Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members.

A volume in Research on Education in Africa, the Caribbean, and the Middle East Cynthia Szymanski Sunal and Kagendo Mutua, Series Editors This is Book V in the series, Research on Education in Africa, the Caribbean and the Middle East. The series strives to encourage the presentation of evidence based investigations using data collected on site from the three world regions it considers. A strong focus is on data specific to a nation or to a region within a nation, as we recognize that nations are diverse, often encompassing regions with unique cultural and geographic characteristics. The data are rooted in the voices of individuals and communities. Such evidential data are analyzed and interpreted within the context of the complex human and natural environments from which they are derived. Chapters in the books within the series describe investigations that are part of an effort to continue the publication of an annual compilation of research studies in the three world regions upon which the series focuses.The series, therefore, indicates that the need to develop modern, self-sufficient, independent, and post-colonial societies is being balanced with the need to strengthen cultural values and identities within these three world regions. Book V in the series focuses on how the educational challenges found in these three world regions are addressed. The chapters specifically examine related recent research, identify useful investigative methodologies, identify accomplishments in meeting challenges, and consider unresolved challenges. The overarching questions presented below were derived from an analysis of the questions, methods, and conclusions presented in the studies appearing in this book. These overarching questions described here reflect the connections between educational issues that emerged in the 20thcentury and issues identified in the 21st century.

A volume in Research on Education in Africa, the Caribbean, and the Middle East Cynthia Szymanski Sunal and Kagendo Mutua, Series Editors This is Book V in the series, Research on Education in Africa, the Caribbean and the Middle East. The series strives to encourage the presentation of evidence based investigations using data collected on site from the three world regions it considers. A strong focus is on data specific to a nation or to a region within a nation, as we recognize that nations are diverse, often encompassing regions with unique cultural and geographic characteristics. The data are rooted in the voices of individuals and communities. Such evidential data are analyzed and interpreted within the context of the complex human and natural environments from which they are derived. Chapters in the books within the series describe investigations that are part of an effort to continue the publication of an annual compilation of research studies in the three world regions upon which the series focuses.The series, therefore, indicates that the need to develop modern, self-sufficient, independent, and post-colonial societies is being balanced with the need to strengthen cultural values and identities within these three world regions. Book V in the series focuses on how the educational challenges found in these three world regions are addressed. The chapters specifically examine related recent research, identify useful investigative methodologies, identify accomplishments in meeting challenges, and consider unresolved challenges. The overarching questions presented below were derived from an analysis of the questions, methods, and conclusions presented in the studies appearing in this book. These overarching questions described here reflect the connections between educational issues that emerged in the 20thcentury and issues identified in the 21st century.

The Enterprise of Education is Book IV of the research series, Research on Education in Africa, the Caribbean and the Middle East. This book examines the implications of rapid political, sociocultural, and economic change for the enterprise of education within particular countries in the regions of Africa, the Caribbean, and the Middle East-all of which have cultural ties. It provides a space for a critical dialogue about the impact of global issues on the enterprise of education in specific locales or regions within a specific country. Finally, the book identifies trends in the enterprise of education that are occurring across the regions. The Enterprise of Education draws from recent research, summarizing, interpreting, and making connections to address issues/questions that are central to the enterprise of education today in these three world regions. Among the specific questions/issues that are considered include the following: How is the enterprise of education addressing and including the needs of all children including those who are squatters, new immigrants, have special education needs, and who are voiceless in their society?What social structures in these regions mitigate against student learning, especially particular groups of students? What research methodologies enable us to investigate the enterprise of education in these world regions? What role does the learning environment play in schools? Who creates curriculum, and for what purposes? Which issues are found to a greater or lesser extent in education in other world regions? What role do parents play, in economic and social support of schools? How can teachers best be prepared for effective teaching?

The Enterprise of Education is Book IV of the research series, Research on Education in Africa, the Caribbean and the Middle East. This book examines the implications of rapid political, sociocultural, and economic change for the enterprise of education within particular countries in the regions of Africa, the Caribbean, and the Middle East-all of which have cultural ties. It provides a space for a critical dialogue about the impact of global issues on the enterprise of education in specific locales or regions within a specific country. Finally, the book identifies trends in the enterprise of education that are occurring across the regions. The Enterprise of Education draws from recent research, summarizing, interpreting, and making connections to address issues/questions that are central to the enterprise of education today in these three world regions. Among the specific questions/issues that are considered include the following: How is the enterprise of education addressing and including the needs of all children including those who are squatters, new immigrants, have special education needs, and who are voiceless in their society?What social structures in these regions mitigate against student learning, especially particular groups of students? What research methodologies enable us to investigate the enterprise of education in these world regions? What role does the learning environment play in schools? Who creates curriculum, and for what purposes? Which issues are found to a greater or lesser extent in education in other world regions? What role do parents play, in economic and social support of schools? How can teachers best be prepared for effective teaching?