The provocative contributions to Opening the Research Text reflect current interest in the political and cultural underpinnings of mathematics education. With 22 contributors including both established researchers and newcomers, this innovative research-oriented volume challenges traditional theories and "comforting narratives" of pedagogy through realistic, non-linear scenarios reflecting the ambiguities and power relationships of the classroom. By alternating research chapters with inventive responses (including poetry, concept mapping, graphic novel, and collage), the editors present theoretical as well as practice-based possibilities in areas as diverse as arts-based inquiry and social justice pedagogy, all in relation to mathematics education. These multiple calls to action will inspire readers to:

• Rethink the accessibility and impact of their classroom work.
• Consider the value of poststructuralist strategies to curriculum theory.
• Explore alternate research paradigms in mathematics education.
• Trace the intersections of power, economics and mathematics.
• Critically examine the discourse of school mathematics and policy documents.
• Engage in self-study, writing their own stories of insight and in(ter)vention.

Opening the Research Text asks teachers, researchers and scholars to add to the dialogue that is transforming the mathematics education field, and leads new educators toward insights into their careers and the students and communities they serve. Additionally, the book can be a primary graduate or supplementary undergraduate text in education ormathematics education.

An innovative contribution to educational research is to be found in this book. The book addresses the need to generate texts that assist educators and future educators in taking up new research and making sense of it. It offers unique approaches to interpreting research within the mathematics education field and takes its place in a growing set of resources. The book will appeal to teacher educators, student teachers, and mathematics education researchers alike.

In my first Creative Thinking class with Dr. Schultz, he asked, Why do women have to be creative thinkers? My answer became the turning point in my life and the purpose behind my particular lifestyle. was almost unknown. But once Kathleen Nolan Walsh Keating was introduced to the then-emerging ideas of Creative Thinking, her own personal revolution began. Kathleen became not only a wife and mother, but also a teacher, writer, lecturer, painter and world traveler. At a time when other women were often living in quiet desperation, Kathleen was lecturing everyone from housewives to businessmen about the power of Creative Thinking. Showing. The ideas presented in these lectures have been tested over 60 years not only by Kathleen, but by the thousands of people her teaching has touched. They are not just theories, they are concrete steps and actions that will lead to a more creative, more meaningful lifestyle. especially women who felt unfulfilled in the role of homemaker. But she expands her ideas to present a system of brainstorming, creative problem solving and a way of thinking that can generate energy, ideas and solutions for anyone who puts them into practice. the motivation for those adventures you've been putting off. It's time for your own personal Creative Thinking revolution

In my first Creative Thinking class with Dr. Schultz, he asked, Why do women have to be creative thinkers? My answer became the turning point in my life and the purpose behind my particular lifestyle. was almost unknown. But once Kathleen Nolan Walsh Keating was introduced to the then-emerging ideas of Creative Thinking, her own personal revolution began. Kathleen became not only a wife and mother, but also a teacher, writer, lecturer, painter and world traveler. At a time when other women were often living in quiet desperation, Kathleen was lecturing everyone from housewives to businessmen about the power of Creative Thinking. Showing. The ideas presented in these lectures have been tested over 60 years not only by Kathleen, but by the thousands of people her teaching has touched. They are not just theories, they are concrete steps and actions that will lead to a more creative, more meaningful lifestyle. especially women who felt unfulfilled in the role of homemaker. But she expands her ideas to present a system of brainstorming, creative problem solving and a way of thinking that can generate energy, ideas and solutions for anyone who puts them into practice. the motivation for those adventures you've been putting off. It's time for your own personal Creative Thinking revolution

Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling. The theories discussed include Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT) and la didactique du plurilinguisme, and social theorists covered include Barad, Bernstein, Bourdieu, Braidotti, Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this book make explicit how innovative social theory-driven research can challenge and change teacher education practices and the learning experiences of students.

Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling. The theories discussed include Actor-Network Theory (ANT), Cultural Historical Activity Theory (CHAT) and la didactique du plurilinguisme, and social theorists covered include Barad, Bernstein, Bourdieu, Braidotti, Deleuze, Foucault, Heidegger, and Nussbaum. The chapters in this book make explicit how innovative social theory-driven research can challenge and change teacher education practices and the learning experiences of students.

The touchstones of Gothic monumental art in France - the abbey church of Saint-Denis and the cathedrals of Chartres, Reims, and Bourges - form the core of this collection dedicated to the memory of Anne Prache. The essays reflect the impact of Prache's career, both as a scholar of wide-ranging interests and as a builder of bridges between the French and American academic communities. Thus the authors include scholars in France and the United States, both academics and museum professionals, while the thematic matrix of the book, divided into architecture, stained glass, and sculpture, reflects the multiple media explored by Prache during her long career. The essays employ a varied range of methodologies to explore Gothic monuments. The chapters in the architectural section include an intensive archeological analysis of the foundations of Reims Cathedral, the close reading of a late medieval literary text for a symbolic understanding of Paris, and essays that explore the medieval use of practical geometry in designing entire buildings and their components. Saint-Denis, Reims, and Chartres, all monuments studied by Prache, are discussed in the next part, on stained glass. These chapters demonstrate how old problems can be clarified by new evidence, whether from the accessibility of previously unknown archival information, for Reims, or through revelations that arise from restoration, at Chartres. These essays also include a study showing the complexity of making attributions for the storied glass of Saint-Denis. The final set of essays likewise takes different approaches to sculpture, whether constructing links to the liturgy at Reims, or discussing the meaning of a sculptural ensemble studied by Prache early in her career, the cloister of Notre-Dame-en-Vaux in ChAclons-en-Champagne, or scrupulously examining the faAade sculpture at Bourges Cathedral for insights into the design process. As a whole, the volume provides a window onto key directions in the study of

As zero-tolerance discipline policies have been instituted at high schools across the country, police officers are employed with increasing frequency to enforce behavior codes and maintain order, primarily at poorly performing, racially segregated urban schools. Actions that may once have sent students to the detention hall or resulted in their suspension may now introduce them to the criminal justice system. In "Police in the Hallways," Kathleen Nolan explores the impact of policing and punitive disciplinary policies on the students and their educational experience.

Through in-depth interviews with and observations of students, teachers, administrators, and police officers, Nolan offers a rich and nuanced account of daily life at a Bronx high school where police patrol the hallways and security and discipline fall under the jurisdiction of the NYPD. She documents how, as law enforcement officials initiate confrontations with students, small infractions often escalate into "police matters" that can lead to summonses to criminal court, arrest, and confinement in juvenile detention centers.

Nolan follows students from the classroom and the cafeteria to the detention hall, the dean's office, and the criminal court system, clarifying the increasingly intimate relations between the school and the criminal justice system. Placing this trend within the context of recent social and economic changes, as well as developments within criminal justice and urban school reform, she shows how this police presence has created a culture of control in which penal management overshadows educational innovation.

"Police in the Hallways" also examines the prevalent forms of oppositional behavior through which students express their frustrations and their deep sense of exclusion. With compassion and clear-eyed analysis, Nolan sounds a warning about this alarming convergence of prison and school cultures and the negative impact that it has on the real lives of low-income students of color--and, in turn, on us all.