Beyond the Boundaries draws on the experience of educators from many different content areas, offering new insights into integrative teaching in secondary schools. As the authors look past the traditional approaches of interdisciplinary studies, they envision a transdisciplinary school, where students and teachers view the world from previously hidden perspectives. Many contemporary secondary education standards call for teachers to reach across traditional disciplinary lines and create curricula and instructional techniques that are interdisciplinary in nature (as examples, for mathematics see Principles and Standards for School Mathematics; for science see National Science Education Standards; for foreign language see Standards for Foreign Language Learning; Preparing fro the 21st Century). Yet, due to the highly entrenched and fragmented administrative structure of teacher education fields, including tertiary preparation and state certification, most practitioners and teacher educators approach said endeavors from a subject-specific orientation. This contributed volume includes perpsectives from major areas in secondary teacher education, including Science, Mathematics, Social Studies. Art, Literacy, English/Language Arts, Foreign Language, Bilingual Education, foundations, and Literacy. The book includes both theoretical and practical aspects as to how teachers are being prepared to create and implement transdisciplinary units. The authors explore how these approaches can be imiproved such that teachers attempt to apply transdisciplinary epistemological and pedagogical structures, which emphasize inquiry from multiple perspectives, to avail the full power of such learningexperiences to the students.

Interdisciplinary Education in the Age of Assessment addresses a prevalent need in educational scholarship today. Many current standards-driven curricula follow strict subject-specific guidelines, leaving educators little room for interdisciplinary innovation. This book gears itself toward developing assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines. Each chapter covers a major subject area (literacy, science, math, social studies, bilingual education, foreign language, educational policy) and discusses methods of assessing integrated/ interdisciplinary curriculum and instruction.

Interdisciplinary Education in the Age of Assessment addresses a prevalent need in educational scholarship today. Many current standards-driven curricula follow strict subject-specific guidelines, leaving educators little room for interdisciplinary innovation. This book gears itself toward developing assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines. Each chapter covers a major subject area (literacy, science, math, social studies, bilingual education, foreign language, educational policy) and discusses methods of assessing integrated/ interdisciplinary curriculum and instruction.

Noticing is an essential aspect of professional expertise in teaching - a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a 'noticing teacher' in the language and literacy classroom can make a real difference to students' progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of 'noticing teachers', the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher's work. Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how 'noticing' operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.

Noticing is an essential aspect of professional expertise in teaching - a skill that draws on deep professional knowledge in ways that affect how teachers are aware of, respond to and meet the needs of their students. Being a 'noticing teacher' in the language and literacy classroom can make a real difference to students' progress as readers and writers, to their literacy attainment and to their engagement with learning. This international, research-informed book is unique in its focus on literacy and language. The authors explore models and methods to embed both noticing and the development of teacher agency and grounded knowledge into teacher education programs and school practices. To further the professional knowledge and agency of 'noticing teachers', the authors argue that research, policy and the professional community need to understand how noticing skills can be woven into the policy and practice contexts of the literacy teacher's work. Developing Habits of Noticing in Literacy and Language Classrooms: Research and Practice across Professional Cultures is designed to help teachers, researchers and school leaders think in new ways about how 'noticing' operates in the context of the literacy classroom and how it can be supported. Each chapter provides a valuable insight into how teachers learn from their students, in the course of teaching activities, to be responsive, analytical and inspirational.