A volume in Research Methods in Educational TechnologySeries Editor Walter F. Heinecke, University of VirginiaDespite technology's presence in virtually every public school, its documented familiarity and use byyouth outside of school, and the wealth of resources it provides for teaching social studies, there has beenrelatively little empirical research on its effectiveness for the teaching and learning of social studies. In aneffort to begin to fill this gap in research literature, this book focuses on research on technology in socialstudies education. The objectives of this volume are threefold: to describe research frameworks, provideexamples of empirical research, and chart a course for future research endeavors. Accordingly, the volumeis divided into three overarching sections: research constructs and contexts, research reports, and researchreviews.The need for research is particularly acute within the field of social studies and technology. As the primarypurpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it isnecessary to examine how technology tools impact, improve, and otherwise affect teaching and learning insocial studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals.1. Put forward reports on how research is being conducted in the field2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affectingteaching and learning in social studies.3. Showcase reviews of research in social studiesIt is with this framework that we edited this volume, Research on Technology and Social Studies Education, as an effort to address emerging concernsrelated to theorizing about the field and reporting research in social studies and technology. The book is divided into four sections. The first section ofthe book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on researchreports from studies of student learning in social studies with technology. The third section containsresearch reports on teachers' pedagogical considerations for using technology in social studies. In thefourth and final section, we present work that broadly reviews and critiques research in focused areas ofsocial studies and technology. This volume contains twelve chapters, each of which focuses on socialstudies content and pedagogy and how the field is affected and enhanced with technology. The volumeincludes research and theoretical works on various topics, including digital history, digital video, geography, technology use in the K-12 social studies classroom, and artificial intelligence.

Second language (L2) pronunciation has become increasingly visible as an important area of L2 teaching and research. Despite the growing number of resources available focused on L2 pronunciation, technology in L2 pronunciation has received much less attention. While technology has been an enduring strand of L2 pronunciation research, it has also been somewhat inconspicuous. Indeed, research has examined a wide variety of technologies such as language-learning platforms, speech visualization software, and Automatic Speech Recognition. Despite the abundance of research, it can be difficult to gain a full sense of work in this area given the lack of a comprehensive and consolidated resource or reference. This book endeavors to fill that gap and make L2 pronunciation technologies more visible by providing teachers and researchers an introduction to research in a wide variety of technologies that can support pronunciation learning. While working to introduce practitioners to numerous technologies available, it also dives into the research-basis for their use, providing new studies and data featuring a wide variety of languages and learning contexts.

The terrorist attacks in the USA and UK on 9/11 and 7/7, and subsequent media coverage, have resulted in a heightened awareness of extremists and terrorists. Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism is essential reading for undergraduate and postgraduate education students looking to engage with the philosophical, sociological and political issues that are central to this debate.

Religion is suddenly perceived as high profile internationally (9/11, Israel-Palestine, London bombings). It arouses interest at the level of popular reading ("The Da Vinci Code"), critical diatribe (Dawkins), and educational controversy (Faith Schools). Against that background, there is a renewed interest in how schools can best equip boys and girls to be critically intelligent about beliefs and values. It is evident in continental Europe, in the US and in Asia. Throughout the world, Citizenship Education and Moral Education are receiving special attention, but in themselves they are incomplete, for they commonly overlook religion. This book argues the importance that public education should have as a priority not only that pupils become literate, numerate and sociate, but also 'religiate'. In this fascinating study, Professor Brian Gates sets out the grounds for the distinctive approach to Religious Education. He argues that this approach, central to which is a comprehensive network of local ecumenical councils, is a model worthy of global imitation. As part of the argument, Professor Gates examines four areas of complementary concern. The first is the logic of religion in education and the second concerns the process of religious development. Are there stages of understanding? What sense do children and young people have of God and transcendence, as of death and finitude? The third is the relationship between RE and Moral Education - their respective autonomies and mutual challenge. And the fourth is that of Collective Worship and its appropriateness or otherwise in public educational provision.

If you've ever wished for advice you can trust on how to make science and math more relevant to your middle or high school students, Creating Engineering Design Challenges is the book for you. At its core are 13 units grounded in challenge-based learning and the engineering design process. You can be sure the units are classroom-ready because they were contributed by teachers who developed, used, and revised them during the Cincinnati Engineering Enhanced Math and Science (CEEMS) program, a project funded by the National Science Foundation. Detailed and practical, the book is divided into three sections: 1. The rationale for making engineering an effective part of math and science instruction. 2. Thirteen engineering-related units, including the teacher-contributors' detailed accounts, lesson plans, and handouts. Content areas include biology, chemistry, physical science, Earth science, and environmental science. Topics range from developing a recipe for cement to implementing geocaching to calculating accurate aim with slingshots and water balloons. 3. Guidance on how to develop, support, and grow your engineering practice. This section offers useful templates and frameworks for you as well as professional development guidance for your school. The contributors' goal is to help you benefit from their hard-won experience. They write, "During our time with the CEEMS project, we learned a great deal from our mistakes and our successes, and we felt it would be important to share what we learned with the hope that you can build on your own success." Working from their advice, you can develop a more student-centered classroom culture and nurture learners who are engaged in real-life engineering challenges.

An urgent need exists for a guide to innovative mental health education. Despite the hundreds of programs in existence for training students in counseling, human services, social work, and psychology, teachers in such programs have relied on an informal network of information exchange to guide their teaching practice. Yet, constructivist and developmental theories now point to sound, innovative practices for teaching. This volume delineates some of those practices.

The authors take the position that, despite years of research on effective adult education, university teaching fails, in practice, to incorporate research-supported teaching principles. Current university instruction is still dominated by the teacher-as-authority model, in which he or she downloads information from the front of the class and expects students to regurgitate it in papers and on exams. This book seeks to counter the limitations of these often-unquestioned methods. The social constructionist and constructive developmental paradigms undergird the descriptions of counselor preparation strategies offered in this book. Such strategies are characterized by the themes of meaning-making, collaboration, equality, and activity in the learning environment.

This book is an analysis of the movement's functions and activities. It presents the history of the movement as it has been captured and recorded by the first generation of people who have been involved. Second edition with a new Introduction. It has been twenty-five years from the first printing of The Community Arts Council Movement: History, Opinions and Issues. So, what has changed? What is similar? Reviewing recent summaries of anniversaries and activities, one is struck by the resonance of the original concerns and the progress made: recognizing and keeping community arts issues a priority on all levels-in these years, they have become central; enabling the partnership among federal, state and local partnerships to grow and flourish perhaps beyond all expectation; developing a voice for effective advocacy-we've come a long way. But like everything else we have experienced on these levels, there is always work ahead and the "now" changes as people come into and exit the picture. No one, and no one group, is really independent of the others in the support fabric. The Community Arts Council Movement is a history of the movement which traces its beginnings to models in the health and welfare fields. It presents the history of the movement as it has been captured and recorded from people who have been involved. Research for the book includes written materials from various councils; about 150 discussions with specialists and practitioners from urban councils and regional, county and rural organizations; and questionnaires completed by movement founders, community arts administrator trainers, and local and national political figures who have promoted community arts to their peers. "This book should be required reading in order to understand the historical context of our own efforts as we map the future of the arts in our communities." - Peggy Spaeth, Director of Heights Arts "From arts administrators and arts educators, to government officials and interested citizens, this book has played a key role in illuminating the work of the nonprofit arts in America." - Robert L. Lynch, President and CEO, Americans for the Arts

Navigating MathLand uses a unique lens to focus on how students prefer to learn mathematics. The intent of this book is to provide a guide for parents to help them navigate the thirteen years of their children's math education (K-12). The book will provide parents with the knowledge and skills they will need to proactively advocate for their children's preparation for the 21st century workforce.

Facing the Music investigates the practices and ideas that have grown from some five decades of cultural diversity in music education, developments in ethnomusicology, and the rise of 'world music'. Speaking from rich, hands-on experience of more than thirty years at various levels of music education (music in schools, community organizations and professional training courses), Huib Schippers makes a powerful case for the crucial role of learning music in shaping rich and diverse musical environments for the 21st century, both in practical terms and at a conceptual level: "what we hear is the product of what we believe about music."
Advocating a contemporary, positive and realistic approach to cultural diversity in music education and transmission, Schippers advocates taking into account and celebrating the natural dynamics of music. He argues that "most music travels remarkably well," and regards every musical act as an expression of the 'here and now', as do many of the musicians and scholars he quotes. In this way, he challenges stifling directives to recreate 'authentic contexts', which in fact constantly change (and have always changed) in the cultures of origin as well. This liberates music educators to seek with integrity appropriate ways of presenting music at all levels of education: in schools, community settings, and professional training.
In seven succinct chapters that each approach the issues from a different angle, Schippers gradually unfolds the complexities of learning and teaching music 'out of context' in an accessible manner, and presents a coherent model to approach these, as well as lucid suggestions for translating the resulting ideas in practice. While mapping the various factors that determine all acts of music transmission, he also comes to surprising insights into the nature and preconceptions underlying much formal music education settings across the world, including those focusing on western classical music.
Facing the Music provides a rich resource for reflection and practice for all those involved in teaching and learning music, from policy maker to classroom teacher.

A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education Series Editor Bharath Sriraman, The University of Montana International Perspectives and Research on Social Justice in Mathematics Education is the highly acclaimed inaugural monograph of The Montana Mathematics Enthusiast now available through IAP. The book covers prescient social, political and ethical issues for the domain of education in general and mathematics education in particular from the perspectives of critical theory, feminist theory and social justice research. The major themes in the book are (1) relevant mathematics, teaching and learning practices for minority and marginalized students in Australia, Brazil, South Africa, Israel, Palestine, and the United States., (2) closing the achievement gap in the U.K, U.S and Iceland across classes, ethnicities and gender, and (3) the political dimensions of mathematics. The fourteen chapters are written by leading researchers in the international community interested and active in research issues of equity and social justice.

180 Days of Language is a fun and effective daily practice workbook designed to help students improve their grammar skills. This easy-to-use kindergarten workbook is great for at-home learning or in the classroom. The engaging standards-based activities cover grade-level skills with easy to follow instructions and an answer key to quickly assess student understanding. Students will practice punctuation, capitalization, and spelling with daily activity pages. Watch as students improve their grammar and writing skills with these quick learning activities.Parents appreciate the teacher-approved activity books that keep their child engaged and learning. Great for homeschooling, to reinforce learning at school, or prevent learning loss over summer.Teachers rely on the daily practice workbooks to save them valuable time. The ready to implement activities are perfect for daily morning review or homework. The activities can also be used for intervention skill building to address learning gaps.

A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics Education Series Editor Bharath Sriraman, The University of Montana Our innovative spirit and creativity lies beneath the comforts and security of today's technologically evolved society. Scientists, inventors, investors, artists and leaders play a vital role in the advancement and transmission of knowledge. Mathematics, in particular, plays a central role in numerous professions and has historically served as the gatekeeper to numerous other areas of study, particularly the hard sciences, engineering and business. Mathematics is also a major component in standardized tests in the U.S., and in university entrance exams in numerous parts of world. Creativity and imagination is often evident when young children begin to develop numeric and spatial concepts, and explore mathematical tasks that capture their interest. Creativity is also an essential ingredient in the work of professional mathematicians.Yet, the bulk of mathematical thinking encouraged in the institutionalized setting of schools is focused on rote learning, memorization, and the mastery of numerous skills to solve specific problems prescribed by the curricula or aimed at standardized testing. Given the lack of research based perspectives on talent development in mathematics education, this monograph is specifically focused on contributions towards the constructs of creativity and giftedness in mathematics. This monograph presents new perspectives for talent development in the mathematics classroom and gives insights into the psychology of creativity and giftedness. The book is aimed at classroom teachers, coordinators of gifted programs, math contest coaches, graduate students and researchers interested in creativity, giftedness, and talent development in mathematics.

Geography teachers and school library media specialists will find this resource indispensable for providing classroom lessons and activities in critical thinking for geography students in grades 7-12. It is filled with over 75 primary source Internet sites covering such topics as Places and Regions, Physical Systems, Human Systems, Environment and Society, and the Uses of Geography, and will be an invaluable tool in helping teachers and librarians meet the standards set forth in the 1994 publication "Geography for Life: National Geography Standards."

Each site is accompanied by a site summary that describes the site contents and usefulness to geography teachers and school library media specialists. Site subjects include: Urban Landscapes, Volcanoes and Earthquakes, Weather, The U.S. Census, and the World Wildlife Fund Global Network. The questions and activities that follow are designed to develop critical thinking skills for both oral and written presentations. An appendix of additional geography resources includes Internet addresses for approximately 25 sites relating to maps, primary sources, and critical thinking. This will provide teachers and librarians with even more resources for developing lessons to help each student meet all 18 of the National Geography Standards.

In Teaching Struggling Students in Mathematics, Too Many Grades of D or F, Bill Hanlon provides examples and recommends highly effective and practical instructional and assessment strategies that classroom teachers can immediately implement and that school administrators can readily observe. These high yield strategies build on accepted practices and directly address the needs of struggling students. His no nonsense, common sense approach assists classroom teachers in organizing their instruction by connecting preparation and instruction to student notes, homework, test preparation, and assessments so students study more effectively. This results in increased student performance. Bill also emphasizes the importance of student-teacher relationships and the implementing a success-on-success model. His emphasis on making students more comfortable in their knowledge, understanding, and application of math is demonstrated repeatedly with examples of how to introduce new concepts and skills by linking them to previously learned math and outside experiences. These linkages allow teachers another opportunity to review and reinforce skills or address student deficiencies. Teaching Struggling Students in Mathematics will help your student succeed in math."

A handy teacher's resource providing useful lists of words made from the individual letter sounds and digraphs. Ideal for dictation and blending practice in class. In addition there are initial and final consonant blends, alternative vowel spellings and tricky words lists that can be used.