New Directions in Teaching English: Reimagining Teaching, Teacher Education and Research attempts to create a comprehensive vision of critical and culturally relevant English teaching at the dawn of the 21st century. This book is multi-voiced. It includes perspectives from classroom teachers, teacher educators, and researchers in language and literacy, positioned to respond to recent changes in national conversations about literacy, learning, and assessment. These variously situated authors also recognize the rapidly changing demographics in schools, the changing nature of literacy in the digital age, and the increasing demands for literacy in the workplace. This book is critical. At all times education is a political act, and schools are embedded within a sociocultural reality that benefits some at the expense of others. Therefore the approach advocated through many of the chapters is one of critical literacy, where English students gain reading and writing skills and proficiency with digital technologies that allow them to become more able, discerning, and empowered consumers and producers of texts.

Limited resources and other factors pose major challenges for engineering, technology, and science educators ability to provide adequate laboratory experience for students. An Internet accessible remote laboratory, which is an arrangement that allows laboratory equipment to be controlled remotely, addresses these difficulties and allows more efficient laboratory management. Internet Accessible Remote Laboratories: Scalable E-Learning Tools for Engineering and Science Disciplines collects current developments in the multidisciplinary creation of Internet accessible remote laboratories. This book offers perspectives on teaching with online laboratories, pedagogical design, system architectures for remote laboratories, future trends, and policy issues in the use of remote laboratories. It is useful resource for graduate and undergraduate students in electrical and computer engineering and computer science programs, as well as researchers who are interested in learning more about the current status of the field, as well as various approaches to remote laboratory design.

There is no shortage of urgent, complex problems that mathematics education can and should engage with. Pandemics, forest fires, pollution, Black Lives Matter protests, and fake news all involve mathematics, are matters of life and death, have a clear political dimension, and are interdisciplinary in nature. They demand a critical approach. The authors in this volume showcase new insights, teaching ideas and new and unique ways of applying critical mathematics education, in areas as diverse as climate change, obesity, decolonisation and ethnomathematics. This book demonstrates that there is plenty to be done with critical mathematics education. Contributors are: Annica Andersson, Tonya Gau Bartell, Richard Barwell, Lisa Lunney Borden, Sunghwan Byun, Anna Chronaki, Brian Greer, Jennifer Hall, Victoria Hand, Kjellrun Hiis Hauge, Beth Herbel-Eisenmann, Rune Herheim, Courtney Koestler, Kate le Roux, Swapna Mukhopadhyay, Aldo Parra, Anita Rampal, Sheena Rughubar-Reddy, Toril Eskeland Rangnes, Ulrika Ryan, Lisa Steffensen, Paola Valero and David Wagner.

Experts in social studies education and gifted education share teacher?tested strategies for differentiating social studies in K?12 classrooms. Chapter authors showcase best-practice and research?based lessons and activities that enrich and expand social studies instruction while building K?12 students' critical and creative thinking. Each chapter contains two or more teacher?tested lessons or activities linking social studies content and concepts to the standards and recommendations of the National Association for Gifted Children (NAGC) and National Council for the Social Studies (NCSS). This edited volume is targeted toward K?12 teachers and administrators, gifted education coordinators and consultants, parents of gifted children, social studies methods instructors, and central office administrators. Each chapter contains activities that can be adapted and replicated in teachers' classrooms. Chapters focus on significant social studies topics such as civic education, historical thinking, drama, and teaching with primary sources. Each topic is approached in ways that meet the needs of gifted education students. Through its emphasis on critical thinking, inquiry?based instruction, and higher order thinking skills, activities and lessons in the book challenge K?12 educators to raise the bar for classroom instruction in ways that improve opportunities of learning for all students.

The Relationship of Affect and Creativity in Mathematics explores the five legs of creativity-Iconoclasm, Impartiality, Investment, Intuition, and Inquisitiveness-as they relate to mathematical giftedness. This book: Discusses these affective components relevant to mathematical learning experiences. Shares how affective components impact students' creative processes and products. Shows the influence of learning facilitators, including teachers, afterschool mentors, and parents. Describes facilitating environments that may enhance the likelihood that creative process and ultimately product emerge. Utilizes the expertise of two young scholars to discuss the practical effects of affect and creativity in learning experiences. This practical, research-based book is a must-read for stakeholders in gifted education, as many advanced students are underidentified in the area of creativity in mathematics.

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China - Mainland China, Hong Kong, and Taiwan - and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho's substantive research interests include the sociology of music, China's education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

These materials were developed, in part, by a grant from the federally-funded Mathematics and Science Partnership through the Center for STEM Education. Some of the activities were adapted from the National Council of Teachers of Mathematics Illuminations, the National Library of Virtual Manipulatives, Hands-On Math Projects with Real Applications by Judith A. Muschla and Gary R. Muschla, Learning Math with Calculators: Activities for Grades 3-8 by Len Sparrow and Paul Swan, and Mathematical Ideas by Charles D. Miller, Vern E. Heeren and John Hornsby.

For anyone interested in the history and effects of the introduction of so-called "Modern Mathematics" (or "Mathematique Moderne," or "New Mathematics," etc.) this book, by Dirk De Bock and Geert Vanpaemel, is essential reading. The two authors are experienced and highly qualified Belgian scholars and the book looks carefully at events relating to school mathematics for the period from the end of World War II to 2010. Initially the book focuses on events which helped to define the modern mathematics revolution in Belgium before and during the 1960s. The book does much more than that, however, for it traces the influence of these events on national and international debates during the early phases of the reform. By providing readers with translations into English of relevant sections of key Continental documents outlining the major ideas of leading Continental scholars who contributed to the "Mathematique Moderne" movement, this book makes available to a wide readership, the theoretical, social, and political backdrops of Continental new mathematics reforms. In particular, the book focuses on the contributions made by Belgians such as Paul Libois, Willy Servais, Frederique Lenger, and Georges Papy. The influence of modern mathematics fell away rapidly in the 1970s, however, and the authors trace the rise and fall, from that time into the 21st century, of a number of other approaches to school mathematics-in Belgium, in other Western European nations, and in North America. In summary, this is an outstanding, landmark publication displaying the fruits of deep scholarship and careful research based on extensive analyses of primary sources.

This book provides an insightful view of effective teaching practices in China from an international perspective by examining the grades 7-12 mathematics teacher preparation in the Shandong province of China. It is an excellent reference book for teacher educators, researchers, reformers, and teaching practitioners. A qualitative research approach, involving in-depth interviews with purposive sampling of ten grades 7-12 award-winning mathematics teachers, was chosen to conduct the study. The participants are from the Shandong province and have been awarded recognition for his/her achievements in teaching grades 7-12 mathematics by the different levels: school, district, city, province, or nation; and his/her students have achieved high average scores in college entrance exams or in high school entrance exams among the classes at the same grade level. Data analysis revealed the following findings: first, grades 7-12 mathematics teachers from the Shandong province of China were prepared to teach through pre-service training, in-service training, and informal learning. The pre-service training can be characterized as emphasizing formal mathematics training at advanced level. The in-service training is integrated with teacher collaboration and teaching research, and has the characteristics of diversity, continuity, and orientation toward teaching practice. The in-service training also stimulates teachers to conduct selfdirected learning. Second, the award-winning grades 7-12 mathematics teachers are identified by the following characteristics: they are passionate about mathematics and share their passion through teaching; they actively take part in teaching research through application of teaching research in the classroom, collaboration with peers, and systematic lesson preparation; they apply technology into teaching; and they take an active role in teaching research in order to expand their professional opportunities. Based on the findings of this study, the following conclusions were reached: pre-service training and in-service training are both necessary processes for mathematics teachers to build up their knowledge base for effective teaching. Pre-service training is just a starting point for the teaching profession. In-service training, integrated with teacher collaboration and teaching research should be a continuous activity that is a part of a teacher's everyday life.

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This volume investigates the evolution of the geometry curriculum in the United States over the past 150 years. A primary goal is to increase awareness of the nature of the current geometry curriculum by investigating the historical, mathematical and pedagogical influences that it has sustained since its inception. Given the limited access to first-hand accounts of the enacted geometry curriculum during the past 150 years, the book relies on textbooks to provide a record of the implemented curriculum at any given point in time and on policy documents and journal articles to provide insight into the prevalent issues and arguments of the day. The book is organized in a chronological sequence of ""notable events"" leading to discernable changes in thinking about the geometry curriculum over the past century and a half-roughly the extent of time during which geometry has been taught in American schools. Notable events include important reports or commissions, influential texts, new schools of thought, and developments in learning technologies.These events affected, among other things: content and aims of the geometry curriculum; the nature of mathematical activity as construed by both mathematicians and mathematics educators; and, the resources students are given for engaging in mathematical activity. Before embarking through the notable events, it is necessary to consider the ""big bang"" of geometry, namely the moment in time that shaped the future life of the geometry curriculum. This corresponds to the emergence of Euclidean geometry. Given its influence on the shape of the geometry curriculum, familiarity with the nature of the geometry articulated in Euclid's Elements is essential to understanding the many tensions that surround the school geometry curriculum. Several themes emerge over the course of the monograph, and include: the aims and means of the geometry curriculum, the importance of proof in geometry, the role of visualization and tactile experiences, the fusion between solid and plane geometry, the curricular connections between geometry and algebra, and the use of motion and continuity. The intended audience would include curriculum developers, researchers, teachers, and curriculum supervisors.

Sarnikar cites evidence of frequent misconceptions of economics amongst students, graduates, and even some economists, and argues that behavioral economists are uniquely qualified to investigate causes of poor learning in economics. She conducts a review of the economics education literature to identify gaps in current research efforts and suggests a two-pronged approach to fill the gaps: an engineering approach to the adoption of innovative teaching methods and a new research program to enhance economists' understanding of how learning occurs. To facilitate research into learning processes, Sarnikar provides an overview of selected learning theories from psychology, as well as new data on hidden misconceptions amongst beginning students of economics. She argues that if they ask the right questions, economists of all persuasions are likely to find surprising lessons in the answers of beginning students of economics.

Web 2.0 technologies, open source software platforms, and mobile applications have transformed teaching and learning of second and foreign languages. Language teaching has transitioned from a teacher-centered approach to a student-centered approach through the use of Computer-Assisted Language Learning (CALL) and new teaching approaches. Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes provides empirical studies on theoretical issues and outcomes in regards to the integration of innovative technology into language teaching and learning. This reference wok discusses empirical findings and innovative research using software and applications that engage learners and promote successful learning, essential tools for educational researchers, instructional technologists, K-20 language teachers, faculty in higher education, curriculum specialists, and researchers.

A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education Series Editor Bharath Sriraman, The University of Montana The name of Zoltan P. Dienes (1916-) stands with those of Jean Piaget and Jerome Bruner as a legendary figure whose theories of learning have left a lasting impression on the field of mathematics education. Dienes' name is synonymous with the Multi-base blocks (also known as Dienes blocks) which he invented for the teaching of place value. He also is the inventor of Algebraic materials and logic blocks, which sowed the seeds of contemporary uses of manipulative materials in mathematics instruction. Dienes' place is unique in the field of mathematics education because of his theories on how mathematical structures can be taught from the early grades onwards using multiple embodiments through manipulatives, games, stories and dance. Dienes' notion of embodied knowledge presaged other cognitive scientists who eventually came to recognize the importance of embodied knowledge and situated cognition - where knowledge and abilities are organized around experience as much as they are organized around abstractions. Dienes was an early pioneer in what was later to be called sociocultural perspectives and democratization of learning. This monograph compiled and edited by Bharath Sriraman honors the seminal contributions of Dienes to mathematics education and includes several recent unpublished articles written by Dienes himself. These articles exemplify his principles of guided discovery learning and reveal the non-trivial mathematical structures that can be made accessible to any student. The monograph also includes a rare interview with Dienes in which he reflects on his life, his work, the role of context, language and technology in mathematics teaching and learning today. The book finds an important place in any mathematics education library and is vital reading for mathematics education researchers, cognitive scientists, prospective teachers, graduate students and teachers of mathematics.