This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents:
* theoretical perspectives for studying, analyzing, and understanding teacher change;
* descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted in teacher change.
One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

On Extremity: From Music to Images, Words, and Experiences brings together transdisciplinary scholarship on sounds, images, words, and experiences (human and non-human) to reflect on the polysemic and polymorphic characteristics of extremity and the category of the extreme. The editors and authors aim to contribute to a living, breathing, and expanding definition of extremity that helps us understand what we gain, or lose when we interact with it, create it, and share it with, or force it upon, others. The volume calls for the emergence of “extremity studies� as an area of perusal to help us navigate our current global condition.

The Secondary Lenses on Learning professional development materials were designed to support the efforts of site-based mathematics improvement teams of mathematics leaders to advance middle and high school students' mathematics achievement. Participants in the Secondary Lenses on Learning program will expand their understanding of the mathematical knowledge and dispositions that students need to be mathematically literate in today's world and the learning opportunities that need to be created to make significant mathematics accessible to all students. The Secondary Lenses on Learning Participant Book features detailed notes for each of the six sessions, corresponding readings, handouts, and assignments. Over the course of the Secondary Lenses on Learning sessions, participants will: - Explore concepts in middle and high school algebra - Discuss readings that illuminate the issues in each session - Reflect on filmed material and written cases - Examine various leadership tasks and responsibilities that contribute to an effective mathematics program Multiple copies of the participant books are available separately to accommodate your group's specific needs. For the facilitator, the Secondary Lenses on Learning comprehensive package includes one participant book, one facilitator's guide, and an accompanying DVD with segments that correlate to individual sessions.

"Catch Fire" is a financial freedom manual. Starting out with the backdrop of the author's story; how Doug Nelson survived a horrendous gas explosion that put him in a coma for 6 weeks and rehabilitation for 9 months and how during that time money was never an issue. From there Doug explains the problem; the current economic systems and busts some commonly held financial myths to expose the urgency of taking control of your financial life. That is when he teaches the solutions; The offense and defense strategies in the financial Freedom playbook. Both are necessary to secure a financial life that will set your time free and allow you to live out your life's purpose.

The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education.
"Beyond Classical Pedagogy: Teaching Elementary School Mathematics" reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy.
The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching.
Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms.
The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching.
Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education.

The emergence of the National Council of Teachers of Mathematics Standards in 1989 sparked a sea change in thinking about the nature and quality of mathematics instruction in U.S. schools. Much is known about transmission forms of mathematics teaching and the influence of this teaching on students' learning, but there is still little knowledge about the alternative forms of instruction that have evolved from the recent widespread efforts to reform mathematics education. Beyond Classical Pedagogy: Teaching Elementary School Mathematics reports on the current state of knowledge about these new instructional practices, which differ in significant ways from the traditional pedagogy that has permeated mathematics education in the past. This book provides a research-based view of the nature of facilitative teaching in its relatively mature form, along with opposing views and critique of this form of pedagogy. The focus is on elementary school mathematics classrooms, where the majority of the reform-based efforts have occurred, and on the micro level of teaching (classroom interaction) as a source for revealing the complexity involved in teaching, teachers' learning, and the impact of both on children's learning. The work in elementary mathematics teaching is situated in the larger context of research on teaching. Research and insights from three disciplinary perspectives are presented: the psychological perspective centers on facilitative teaching as a process of teachers' learning; the mathematical perspective focuses on the nature of the mathematical knowledge teachers need in order to engage in this form of teaching; the sociological perspective attends to the interactive process of meaning construction as teachers and students create intellectual communities in their classrooms. The multidisciplinary perspectives presented provide the editors with the necessary triangulation to provide confirming evidence and rich detail about the nature of facilitative teaching. Audiences for this book include scholars in mathematics education and teacher education, teacher educators, staff developers, and classroom teachers. It is also appropriate as a text for graduate courses in mathematics education, teacher education, elementary mathematics teaching methods, and methods of research in mathematics education.

This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents:
* theoretical perspectives for studying, analyzing, and understanding teacher change;
* descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted in teacher change.
One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.

The combat history of the 1st Battalion, 5th Marines--or One Five (1/5)--is long and illustrious, but there are many periods of their combat operations during the Vietnam War about which there is little in print. This history is drawn from many years of research, from the author's personal memories, and from careful study of the battalion's Command Chronologies and Combat After-action Reports and other historical records. Most importantly it includes a collection of true stories told to the author by dozens of U.S. Marines who served in and fought with 1/5 during the Vietnam War, at all levels of the Chain of Command. This book hunkers down with the Mud Marines of Charlie One Five, a small but determined band of American fighting men, and their very human and often painful stories of combat cover a wide range of scenarios and situations. Follow the Marines of 1/5 as they are lulled by the exotic and beautiful countryside, trudge through swamps, jungles, mountains, and rice paddies for seemingly endless days, and struggle to stay alert during their cautious passage through the extreme terrain and weather conditions of this incredibly scenic but deceptive land, only to be shattered by sudden and deadly attacks from Viet Cong snipers, ambushes, and command-detonated bombs. Despite the overwhelming odds against them, the Marines of Charlie One Five always emerge victorious in every battle they fight.