Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education.
This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.

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.

Currently there is substantial exchange and communication between academic communities around the world as researchers endeavour to discover why so many children 'fail' at a subject that society deems crucial for future economic survival. This book charts current thinking and trends in teacher education around the world, and looks critically at the inservice education of maths teachers. The contributors explore the processes , practices and issues in teacher education projects in ten countries and these are then discussed and related to current philosophies of teacher education. The book provides an insight into the successes and shortcomings of many different approaches to maths education.

The late-1990s sees a substantial exchange and communication between countries as researchers attempt to find out why so many children "fail" at a subject deemed crucial for economic survival. This text charts current thinking and trends in maths teacher education around the world, and looks critically at the inservice education of maths teachers. Divided into two parts, the first has contributors present the processes, practices and issues in teacher education projects in ten countries: Israel; Portugal; South Africa; US; Lebanon; Austria; New Zealand; UK; Australia and Canada. The second part consists of critical discussions of these processes and issues in the light of current teacher education philosophies.

Eminent scholars from around the globe gathered to discuss how educational systems would change if the prevailing principles of constructivism were applied to three major aspects of those systems -- knowledge and learning, communication, and environment. This volume provides documentation of the proceedings of this important meeting - - the Early Childhood Action Group of the Sixth International Congress on Mathematics Education.
This international assembly, representing such diverse disciplines as mathematics and math education, epistemology, philosophy, cognitive science, psycholinguistics, and science education, is the first to examine early childhood mathematics education from constructivist and international perspectives in addition to formulating recommendations for future work in the field.

Just like "Alice in Wonderland," Michael lives in a crazy world. As a drug addict, he has tried to climb out of the rabbit hole for many years. His struggle to overcome his addiction becomes a journey for all of us. Michael's letters from prison unfold like episodes in a reality show. His sponsor is our hero. Bob's tough-love letters and guidance show us what most people fail to do in recovery and what causes them to relapse. We are there, watching Michael build the courage to put the "not-so-easy" Twelve Steps into action. Fortunately, we are also there when he finds his way out of the rabbit hole.

Administrative Law Facing the Future: Old Constraints and New Horizons is a stimulating collection of essays by a team of distinguished scholars and practitioners, introduced by the Hon. Mr Justice Stephen Sedley. The book has been constructed around the guiding themes of current debates and future developments in administrative law. The collection seeks to address many of the most topical aspects of this important area of law and includes chapters analysing: the implications of transformations in the British state and public administration; mechanisms for the control of delegated legislation; contemporary developments in ministerial accountability; comparative ombudsman remedies and dispute resolution procedures in the National Health Service. A substantial part of the volume also concentrates on the nature and purpose of judicial review, with chapters discussing: the public/private law divide; the developing grounds of review; rules of standing; public law remedies; settling and the process of judicial review; civil liberties and the role of the courts and public interest immunity. The impact of the European Community and the use of the prerogative power in England and France are the focus of individual chapters.

The autobiography of Terry Wood, Steel Guitarist Extraordinaire. 458 pages and over 400 pictures!

Joe Hawthorne is an ordinary guy, or at least he used to think so. A military vet, former pilot, and struggling writer, Joe is living his underachieving, mildly messed-up life in the manner in which he's become accustomed: quietly. All that changes drastically, and dangerously, when long-lost cousin and childhood chum Tommy Valentine begins appearing at Joe's regular Seattle hang-outs. Tommy encourages Joe to seek out Dr. Sara Spencer, an unorthodox but insightful psychiatrist. She quickly diagnoses Joe as having hidden childhood memories that are the key to understanding his current problems. The fact that his childhood hometown was flooded many years earlier by a hydroelectric project is just the beginning of Joe's troubles. Joe begins a difficult process of self-discovery but quickly finds himself falling in love with his beautiful therapist. He also finds that others are strangely interested in his damaged psyche, and that their motivations are far from innocent. Joe's efforts to uncover the mystery of his childhood memories go awry when the people he seeks out begin to die in spectacular fashion. With the body count quickly increasing, and his own life and freedom in jeopardy, Joe makes a fateful decision in an all or nothing gamble to understand the past and banish his personal demons. In doing so, a far more ancient mystery will be uncovered, one that people will to kill to discover. To survive the epic battle with unknown enemies and the darker aspects of his own soul, Joe must use every trick and resource at his disposal, whether legal or extra-legal. With only his wits and his faithful dog Shovelhead to count on, Joe's chances of success are slim. In the end, he finds you can go home again. But you might not survive the journey.

Street lit, also known as urban fiction, addresses with unflinching grit the concerns and problems of city living. Controversial in some quarters, it is also wildly popular, and this readers' advisory by street lit expert Morris* Sketches out the rich history of the genre, shwoing why it appeals so strongly to readers and providing a quick way for street lit novices to get up to speed* Covers a variety of subgenres in terms of scope, popularity, style, major authors and works, and suggestions for readers' advisory* Serves as a tool to improve library customer service by strengthening the relationship between library staff and patrons who may be new to using public librariseEmphasing an appreciation for street lit as a way to promote reading and library use, Morris' book helps library staff establish their "street cred" by giving them the information they need to provide knowledgeable guidance.

Bryne McAllister, a renowned scientist, found signs of an ancient civilization hidden beneath the Antarctic ice shelf. Soon after, he began to gather scientists for an archeological dig that would take place during the Antarctic winter. Though his plans took a sudden turn when he met a young linguist, Rachel Madison. Irrationally drawn to her, he invited Rachel to join the dig, giving the team the impression that his intentions were not entirely scientific. Soon after the team arrived, it soon became clear there was no turning back. After studying the ruins, no one except Rachel realized that the ancient ruins were those of the Biblical civilization, Babel. This knowledge allowed her to recognize the presence of evil that science might have caused, and could not necessarily ablate. As the team members are slowly changed by something within the ruins, McAllister has to realize that a God he did not believe in, the God so important in Rachel's life, might be their only hope for survival.