Will we rise to the occasion?

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.

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.

What are the key debates in Religious Education teaching today? Debates in Religious Education explores the major issues all RE teachers encounter in their daily professional lives. It encourages critical reflection and aims to stimulate both novice and experienced teachers to think more deeply about their practice, and link research and evidence to what they have observed in schools. This accessible book tackles established and contemporary issues enabling you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Taking account of recent controversy, and challenging assumptions about the place of religion in education, expert contributors cover key topics such as: Effective pedagogy in RE teaching Exploring thinking skills and truth claims The relationship of science and religion in the classroom The place of school worship in contemporary society The role of RE in spiritual and moral development Diversity in the RE classroom. With its combination of expert opinion and fresh insight, Debates in Religious Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development and Masters level study.

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 edited book promotes thinking, dialogue, research and theorisation on multiple ways of making connections in mathematics teaching and learning in early childhood education. The book addresses some key challenges in research, policy and practice in early childhood mathematics education. It examines diverse ways for learning experiences to connect young children to mathematics, and the importance of forging connections between mathematics and young children's lives as key elements in their engagement with mathematics. Each chapter provides research or theoretical provocations and pedagogical implications for connecting children's lived experiences and ways of learning in mathematics teaching. The chapters are drawn from a range of international authors who raise important ideas within the overall context of current research and consider the theoretical and practical implications of their research. As such, the book advances current thinking on mathematics teaching and learning for children in the early years from birth to eight years with an emphasis on children aged birth to 5 years. It considers the purpose and value in connecting mathematics teaching and learning to children's lives, and provides provocations for both educators and researchers on the many under-researched and under-represented aspects of early years mathematics teaching and learning.

This practitioner-based book provides different approaches for reaching an increasing population in today's schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.