How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students' skills and their ability to link what they learn in school with the world outside the classroom? Featuring actual case studies of teachers' attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration-its implementation and its strengths and weaknesses-will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.

Answering Back exposes the volatility of gender reform in many different schools and classrooms. It tells stories in close up and from below, allowing everyone to talk: anxious boys, naughty girls, cantankerous teachers, pontificating principals and feisty feminists.

This book challenges many sacred ideas about gender reform in schools and will surprise and unsettle teachers and researchers. It draws on a deep knowledge of gender issues in schools and of feminist theories, policies and practices. It is compelling and provocative reading at the leading edge.

Whenever schools adopt programs that reflect political climate changes in the outside world, the temperature of discussion among politicians, students, teachers and parents rises to a fever pitch. What happens when programs designed to promote equitability across gender difference are applied to individual schools, with their unique demographics and local cultures?
In this groundbreaking collection, which draws its insights from the classroom as well as the faculty room and the dining room table, contributors expose the volatility of gender reform programs currently in practice. Everybody speaks here, from old-guard teachers and principals to radical educators, class clowns to teachers' pets. Drawing on a deep knowledge of gender issues in schools and of feminist theories, policies and practices, this compelling and provocative collection will surprise, unsettle and inspire parents, teachers and researchers.

How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students' skills and their ability to link what they learn in school with the world outside the classroom? Featuring actual case studies of teachers' attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration-its implementation and its strengths and weaknesses-will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.