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.

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!

Behavioral and technological innovation has a special place in the future of graduate and medical education, both for students and for educators. A new multi-media pedagogy offers innovative techniques and technologies, drawing widely upon behavioral science.

The psychology of multi-media education maximizes learning by involving many different sensory modalities. Although multi-media has long meant use of film and other electronic modality adjuncts like Powerpoint, newer technologies expand these horizons further. Now multi-media pedagogy means not only newer technologies, but also newer, and different education techniques. This book describes psychology innovation currently making educational settings competent and competitive.

Student choice rules in education today. The technologically driven environment produces students whose preference is incumbent on electronic research means. Besides using these tools themselves, students thirst for multi-media pedagogy in the classroom online and on campus. It is therefore teachers who close the digital divide between generations in order to educate effectively. Approaches using new technologies and techniques have proven successful internationally with diverse audiences.

This book tells one of the greatest stories in the history of school mathematics. Two of the names in the title-Samuel Pepys and Isaac Newton-need no introduction, and this book draws attention to their special contributions to the history of school mathematics. According to Ellerton and Clements, during the last quarter of the seventeenth century Pepys and Newton were key players in defining what school mathematics beyond arithmetic and elementary geometry might look like. The scene at which most of the action occurred was Christ's Hospital, which was a school, ostensibly for the poor, in central London. The Royal Mathematical School (RMS) was established at Christ's Hospital in 1673. It was the less well-known James Hodgson, a fine mathematician and RMS master between 1709 and 1755, who demonstrated that topics such as logarithms, plane and spherical trigonometry, and the application of these to navigation, might systematically and successfully be taught to 12- to 16-year-old school children. From a wider history-of-school-education perspective, this book tells how the world's first secondary-school mathematics program was created and how, slowly but surely, what was being achieved at RMS began to influence school mathematics in other parts of Great Britain, Europe, and America. The book has been written from the perspective of the history of school mathematics. Ellerton and Clements's analyses of pertinent literature and of archival data, and their interpretations of those analyses, have led them to conclude that RMS was the first major school in the world to teach mathematics-beyond-arithmetic, on a systematic basis, to students aged between 12 and 16. Throughout the book, Ellerton and Clements examine issues through the lens of a lag-time theoretical perspective. From a historiographical perspective, this book emphasizes how the history of RMS can be portrayed in very different ways, depending on the vantage point from which the history is written. The authors write from the vantage point of international developments in school mathematics education and, therefore, their history of RMS differs from all other histories of RMS, most of which were written from the perspective of the history of Christ's Hospital.

Critical qualitative research informs social education through a lens that ensures the investigation of issues in education tied to power and privilege, ultimately leading to advocacy and activism. The concept of critical is increasingly challenged in this age of neoliberal reform; nevertheless, critical implies questioning, investigating and challenging in terms of equity and social justice, leading to critical consciousness (Freire, 1970). While we resist defining social education, as hopefully these ideas / concepts are fluid, the idea stems from a continual analysis and synthesis of critical theory/ critical pedagogy, media and cultural studies, social reconstruction / social justice, and social studies education framed by culturally responsive pedagogy. A social education take on critical qualitative research thus suggests multiple truths and perspectives and focuses on questions rather than answers. While many have written on qualitative educational research and some have attempted to integrate critical pedagogy and qualitative research, few have explored the specific idea of social education and critical qualitative research. A major issue is that social education claims that there are no set procedures, scripted approaches, or narrow definitions as to the possibilities of research endeavors. Social education researchers make the process and investigation their own and adapt questions, procedures, methods, and strategies throughout the experience. This reflects an ever changing criticality in the bricolage of the research (Steinberg, 2011). Critical qualitative research and social education are vital for the world of the 21st century. The onslaught of neoliberalism, corporatization, standardization, testing, and the continuing attack on public schools and educators necessitate critical approaches to teaching and learning along with critical qualitative research in social education. Ongoing issues with equity and social justice tied to race, ethnicity, class, orientation, age, and ability linking to schooling, education, teaching and learning must be addressed. The struggle between unbridled capitalism and democracy warrant these investigations in the 21st century, hopefully leading to advocacy and activism.

A volume in Research in Curriculum and Instruction Series Editor: O. L. Davis, Jr. The University of Texas at Austin Teaching and Studying Social Issues: Major Programs and Approaches focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education (Lexington, Books, 2006); Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field (Information Age Publishing, 2007); and Social Issues and Service at the Middle Level (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg's pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues in the classroom) to the relatively new efforts over the last 20 to 30 years, including global education, environmental education, Science/Technology/Society (STS), and genocide education. This book provides the readers with details about the innovators their innovations so they can (1) learn from past efforts, particularly in regard to what worked and didn't work and why, (2) glean new ideas, methods and approaches for use in their own classrooms, and (3) craft new methods and approaches based on the strengths of past innovations.

Explores how American youth are indoctrinated with Zionist mythology and how to intervene in that process by teaching about Palestine. It argues that as the relationship between Zionist education and the Israel lobby continues to be strong, it is necessary to correct the misrepresentations that infiltrate Western culture.

Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.

The book aims to challenge thought and change minds. It presents a star cast of internationally prominent thinkers in and beyond music education. These thinkers deliberately challenge many time-worn traditions in music education with regard to musicianship, culture and society, leadership, institutions, interdisciplinarity, research and theory, and curriculum. This is the first book to confront these issues in this way.

This unique book has emerged from fifteen years of international dialog by The MayDay Group, an organization of more than 250 music educators from over 20 countries who meet yearly to confront issues in music teaching and learning.

Here's everything you need for standards-based daily practice on key language arts skills. Editing practice targets grade-level skills from the language arts curriculum, focusing on capitalization, punctuation, spelling, and language usage. Each weekly lesson includes a 4-paragraph composition for students to edit and a related writing prompt that generates an authentic writing activity.

In 2006 the Royal Shakespeare Company began its mission to transform the teaching of Shakespeare in schools. This has been a unique initiative from a major cultural organisation for several reasons: - Education has been placed at the heart and not at the periphery of the RSC's vision. Producing versions of Shakespeare's plays for young audiences has, for example, become an annual feature of the Company's programming. - The project's longevity - it has already been in existence for six years and has funding to continue for at least another four years; - The nature of the learning network it has established, involving schools from all over the UK and a partnership in the US; - The partnership with a higher education institution (the University of Warwick) which has steered teachers through their own research projects, resulting in a 90%+ completion rate among the teachers involved; - The amount of independent research that has established the extent and nature of the impact of this work in both quantitative and qualitative terms.The book tells the story of this transformative project - to describe and to theorise the innovative classroom practice that the RSC has pioneered and to explain what the research tells us about the impact this practice has had on children's experience of Shakespeare in both primary and secondary schools. It describes all of this in authoritative but accessible language, and is relevant to anyone with an interest in the teaching of Shakespeare and / or in how a major cultural organisation can use its expertise to impact significantly on the education of young people from a wide range of social backgrounds. As well as drawing upon the research already conducted, the book benefits from the writer's knowledge and expertise of the teaching of drama. It also benefits from interviews from internationally influential figures, notably Michael Boyd and Jonathan Bate.

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples. We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

The book contains a number of studies in Japanese phonology and morphology, all analyses by leading scholars in the field. It presents an overview of the work that has been done in Japan and other countries and offers new solutions to long-standing problems. In the phonology chapters, it focuses on segmental as well as suprasegmental issues, including voicing and tone, approaching these issues from a variety of perspectives, including Optimality Theory and Government Phonology. In the morphology chapters, attention is given to truncation patterns and the possibilities for compound formation.

The fruit of a two-year research project, this book aims to provide the first historical account of the teaching of history in 20th-century England, and a series of reflections and suggestions which will inform, feed into and influence the current debate over teaching in schools, a debate which seems likely to go on for years.

Since its beginnings, science education has been under the influence of psychological theories of knowing and learning, while in more recent years, social constructivist and sociological frameworks have also begun to emerge. With little work being done on showing how the perspectives of these separate approaches might be integrated, this work aims to plug the gap. The book helps lay the groundwork for reuniting sociological and psychological perspectives on the knowing, learning, and teaching of science. Featuring a range of integrative efforts beginning with simple conversation, the chapters here include not only articles but also commentaries that engage with other papers, as well as a useful running narrative that, from the introduction to the epilogue, contextualizes the book and its sections. Specific attention is given to cultural-historical activity theory, which already offers an integration of psychological and cultural-historical (sociological) perspectives on collectively motivated human activities. A number of chapters, as well as the contextualizing narrative, explicitly use this theory as a framework for rethinking science education to achieve the reunification that is the goal of this work.

All the contributors to this volume have produced texts that contribute to the effort of overcoming the extant divide between sociological and psychological approaches to science education research and practice. From very different positions-gender, culture, race-they provide valuable insights to reuniting approaches in both theory and method in the field. As an ensemble, the contributions constitute a rich menu of ideas from which new forms of science education can emerge.

This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky's concept of Imagination and creativity, Vygotsky's theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts.

Federal and state funding agencies have invested billions of dollars into secondary STEM (Science, Technology, Education, Mathematics) educational reform over the past decade. This volume addresses the interplay of external and internal variables associated with school reform and how this dynamic has impacted many efforts.

This book uses psychological theories and learning processes, such as Problem Based Learning (PBL), to provide a new approach for teaching psychology at an undergraduate level and prevent diminishing motivation. It creates a detailed example of a psychology degree using the PBL method and suggests how a week of the course could be planned.

This volume is a collection of original essays focusing on the key pedagogical issues behind the teaching of stylistics. Featuring contributions from authors based in the UK, Europe and overseas, it offers an international overview of how stylistics is currently taught and how the teaching of the discipline might be developed in the future. The volume is divided into two main sections, dealing respectively with larger theoretical issues in the teaching of stylistics and examples of classroom practice and detailed text analysis. In addition, the appendices provide an overview of the history of stylistics in the form of a timeline, short biographies of significant figures in the field and substantial lists of further reading. Teaching Stylistics will be of value to postgraduates new to teaching as well as established teachers, particularly those working at the interface between language and literary studies.

This book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.

This book highlights new developments in the teaching and learning of algebraic thinking with 5- to 12-year-olds. Based on empirical findings gathered in several countries on five continents, it provides a wealth of best practices for teaching early algebra. Building on the work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on Early Algebra, well-known authors such as Luis Radford, John Mason, Maria Blanton, Deborah Schifter, and Max Stephens, as well as younger scholars from Asia, Europe, South Africa, the Americas, Australia and New Zealand, present novel theoretical perspectives and their latest findings. The book is divided into three parts that focus on (i) epistemological/mathematical aspects of algebraic thinking, (ii) learning, and (iii) teaching and teacher development. Some of the main threads running through the book are the various ways in which structures can express themselves in children's developing algebraic thinking, the roles of generalization and natural language, and the emergence of symbolism. Presenting vital new data from international contexts, the book provides additional support for the position that essential ways of thinking algebraically need to be intentionally fostered in instruction from the earliest grades.

This book is about how teachers can use classroom mathematics tasks to support student learning, and presents data on the ways in which teachers used those tasks in a particular research project. It is the product of research findings focusing on teacher practice, teacher learning and knowledge, and student learning. It demonstrates how teachers can use mathematics tasks to promote effective student learning.

This fascinating monograph tackles a well-established problem in the philosophy of education. The problem is the threat posed to the logical possibility of non-confessional religious education by the claim that religion constitutes an autonomous language-game or form of knowledge. Defenders of this claim argue that religion cannot be understood from the outside: it is impossible to impart religious understanding unless one is also prepared to impart religious belief. Michael Hand argues for two central points: first, that non-confessional religious education would indeed be impossible if it were true that religion constitutes a distinct form of knowledge; and, second, that religion does not in fact constitute a distinct form of knowledge.