Curriculum and Instruction 2008 (US)

Routledge Education

New Titles and Key Backlist

Curriculum and Instruction

2008 Including Lawrence Erlbaum Associates

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HIGHLIGHTS IN CURRICULUM AND INSTRUCTION TABLE OF CONTENTS Curriculum and Instruction . . . . . . . . . . . . .1 Curriculum Theory . . . . . . . . . . . . . . . . . . . .5 Science and Technology Education . . . . . .9 Mathematics Education . . . . . . . . . . . . . . .13 see page 1

see page 2

see page 3

Social Studies Education . . . . . . . . . . . . . .19 Music, Art and Drama Education . . . . . . .22 College Study Skills . . . . . . . . . . . . . . . . . .23 Student Teaching and Teacher Education . . . . . . . . . . . . . . . . . . .24 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

see page 4

see page 6

see page 9

Contacts in the US, Canada and Latin America: For Editorial Inquiries: Catherine Bernard, Senior Editor catherine.bernard@taylorandfrancis.com For Marketing Inquiries: Lori Kelly, Marketing Manager lori.kelly@taylorandfrancis.com Exam Copy Requests: exam.copy@taylorandfrancis.com www.routledge.com/examcopy Customer Service: orders@taylorandfrancis.com

see page 13

see page 21

see page 24

Contacts in the UK and Internationally: For Editorial Inquiries: Anna Clarkson, Publisher anna.clarkson@tandf.co.uk For Marketing Inquiries: James Palser, Marketing Executive james.palser@tandf.co.uk

Complete Catalogue This catalogue only contains a selection of our Education titles. Our online catalogue gives you the power to search for any title currently in print by title, author, ISBN or full text. All the entries have a description of the book’s contents and each month a number of titles are featured with further information. To access our full range of titles please visit www.routledgeeducation.com For e-mail updates in your field visit www.routledge.com/eupdates.

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CURRICULUM AND INSTRUCTION

CURRICULUM AND INSTRUCTION

NEW

NEW

2ND EDITION

Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators

Culture in School Learning Revealing the Deep Meaning Etta R. Hollins, University of Southern California, US

2ND EDITION

Back to the Basics of Teaching and Learning “Thinking the World Together” David W. Jardine, University of Calgary, Canada, and Patricia Clifford and Sharon Friesen, both at the Galileo Educational Network Association, Canada This book is about an ecologicalinterpretive image of “the basics.” Essays detailing everyday events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-asbreakdown under which education labors today—an image of fragmentation, isolation, and the consequent dispensing, manipulation and control of the smallest, simplest, most meaningless bits and pieces of the living inheritances that are entrusted to teachers and learners in schools. By involving readers in re-thinking the idea of the “basics” in educational theory and practice, this book offers a more generous, rigorous, difficult, and pleasurable image of what this term might mean in the living work of teachers and learners. The Second Edition: • Elaborates a vision of “the basics” that involves relation, ancestry, commitment, participation, interdependence, belonging, desire, conversation, memory, place, topography, tradition, inheritance, experience, identity, difference, renewal, generativity, intergenerationality, discipline, care, strengthening, attention, devotion, transformation, character.

• Adds chapters that take up the ecological aspects of the vision, the hermeneutic aspects, and curricular aspects in the areas of mathematics, reading and writing, and social studies; and chapters on child development, information and communications technologies.

• Proposes a version of “the basics” that asks teachers to be public intellectuals who think about the world, who think about the knowledge we have inherited and to which we are offering our students living, breathing access—to be precisely what we hope our students will be: curious, knowledgeable, adventurous, well-read, questioning, creative, and daring in their intellectual ventures.

This is a valuable text for practicing teachers and studentteachers interested in re-imagining what is basic to their work and the work of their students. It also provides examples of interpretive inquiry that will be helpful for graduate students and scholars in the areas of curriculum, teaching and learning who are interested in pursuing this form of research and writing.

July 2008: 264pp eBook: 978-1-4106-1774-3 Pb: 978-0-8058-6320-8: £25.99 US $41.95 www.routledge.com/9780805863208

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February 2008: 224pp eBook: 978-0-203-92943-8 Pb: 978-0-8058-4108-4: £17.99 US $32.95 www.routledge.com/9780805841084 AVAILABLE AS AN INSPECTION COPY

NEW

Handbook of Moral and Character Education Edited by Larry P. Nucci, University of Illinois at Chicago, US and Darcia Narvaez, Notre Dame University, US Series: Educational Psychology Handbook There is widespread agreement that schools should contribute to students’ moral development and character formation.

Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and character education.

The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years.

Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings.

Edited by The AACTE Committee on Innovation and Technology, US A Co-Publication of Routledge/Taylor & Francis Group and the American Association for Colleges of Teacher Education This handbook addresses the concept and implementation of pedagogical technological content knowledge—the knowledge and skills that teachers need in order to meaningfully integrate technology into instruction in specific content areas.

Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: • What is Technological Pedagogical Content Knowledge?

• Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas • Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Teaching and Teacher Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, “It’s about time!”

January 2008: 336pp eBook: 978-1-4106-1818-4 Hb: 978-0-8058-6355-0: £85.00 US $150.00 Pb: 978-0-8058-6356-7: £32.50 US $60.00 www.routledge.com/9780805863567

February 2008: 608pp eBook: 978-0-203-93143-1 Hb: 978-0-8058-5960-7: £85.00 £105.00 US $195.00 Pb: 978-0-8058-5961-4: £50.00 US $89.95 www.routledge.com/9780805859614

FORTHCOMING

In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students’ cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students’ cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation.

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CURRICULUM AND INSTRUCTION

Reflective Teaching and the Social Conditions of Schooling A Series for Prospective and Practicing Teachers Edited by Daniel P. Liston and Kenneth M. Zeichner

FORTHCOMING

Reading and Teaching

Mathematics and Teaching

Richard J. Meyer, University of New Mexico, US and Maryann Manning, University of Alabama at Birmingham, US

Michele D. Crockett, University of Illinois at Urbana-Champagne, US Mathematics and Teaching uses case studies to explore complex and pervasive issues that arise in teaching. In this volume, school mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. This book does not provide immediate or definitive resolutions. Rather, its goal is to provoke and facilitate thoughtful discussion about critical issues for professional decision-making in mathematics teaching. The book follows the same format as previous volumes in the series.

• Part One includes four case studies of classroom experiences: “Race and Teacher Expectations”; “Mathematics for All?”; “Culture and School Mathematics”; and “Politics and School Mathematics.” Each case is followed by a space for readers’ own reactions and reflections, school stakeholders’ reactions, and a summary with additional questions for further discussion.

• Part Two presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist.

• Part Three offers the authors’ reflections on the centrality of culture in teaching mathematics, resources and exercises for further reflection, and a bibliography for further reading.

Mathematics and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It is appropriate for any undergraduate and graduate course addressing mathematics teaching issues.

May 2008: 126pp eBook: 978-0-203-93021-2 Pb: 978-0-8058-4419-1: £15.99 US $29.95 www.routledge.com/9780805844191

Reading and Teaching raises questions and provides a context for pre-service and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach.

Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.

January 2007: 224pp eBook: 978-1-4106-1605-0 Pb: 978-0-8058-5429-9: £15.99 US $21.50 www.routledge.com/9780805854299

Linguistic Diversity and Teaching Nancy L. Commins, University of Colorado at Denver, US and Ofelia B. Miramontes, University of Colorado at Boulder, US June 2005: 208pp eBook: 978-1-4106-1344-8 Pb: 978-0-8058-2736-1: £14.99 US $25.95 www.routledge.com/9780805827361

Gender and Teaching Frances A. Maher, Wheaton College, US and Janie V. Ward, Simmons College, US September 2001: 160pp eBook: 978-1-4106-0434-7 Pb: 978-0-8058-2986-0: £14.50 US $24.50 www.routledge.com/9780805829860

Culture and Teaching Daniel P. Liston, University of Colorado at Boulder, US and Kenneth M. Zeichner, University of Wisconsin at Madison, US August 1996: 128pp Pb: 978-0-8058-8051-9: £13.50 US $20.95 www.routledge.com/9780805880519

Reflective Teaching An Introduction Kenneth M. Zeichner, University of Wisconsin at Madison, US and Daniel P. Liston, University of Colorado at Boulder, US August 1996: 112pp Pb: 978-0-8058-8050-2: £10.99 US $18.95 www.routledge.com/9780805880502

Religion and Teaching Ronald D. Anderson, University of Colorado at Boulder, US This text engages pre-service and practicing teachers in considering some of the complex issues related to religion and teaching that all educators face in their interactions with students, parents, administrators, and fellow teachers. The questions are not just about what is legal and what is not, but how a teacher should act in the best interests of all students, both those who are religious and those who are not. This book does not provide answers. Its goal is to cause readers to reflect deeply on issues related to their professional decisions and actions regarding religion and teaching.

Religion and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses issues of religion and teaching.

August 2007: 136pp eBook: 978-1-4106-1632-6 Pb: 978-0-8058-5162-5: £18.99 US $29.95 www.routledge.com/9780805851625

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NEW

Teaching English Language Learners across the Curriculum

Interdisciplinary Education in the Age of Assessment Edited by David M. Moss, University of Connecticut, US, Terry A. Osborn, Fordham University, US and Douglas Kaufman, University of Connecticut, US

March 2008: 224pp eBook: 978-0-203-92944-5 Hb: 978-0-8058-5377-3: £75.00 US $135.00 Pb: 978-0-8058-5378-0: £22.99 US $41.95 www.routledge.com/9780805853780

NEW

Multimodal Pedagogies in Diverse Classrooms Representation, Rights and Resources Pippa Stein, University of the Witwatersrand, South Africa Multimodal Pedagogies in Diverse Classrooms examines how the classroom can become a democratic space founded on the integration of different histories, modes of representation, feelings, languages and discourses, and is essential reading for anyone interested in the connection between multimodality, pedagogy, democracy and social justice in diverse classrooms.

Pippa Stein combines theory with material taken from post-apartheid classrooms in South Africa where students from different language and cultural backgrounds negotiate the ongoing tensions between tradition and modernity, Western and African intellectual thought, as well as the apartheid-past of their parents, and their own aspirations for the future. This insightful book argues that classrooms can become “transformative” sites in which students can develop curricula and pedagogies which speak to the diversity of global societies, and looks at: • How multimodality can be used to promote social justice and democracy in diverse classrooms.

• The forms of representation through which students make meaning in classrooms.

• The cultural resources available to students, and how they are used for learning.

Dealing with issues such as democracy, politics of difference, diversity, multicultural and multilingual classrooms, this book is as pertinent to readers across the globe as it is to those in South Africa, and will be invaluable and fascinating reading for anyone working or interested in this field.

January 2008: 192pp eBook: 978-0-203-93580-4 Hb: 978-0-415-40165-4: £75.00 US $150.00 www.routledge.com/9780415401654

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FORTHCOMING

FORTHCOMING

Teaching English Language Learners in Career and Technical Education Programs

Teaching English Language Learners through Technology

Victor M. Hernández-Gantes and William Blank, both at the University of South Florida, US Exploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in today’s Career and Technical Education programs.

The authors’ teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs—in the classroom, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiple settings.

July 2008: 208pp eBook: 978-0-203-89439-2 Hb: 978-0-415-95758-8: £70.00 US $125.00 Pb: 978-0-415-95757-1: £16.99 US $29.95 www.routledge.com/9780415957571 AVAILABLE AS AN INSPECTION COPY

FORTHCOMING

Teaching Mathematics to English Language Learners Gladis Kersaint, Denisse R. Thompson and Mariana Petkova, all at the University of South Florida, US Teaching Mathematics to English Language Learners provides simple and straightforward advice on how to teach mathematics to English Language Learners in the classroom. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction.

July 2008: 208pp eBook: 978-0-203-89452-1 Hb: 978-0-415-95788-5: £70.00 US $125.00 Pb: 978-0-415-95789-2: £17.99 US $29.95 www.routledge.com/9780415957892 AVAILABLE AS AN INSPECTION COPY

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 and interdisciplinary curriculum and instruction.

Edited by Tony Erben, Bárbara C. Cruz and Stephen J. Thornton

Tony Erben, University of Tampa, US, Ruth Ban, Barry University, US and Martha Castañeda, Miami University, US In Teaching English Language Learners through Technology, the authors explore the use of computers and technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas.

The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access—whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.

July 2008: 224pp eBook: 978-0-203-89442-2 Hb: 978-0-415-95767-0: £70.00 US $125.00 Pb: 978-0-415-95768-7: £16.99 US $29.95 www.routledge.com/9780415957687 AVAILABLE AS AN INSPECTION COPY

FORTHCOMING

Teaching Social Studies to English Language Learners Bárbara C. Cruz and Stephen J. Thornton, both at the University of South Florida, US This book provides simple and straightforward advice on how to teach English Language Learners in the classroom. In Teaching Social Studies to English Language Learners the authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government.

A fully annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction.

July 2008: 192pp eBook: 978-0-203-89434-7 Hb: 978-0-415-95760-1: £70.00 US $125.00 Pb: 978-0-415-95761-8: £16.99 US $29.95 www.routledge.com/9780415957618 AVAILABLE AS AN INSPECTION COPY

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CURRICULUM AND INSTRUCTION

2ND EDITION

Engaging Minds Changing Teaching in Complex Times Brent Davis and Dennis Sumara, both at the University of Alberta, Canada and Rebecca Luce-Kapler, Queen’s University, Canada

Instructional Strategies for Middle and High School

3RD EDITION

Bruce E. Larson, and Timothy A. Keiper, both at Western Washington University, US

Possibilities for Teaching and Learning

• • • • •

New in this Edition: • Elaborated discussions of critical and political perspectives on teaching and learning • Elaborated discussions of issues of technology in education • Integration of Indigenous, Eastern, and other perspectives on learning and teaching • Integration of case studies into research-based conceptual discussions Written for undergraduate students in teacher education, experienced teachers, and graduate students, this is an ideal text for courses in curriculum and instruction, learning theory, social foundations of education, and human development. It is also an excellent companion volume for any subject-specific teaching methods course.

July 2007: 256pp eBook: 978-1-4106-1690-6 Pb: 978-0-8058-6287-4: £24.99 US $44.95 www.routledge.com/9780805862874 AVAILABLE AS AN INSPECTION COPY

M. Kay Alderman, University of Akron, US

”This is a rich array of powerful strategies, and the authors explain them thoroughly. Aspiring teachers will be wise to learn them, and their students will be glad they did.”

—Walter C. Parker, University of Washington

Engaging Minds is an introduction to current interdisciplinary studies of teaching and learning to teach.

It offers practical suggestions for teachers in the context of critical examinations of assumptions and norms that frame formal education. Topics include: • Beliefs about the nature of knowledge • Biological and cultural roots of perception Transdisciplinary studies of learning and learning systems Historical and contemporary perspectives on learning Learning technologies and human possibility Inclusive and critical emphases in education The pragmatics of pedagogy

Motivation for Achievement

“Larson and Keiper have succeeded in presenting instructional strategies and assessments which superbly address and incorporate adolescents’ wide range of developmental abilities and their various learning styles.”

—Debra Ambrosetti, California State University

Instructional Strategies for Middle and High School is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies and helps them to decide how and when to use these methods in the classroom. Classrooms are comprised of diverse learners, and aspiring teachers will face complex decisions about the assessment of student learning and classroom management. Instructional Strategies for Middle and High School equips pre-service teachers with the methodological tools to promote understanding, conceptual awareness, and learning for every child in the classroom. Features include: • Clear, step-by-step descriptions of seven instructional techniques that pre-service teachers can realistically implement within the classroom setting • Practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy • Concrete examples to illustrate each concept or teaching method described • Guidelines for deciding which instructional methods are most appropriate to different classroom situations and for diverse learners • Guides for creating lesson plans • Access to a comprehensive companion website that provides additional resources and further ways to engage with the material presented in the chapters. http://www.routledge.com/textbooks/ instructionalstrategies

”The real beauty of Alderman’s book is the absence of any notion that ‘one-size fits all’.

Instead, readers are offered a tool-kit from which to select the practices they feel appropriate for their classroom and/or specific individuals within those classrooms....this book provides an invaluable summary of most of the major themes in motivational research in applied educational settings.”

—The Psychology of Education Review “This book does an excellent job of translating theoretical principles and constructs into practical ideas and suggestions that can be used by teachers. I find this book to be a unique resource for courses that have an applied focus because it takes the practical focus most seriously.”

—Allan Wigfield, University of Maryland

Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching.

This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators—teachers, parents, coaches, and administrators—to enhance motivation for achievement.

The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice.

Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be selfregulated learners and develop their potential. Pedagogical features aid the understanding of concepts and the application to practice:

Inquiries Into Learning, Teaching, and Research

• Strategy boxes present guidelines and strategies for using the various concepts.

• Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work.

• Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs.

• A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future.

Brent Davis and Dennis Sumara, both at the University of Alberta, Canada

New in the Third Edition:

This book explores the contributions, actual and potential, of complexity thinking to educational research and practice.

While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic—to present complexity thinking as an important and appropriate attitude for educators and educational researchers. The authors’ intent is not to offer a complete account of the relevance of complexity thinking to education, not to prescribe and delimit, but to challenge readers to examine their own assumptions and theoretical commitments—whether anchored by commonsense, classical thought or any of the posts (such as postmodernism, poststructuralism, postcolonialism, postpositivism, postformalism, postepistemology) that mark the edges of current discursive possibility.

• Updated research and new topics are added throughout as warranted by current inquiry in the field.

• Chapters are reorganized to provide more coherence and to account for new findings.

• New and updated material is included on issues of educational reform, standards for achievement, and highstakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.

January 2007: 344pp Hb: 978-0-415-95308-5: £70.00 US $125.00 Pb: 978-0-415-95309-2: £25.99 US $46.95 www.routledge.com/9780415953092

Complexity and Education

Complexity and Education is the introduction to the emerging field of complexity thinking for the education community.

It is specifically relevant for educational researchers, graduate students, and inquiry-oriented teacher practitioners.

March 2006: 216pp Hb: 978-0-8058-5934-8: £42.50 US $62.95 Pb: 978-0-8058-5935-5: £13.50 US $20.95 www.routledge.com/9780805859355

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September 2007: 360pp eBook: 978-1-4106-1427-8 Pb: 978-0-8058-6048-1: £24.99 US $45.00 www.routledge.com/9780805860481

CURRICULUM AND INSTRUCTION / CURRICULUM THEORY Race, Culture, and Schooling

Improving Subject Teaching

Identities of Achievement in Multicultural Urban Schools

Lessons from Research in Science Education

“[Murrell’s] bold statement on the impact of the community in which students learn on [the students’] learning and development .... along with a more comprehensive presentation of what constitutes cultural competency for working with diverse populations, clearly distinguish this book from many others addressing the achievement and education of marginalized youth.”

—Sandra Tutwiler, Washburn University

Responding to a need for greater cultural competence in the preparation and development of teachers in diverse public school settings, this book investigates the critical developmental and social processes mediating students’ academic identities in those settings posing the greatest challenges to their school achievement and personal development. It provides an accessible, practice-oriented culturally responsive framework for teachers in American schools.

Murrell proposes a situated-mediated identity theory that emphasizes examining not just the child, not just the school environment, but also the child in-context as the unit of analysis to understand how both mutually constitute each other in the social and cultural practices of schooling. He then develops this theory into an applied psychology of identity and agency development among children and youth as well as their teachers, striving together for academic achievement in diverse school settings.

For researchers, professionals, and students in multicultural education, educational and developmental psychology, social and cultural foundations of education, and teacher education, Murrell’s cultural practices approach builds on current thinking about multicultural teacher preparation and provides the practice component underpinning theories about cultural competence.

June 2007: 232pp eBook: 978-1-4106-1748-4 Hb: 978-0-8058-5537-1: £75.00 US $69.95 Pb: 978-0-8058-5538-8: £21.99 US $24.50 www.routledge.com/9780805855388

Gender in the Classroom Foundations, Skills, Methods, and Strategies Across the Curriculum Edited by David Sadker, American University, US and Ellen S. Silber, Fordham University, US What’s missing from your teacher education program?

According to research studies, one glaring omission is gender. Tomorrow’s teachers receive little instruction or training on the tremendous impact of gender in the classroom. Just how does gender influence teaching, the curriculum, and the lives of teachers and students in the classroom? This unique book has been designed to answer these questions. Each chapter offers practical information and skills about gender and sex differences, curriculum, and specific teaching methods. Written in a lively style, the text features a number of interactive activities to engage and instruct the reader. A comprehensive Instructor’s Manual provides information and materials for teacher educators who adopt the text.

September 2006: 320pp eBook: 978-1-4106-1492-6 Pb: 978-0-8058-5474-9: £25.99 US $41.95 www.routledge.com/9780805857479

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Robin Millar, University of York, UK, John Leach, University of Leeds, UK, Jonathan Osborne, King’s College, UK and Mary Ratcliffe, University of Southampton, UK Series: Improving Learning In many countries, questions are being raised about the quality and value of educational research. This book explores the relationship between research and practice in education. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence. Science education is used as a case study but the issues considered apply to the teaching and learning of any curriculum subject.

September 2006: 224pp eBook: 978-0-203-01236-9 Hb: 978-0-415-36209-2: £80.00 US $150.00 Pb: 978-0-415-36210-8: £22.99 US $41.95 www.routledge.com/9780415362108

Thinking it Through Developing Thinking and Language Skills Through Drama Activities Gill Thompson and Huw Evans, both are Education Specialists, UK Thinking it Through allows teachers to customize lesson plans to meet their own needs using the book’s accompanying CD as well as assess students’ language abilty with handy photocopiable assessment worksheets.

The book will help each child reach their full potential regardless of ability using ideas for differentiation and extension and structure lessons according to national curriculum objectives.

March 2006: 112pp eBook: 978-0-203-96331-9 Pb: 978-1-84312-190-9: £21.99 US $41.95 www.routledge.com/9781843121909

Challenging the Classroom Standard Through Museum-based Education School in the Park Edited by Ian Pumpian, Douglas Fisher and Susan Wachowiak all at San Diego State University, US November 2005: 184pp eBook: 978-1-4106-1727-9 Hb: 978-0-8058-5635-4: £50.00 US $73.95 Pb: 978-0-8058-5636-1: £16.99 US $25.95 www.routledge.com/9780805856361 AVAILABLE AS AN INSPECTION COPY

Classroom Authority Theory, Research, and Practice Edited by Judith L. Pace, University of San Francisco, US and Annette Hemmings, University of Cincinnati, US October 2005: 208pp eBook: 978-1-4106-1716-3 Hb: 978-0-8058-5160-1: £50.00 US $73.95 Pb: 978-0-8058-5161-8: £17.99 US $28.95 www.routledge.com/9780805851618

Peter C. Murrell, Jr., Northeastern University, US

5

CURRICULUM THEORY FORTHCOMING

Curriculum and the Teacher 35 Years of the Cambridge Journal of Education Edited by Nigel Norris, University of East Anglia, UK Series: Education Heritage Even though the curriculum can be tightly specified and controlled by strong accountability mechanisms, it is teachers who decisively shape the educational experiences of children and young people at school. Bringing together seminal papers from the Cambridge Journal of Education around the theme of curriculum and the teacher, this book explores the changing conceptions of curriculum and teaching and the changing role of the teacher in curriculum development and delivery. The book is organized around three major themes: • Taking its lead from Lawrence Stenhouse, Part One looks at “defining the curriculum problem” from a variety of perspectives and includes papers from some of the most influential curriculum theorists over the last thirty years.

• Part Two explores the framing of new orders of educational experience. It has papers from leading educational thinkers who have contributed to debates about how to make education more inclusive, humane, liberating, creative and educational.

• Part Three is focused on teachers and teaching. It offers a selection of papers from significant scholars in the field reflecting on the experience of teaching and how it is personally as well as socially constructed and theorized.

The papers are drawn from important and eventful periods of educational history spanning the curriculum reform movement of the 1960s and 1970s to the present age of surveillance, accountability and control. A specially written Introduction contextualizes the papers.

April 2008: 360pp Hb: 978-0-415-45533-6: £85.00 US $170.00 www.routledge.com/9780415455336

Rethinking Schooling Twenty-Five Years of the Journal of Curriculum Studies Edited by Ian Westbury, University of Illinois at Urbana-Champaign, US and Geoff Milburn, University of Western Ontario, Canada Series: Education Heritage Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the world of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organizational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are.

Rethinking Schooling provides new futures for education and alternative ways of seeing them.

December 2006: 344pp eBook: 978-0-203-96318-0 Hb: 978-0-415-40744-1: £85.00 US $170.00 www.routledge.com/9780415407441

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CURRICULUM THEORY

FORTHCOMING

NEW

NEW

Unequal By Design

Curriculum and Imagination

High-Stakes Testing and the Standardization of Inequality

Process Theory, Pedagogy and Action Research

Place-Based Education in the Global Age

Wayne Au, California State University at Fullerton, US

James McKernan, East Carolina University, US

Series: Critical Social Thought Unequal By Design takes up a critical examination of high-stakes standardized testing to illuminate what is really at stake for students, teachers, and dispossessed communities in the overuse of such testing. This thoughtful analysis traces these tests’ origins in the Eugenics and Social Efficiency movements of the late 19th and early 20th century through its current manifestation and use as the central tool for educational reform in the United States via the No Child Left Behind legislation. Wayne Au then closely examines the evidence on whether such testing actually improves school experiences for children in impoverished communities. By putting all of these elements together—historical, social, and educational—Unequal By Design goes well beyond existing literature to show these tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools.

September 2008: 224pp Hb: 978-0-415-99070-7: £70.00 US $125.00 Pb: 978-0-415-99071-4: £18.99 US $33.95 www.routledge.com/9780415990714

NEW

Critical Essays on Major Curriculum Theorists David Scott, University of Lincoln, UK This book is a critical appreciation of the work of sixteen leading curriculum theorists, taking account of the writings of a balance of established thinkers and curriculum analysts from the fields of education, philosophy, sociology and psychology.

Together these commentators offer a broad perspective with views from the U.K., the U.S. and Europe, and from a range of political stances ranging from radical conservatism through liberalism to socialism and libertarianism.

The theorists include major names such as Lev Vygotsky, Jerome Bruner, Maxine Greene, Basil Bernstein, Micheal Foucault, Elliott Eisner, John White, Michael Apple and more. Ideal for students in all teacher training courses looking for an introduction to some of the key educational thinkers of our time, this key text can also be used as a companion volume to the Routledge four-volume set on curriculum theory.

December 2007: 176pp eBook: 978-0-203-46188-4 Hb: 978-0-415-33984-1: £75.00 US $150.00 Pb: 978-0-415-33983-4: £22.99 US $42.95 www.routledge.com/9780415339834 AVAILABLE AS AN INSPECTION COPY

Curriculum and Imagination describes an alternative “process” model for designing, developing, implementing and evaluating curriculum, suggesting that curriculum may be designed by specifying an educational process which contains key principles of procedure. This comprehensive and authoritative book: • Offers a practical and theoretical plan for curriculummaking without objectives.

• Shows that a curriculum can be best planned and developed at a school level by teachers adopting an action research role.

• Complements the spirit and reality of much of the teaching profession today, embracing the fact that there is a degree of intuition and critical judgment in the work of educators.

• Presents empirical evidence on teachers’ human values.

Curriculum and Imagination provides a rational and logical alternative for all educators who plan curriculum but do not wish to be held captive by a mechanistic “ends-means” notion of educational planning. Anyone studying or teaching curriculum studies, or involved in education or educational planning, will find this important new book a fascinating read.

September 2007: 264pp eBook: 978-0-203-94693-0 Hb: 978-0-415-41337-4: £80.00 US $160.00 Pb: 978-0-415-41338-1: £23.99 US $45.95 www.routledge.com/9780415413381

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Local Diversity Edited by David A. Gruenewald, Washington State University, US and Gregory A. Smith, Lewis and Clark College, US “Polished, clear, insightful, and meaningful.... This volume amounts to nothing less than a complete rethinking of what progressive education can be at its best and how education can be reconceptualized as one of the central practices of a genuinely democratic and sustainable society.... It is the kind of book that has the potential to be transformative.”

—Stephen Preskill, University of New Mexico “The editors and contributors are pioneers in the field of educational theory, policy, and philosophy.... They are opening new areas of inquiry and educational reform in ways that promise to make this book in very short time into a classic.... The practical applications and experiments included reveal the richness of grassroots initiatives already underway to bring educational theory and policy down to earth. While spanning the richest and deepest intellectual ideas and concepts, the stories told are the types that practitioners and teachers will be able to relate to in their daily undertakings.”

—Madhu Suri Prakash, Pennsylvania State University

This volume—a landmark contribution to the burgeoning theory and practice of place-based education—enriches the field in three ways: First, it frames place-based pedagogy not just as an alternative teaching methodology or novel approach to environmental education but as part of a broader social movement known as the “new localism,” which aims toward reclaiming the significance of the local in the global age. Second, it links the development of ecological awareness and stewardship to concerns about equity and cultural diversity. Third, it presents examples of place-based education in action. The relationship between the new localism and place-based education is clarified and the process of making connections between learners and their wider communities is demonstrated.

This is a powerfully relevant volume for researchers, teacher educators, and students across the fields of curriculum theory, educational foundations, critical pedagogy, multicultural education, and environmental education.

August 2007: 408pp eBook: 978-1-4106-1660-9 Hb: 978-0-8058-5863-1: £75.00 US $99.95 Pb: 978-0-8058-5864-8: £22.99 US $35.00 www.routledge.com/9780805858648

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CURRICULUM THEORY

7

Studies in Curriculum Theory Series Edited by William F. Pinar NEW

Cross-Cultural Studies in Curriculum

Curriculum in Abundance

Children’s Books for Grown-Up Teachers

Eastern Thought, Educational Insights

David W. Jardine, University of Calgary, Canada and Sharon Friesen and Patricia Clifford, both at the Galileo Educational Network Association, Canada

Reading and Writing Curriculum Theory Peter Appelbaum, Arcadia University, US “Appelbaum’s thinking is at the leading edge (perhaps several leading edges) of curriculum inquiry internationally.”

—Noel Gough, LaTrobe University “Peter Appelbaum has written an enormously erudite and important book about learning and teaching. Weaving together theories of curriculum, popular culture, literary engagement and pedagogy, he insightfully shows how deep insight emerges from the detours of teaching, and that the teacher’s task is not to specify curriculum but, rather, to occasion learning. This book is an intellectual tour de force that will be of great interest to both beginning and experienced teachers.”

—Dennis Sumara, University of British Columbia

Teachers and prospective teachers read children’s books, but that reading is often done as a “teacher”—that is, as planning for instruction—rather than as a “reader” engaged with the text. Children’s Books for Grown-Up Teachers models the kind of thinking about teaching and learning—the sort of curriculum theorizing—accomplished through teachers’ interactions with the everyday materials of teaching. It starts with children’s books, branches out into other youth culture texts, and subsequently to thinking about everyday life itself. Texts of curriculum theory describe infrastructures that support the crafts of inquiry and learning, and introduce a new vocabulary of poaching, weirding, dark matter, and jazz. At the heart of this book is a method of reading: each reader pulls idiosyncratic concepts from children’s books and from everyday life. Weaving these concepts into a discourse of curriculum theory is what makes the difference between “going through the motions of teaching” and “designing educational experiences.”

December 2007: 288pp eBook: 978-1-4106-1812-2 Hb: 978-0-8058-4928-8: £75.00 US $135.00 Pb: 978-0-415-96483-8: £21.99 US $39.95 www.routledge.com/9780415964838

Who Benefits from Special Education?

Remediating (Fixing) Other People’s Children Edited by Ellen A. Brantlinger, Indiana University, US October 2005: 248pp eBook: 978-1-4106-1730-9 Hb: 978-0-8058-5528-9: £55.00 US $83.95 Pb: 978-0-8058-5529-6: £21.99 US $33.95 www.routledge.com/9780805855296

Edited by Claudia Eppert, University of Alberta, Canada and Hongyu Wang, Oklahoma State University, US “...a sterling example of how the internationalization of curriculum studies deepens intercultural dialogue in the face of globalization....Each chapter responds in some way to the dualisms of modernist logic, which has thrown us out of balance with nature, recalling the rich inheritance of centuries-old wisdom traditions founded upon harmony of mind, body, and spirit. Not only does this volume offer new directions in curriculum theory it will give sustenance to educators searching for a direction home, out of a deepening intellectual, spiritual, and moral confusion.”

—Terrance R. Carson, University of Alberta “The crises that afflict our educational systems will not be resolved without fresh ways of thinking. This insightful book is a good place to start: Western pedagogy engages with the wisdom of Asian traditions. The cross-cultural dialogues that result provide the kind of new perspectives that we need today.”

—David R. Loy, Xavier University

This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West. By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work.

Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.

September 2007: 408pp eBook: 978-1-4106-1750-7 Hb: 978-0-8058-5673-6: £60.00 US $99.95 Pb: 978-0-8058-5674-3: £20.99 US $34.50 www.routledge.com/9780805856743

In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events. The detailed classroom examples and careful philosophical explorations illustrate the difference it makes in educational theory and classroom practice to think of the curriculum topics entrusted to teachers and students in schools as abundant. This critically important text for undergraduate and master’s-level courses on curriculum methods, curriculum theory, teacher research, and philosophy of education speaks eloquently to students, teachers, teacher educators, and researchers across the field of education.

March 2006: 224pp eBook: 978-1-4106-1436-0 Pb: 978-0-8058-5601-9: £22.99 US $36.50 www.routledge.com/9780805856019

Subjectivity, Curriculum, and Society Between and Beyond German Didaktik and Anglo-American Curriculum Studies Tero Autio, University of Tampere, Finland In this book, Tero Autio traces not only the key philosophical currents that structure traditional Anglo-American instrumental curriculum theory and Didaktik theories of curriculum which are lesserknown in the U.S., but also the divide between them and, implicitly, the opportunities for traversing this divide. Using careful historical and theoretical exposition to work through the tension between the two intellectual traditions, he describes a different perspective—one that counters the current move toward politicization and commodification. Autio’s articulation of the complexity, intellectual honesty, and educational value of theoretical breakthroughs over the past few decades, especially in the American field of curriculum studies, leads to a better understanding of the complicated nature of curriculum work, as contrasted with the simplified demands of actual curriculum theory, policy, and practice worldwide.

www.routledge.com/education

May 2006: 192pp Hb: 978-0-8058-5468-8: £42.50 US $62.95 www.routledge.com/9780805854688

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8

CURRICULUM THEORY

2ND EDITION

Curriculum Development in the Postmodern Era

World Library of Educationalists Series

Patrick Slattery, Texas A&M University, US Curriculum Development in the Postmodern Era provides an introduction to and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenges educators to transcend purely traditional approaches to curriculum development and instead to incorporate various postmodern discourses into their reflection and action in schools.

Education, Markets, and the Public Good

Reimagining Schools

The Selected Works of David F. Labaree

Elliot W. Eisner, Stanford University, US

David F. Labaree, Stanford University, US

November 2005: 240pp Hb: 978-0-415-36644-1: £85.00 US $170.00 Pb: 978-0-415-36645-8: £22.99 US $42.95 www.routledge.com/9780415366458

David F. Labaree has spent the last twenty years researching, thinking and writing about some of the key and enduring issues in the history of education and education policy and politics. Here, he brings together twelve of his key writings. This book is an ideal resource for anyone wanting to know more about the development of schools and schooling and David Labaree’s contribution to these important fields.

May 2006: 360pp Hb: 978-0-415-95337-5: £75.00 US $130.00 Pb: 978-0-415-95338-2: £20.99 US $39.95 www.routledge.com/9780415953382 AVAILABLE AS AN INSPECTION COPY

Schooling, Society and Curriculum Edited by Alex Moore, Institute of Education, University of London, UK Series: Foundations and Futures of Education Schooling, Society and Curriculum offers a much needed reassessment and realignment of curriculum studies in the U.K. and international contexts.

Comprising a collection of eleven original chapters by prominent, nationally and internationally known experts in the field of curriculum studies, the book leads and fosters critical, generic debates about formal education and its relationships to wider society.

August 2006: 224pp eBook: 978-0-203-01516-2 Hb: 978-0-415-36395-2: £80.00 US $150.00 Pb: 978-0-415-36396-9: £22.99 US $42.95 www.routledge.com/9780415363969

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December 2006: 192pp Hb: 978-0-415-36994-7: £80.00 US $150.00 Pb: 978-0-415-36995-4: £22.99 US $42.95 www.routledge.com/9780415369954

Learning, Curriculum and Life Politics The Selected Works of Ivor F. Goodson

The Selected Works of Elliot W. Eisner

Constructing Worlds through Science Education The Selected Works of John K. Gilbert John K. Gilbert, University of Reading, UK November 2005: 288pp Hb: 978-0-415-35217-8: £85.00 US $170.00 Pb: 978-0-415-35218-5: £22.99 US $42.95 www.routledge.com/9780415352185

The Curriculum and the Child The Selected Works of John White John White, Emeritus, Institute of Education, University of London, UK November 2005: 240pp Hb: 978-0-415-35663-3: £85.00 US $170.00 Pb: 978-0-415-35664-0: £22.99 US $42.95 www.routledge.com/9780415356640

Ivor F. Goodson, Von Hugel Institute, St. Edmunds College, UK November 2005: 272pp Hb: 978-0-415-35219-2: £85.00 US $170.00 Pb: 978-0-415-35220-8: £22.99 US $42.95 www.routledge.com/9780415352208

Losing Heart

Reinventing Curriculum

The Moral and Spiritual Miseducation of America’s Children

A Complex Perspective on Literacy and Writing

H. Svi Shapiro, University of North Carolina at Greensboro, US

Linda Laidlaw, University of Alberta, Canada

November 2005: 240pp eBook: 978-1-4106-1742-2 Hb: 978-0-8058-5721-4: £50.00 US $73.95 Pb: 978-0-8058-5722-1: £16.99 US $27.50 www.routledge.com/9780805857221

April 2005: 256pp eBook: 978-1-4106-1293-9 Hb: 978-0-8058-5042-0: £50.00 US $73.95 Pb: 978-0-8058-5043-7: £16.99 US $28.95 www.routledge.com/9780805850437

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SCIENCE AND TECHNOLOGY EDUCATION

SCIENCE AND TECHNOLOGY EDUCATION

FORTHCOMING

Handbook of Design Research Methods in Education Innovations in Science, Technology, Engineering, and Mathematics Edited by Anthony Eamonn Kelly, George Mason University, US, Richard A. Lesh, Indiana University, US and John Y. Baek, George Mason University, US

FORTHCOMING 2ND EDITION

The Art of Teaching Science Inquiry and Innovation in Middle and High School Jack Hassard, Georgia State University, US and Michael Dias, Kennesaw State University, US The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical learning tools. These tools involve inquiry and experimentation, reflection through writing and discussion, as well as experiences with students, science curriculum and pedagogy.

Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, professionals, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment.

This second edition retains key features such as inquirybased activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website complete with PowerPoint slides, Syllabus Helpers, and Agenda Strategies. A streamlined format and updated content make the experiential tools in the book even more useful for both pre- and in-service science teachers.

This Handbook presents the latest thinking and current examples of design research in education. Design-based research involves introducing innovations into real-world practices, as opposed to constrained laboratory contexts, and examining the impact of those designs on the learning process. Designed prototype applications—instructional methods, software or materials—and the research findings are then cycled back into the next iteration of the design innovation in order to build evidence of the particular theories being researched, and to positively impact practice and the diffusion of the innovation.

The Handbook of Design Research Methods in Education—the defining book for the field—fills a need in how to conduct design research by those doing so right now. The chapters represent a broad array of interpretations and examples of how today’s design researchers conceptualize this emergent methodology across areas as diverse as educational leadership, diffusion of innovations, complexity theory, and curriculum research. This volume is designed as a guide for doctoral students, early career researchers and crossover researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research.

June 2008: 544pp eBook: 978-1-4106-1794-1 Hb: 978-0-8058-6058-0: £135.00 US $260.00 Pb: 978-0-8058-6059-7: £60.00 US $94.95 www.routledge.com/9780805860597

Teaching Problem-Solving and Thinking Skills through Science Exciting Cross-Curricular Challenges for Foundation Phase, Key Stage One and Key Stage Two Belle Wallace, Education Consultant, UK, Andrew Berry, Advisory Service Kent, UK and Diana Cave, Grantham School District, UK This practical resource book presents ways in which teachers can help to develop children’s problem-solving and thinking skills through a range of science topics.

The book contains classroom-based activities which have been trialed and evaluated by teachers and children.

Most importantly, the contributors also show how the skills developed through rigorous scientific investigations can be used across all areas of the curriculum. The scientific curriculum requirements are extended with exciting and inspiring problem-solving activities that use scientific skills, for example: • • • • • • • •

Fair-testing Pattern-seeking Surveying Classifying and identifying Investigations over time Designing Testing and adapting an artifact Open-ended exploration

The book contains learning objectives for each activity, step by step guidelines for carrying out each problemsolving activity, basic equipment that’s needed, examples of learner’s work and guidelines for assessment.

October 2008: 144pp Pb: 978-0-415-45035-5: £18.99 US $35.95 www.routledge.com/9780415450355

2ND EDITION

Educational Technology A Definition with Commentary Edited by Al Januszewski, Postdam, SUNY, US and Michael Molenda, Indiana University, US Sponsored by the Association for Educational Communications and Technology (AECT)

July 2008: 512pp Pb: 978-0-415-96528-6: £28.99 US $52.95 www.routledge.com/9780415965286 AVAILABLE AS AN INSPECTION COPY

FORTHCOMING

Harnessing Technology for Every Child Matters and Personalised Learning John Galloway, Education Consultant, UK Education is changing in many ways. New schools are being built, there are more adults in classrooms filling myriad roles, and there are changes to the testing and assessment regime. Underpinning these transformations are three core policies: Every Child Matters, Personalized Learning, and Harnessing Technology. These policies combined are at the heart of changes to what is learned in schools, how it is learned and the means by which it is learned. This book considers these policies and their interlinked relationship. How to achieve the five outcomes of the Every Child Matters agenda requires an approach that is student centered, with developments in new technologies making it possible to not only understand each individual more precisely, but also to teach them both well-established and completely new curriculum areas, in ways that are more effective.

Having considered the background of these core themes the book outlines the ways in which technology allows us to assess, track and monitor student progress and use this information to better support both their learning and their broader needs. The ContactPoint web-based information sharing system will allow practitioners to ensure students are receiving the support they need. Through innovations such as learning platforms and e-portfolios, schools will be able to offer content appropriate to students’ personal goals, in a range of formats, access to which is not confined to rigid strictures of time and place. Alongside this consideration will be given to the modes of assessment possible within such a system, and how this information can be used to both determine their achievements and to inform further learning tasks. Finally consideration is given to the barriers to the success of these policies, the issues that impinge upon them, and questions asked about the capacity of the necessary drivers to bring about long-term, systemic, change.

Educational Technology presents a definition of the field of study and practice known as educational technology or instructional technology and reflects the collaborative efforts of all members of the AECT Definition and Terminology Committee. The volume begins with the statement of the definition itself, followed by commentary chapters on each of the key terms and concepts contained in the definition. The book provides historical context for the current definition by reviewing salient elements of prior AECT definitions and discusses ethical considerations, concluding with a discussion on ramifications of the current definition for academic programs in educational technology.

This book is appropriate for anyone working in the field of educational technology: students, instructors, researchers and in-service providers.

September 2007: 384pp Hb: 978-0-8058-5860-0: £70.00 US $125.00 Pb: 978-0-8058-5861-7: £21.99 US $34.95 www.routledge.com/9780805858617

November 2008: 210pp Pb: 978-0-415-45871-9: £19.99 US $37.95 www.routledge.com/9780415458719

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10 SCIENCE AND TECHNOLOGY EDUCATION

NEW

Getting Science

3RD EDITION

The Teacher’s Guide to Exciting and Painless Primary School Science

Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms

Brian Clegg, Science Education Expert, UK

Applying Research to Practice

Handbook of Research on Educational Communications and Technology

Science is rightly a fundamental part of elementary school education, but that doesn’t make it easy to teach— especially for teachers without a science background. This straight talking book from an experienced science writer and communicator looks at how to make the most of it and give elementary school children a good grounding in the topic.

Edited by J. Michael Spector, Florida State University, US, M. David Merrill, Utah State University, US, Jeroen van Merrienboer, Open Universiteit, The Netherlands and Marcy P. Driscoll, Florida State University, US Sponsored by the Association of Educational Communication and Technology (AECT) Series: AECT The third edition of this groundbreaking Handbook continues the mission of its predecessors: to provide up-todate summaries and syntheses of recent research pertinent to the educational uses of information and communication technologies. In addition to updating, this new edition has been expanded and is organized into the following six sections: foundations, strategies, technologies, models, design and development, and methodological issues. In response to feedback from users of the second edition, the following changes have been built into this edition.

• More Comprehensive—topical coverage has been expanded from forty-one to fifty-six chapters and includes many more chapters on technology than in previous editions.

• Restructured Chapters—this edition features shorter chapters with introductory abstracts, keyword definitions, and extended bibliographies.

• More International—more than 20% of the contributing authors and one of the volume editors are non-American.

• Methodological Focus—an extended methodological chapter begins with a comprehensive overview of research methods followed by lengthy, separately authored sections devoted to specific methods.

• Research and Development Focus—another extended chapter with lengthy, separately authored sections covers educational technology research and development in different areas of investigation— experimental methods to determine the effectiveness of instructional designs, technology-based instructional interventions in research, research on instructional design models, and design-based research methods.

This Handbook is intended for graduate students and their professors, instructional designers and researchers in educational communication and technology plus the libraries that serve them.

December 2007: 928pp Hb: 978-0-8058-5849-5: £130.00 US $250.00 Pb: 978-0-415-96338-1: £50.00 US $89.95 www.routledge.com/9780415963381

Getting Science sets out to engage the sense of wonder.

The science in this book is not for the children, but for the adults who have to explain it. Starting with a whirlwind tour of the great milestones of modern science, Getting Science goes on to take each of the main curriculum topics and give it a new twist. It provides the information needed to understand the key topics better and be able to put them across with enthusiasm and energy. This book will help teachers to get children excited about science, to understand science rather than just answer questions.

Getting Science makes science fun, approachable and comprehensible to those who just don’t get it.

June 2007: 160pp eBook: 978-0-203-96185-8 Pb: 978-0-415-42199-7: £15.99 US $30.95 www.routledge.com/9780415421997 AVAILABLE AS AN INSPECTION COPY

Handbook of Research on Science Education Edited by Sandra K. Abell, University of Missouri, US and Norman G. Lederman, Illinois Institute of Technology, US This state-of-the art research handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community.

The Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities.

Edited by Valarie L. Akerson, Indiana University, US Series: Teaching and Learning in Science This volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes: • Introduction to Interdisciplinary Science and Language Arts Instruction • The Influence of Interdisciplinary Science and Language Arts Instruction on Children’s Learning • Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction Each chapter summarizes the research on its focal topic.

Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. Teacher educators and prospective and practicing elementary teachers everywhere will benefit from this overview of current research and practice in interdisciplinary science and language arts instruction.

July 2007: 336pp eBook: 978-1-4106-1758-3 Hb: 978-0-8058-6002-3: £45.00 US $79.95 Pb: 978-0-8058-6003-0: £21.99 US $35.00 www.routledge.com/9780805860030

Aesthetic Experience in Science Education Learning and Meaning-Making as Situated Talk and Action Per-Olof Wickman, Stockholm Institute of Education, Sweden Series: Teaching and Learning in Science September 2005: 200pp eBook: 978-1-4106-1575-6 Hb: 978-0-8058-5503-6: £42.50 US $62.95 www.routledge.com/9780805855036

The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field.

January 2007: 1,344pp eBook: 978-1-4106-1531-2 Hb: 978-0-8058-4713-0: £185.00 US $300.00 Pb: 978-0-8058-4714-7: £60.00 US $95.00 www.routledge.com/9780805847147

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SCIENCE AND TECHNOLOGY EDUCATION 11 Learning to Solve Complex Scientific Problems

A Practical Guide to Teaching ICT in the Secondary School

Science Education for Gifted Learners

Edited by David H. Jonassen, University of Missouri at Columbia, US

Steve Kennewell, University of Swansea, UK

Edited by Keith Taber, University of Cambridge, UK

Series: Routledge Teaching Guides

Science is central to our modern technological society, yet many of the most able students who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies. This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include:

Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them.

Learning to Solve Complex Scientific Problems is an immensely useful read offering the insights of cognitive scientists, engineers and science educators who explain methods for helping students solve the complexities of everyday scientific problems.

Important features of this volume include discussions on: • How problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions • How academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems • Gender issues in science and engineering classrooms • Questions to guide future problem-solving research The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.

June 2007: 416pp eBook: 978-1-4106-1623-4 Hb: 978-0-8058-5918-8: £75.00 US $125.00 Pb: 978-0-8058-5919-5: £29.99 US $49.95 www.routledge.com/9780805859195

Pedagogy and Learning with ICT Researching the Art of Innovation Bridget Somekh, Manchester Metropolitan University, UK. Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including: • • • • • • • • •

The process of change Educational vision for ICT Teacher motivation and engagement The phenomenon of “fit” to existing practices Systemic constraints Policy and evaluation of its implementation Students’ motivation and engagement The penetration of ICT into the home Online learning and the ‘disembodied’ teacher

This practical and accessible workbook is designed to support student and newly qualified teachers as they develop their basic teaching skills. A Practical Guide to Teaching ICT in the Secondary School draws on the best available research concerning student-teachers’ needs and approaches to learning. It focuses on the key pedagogical issues which arise during the school experience, including: • Managing the class and learning environment.

• Developing pupils’ understanding of concepts including challenging misconceptions.

• Different ways of explaining aspects of the subject which pupils find problematic.

It provides a wealth of practical activities and materials, underpinned by relevant theory, which have been developed through the authors’ vast experience of working with student teachers. These activities provide opportunities to analyze learning and performance. The book has been designed to be written indirectly, and so provide a useful record of progress. Case studies are also included, as are examples of existing good practice and a range of tried-and-tested strategies.

The book has been written to complement Learning to Teach ICT in the Secondary School: A Companion to School Experience, but can also be used equally successfully as a stand alone book. It has been designed to be used by student teachers, on their own or with others, or by school- or university-based tutors with their student teachers, to develop and reinforce their understanding of learning to teach ICT. May 2007: 152pp eBook: 978-0-203-96260-2 Pb: 978-0-415-40299-6: £17.99 US $33.95 www.routledge.com/9780415402996 AVAILABLE AS AN INSPECTION COPY

Learning to Teach ICT in the Secondary School

Set in the wider context of debates about the provision for those labeled “gifted” and “exceptionally able”, this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment.

June 2007: 256pp eBook: 978-0-203-96204-6 Hb: 978-0-415-39533-5: £80.00 US $160.00 Pb: 978-0-415-39534-2: £18.99 US $60.00 www.routledge.com/9780415395342

Science Teaching School Subjects 11-19 Edited by Vanessa Kind and Keith Taber Series: Teaching School Subjects 11-19 July 2005: 304pp eBook: 978-0-203-02351-8 Hb: 978-0-415-36358-7: £80.00 US $150.00 Pb: 978-0-415-34283-4: £19.99 US $37.95 www.routledge.com/9780415342834 AVAILABLE AS AN INSPECTION COPY

Steve Kennewell, John Parkinson and Howard Tanner, all at University of Swansea, UK Series: Learning to Teach in Secondary Schools September 2002: 232pp eBook: 978-0-203-21853-2 Pb: 978-0-415-27669-6: £22.99 US $42.95 www.routledge.com/9780415276696 AVAILABLE AS AN INSPECTION COPY

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What do we mean by gifted and able children?

Gifted children that slip through the net Challenging science through modeling Asking questions in science Exploring topical issues Challenging science through talk After-school enrichment

A Companion to School Experience

August 2007: 224pp eBook: 978-0-203-94700-5 Hb: 978-0-415-40983-4: £75.00 US $150.00 Pb: 978-0-415-40982-7: £22.99 US $42.95 www.routledge.com/9780415409827

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12 SCIENCE AND TECHNOLOGY EDUCATION

NEW

3RD EDITION

2ND EDITION

Teaching Science in Elementary and Middle School

Science Learning, Science Teaching Jerry Wellington, University of Sheffield, UK and Gren Ireson, Loughborough University, UK “Finding a text that matches one’s approach to science and to science education is a gift to a science methods instructor who often has to instill in student teachers the confidence that he or she is presenting a viable alternative in the face of more traditional approaches to science teaching. I consider this text such a gift.”

—Canadian Journal of Science, Mathematics, and Technology Education

Science Learning, Science Teaching provides a comprehensive and critical guide to new and experienced teachers on the teaching and learning of science. It combines an overview of current research with an account of curriculum changes to provide a valuable and practical guide to the business of classroom teaching. The book gives helpful advice and ideas for exploring further on current issues in the teaching of science, including: Inclusion Planning teaching and setting targets Assessment with a focus on assessment for learning The use of ICT in science pedagogy Language and literacy in science education The way ‘science works’ and the nature of science

Each chapter offers references, further reading and recommended websites, which will be especially valuable to those who wish to submit assignments at the Master’s Level under the new framework for ITT courses.

December 2007: 368pp Pb: 978-0-415-43393-8: £21.99 US $43.95 www.routledge.com/9780415433938 AVAILABLE AS AN INSPECTION COPY

Joseph Krajcik, University of Michigan, US and Charlene Czerniak, University of Toledo, US The need for a scientifically literate population that can apply scientific ideas to solve real world problems in the 21st century has never been greater.

Yet a growing disconnect exists between this need and the educational capacity to prepare them. The mission of Teaching Science in Elementary and Middle School is to help answer this need. Like its predecessors, this new edition is organized around the guiding principles of problem-based learning: long-term interdisciplinary, student-centered lessons that are relevant to real-world issues and activities. This teaching approach engages all young learners—regardless of culture, race, or gender— in exploring important and meaningful questions through a process of investigation and collaboration. Throughout this dynamic investigation process, students ask questions, make predictions, design investigations, collect and analyze data, make products, and share ideas.

New to this Edition: • Stronger, more explicit connections between projectbased science, inquiry teaching, and the National Science Education standards.

• Expansion on the theme of establishing the relevance of science to students’ lives, which now includes attention to discrepant events, anchoring events, and experiencing phenomena in addition to its previous focus on driving questions.

• The uses of technology in science teaching have been expanded to include such devices as wireless handhelds, cameras, cell phones, wikis, and iPods.

• The book has been shortened and its readability increased by removing certain activities, tables, and forms to an Instructor’s Resource Manual.

September 2007: 536pp eBook: 978-1-4106-1601-2 Pb: 978-0-8058-6206-5: £39.99 US $69.95 www.routledge.com/9780805862065 AVAILABLE AS AN INSPECTION COPY

Lessons Learned from TIMSS Edited by Sarah J. Howie, University of Pretoria, South Africa and Tjeerd Plomp, University of Twente, The Netherlands Series: Contexts of Learning In many countries researchers have started secondary analysis of the data in search for relationships between contextual factors and achievement. This book is the result of research from over fifteen countries, asking which background and environmental factors influence achievement in mathematics and science. This research is based on data from the Third International Mathematics and Science Study (TIMSS), which was conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA) in 1995 and 1998.

June 2006: 448pp eBook: 978-0-203-01253-6 Hb: 978-0-415-36225-2: £80.00 US $160.00 www.routledge.com/9780415362252

2ND EDITION

Creating a Classroom Community of Young Scientists Jeffrey W. Bloom, Northern Arizona University, US Creating a Classroom Community of Young Scientists helps teachers—both pre-service and in-service—to develop exciting science programs in their classrooms.

This book provides the groundwork for designing and implementing a science program that takes into account the latest research in teaching and learning. It provides an approach that will capture children’s imaginations, stimulate their curiosity and create a strong foundation for their continued interest in, and appreciation of, science and the world in which they live. The book is designed to be user-friendly, and offers an approach to teaching science that is exciting for teachers as well.

July 2006: 450pp Hb: 978-0-415-95235-4: £70.00 US $125.00 Pb: 978-0-415-95236-1: £20.99 US $39.95 www.routledge.com/9780415952361

Language Development for Science Activities for Home Marion Nash, Educational Psychologist, UK and Jackie Lowe, Plymouth Teaching Primary Care Trust, UK

Teaching Science to Every Child Using Culture as a Starting Point John Settlage, University of Connecticut, US and Sherry A. Southerland, Florida State University, US Teaching Science to Every Child proposes a fresh perspective for teaching school science and draws upon an extensive body of classroom research to meaningfully address the achievement gap in science education. Settlage and Southerland begin from the point of view that science can be thought of as a culture, rather than as a fixed body of knowledge. Throughout this book, the idea of culture is used to illustrate how teachers can guide all students to be successful in science while still being respectful of students’ ethnic heritages and cultural traditions.

By combining a cultural view of science with instructional approaches shown to be effective in a variety of settings, the authors provide elementary and middle school teachers with a conceptual framework as well as pedagogical approaches which support the science learning of a diverse array of students.

These simple play-based activities are ideal for teachers to copy and give out to parents who want to know how to help their child improve his or her science language skills and have fun at the same time. Activities are linked directly to the school-based Language Development Circle Time sessions, but can also be used independently.

There is a clear structure and progression of ideas, with supporting black-line drawings to acts as prompts and simple record-keeping system to support home and school communication.

March 2006: 144pp Pb: 978-1-84312-174-9: £16.99 US $31.95 www.routledge.com/9781843121749

April 2007: 424pp Hb: 978-0-415-95636-9: £70.00 US $130.00 Pb: 978-0-415-95637-6: £20.99 US $37.95 www.routledge.com/9780415956376 AVAILABLE AS AN INSPECTION COPY

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A Project-Based Approach

Contexts of Learning Mathematics and Science

SCIENCE AND TECHNOLOGY EDUCATION / MATHEMATICS EDUCATION 13 Science Knowledge for Primary Teachers

MATHEMATICS EDUCATION

Understanding the Science in the QCA Scheme Linda Gillard, University of Surrey Roehampton, UK This book focuses upon developing the science subject knowledge of the reader. It provides: • Clear explanations of the major science “concepts” a primary teacher needs to teach effectively • Illustrations of how this knowledge can be applied in everyday teaching and planning • Review questions and discussion points to aid understanding and comprehension March 2006: 208pp Pb: 978-1-84312-188-6: £17.99 US $33.95 www.routledge.com/9781843121886 AVAILABLE AS AN INSPECTION COPY

July 2005: 384pp Hb: 978-0-8058-4291-3: £80.00 US $135.00 Pb: 978-0-8058-4292-0: £32.50 US $52.95 www.routledge.com/9780805842920

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Handbook of International Research in Mathematics Education

FORTHCOMING

The Second Edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely:

Embracing Mathematics On Becoming a Teacher and Changing with Mathematics Peter Appelbaum, Arcadia University, US with David Scott Allen, Pennbrook Middle School, US “Embracing Mathematics offers mathematics teachers other possibilities for teaching, in practical and very tangible ways.

Simultaneously, [it] challenges the current field and provides possibilities for how these ‘different’ ways of considering teaching can work effectively in our current situations.”

—Sarah Smitherman Pratt, University of North Carolina at Greensboro

International Perspectives on Contemporary Issues and Practice

Co-Published with the Association for Science Teacher Education

2ND EDITION

Edited by Lyn D. English, Queensland University of Technology, Australia

Elementary Science Teacher Education

Edited by Ken Appleton, Central Queensland University, Australia

FORTHCOMING

This alternative textbook for courses on teaching mathematics asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. Applicable to all levels of schooling, the book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences. It also introduces some novel approaches to teaching mathematics, such as psychoanalytic perspectives and post-modern conceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers as well as their students. Coauthored by a professor and coordinator of mathematics education programs, with several practicing elementary, middle and high school mathematics, a unique aspect of this book is that it is a collaboration of teachers across all precollege grade levels, making it ideal for discussion groups that include teachers at any level. Embracing Mathematics:

• Priorities in international mathematics education research • Lifelong democratic access to powerful mathematical ideas • Advances in research methodologies • Influences of advanced technologies Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating, and ultimately improving, mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.

May 2008: 1010pp eBook: 978-0-203-93023-6 Hb: 978-0-8058-5875-4: £125.00 US $250.00 Pb: 978-0-8058-5876-1: £54.95 US $99.95 www.routledge.com/9780805858761

• Integrates pedagogy and content exploration in ways that are unique in mathematics education.

• Includes responses from practicing teachers that place mathematics education in the context of current issues and potential restraints that teachers confront and provides models for readers on how to begin using the new ideas in their own teaching.

• Features textboxes with reflection questions and suggested explorations that can be easily utilized as homework for a course or as discussion opportunities for teacher reading groups.

• Offers examples of teachers’ action research projects that grew out of their interactions with the main chapters in the book.

• Is not narrowly limited to mathematics education but incorporates curriculum studies—an invaluable asset that allows instructors to find more ways to engage students in self-reflexive acts of teaching.

Embracing Mathematics is intended as a method text for undergraduate and master’s-level mathematics education courses and more specialized graduate courses on mathematics education, and as a resource for teacher discussion groups.

www.routledge.com/education

May 2008: 384pp eBook: 978-0-203-93024-3 Hb: 978-0-415-96384-8: £80.00 US $145.00 Pb: 978-0-415-96385-5: £29.99 US $47.95 www.routledge.com/9780415963855

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14 MATHEMATICS EDUCATION

Studies in Mathematical Thinking and Learning Series Edited by Alan H. Schoenfeld FORTHCOMING

FORTHCOMING

Algebra in the Early Grades

The Impact of Mathematics Instruction on Student Achievement

Teachers’ Use of Mathematics Curriculum Materials

An Example of a Summative Evaluation of a Standards-Based Curriculum

Research Perspectives on Relationships between Teachers and Curriculum

Edited by James J. Kaput, University of Massachusetts, US, David W. Carraher, TERC Inc., US and Maria L. Blanton, University of Massachusetts, US

Thomas Romberg, University of Wisconsin at Madison, US and Mary C. Shafer, Northern Illinois University, US

Janine T. Remillard, University of Pennsylvania, US, Gwendolyn M. Lloyd, Virginia Polytechnic Institute, US and Beth A. Hermel-Eisenmann, Iowa State University, US

Summarizing data derived from a four-year combined longitudinal and cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book will interest educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.

June 2008: 176pp eBook: 978-0-203-89522-1 Hb: 978-0-415-99009-7: £70.00 US $125.00 www.routledge.com/9780415990097

FORTHCOMING

Mathematical Literacy Yvette Solomon, Lancaster University, UK The concept of mathematical literacy is central to this book in that it emphasizes a view of mathematics as a social practice and of mathematical learning as situated learning. An exploration of mathematical literacy begins with the recognition of the central importance of language in mathematical understanding. Drawing on concepts, theory, and research in the field of literacy allows us to gain further insights into the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across the life span and across different groups in different social contexts.

This book draws on new data from early years to university-level sectors collected with these issues in mind to provide a further contextual dimension to explanations of the development of mathematics understanding by examining the learning of mathematics as a question of entering into particular learning cultures.

July 2008: 320pp Hb: 978-0-8058-4686-7: £70.00 US $135.00 Pb: 978-0-8058-4687-4: £21.99 US $39.95 www.routledge.com/9780805846874

This book compiles and synthesizes existing research on teachers’ use of mathematics curriculum materials and the impact of curriculum materials on teaching and teachers, with a particular emphasis on—but not restricted to— those materials developed in the 1990s in response to the National Council for Teachers of Mathematics Principles and Standards for School Mathematics. Despite the substantial amount of curriculum development activity over the last 15 years and growing scholarly interest in their use, the book represents the first compilation of research on teachers and mathematics curriculum materials and the first volume with this focus in any content area in several decades.

August 2008: 352pp Hb: 978-0-415-99010-3: £70.00 US $125.00 www.routledge.com/9780415990103

FORTHCOMING

Teaching and Learning Proof Across the Grades Despina A. Stylianou, City College, CUNY, US, Maria L. Blanton, University of Massachusetts, US and Eric J. Knuth, University of Wisconsin, US Co-published with the National Council of Teachers of Mathematics This book brings together very relevant, recent, and important work on student proof learning, spanning a wide range of research and practice. In recent years there has been increased interest in the nature and role of proof in mathematics education, with many mathematics educators advocating that proof should be a central part of the mathematics education of students at all grade levels. The emerging body of research on proof in mathematics education includes a focus on understanding the forms of mathematical thinking required for understanding proof, on the development of students’ proving competencies, and on understanding curricular and pedagogical interventions that can enrich the nature of students’ experiences with, and subsequent understandings of, proof. This book fills the need for a resource that captures this recent research as it gains momentum and expands in volume and scope. Teaching and Learning Proof Across the Grades not only highlights the main ideas that have emerged from this research but also defines an agenda for future research.

Co-published with the National Council of Teachers of Mathematics This volume is the first to offer a comprehensive, researchbased, multi-faceted look at issues in early algebra. In recent years, the National Council for Teachers of Mathematics has recommended that algebra become a strand flowing throughout the K-12 curriculum, and the 2003 RAND Mathematics Study Panel has recommended that algebra be “the initial topical choice for focused and coordinated research and development [in K-12 mathematics].”

The book provides a rationale for a stronger and more sustained approach to algebra in school, as well as concrete examples of how algebraic reasoning may be developed in the early grades. It is organized around three themes: • The Nature of Early Algebra • Students’ Capacity for Algebraic Thinking • Issues of Implementation: Taking Early Algebra to the Classrooms The contributors to this landmark volume have been at the forefront of an effort to integrate algebra into the existing early grades mathematics curriculum. They include scholars who have been developing the conceptual foundations for such changes as well as researchers and developers who have led empirical investigations in school settings.

Algebra in the Early Grades aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.

September 2007: 552pp eBook: 978-1-4106-1646-3 Hb: 978-0-8058-5472-5: £90.00 US $160.00 Pb: 978-0-8058-5473-2: £29.99 US $55.00 www.routledge.com/9780805854732

August 2008: 416pp Hb: 978-0-415-98984-8: £70.00 US $125.00 www.routledge.com/9780415989848

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MATHEMATICS EDUCATION 15

Studies in Mathematical Thinking and Learning Series Edited by Alan H. Schoenfeld 2ND EDITION

Becoming a Reflective Mathematics Teacher A Guide for Observations and Self-Assessment Alice F. Artzt, Eleanor Armour-Thomas and Frances R. Curcio, all at Queens College, CUNY, US “As the title suggests, the book is written specifically for mathematics education and is rich in relevant examples. The observation assignments will be helpful for instructors whose pre-service methods courses include observations or who have seminars in conjunction with student teaching. The book could also be used to engage inservice teachers in viewing and reflecting on their practice.”

—Telegraphic Reviews “This book is designed to give pre-service teachers a model for observing mathematics teaching and then reflecting on their own teaching.

The strength of this book is that it provides pre-service teachers with a structure to observe teaching in the mathematics classroom. It gives detailed guidelines to help student teachers reflect on beliefs, planning, and teaching. I recommend this book as an auxiliary textbook for methods and student teaching.”

—Mathematics Teacher

Becoming a Reflective Mathematics Teacher offers what every mathematics teacher educator or supervisor has been looking for. Ideally suited for use with students who are taking a methods course or who are student teaching, this activity-oriented, research-based text: • Supplies detailed observation instruments that preservice teachers can use when they observe other teachers. Each instrument focuses on a critical aspect of instructional practice in mathematics. In addition, it requires the observer to make conjectures regarding the teachers’ underlying cognitions that might account for the instructional practice they observe.

• Offers reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner. Students can work through the activities over the period of a year. The structured observations and reflective activities are modular, and the framework applies to all observations of teaching, no matter what the instructional content.

• Includes guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers. The unique aspect of these guidelines and instruments is the link they make between teachers’ cognitions and their instructional practice.

All instruments and suggested activities are couched within a highly effective framework for teacher reflection and self-assessment that was developed in the spirit of the NCTM professional teaching standards. This framework is grounded in a cognitive perspective on learner-centered teaching.

The Origins of Mathematical Knowledge in Childhood

Bringing Out the Algebraic Character of Arithmetic

Catherine Sophian, University of Hawaii at Manoa, US

From Children’s Ideas To Classroom Practice

“Sophian does a masterful job of organizing and presenting one of the major success stories of developmental and educational research—understanding the developmental roots of mathematical competence...

This book will interest and benefit both those interested in understanding children’s cognitive development and those interested in developing ways of promoting mathematical competence. Sophian’s research has contributed greatly to our understanding of both aspects of mathematical development; her book provides a timely and accessible introduction to the state of the art in research on children’s mathematical development.”

—Kevin Miller, University of Michigan

This book examines the origins and development of children’s mathematical knowledge. It contrasts the widely held view that counting is the starting point for mathematical development with an alternative comparison-of-quantities position. According to the comparison-of-quantities position, the concept of number builds upon more basic concepts of equality, inequality, and less-than and greater-than relations, which derive from comparisons between unenumerated quantities such as lengths. The concept of number combines these basic comparative concepts with the concept of a unit of measure, which allows one quantity to be described as a multiple of another. Sophian examines these alternative accounts of children’s developing mathematical knowledge in the light of research:

Analucia D. Schliemann, Tufts University, US, David W. Carraher, TERC, Inc., US and Barbara M. Brizuela, Tufts University, US Bringing Out the Algebraic Character of Arithmetic contributes to a growing body of research relevant to efforts to make algebra an integral part of early mathematics instruction, an area of studies that has come to be known as Early Algebra. It provides both a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. The book, suitable as a text in undergraduate or graduate mathematics education courses, includes a CD-ROM with additional text and video footage on how students reason about addition and subtraction as functions; on how students understand multiplication when it is presented as a function; and on how children use notations in algebraic problems involving fractions. It is aimed at researchers, practitioners, curriculum developers, policy makers and graduate students across the mathematics education community who wish to understand how young learners deal with algebra before they have learned about algebraic notation.

August 2006: 160pp Hb: 978-0-8058-4338-5: £32.50 US $52.95 Pb: 978-0-8058-5873-0: £14.99 US $23.95 www.routledge.com/9780805858730

• On children’s counting • On their reasoning about continuous quantities such as length and area • On the development of the concept of unit • On additive and multiplicative reasoning • On knowledge about fractions In the closing chapters, Sophian draws out the developmental and the educational implications of the research and theory presented. The Origins of Mathematical Knowledge in Childhood is intended for researchers, professionals, and graduate students in developmental psychology, educational psychology, and mathematics education, and as a supplementary text for advanced undergraduate courses in cognitive development, educational psychology, and mathematics education.

June 2007: 216pp eBook: 978-1-4106-1648-7 Hb: 978-0-8058-5758-0: £70.00 US $59.95 www.routledge.com/9780805857580

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September 2007: 256pp Hb: 978-0-8058-6193-8: £70.00 US $80.00 Pb: 978-0-8058-6194-5: £21.99 US $39.95 www.routledge.com/9780805861945

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16 MATHEMATICS EDUCATION

Studies in Mathematical Thinking and Learning Series Edited by Alan H. Schoenfeld Mathematics Success and Failure Among African-American Youth

Number Theory in Mathematics Education

Statistical Literacy at School

The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency

Perspectives and Prospects

Jane M. Watson, University of Tasmania, Australia

Edited by Rina Zazkis and Stephen R. Campbell, both at Simon Fraser University, Canada

Danny Bernard Martin, University of Illinois at Chicago, US

This book offers multiple interconnected perspectives on the largely untapped potential of elementary number theory for mathematics education: its formal and cognitive nature, its relation to arithmetic and algebra, its accessibility, its utility and intrinsic merits, to name just a few. Its purpose is to promote explication and critical dialogue about these issues within the international mathematics education community. The studies comprise a variety of pedagogical and research orientations by an international group of researchers that, collectively, make a compelling case for the relevance and importance of number theory in mathematics education in both pre K-12 settings and mathematics teacher education.

This book reveals the development of students’ understanding of statistical literacy. It provides a way to “see” student thinking and gives readers a deeper sense of how students think about important statistical topics.

Based on ten years of research—with reference to other significant research as appropriate—the book looks at students’ thinking in relation to tasks based on sampling, graphical representations, averages, chance, beginning inference, and variation, which are essential to later work in formal statistics. For those students who do not proceed to formal study, as well as those who do, these concepts provide a basis for decision making or questioning when presented with claims based on data in societal settings.

No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This book goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers—and the individual agency that allows some students to succeed despite these influences. Danny Martin’s analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students.

This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, pre-service and in-service teachers, students, parents, and community advocates.

It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.

Number Theory in Mathematics Education is of interest to researchers, teacher educators, and students in the field of mathematics education, and is well suited as a text for upper-level mathematics education courses March 2006: 268pp Hb: 978-0-8058-5407-7: £60.00 US $94.95 Pb: 978-0-8058-5408-4: £19.99 US $31.95 www.routledge.com/9780805854084

Growth and Goals

Intended as a complement to curriculum documents and textbook series, it is consistent with the current principles and standards of the National Council of Teachers of Mathematics.

June 2006: 320pp Hb: 978-0-8058-5398-8: £65.00 US $105.00 Pb: 978-0-8058-5399-5: £23.99 US $38.95 www.routledge.com/9780805853995

Mathematics as a Constructive Activity Learners Generating Examples Anne Watson, University of Oxford, UK and John Mason, Open University, UK May 2005: 248pp eBook: 978-1-4106-1371-4 Hb: 978-0-8058-4343-9: £50.00 US $73.95 Pb: 978-0-8058-4344-6: £20.99 US $31.95 www.routledge.com/9780805843446

April 2006: 224pp Pb: 978-0-8058-6142-6: £19.99 US $31.50 www.routledge.com/9780805861426

Understanding Mathematics and Science Matters Edited by Thomas Romberg, Thomas P. Carpenter and Fae Dremock, all at the University of Wisconsin at Madison, US February 2005: 248pp eBook: 978-1-4106-1261-8 Hb: 978-0-8058-4694-2: £65.00 US $120.00 Pb: 978-0-8058-4695-9: £25.99 US $41.95 www.routledge.com/9780805846959

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MATHEMATICS EDUCATION 17

FORTHCOMING

FORTHCOMING

NEW

Introducing Difficult Mathematics Topics in the Elementary Classroom

Thinking and Learning About Maths in the Early Years

Culturally Specific Pedagogy in the Mathematics Classroom

A Teacher’s Guide to Initial Lessons

Linda Pound, Education Consultant, UK

Strategies for Teachers and Students

Frank Gardella, Hunter College, US

Series: The Nursery World/Routledge Essential Guides for Early Years Practitioners

Jacqueline Leonard, Temple University, US

This exciting text for the pre-service elementary math teacher provides hands on mathematical lessons they can use to introduce mathematical concepts and skills that students find particularly challenging. Each chapter is divided into four sections: • The Activity employs an engaging story scenario to have the reader “visit a classroom” to see the lesson used to introduce the concept or skill.

• The Mathematics section of each chapter focuses on the necessary mathematical background used in the lesson to make the actual teaching and learning situation comfortable for both the teachers and the learner.

• The Plan gives the reader an actual lesson plan to allow for replication of the activity.

• Putting It Altogether section gives a summary of the chapter as well as further information for making the lesson successful.

By providing models of what excellent lessons on a given topic look like, knowledge of the mathematics involved, and a concrete lesson plan structure this much-needed resource is the definitive mathematics planning vehicle that every teacher will want before they set foot in their own classroom.

July 2008: 224pp Pb: 978-0-415-96502-6: £17.99 US $31.95 www.routledge.com/9780415965026 AVAILABLE AS AN INSPECTION COPY

FORTHCOMING

Teaching Foundation Mathematics A Guide for Teachers of Older Students with Learning Disabilities Nadia Naggar-Smith, Mathematical Education Specialist, Scotland Series: David Fulton/Nasen This fully photocopiable resource will provide essential materials for anyone teaching Pre-entry or foundation Math in secondary schools and further education. 30 ready-to-use lessons are at your fingertips in this book, complete with tutor’s notes, teaching objectives, detailed lesson plans and photocopiable worksheets, where appropriate. The lessons are divided into three areas— number, shape and measure.

How can early years practitioners help young children to become not only numerate but aspiring mathematicians who love numbers, shapes and mathematical comparisons?

The introduction of the Foundation Stage has led to practitioners seeking ways to teach math which are more in line with the creative and playful ways young children learn other subjects. Linda Pound draws on current thinking about children’s mathematical development to show how you can encourage and enhance the numeracy skills of any child in the early years by linking math to every-day life situations and making it a playful and enjoyable crosscurricular activity. This highly practical and engaging text includes chapters on: • Why math is often seen as ‘hard’ and what practitioners can do to help young children be more successful.

• Exploring shapes, space, measures and patterns.

• How to make math more fun and playful, using games, humor, stories and rhymes.

• Using music and dance to enhance mathematical understanding.

• Encouraging children to see the connection between math and everyday experiences through, for example sorting, matching and guessing.

• Creating an environment for mathematical development, indoors and out.

Concluding with a chapter on how practitioners and parents can become more confident in their use of math, this user-friendly text, packed full of ideas, is essential reading for practitioners in any early years setting.

Students on Early Education courses will also find much here to inspire them.

May 2008: 128pp eBook: 978-0-203-92878-3 Hb: 978-0-415-43235-1: £60.00 US $120.00 Pb: 978-0-415-43236-8: £14.99 US $28.95 www.routledge.com/9780415432368

Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and disabilities and for children, over 12, with special needs. It will also prove useful to teachers training to work with these learners.

This compelling text advocates the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students. It accomplishes this by making clear the link between research and practice and offering lesson templates that teachers can use with ethnically and culturally diverse students and with females. Specifically, the text draws on sociocultural theory and research on culture and mathematics cognition to focus on three goals: using qualitative research to extend the literature on culturally based education to African American and Latina/o children in their development of mathematical knowledge and skills; using cognition research as it applies to better understanding of minority students’ goals, cognitive forms, and the interplay or transfer of out-of-school and in-school practices; and using pedagogical research to field-test new instructional methods for culturally diverse and female students. Culturally Specific Pedagogy in the Mathematics Classroom: • Features a model of culturally specific mathematics instruction that is grounded in Critical Race Theory.

• Uses comprehensive analyses of both qualitative and quantitative data to make the case that culturally specific pedagogy enhances student achievement.

• Presents cultural representations in problem solving and problem posing.

• Interweaves case studies, vignettes, and specific examples to help teachers to visualize what culturally specific pedagogy is and how to use it.

• Includes problems and questions developed by and of significance to pre-service and in-service teachers.

December 2007: 207pp eBook: 978-1-4106-1461-2 Pb: 978-0-8058-6105-1: £20.99 US $38.95 www.routledge.com/9780805861051

“Mathematics educators are in a period of deep concern about our ability to educate all students in mathematics.

Most students of color do not have the opportunities to fully learn mathematics. Nothing more important can be done for these students and their teachers than to publish this book addressing the miseducation of these students and offering a way to change what we are doing.”

—Carol E. Malloy, University of North Carolina at Chapel Hill

This clear, powerful text is intended for teacher educators, researchers, and upper-division and graduate-level courses in multicultural and diversity education, mathematics education, and curriculum and instruction.

April 2008: 200pp eBook: 978-0-203-93879-9 Pb: 978-0-415-45164-2: £24.99 US $47.95 www.routledge.com/9780415451642

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“[This book] offers a wide variety of conceptual and curricular resources for teachers interested in teaching mathematics in a way that challenges stratification based upon race, class, gender and other forms of oppression that students face in today’s world. With the publication of this book, all teachers will have available to them instructional strategies in mathematics for meeting the academic needs of culturally diverse students. The ease in which Leonard brings the reader along, and the caring way she tells a story about making mathematics a fun and social justice experience makes for an exciting learning opportunity for all students and teachers.”

—Carl A. Grant, University of Wisconsin at Madison, From the Foreword

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18 MATHEMATICS EDUCATION Foundations for the Future in Mathematics Education

Where’s the Wonder in Elementary Math?

Edited by Richard A. Lesh, Indiana University, US, Eric Hamilton, United States Air Force Academy, US and James J. Kaput, University of Massachusetts, US

Encouraging Mathematical Reasoning in the Classroom

• Part One focuses on naturalistic observations aimed at clarifying what kind of “mathematical thinking” people really do when they are engaged in “real life” problem solving or decision making situations beyond school.

• Part Two shifts attention toward changes that have occurred in kinds of elementary-but-powerful mathematical concepts, topics, and tools that have evolved recently—and that could replace past notions of “basics” by providing new foundations for the future. This section also initiates discussions about what it means to “understand” the preceding ideas and abilities.

• Part Three extends these discussions about meaning and understanding—and emphasizes teaching experiments aimed at investigating how instructional activities can be designed to facilitate the development of the preceding ideas and abilities.

This book argues that even in today’s high-stakes testing environment, “teaching to the test” need not be teachers’ only focus as they introduce young children to mathematics.

Judith McVarish demonstrates how building a community of learners and using problem solving to engage students can help teachers encourage students’ disposition to creative thinking and reasoning—skills that can otherwise become lost due to the pressure of the many other expectations placed upon both teachers and students. This book offers strategies for infusing mathematics learning and reasoning into elementary school classrooms while meeting curriculum and testing mandates. The teacher researcher component of each chapter provides a vehicle for teachers to bring their own expertise and questions back into the teaching and learning equation.

August 2007: 200pp eBook: 978-0-203-94003-7 Hb: 978-0-415-95715-1: £70.00 US $125.00 Pb: 978-0-415-95716-8: £19.99 US $29.95 www.routledge.com/9780415957168 AVAILABLE AS AN INSPECTION COPY

Strategies for Change Richard S. Kitchen, Julie DePree, Sylvia Celedon-Pattichis and Jonathan Brinkerhoff, all at the University of New Mexico, US In 2002 nine schools were selected in a national competition to participate in the Hewlett-Packard High Achieving Grant Initiative. As part of this Initiative, these schools participated in the research study this book reports. The study employed both qualitative and quantitative methodologies to examine school- and classroom-level factors that contributed to high achievement, particularly in mathematics. The schools described have much to teach about creating powerful learning environments that empower all students to learn challenging mathematics. Given the pressures of the accountability measures of the No Child Left Behind legislation, this book is extremely timely for those seeking school models that serve high-poverty communities and have demonstrated high performance on high-stakes examinations and other assessments.

Mathematics Education at Highly Effective Schools That Serve the Poor is particularly relevant for teacher educators, researchers, teachers, and graduate students in the fields of mathematics education and school policy and reform, and for school administrators and district coordinators of mathematics education.

August 2006: 248pp eBook: 978-1-4106-1454-4 Hb: 978-0-8058-5688-0: £50.00 US $73.95 Pb: 978-0-8058-5689-7: £17.99 US $28.95 www.routledge.com/9780805856897

Language Development for Maths Activities for Home

Numeracy and Learning Difficulties

Marion Nash, Educational Psychologist, UK and Jackie Lowe, Speech and Language Therapist, UK

Approaches to Teaching and Assessment

Building upon the successful “spirals” program this book addresses language development in the core areas of the math curriculum. It links the work done in school with the simple games and activities to be used at home. All activities have been tried and tested and proven effective.

The CD with the teachers’ book contains explanations and demonstrations of the program and its implementation, with comments from the staff who have used it.

March 2006: 144pp Pb: 978-1-84312-172-5: £16.99 US $31.95 www.routledge.com/9781843121725

By understanding why children struggle with math, teachers are better equipped to provide effective support and nurture confidence in low-achievers. Numeracy and Learning Difficulties includes how to tackle common learning difficulties by following different teaching practices and principles, identifying gaps in students’ knowledge and developing curricula that bridges these gaps, improves numerical literacy using problem-solving strategies and skills, and a handy checklist of benchmarks in achievement.

March 2006: 144pp Pb: 978-1-84312-194-7: £20.99 US $41.95 www.routledge.com/9781843121947

Foundations for the Future in Mathematics Education is an essential reference for researchers, curriculum developers, assessment experts, and teacher educators across the fields of mathematics and science education.

Supporting Mathematical Thinking

February 2007: 488pp eBook: 978-1-4106-1482-7 Hb: 978-0-8058-6056-6: £90.00 US $150.00 Pb: 978-0-8058-6057-3: £29.99 US $49.95 www.routledge.com/9780805860573

Edited by Anne Watson University of Oxford, UK, Jenny Houssart, Open University, UK and Caroline Roaf Oxford Brookes University, UK

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Peter Westwood, University of Hong Kong, China

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This book looks at how practitioners have focused on the fully educational application intellect to the problem of developing mathematical thinking among one’s students.

Each chapter demonstrates reflective minds at work, relying on close observation, willingness to understand the student’s thinking processes and patient commitment to students over long periods of time.

March 2006: 160pp eBook: 978-0-203-96323-4 Pb: 978-1-84312-362-0: £21.99 US $41.95 www.routledge.com/9781843123620

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The central question addressed in Foundations for the Future in Mathematics Education is what kind of understandings and abilities should be emphasized to decrease mismatches between the narrow band of mathematical understandings and abilities that are emphasized in mathematics classrooms and tests, and those that are needed for success beyond school in the 21st century? In fields ranging from aeronautical engineering to agriculture, and from biotechnologies to business administration, outside advisors to future-oriented university programs increasingly emphasize the fact that, beyond school, the nature of problem-solving activities has changed dramatically during the past twenty years, as powerful tools for computation, conceptualization, and communication have led to fundamental changes in the levels and types of mathematical understandings and abilities that are needed for success in such fields. Overall, this book suggests that it is not enough to simply make incremental changes in the existing curriculum whose traditions developed out of the needs of industrial societies. The authors, beyond simply stating conclusions from their research, use results from it to describe promising directions for a research agenda related to this question. The volume is organized in three sections:

Judith McVarish, St. John’s University, US

Mathematics Education at Highly Effective Schools That Serve the Poor

MATHEMATICS EDUCATION / SOCIAL STUDIES EDUCATION 19 Teaching Mathematics

Advanced Mathematical Thinking

A Handbook for Primary and Secondary School Teachers

A Special Issue of Mathematical Thinking and Learning

Pamela Cowan, Queen’s University, UK

Edited by Annie Selden and John Selden, both at New Mexico State University, US

A practical introduction to math teaching designed specifically for beginning teachers in elementary and secondary schools, this book explores key issues in math teaching today. It brings together the guidelines and requirements with authoritative guidance, ensuring that readers feel confident about how to approach their role as a teacher.

April 2006: 268pp Pb: 978-0-415-33517-1: £21.99 US $41.95 AVAILABLE AS AN INSPECTION COPY

Teaching Middle School Mathematics Douglas K. Brumbaugh, Enrique Ortiz and Regina Harwood Gresham, all at the University of Central Florida, US Middle school teaching and learning has a distinct pedagogy and curriculum that is grounded in the concept of developmentally appropriate education. This text is designed to meet the very specific professional development needs of future teachers of mathematics in middle school environments. Closely aligned with the NCTM Principles and Standards for School Mathematics, the reader-friendly, interactive format encourages readers to begin developing their own teaching style and making informed decisions about how to approach their future teaching career. A variety of examples establish a broad base of ideas intended to stimulate the formative development of concepts and models that can be employed in the classroom. Readers are encouraged and motivated to become teaching professionals who are lifelong learners.

April 2006: 352pp Pb: 978-0-8058-5404-6: £25.99 US $41.95 www.routledge.com/9780805854046

3RD EDITION

Teaching Secondary Mathematics Douglas K. Brumbaugh, University of Central Florida, US and David Rock, University of Massachusetts, US This book is practical, student-friendly, and solidly grounded in up-to-date research and theory. This popular text for secondary mathematics methods courses provides useful models of how concepts typically found in a secondary mathematics curriculum can be delivered so that all students develop a positive attitude about learning and using mathematics in their daily lives. A variety of approaches, activities, and lessons is used to stimulate the reader’s thinking—technology, reflective thought questions, mathematical challenges, student-life based applications, and group discussions. By solving problems, and discussing and reflecting on the problem settings, readers extend and enhance their teaching professionalism, they become more self-motivated, and they are encouraged to become lifelong learners.

May 2006: 480pp Pb: 978-0-8058-5471-8: £32.50 US $52.95 www.routledge.com/9780805854718

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January 2005: 80pp Pb: 978-0-8058-9505-6: £19.99 US $31.95 www.routledge.com/9780805895056 AVAILABLE AS AN INSPECTION COPY

FORTHCOMING 2ND EDITION

2ND EDITION

Critical Perspectives on Harry Potter

More

Edited by Elizabeth Heilman, Michigan State University, US

In-Depth Discussion of the Reasoning Activities in “Teaching Fractions and Ratios for Understanding” Susan J. Lamon, Marquette University, US October 2005: 256pp eBook: 978-1-4106-1712-5 Pb: 978-0-8058-5211-0: £16.99 US $26.50

2ND EDITION

Teaching Fractions and Ratios for Understanding Essential Content Knowledge and Instructional Strategies for Teachers Susan J. Lamon, Marquette University, US October 2005: 256pp eBook: 978-1-4106-1713-2 Pb: 978-0-8058-5210-3: £23.99 US $39.95 www.routledge.com/9780805852103

As the wild success of the Harry Potter series has given rise to “Pottermania,” the adventures of the young sorcerer have inspired multiple movies, countless Websites and blogs, fan clubs and a wide range of paraphernalia. This significant cultural phenomenon constitutes a powerful form of social text, and speaks volumes about the intersections of ideology, popular culture, and childhood. Critical Perspectives on Harry Potter provides overdue analyses of the Potter books as phenomenon, bringing together scholars from various disciplines to examine the impact of the series. This thoroughly updated revised edition includes essays updated to explore the full scope of the seven-book series and new material on what it has meant for a generation of children to grow up with Harry Potter. (“DISCLAIMER: This book is not authorized, approved, licensed, or endorsed by J.K. Rowling, Warner Bros.

Entertainment Inc., or anyone associated with the Harry Potter books or movies.”)

July 2008: 240pp Pb: 978-0-415-96484-5: £17.99 US $31.95 AVAILABLE AS AN INSPECTION COPY

Reading and Writing the World with Mathematics Toward a Pedagogy for Social Justice Eric Gutstein, University of Illinois at Chicago, US Series: Critical Social Thought This book argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, it provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.

December 2005: 272pp Hb: 978-0-415-95083-1: £75.00 US $135.00 Pb: 978-0-415-95084-8: £16.99 US $34.95 AVAILABLE AS AN INSPECTION COPY

The Really Useful Maths Book A Guide to Interactive Teaching Tony Brown, University of Bristol, UK and Henry Liebling, Emeritus, College of St. Mark & St. John, UK

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Series: The Really Useful Series July 2005: 216pp Pb: 978-0-415-25208-9: £18.99 US $35.95 www.routledge.com/9780415252089 AVAILABLE AS AN INSPECTION COPY

Series: Teaching Series

SOCIAL STUDIES EDUCATION

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20 SOCIAL STUDIES EDUCATION

NEW

NEW

FORTHCOMING

Handbook of Research in Social Studies Education

Researching History Education

How Schools Can Foster a New Intellectual Freedom

Edited by Linda S. Levstik, University of Kentucky, US and Cynthia A. Tyson, Ohio State University, US

Linda S. Levstik, University of Kentucky, US and Keith C. Barton, University of Cincinatti, US

In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked or divided theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies.

The volume is organized around seven themes: • • • • • • •

Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development

The Handbook of Research in Social Studies is a musthave resource for all beginning and experienced researchers in the field.

March 2008: 432pp eBook: 978-0-203-93022-9 Hb: 978-0-8058-5535-7: £125.00 US $250.00 Pb: 978-0-8058-5536-4: £44.95 US $89.95 www.routledge.com/9780805855364

3RD EDITION

Doing History Investigating With Children in Elementary and Middle Schools Linda S. Levstik, University of Kentucky, US and Keith C. Barton, University of Cincinatti, US June 2005: 256pp eBook: 978-1-4106-1338-7 Pb: 978-0-8058-5072-7: £19.99 US $34.95 www.routledge.com/9780805850727

“The authors’ research is well known and among the most important American works being done on how children learn history. It is thus a great idea to gather this pivotal research in one place. The volume offers a new perspective through the authors’ reflections on the research process. It is profound without pomposity, ideal for the intended audience; the tone is just right. There really isn’t another book that does what this one does.”

—Stephen J. Thornton, University of South Florida

Researching History Education combines a selection of Linda Levstik’s and Keith Barton’s previous work on teaching and learning history with their reflections on the process of research. These studies address students’ ideas about time, evidence, significance, and agency, as well as classroom contexts of history education and broader social influences on students’ and teacher’s thinking. These pieces—widely cited in history and social studies education and typically required reading for students in the area— were chosen to illustrate major themes in the authors’ own work and trends in recent research on history education. In a series of new chapters written especially for this volume, the authors introduce and reflect on their empirical studies and address three issues suggested in the title of the volume: theory, method, and context.

Although research on children’s and adolescents’ historical understanding has been the most active area of scholarship in social studies in recent years, as yet there is little in-depth attention to research methodologies or to the perspectives on children, history, and historical thinking that these methodologies represent. This book fills that need. The authors’ hope is that it will help scholars draw from the existing body of literature in order to participate in more meaningful conversations about the teaching and learning of history. Researching History Education provides a needed resource for novice and experienced researchers and will be especially useful in research methodology courses, both in social studies and more generally, because of its emphasis on techniques for interviewing children, the impact of theory on research, and the importance of cross-cultural comparisons.

February 2008: 440pp eBook: 978-1-4106-1676-0 Hb: 978-0-8058-6270-6: £80.00 US $145.00 Pb: 978-0-8058-6271-3: £27.99 US $49.95 www.routledge.com/9780805862713

Children’s Thinking About Cultural Universals Jere Brophy and Janet Alleman, both at Michigan State University, US September 2005: 240pp eBook: 978-1-4106-1561-9 Hb: 978-0-8058-4893-9: £75.00 US $135.00 Pb: 978-0-8058-4894-6: £32.50 US $52.95 www.routledge.com/9780805848946

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Preventing Tyranny By Nurturing Controversy Diana Hess, University of Wisconsin at Madison, US Series: Critical Social Thought In a conservative educational climate that is dominated by policies like No Child Left Behind, one of the most serious effects has been for educators to worry about the politics of what they are teaching and how they are teaching it. As a result, many dedicated teachers choose to avoid controversial issues altogether in preference for “safe” knowledge and “safe” teaching practices. Diana Hess interrupts this dangerous trend by providing readers a spirited and detailed argument for why curricula and teaching based on controversial issues are truly crucial at this time. Through rich empirical research from real classrooms throughout the nation, she demonstrates why schools have the potential to be particularly powerful sites for democratic education and why this form of education must include sustained attention to authentic and controversial political issues that animate political communities. The purposeful inclusion of controversial issues in the school curriculum, when done wisely and well, can communicate by example the essence of what makes communities democratic while simultaneously building the skills and dispositions that young people will need to live in and improve such communities.

August 2008: 224pp Hb: 978-0-415-96228-5: £70.00 US $125.00 Pb: 978-0-415-96229-2: £17.99 US $33.95 www.routledge.com/9780415962292

FORTHCOMING

Inside the Social Studies Classroom Jere Brophy and Janet Alleman, both at Michigan State University, US and Barbara Knighton, Winans Elementary School, US This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures.

The analyses include rich descriptions of the teacherstudent interactions that occur during lessons, detailed information about how and why the teacher adapted lesson plans to meet her students’ background experiences and adjusted these plans to take advantage of teachable moments that emerged during lessons, and what all of this might imply concerning principles of practice. The principles are widely applicable in elementary schools across the country, as well as across the curriculum—not just in social studies—and across the elementary grades—not just the primary grades.

June 2008: 288pp eBook: 978-0-203-92945-2 Hb: 978-0-8058-5571-5: £75.00 US $135.00 Pb: 978-0-8058-5572-2: £22.99 US $41.95 www.routledge.com/9780805855722

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This Handbook outlines the current state of research in social studies education—a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence, long maintained by advocates for the social studies as a fundamental goal.

Theory, Method, and Context

SOCIAL STUDIES EDUCATION 21

FORTHCOMING

FORTHCOMING

3RD EDITION

Narrating National History

Telling Stories to Change the World

Terrie Epstein, Hunter College, CUNY, US

Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims

Social Studies for the Twenty-first Century

Narrating National History examines the differences in white and African American children’s, adolescents’, and adults’ interpretations of U.S. history in classroom and community settings. Based on ethnographic interviews with children, teens, and adults in a working class U.S. city, the text focuses on the difference in different grade levels’ interpretations of national history at the beginning of the school year. Also included are teachers’ views and instruction, vignettes from classroom discussions, as well as parents’ views of U.S. history, contemporary society and citizenship.

The book sets this work firmly in social studies methods, and teaching and learning more generally, by noting how contemporary learning standards, textbooks, and some pedagogies can be disconnected from students’ cultural identities. It shows that while teachers’ historical interpretations were largely congruent with those of the White students, students of all backgrounds tended to ignore teacher or text interpretations that conflicted with their pre-instructional views. Also included are discussions of what methods teachers might have instead done to create better, more just understandings of history. Finally, the book provides research based examples of challenges and possibilities facing teachers who want to examine their own views toward teaching national history and society and engage in more culturally responsive pedagogy.

Rickie Solinger, Historian and Curator, US, Madeline Fox, Graduate Center, CUNY and Kayhan Irani, Artist and Activist, US This book is a powerful collection of essays about community-based and interestbased projects where storytelling is used as a strategy for speaking out for justice.

Contributors from locations across the globe—including Uganda, Darfur, China, Afghanistan, South Africa, New Orleans, and Chicago—describe grassroots projects in which communities use narrative as a way of exploring what a more just society might look like and what civic engagement means. These compelling accounts of resistance, hope, and vision showcase the power of the storytelling form to generate critique and collective action. Together, these projects demonstrate the contemporary power of stories to stimulate engagement, active citizenship, the pride of identity, and the humility of human connectedness.

September 2008: 208pp Hb: 978-0-415-96083-0: £70.00 US $125.00 Pb: 978-0-415-96084-7: £17.99 US $31.95 www.routledge.com/9780415960847

May 2008: 256pp eBook: 978-0-203-92806-6 Hb: 978-0-415-96079-3: £70.00 US $125.00 Pb: 978-0-415-96080-9: £17.99 US $32.95 www.routledge.com/9780415960809

Civic Education for Diverse Citizens in Global Times

FORTHCOMING

Rethinking Theory and Practice

Social Studies for Secondary Schools

Series: Rutgers Invitational Symposium on Education This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society, reexamining these notions in an increasingly interconnected global context, re-considering the ways that civic education is researched and practiced, and taking stock of where we are currently through use of an historical understanding of civic education.

Directed at students, researchers and practitioners of social studies education this volume puts practice at the center of research and theory.

October 2007: 296pp eBook: 978-1-4106-1629-6 Hb: 978-0-8058-5159-5: £50.00 US $90.00 www.routledge.com/9780805851595

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Alan J. Singer, Hofstra New Teachers Network, Hofstra University, US This popular text advocates an inquiry and activity-based view of social studies teaching that respects the points of view of students and teachers. Based in practice and experience, it offers systematic support and open, honest advice for new teachers, is conversational not pedantic, and provides lots of examples. While the structure and most of the topics remain largely the same as before, this Third Edition presents new lesson ideas in every chapter especially designed to help new teachers to address learning standards, to work in inclusive settings, and to promote literacy and the use of technology in social studies classrooms; puts a heavier focus on what is important to know and why; includes new essays on the politics of social studies education; and responds to opponents of project- or activity-based social studies instruction and multicultural education with a sharpened defense of both of these approaches throughout the book.

Jack Zevin, Queens College, CUNY, US Social Studies for the Twenty-First Century weaves theory, curriculum, methods, and assessment into a comprehensive model to guide middle and secondary school teachers in setting objectives, planning lessons, units, and courses, choosing classroom strategies, and constructing tests for some of the field’s most popular and enduring programs. It offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. The text includes separate chapters on teaching each of the major areas of the social studies curriculum. Its reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate.

New in the Third Edition: • Summaries of recent research, particularly in history education, that have been published since the last edition • Increased attention to social studies standards, as well as those for civics, economics, and history • An enriched view of teaching history and social studies with a wide array of sources ranging from material objects through primary sources on to art, music, and literature • More and better-organized ideas for classroom group and individual activities and cooperative learning • Expanded appendices on instructional resources include the rapidly growing use of websites • New visuals that are better integrated into the text and which teachers can use in their classrooms as lessons in visual literacy Social Studies for the Twenty-First Century is a primary text for secondary and middle school social studies methods courses.

March 2007: 448pp eBook: 978-1-4106-1584-8 Pb: 978-0-8058-5558-6: £42.50 US $61.95 www.routledge.com/9780805855586

September 2008: 400pp eBook: 978-0-203-88187-2 Pb: 978-0-8058-6446-5: US $54.95 www.routledge.com/9780805864465

Edited by Beth C. Rubin and James M. Giarelli, both at Rutgers University, US

3RD EDITION

Methods and Materials for Teaching in Middle and Secondary Schools

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22 SOCIAL STUDIES EDUCATION / MUSIC, ART AND DRAMA EDUCATION Learning and Teaching with Maps Patrick Wiegand, University of Leeds, UK This is a comprehensive and authoritative account of how elementary school children and teachers can use maps to enhance learning and deepen understanding of this essential skill. It includes all aspects of map use, such as reading and interpreting maps and using maps to find the way, covering maps of all scales, including globes and atlases. The text is extensively illustrated with examples, including maps made by children themselves using conventional materials as well as computer software. A particular feature of the book is the integration of digital and conventional mapping, and Internet and CD-ROM cartography together with simple applications of Geographic Information Systems (GIS) appropriate to the needs of children right through elementary and secondary education. This book will be of great use to all elementary teachers and subject teachers in secondary schools as well as non-specialist geography teachers, and will enable children to use all types of maps in new, compelling and thoughtful ways.

March 2006: 176pp eBook: 978-0-203-47779-3 Hb: 978-0-415-31209-7: £80.00 US $150.00 Pb: 978-0-415-31210-3: £22.99 US $42.95 www.routledge.com/9780415312103 AVAILABLE AS AN INSPECTION COPY

Geography John Morgan, Geographical Association, UK and David Lambert, University of Bristol, UK Series: Teaching School Subjects 11-19 August 2005: 248pp eBook: 978-0-203-07213-4 Hb: 978-0-415-32110-5: £75.00 US $150.00 Pb: 978-0-415-32111-2: £19.99 US $37.95 www.routledge.com/9780415321112 AVAILABLE AS AN INSPECTION COPY

MUSIC, ART AND DRAMA EDUCATION The Really Useful Creativity Book

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for more information

Series: Learning to Teach in the Secondary School “Contributors include leading names in music education and the wealth of experience is reflected in the ease with which they give succinct, lucid overviews of theoretical issues and relate them to the practicalities of life in the classroom. Discussion and presentation tasks within each chapter ensure that readers are actively involved and forced to examine their own thinking...Well worth reading and would make a useful addition to any music department bookshelf.”

—Times Educational Supplement

The Really Useful Creativity Book provides creative teaching approaches and ideas that will enable children to develop their creative thinking and learning. Written for the elementary school teacher, student or trainee teacher, the book shows you how to enable creativity to flourish in your classroom. With examples of practice included throughout, the issues covered include: • Assessment—with practical tools to help teachers assess creativity with examples of their use in practice.

• Planning—with ideas for cross-curricular planning, as well as visual, auditory and kinesthetic approaches to teaching and the concept of multiple intelligences • Teacher as expert—shows how teachers can adopt the mantle of the expert in order to enhance the possibilities for the teaching of creativity, and learning more generally, including role-play and drama • The Reggio approach—provides examples of how this approach can be implemented by teachers in their own classrooms This lively, stimulating book will help busy teachers to fulfill the requirement of the National Curriculum that requires teachers to place emphasis on developing the quality of children’s thinking and learning. For those teachers daunted by the thought of teaching creativity, the book includes a range of short activities, ideas, tips, starters and techniques which can be tried by teachers.

As confidence develops the book will show teachers how to become more ambitious in their teaching approaches.

November 2008: 176pp Pb: 978-0-415-45696-8: £18.99 US $37.95 AVAILABLE AS AN INSPECTION COPY

Penny McFarlane, Teacher and Dramatherapist, UK

Visit

A Companion to School Experience

Dominic Wyse and Pam Craig, both at the University of Cambridge, UK

Developing Emotional Stability

Learning to Teach Music in the Secondary School Edited by Christopher Philpott, University of Greenwich, UK and Gary Spruce, Open University, UK.

Dramatherapy

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2ND EDITION

Providing a new and proven way forward for practitioners who want to help children, but who do not have recourse to a qualified therapist, this book covers: • Tried and tested practical activities to use with children • Simple explanations of how and why dramatherapy works • Informative case studies that show activities being used in practice • A useful list of further reading, centers for training and qualifications March 2006: 140pp Pb: 978-1-84312-265-4: £21.99 US $41.95 www.routledge.com/9781843122654

This new edition has been thoroughly revised to take account of recent changes to the curriculum. With a focus on evidence-based practice, this book aims to develop open and reflective practitioners who will critically examine their own and others’ ideas about music education and the way in which children learn music. Providing an overview of contemporary issues in music teaching and learning from a range of perspectives, the book centers on teaching music musically, and enables the reader to: • Place music education in its historical and social context.

• Consider the nature of musical knowledge and how students learn musically.

• Critically analyze the statutory framework within which music teachers work.

• Develop an understanding of the three key areas of composing, performing and appraising as well as issues such as creativity, individual needs and assessment.

• Examine aspects of music beyond the classroom and how effective links can be made between curriculum music and music outside of school.

Including tasks, activities and reflections to help studentteachers to integrate the theory and practice of music education, this book will provide support, guidance, ideas and challenges for beginner teachers, and will be useful for mentors in schools and teacher educators.

January 2007: 304pp eBook: 978-0-203-97743-9 Pb: 978-0-415-35105-8: £22.99 US $42.95 www.routledge.com/9780415351058 AVAILABLE AS AN INSPECTION COPY

Creativity Sandy Green, Early Childhood Education Specialist, UK Series: Ready, Steady, Play!

December 2005: 80pp Pb: 978-1-84312-076-6: £15.99 US $30.95 www.routledge.com/9781843120766

Creativity in Schools Tensions and Dilemmas Edited by Anna Craft, The Open University, UK October 2005: 224pp eBook: 978-0-203-35796-5 Hb: 978-0-415-32414-4: £85.00 US $170.00 Pb: 978-0-415-32415-1: £23.99 US $45.95 www.routledge.com/9780415324151

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MUSIC, ART AND DRAMA EDUCATION / COLLEGE STUDY SKILLS 23 Dyslexia and Drama

Critical Thinking

3RD EDITION

Helen Eadon, Education Specialist, UK

An Exploration of Theory and Practice

August 2005: 80pp eBook: 978-0-203-96348-7 Pb: 978-1-84312-048-3: £13.99 US $27.95 www.routledge.com/9781843120483

Jennifer Moon, University of Bournemouth, UK

Motivation and Learning Strategies for College Success

Practical Projects for Secondary Schools Martin Lewis, Penketh High School, UK and John Rainer, Manchester Metropolitan University, UK October 2005: 192pp Pb: 978-0-415-31908-9: £39.99 US $79.95 AVAILABLE AS AN INSPECTION COPY

COLLEGE STUDY SKILLS FORTHCOMING

Achieving Success through Academic Assertiveness Real Life Strategies for Today’s Students Jennifer Moon, University of Bournemouth, UK Written for students in Higher Education and adult learners who are looking to improve their study skills, Academic Assertiveness summarizes the general ways for improving academic development. It offers practical advice and skills for students and supports survival and success in learning situations. Jenny Moon creatively explores the importance of this emerging topic and how assertiveness is linked to the process of learning and overall student development and academic achievement. This book offers a substantial section of resources, practical advice and features.

Academic Assertiveness includes: • Life scenarios and quotations from students about their experiences • Questionnaires about topics in the chapter to raise self awareness • Dialogue exercises that encourage best practice techniques and learner reflection • Fictional journals threaded throughout the book that creatively engage readers • Loads of examples of every-day challenges that students experience • Guidance on how to cope and manage difficult learning situations in successful manner • Illustrated scenarios that outline the importance of voice quality, posture, speech, self-esteem, ability to listen and confidence Students and learners at all levels of Higher Education will find Academic Assertiveness to be an essential resource that offers real, effective strategies for achieving academic success.

October 2008: 160pp Hb: 978-0-415-99142-1: £75.00 US $135.00 Pb: 978-0-415-99143-8: £14.99 US $26.95 www.routledge.com/9780415991438 AVAILABLE AS AN INSPECTION COPY

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In this book, Jennifer Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process.

Key themes covered include: • Different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom • Links between learning, thinking and writing • Critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks Teachers in all disciplines in post-compulsory education will find this approach to defining and improving students’ critical thinking skills invaluable.

November 2007: 248pp eBook: 978-0-203-94488-2 Hb: 978-0-415-41178-3: £75.00 US $150.00 Pb: 978-0-415-41179-0: £22.99 US $45.98 www.routledge.com/9780415411790 AVAILABLE AS AN INSPECTION COPY

Helping Doctoral Students Write Pedagogies for Supervision Barbara Kamler, Deakin University, Australia and Pat Thomson, University of Nottingham, UK This essential guide offers a new approach to doctoral writing, written specifically for doctoral supervisors. Rejecting the DIY websites and manuals that promote a privatized skills-based approach to writing research, Kamler and Thomson offer a new framework for scholarly work to help doctorate students produce clear and well-argued dissertations. Drawing on a wide range of research and hands-on experience, the authors argue that making an original contribution to scholarly knowledge requires doctoral candidates to do both text and identity work. Their discussion of the complexities of forming a scholarly identity is illustrated by the stories and writing of real doctoral students.

A Self-Management Approach Myron H. Dembo and Helena Seli, both at the University of Southern California, US “I like the fact that this book doesn’t talk down to students.

Students have a better attitude about taking a learning strategies course when they study both research and application.”

—Joan Iva Cube, Whittier College “I teach a course on selfregulation and this book is the best available in the area.”

—Fred Bail, University of Hawaii “This text is gaining popularity with students at our university. We would not consider using any other text in our course because it is based on research. Students feel that they are taking an academic course rather than a remedial course.”

—Elaine Wright, University of Southern Maine

If you haven’t used Motivation and Learning Strategies for College Success in your study skills course, it’s time for a change! This popular text combines theory, research, and applications to teach college students how to become more self-directed learners. Study skills are treated as a serious academic course. Students learn about human motivation and learning as they improve their study skills. The text does not offer “recipes for success” or lists of “quick tips.”

The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-management studies whereby they are taught a process for improving their academic behavior.

A framework organized around six components related to academic success—motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance—makes it easy for students to understand what they need to do to become more successful in the classroom.

Pedagogical Features: • Exercises help students observe and evaluate their own learning and study skills.

• Follow-Up Activities guide students to apply the content to their own academic learning.

• Student Reflections allow students to read about the experiences of other students as they attempt to change their behavior and become more successful students.

• Chapter-end Reviews provide a quick guide to specific procedures for implementing a given strategy.

A separate Instructor’s Manual provides helpful information for teaching the material, including additional exercises and experiences for students, essay test questions, information on how students can maintain a portfolio to demonstrate their acquisition of learning and study skills, and guidelines for helping students complete a self-management study of their own behavior.

August 2007: 360pp eBook: 978-1-4106-1613-5 Pb: 978-0-8058-6229-4: £21.99 US $39.95 Instructor’s Manual: 978-0-8058-6230-0: Free Upon Adoption www.routledge.com/9780805862294

September 2006: 192pp eBook: 978-0-203-96981-6 Hb: 978-0-415-34683-2: £80.00 US $160.00 Pb: 978-0-415-34684-9: £22.99 US $41.95 www.routledge.com/9780415346849 AVAILABLE AS AN INSPECTION COPY

Teaching Classroom Drama and Theatre

“Jenny Moon has skillfully mapped the landscape of critical thinking with academic diligence and practical acuity.

Using the concept of “academic assertiveness”, she reveals how particular emotional and psychological orientations and behaviors better enable learners to manage the challenges to self when progressing critical thinking capacities in academic, professional and social contexts.

Through the reliable voice of the author’s own experiences, readers are introduced to a useful array of resources, activities and ideas designed to promote active engagement, augment cultural and contextual knowing and enhance the potential of learners to think and act critically.”

—Maxine Alterio, Co-Author of Learning through Storytelling in Higher Education

Web orders over $35 receive free shipping in US and Canada

24 STUDENT TEACHING AND TEACHER EDUCATION

STUDENT TEACHING AND TEACHER EDUCATION

Studying Teacher Education

Teachers as Collaborative Partners

The Report of the AERA Panel on Research and Teacher Education

Working With Diverse Families and Communities

Edited by Kenneth M. Zeichner, University of Wisconsin at Madison, US and Marilyn Cochran-Smith, Boston College, US

Sandra J. Winn Tutwiler, Washburn University, US

Published for the American Educational Research Association by Lawrence Erlbaum Associates, Inc.

NEW 3RD EDITION

Handbook of Research on Teacher Education Enduring Questions in Changing Contexts Edited by Marilyn Cochran-Smith, Boston College, US, Sharon Feiman-Nemser, Brandeis University, US, D. John McIntyre, Southern Illinois University, US and Kelly Demers, Associate Editor, Boston College, US Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence.

Reflecting the needs of educators today, this Third Edition takes a new approach to achieving the purpose of the previous editions.

Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition aims to: • Stimulate a broad conversation about foundational issues.

• Bring multiple perspectives to bear, including historical perspectives.

• Provide new specificity to topics that have been undifferentiated in the past.

• Include diverse voices in the conversation.

The Handbook is organized around nine key questions, with a common four-part structure in each section. The Introduction, by the section editor, explains why the core issue has persisted, how it has been conceptualized over time, and why the particular framing chapters, artifacts, and commentators were chosen for the section. The Framing Chapters focus on different dimensions or facets of the issue as well as different ways of thinking about it.

The Artifacts—historical and contemporary documents, many of them classics in teacher education—demonstrate the enduring nature of the issue and how it has been conceptualized or debated over time. Each section concludes with Commentaries written by researchers, teachers, teacher educators, policy makers, or foundation directors reflect a wide spectrum of political and ideological stances.

February 2008: 1392pp eBook: 978-0-203-93869-0 Hb: 978-0-8058-4776-5: £125.00 US $225.00 Pb: 978-0-8058-4777-2: £50.00 US $89.95 www.routledge.com/9780805847772

June 2005: 816pp Hb: 978-0-8058-5592-0: £95.00 US $185.00 Pb: 978-0-8058-5593-7: £55.00 US $89.95 www.routledge.com/9780805855937

Series: Inquiry and Pedagogy Across Diverse Contexts May 2005: 288pp eBook: 978-1-4106-1365-3 Pb: 978-0-8058-3900-5: £22.99 US $36.50 www.routledge.com/9780805839005

Enacting a Pedagogy of Teacher Education

NEW

Values, Relationships and Practices

Arts-Based Research in Education

Edited by Tom Russell, Queen’s University, Canada and John Loughran, Monash University, Australia

Foundations for Practice Edited by Melisa Cahnmann-Taylor and Richard Siegesmund, University of Georgia, US Series: Inquiry and Pedagogy Across Diverse Contexts This text introduces readers to definitions and examples of artsbased educational research, presents tensions and questions in the field, and provides exercises for practice. It weaves together critical essays about arts-based research in the literary, visual, and performing arts with examples of artistic products of arts-based research that illuminate by example. Each artistic example is accompanied by a scholARTist’s statement that includes reflection on how the work of art relates to the scholar’s research interests and practices. Arts-Based Research in Education: • Helps the reader understand what arts-based research is—tracing the history of the field and providing examples.

• Includes end-of-chapter questions to engage students in practicing arts-based inquiry and to generate class discussion about the material.

• Features a diverse range of contributors—very established scholars in educational and social science research as well as those new to the field.

• Represents a variety of voices—scholars of color, different sexual orientations, different ages, experience, and nationalities.

• Presents beautiful illustrations of visual art, data-based poems, plays, short stories, and musical scores.

First-of its kind, this volume is intended as a text for artsbased inquiry, qualitative research methods in education, and related courses, and as a resource for faculty, doctoral students, and scholars across the field of social science research methods.

Building on John Loughran’s latest work Developing a Pedagogy of Teacher Education, this book focuses on how individuals enact pedagogy in the context of teacher education.

With teacher educators actually teaching while showing studentteachers how to teach, the quality of teacher education improves. Bringing together contributions from internationally known teacher educators, a school administrator who supports teachers’ professional learning, someone studying to become a teacher educator and someone studying to become a teacher, the book examines enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning.

Each chapter illustrates an individual working to better understand the processes of teaching and learning and then modifying personal practices to enact a productive pedagogy of teacher education. This collection extends the rich literature emerging from the field while also focusing explicit attention on the challenges of enacting a pedagogy of teacher education.

May 2007: 208pp eBook: 978-0-203-96244-2 Hb: 978-0-415-41899-7: £75.00 US $150.00 Pb: 978-0-415-41900-0: £22.99 US $42.95 www.routledge.com/9780415419000

Developing a Pedagogy of Teacher Education Understanding Teaching and Learning about Teaching John Loughran, Monash University, Australia This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators’ professional knowledge is and how that knowledge must influence teacher training practices.

December 2007: 272pp eBook: 978-1-4106-1839-9 Hb: 978-0-8058-6379-6: £70.00 US $125.00 Pb: 978-0-8058-6380-2: £20.99 US $38.95 www.routledge.com/9780805863802

February 2006: 208pp eBook: 978-0-203-01967-2 Hb: 978-0-415-36730-1: £85.00 US $170.00 Pb: 978-0-415-36727-1: £22.99 US $42.95 www.routledge.com/9780415367271

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STUDENT TEACHING AND TEACHER EDUCATION / INDEX 25 Becoming a Teacher through Action Research

2ND EDITION

Process, Context, and Self-Study

A Critical Approach to Field Experiences

Donna Kalmbach Phillips and Kevin Carr, both at George Fox University, US

Natalie G. Adams, University of Alabama, US, Christine Mary Shea, East Carolina University, US, and Delores D. Liston and Bryan Deever, both at Georgia Southern University, US

Becoming a Teacher through Action Research is specifically written for those students seeking initial teacher licensure.

Written to support these preservice teachers, it recognizes that the process of doing action research can serve as a vehicle for assuming the professional identity of a teacher and deals directly with challenges and dilemmas of doing action research as a student teacher. The book is interactive, inviting the reader to respond to the text by writing and drawing responses. The companion CD allows the reader to either read and interact with the text completely electronically or use a combination of paper text and CD. The CD also includes downloadable templates, interactive charts and graphs, and full text examples of student written action research papers.

February 2006: 232pp Pb: 978-0-415-95237-8: £20.99 US $39.95 www.routledge.com/9780415952378 AVAILABLE AS AN INSPECTION COPY

Learning to Teach Inclusively Student Teachers’ Classroom Inquiries Celia Oyler and the Preservice Inclusion Study Group, both at Teachers College, Columbia University, US

November 2005: 192pp eBook: 978-1-4106-1732-3 Pb: 978-0-8058-5470-1: £17.99 US $28.95 www.routledge.com/9780805854701

NEW

Improving Teacher Education through Action Research Edited by Ming-Fai Hui and David Grossman, both at the Hong Kong Institute of Education, Hong Kong Series: Routledge Research in Education There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to improve teacher preparation and professional development programs. It is a must read book for those educators who are new to the college teaching profession and for those who are aspired to be outstanding and successful lecturers.

Abell, Sandra K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Achieving Success through Academic Assertiveness . . .23 Adams, Natalie G. . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Advanced Mathematical Thinking . . . . . . . . . . . . . . . .19 AECT (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Aesthetic Experience in Science Education . . . . . . . . . .10 Akerson, Valarie L. . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Alderman, M. Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Algebra in the Early Grades . . . . . . . . . . . . . . . . . . . . .14 Alleman, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Allen, David Scott . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Anderson, Ronald D. . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Appelbaum, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .7, 13 Appleton, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Armour-Thomas, Eleanor . . . . . . . . . . . . . . . . . . . . . . .15 Art of Teaching Science, The . . . . . . . . . . . . . . . . . . . . .9 Arts-Based Research in Education . . . . . . . . . . . . . . . .24 Artzt, Alice F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Au, Wayne W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Autio, Tero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

B Back to the Basics of Teaching and Learning . . . . . . . . .1 Baek, John Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Ban, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Barton, Keith C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Becoming a Reflective Mathematics Teacher . . . . . . . .15 Becoming a Teacher through Action Research . . . . . . .25 Berry, Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Blank, William . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Blanton, Maria L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Bloom, Jeffrey W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Brantlinger, Ellen A. . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Bringing Out the Algebraic Character of Arithmetic . . .15 Brinkerhoff, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . .18 Brizuela, Barbara M. . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Brophy, Jere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Brown, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Brumbaugh, Douglas K. . . . . . . . . . . . . . . . . . . . . . . . .19

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This book—co-authored by a teacher educator, a diverse group of five pre-service student teachers, and their student teaching supervisor—takes a unique, illuminating look at the experience of student teaching from the perspective of student teachers. It is premised on learning to teach as an inquiry process enriched by collaborative conversations. Readers are invited into student teachers’ dilemmas and decisions as they negotiate between their public school placements and their university-based coursework. Throughout the year of student teaching, the authors document their discussions and reflections about teaching in inclusive classrooms that shed light on the complex process of learning to teach and also offer insights into issues of teaching for equity.

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Learning to Teach

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26 INDEX

Cahnmann-Taylor, Melisa . . . . . . . . . . . . . . . . . . . . . . .24 Campbell, Stephen R. . . . . . . . . . . . . . . . . . . . . . . . . .16 Carpenter, Thomas P. . . . . . . . . . . . . . . . . . . . . . . . . . .16 Carr, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Carraher, David W. . . . . . . . . . . . . . . . . . . . . . . . . .14, 15 Castañeda, Martha . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Cave, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Celedon-Pattichis, Sylvia . . . . . . . . . . . . . . . . . . . . . . . .18 Challenging the Classroom Standard Through Museum-based Education . . . . . . . . . . . . . . . . . . . . .5 Children’s Books for Grown-Up Teachers . . . . . . . . . . . .7 Children’s Thinking About Cultural Universals . . . . . . .20 Civic Education for Diverse Citizens in Global Times . . .21 Classroom Authority . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Clegg, Brian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Clifford, Patricia . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 7 Cochran-Smith, Marilyn . . . . . . . . . . . . . . . . . . . . . . . .24 Commins, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Complexity and Education . . . . . . . . . . . . . . . . . . . . . . .4 Constructing Worlds through Science Education . . . . . .8 Contexts of Learning (series) . . . . . . . . . . . . . . . . . . . .12 Contexts of Learning Mathematics and Science . . . . . .12 Cowan, Pamela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Craft, Anna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Creating a Classroom Community of Young Scientists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Creativity in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Critical Essays on Major Curriculum Theorists . . . . . . . . .6 Critical Perspectives on Harry Potter . . . . . . . . . . . . . . .19 Critical Social Thought (series) . . . . . . . . . . . . . .6, 19, 20 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Crockett, Michele D. . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Cross-Cultural Studies in Curriculum . . . . . . . . . . . . . . .7 Cruz, Bárbara C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Culturally Specific Pedagogy in the Mathematics Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Culture and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Culture in School Learning . . . . . . . . . . . . . . . . . . . . . . .1 Curcio, Frances R. . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Curriculum and Imagination . . . . . . . . . . . . . . . . . . . . . .6 Curriculum and the Child, The . . . . . . . . . . . . . . . . . . . .8 Curriculum and the Teacher . . . . . . . . . . . . . . . . . . . . . .5 Curriculum Development in the Postmodern Era . . . . . .8 Curriculum in Abundance . . . . . . . . . . . . . . . . . . . . . . .7 Czerniak, Charlene . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Dowson, Pam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Dramatherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Dremock, Fae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Driscoll, Marcy P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Dyslexia and Drama . . . . . . . . . . . . . . . . . . . . . . . . . . .23

H E Eadon, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Education Heritage (series) . . . . . . . . . . . . . . . . . . . . . . .5 Education, Markets, and the Public Good . . . . . . . . . . .8 Educational Psychology Handbook (series) . . . . . . . . . . .1 Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . .9 Eisner, Elliot W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Elementary Science Teacher Education . . . . . . . . . . . . .13 Embracing Mathematics . . . . . . . . . . . . . . . . . . . . . . . .13 Enacting a Pedagogy of Teacher Education . . . . . . . . .24 Engaging Minds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 English, Lyn D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Eppert, Claudia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Epstein, Terrie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Evans, Huw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

F Feiman-Nemser, Sharon . . . . . . . . . . . . . . . . . . . . . . . .24 Fisher, Douglas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Foundations and Futures of Education (series) . . . . . . . .8 Foundations for the Future in Mathematics Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Friesen, Sharon . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 7

David Fulton / Nasen (series) . . . . . . . . . . . . . . . . .17, 18 Davis, Brent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Deever, Bryan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Dembo, Myron H. . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Demers, Kelly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 DePree, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Developing a Pedagogy of Teacher Education . . . . . . .24 Dias, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Doing History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Hamilton, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Handbook of Design Research Methods in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Handbook of International Research in Mathematics Education . . . . . . . . . . . . . . . . . . . . . .13 Handbook of Moral and Character Education . . . . . . . .1 Handbook of Research in Social Studies Education . . . .20 Handbook of Research on Educational Communications and Technology . . . . . . . . . . . . . .10 Handbook of Research on Science Education . . . . . . . .10 Handbook of Research on Teacher Education . . . . . . . .24 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators . . . . . . . . . . . . . . . .1 Harnessing Technology for Every Child Matters and Personalised Learning . . . . . . . . . . . . . . . . . . . . . . . .9 Hassard, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . . . . . . . .19 Helping Doctoral Students Write . . . . . . . . . . . . . . . . .23 Hemmings, Annette . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Hermel-Eisenmann, Beth A. . . . . . . . . . . . . . . . . . . . . .14 Hernández-Gantes, Victor M. . . . . . . . . . . . . . . . . . . . . .3 Hess, Diana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Houssart, Jenny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 How Schools Can Foster a New Intellectual Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Howie, Sarah J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Hui, Ming-Fai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

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Grossman, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Gruenewald, David A. . . . . . . . . . . . . . . . . . . . . . . . . . .6 Gutstein, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Galloway, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Gardella, Frank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Gender and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Gender in the Classroom . . . . . . . . . . . . . . . . . . . . . . . .5 Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Getting Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Giarelli, James M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Gilbert, John K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Gillard, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Goodson, Ivor F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Green, Sandy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Gresham, Regina Harwood . . . . . . . . . . . . . . . . . . . . .19

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Impact of Mathematics Instruction on Student Achievement, The . . . . . . . . . . . . . . . . . . . . . . . . . .14 Improving Learning (series) . . . . . . . . . . . . . . . . . . . . . . .5 Improving Subject Teaching . . . . . . . . . . . . . . . . . . . . . .5 Improving Teacher Education through Action Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Inquiry and Pedagogy Across Diverse Contexts (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Inside the Social Studies Classroom . . . . . . . . . . . . . . .20 Instructional Strategies for Middle and High School . . . .4 Interdisciplinary Education in the Age of Assessment . . .3 Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms . . . . . . . . . . . . . . . . . . . .10 Introducing Difficult Mathematics Topics in the Elementary Classroom . . . . . . . . . . . . . . . . . . . . . . .17 Irani, Kayhan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Ireson, Gren . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

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INDEX 27 J

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Januszewski, Al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Jardine, David W. . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 7 Jonassen, David H. . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Maher, Frances A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Manning, Maryann . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Martin, Danny Bernard . . . . . . . . . . . . . . . . . . . . . . . . .16 Mason, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Mathematical Literacy . . . . . . . . . . . . . . . . . . . . . . . . .14 Mathematics and Teaching . . . . . . . . . . . . . . . . . . . . . .2 Mathematics as a Constructive Activity . . . . . . . . . . . .16 Mathematics Education at Highly Effective Schools That Serve the Poor . . . . . . . . . . . . . . . . . . . . . . . . .18 Mathematics Success and Failure Among African-American Youth . . . . . . . . . . . . . . . . . . . . .16 McFarlane, Penny . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 McIntyre, D. John . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 McKernan, James . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 McVarish, Judith . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Merrill, M. David . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Meyer, Richard J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Milburn, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Millar, Robin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Miramontes, Ofelia B. . . . . . . . . . . . . . . . . . . . . . . . . . .2 Molenda, Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Moore, Alex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 More . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Morgan, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Moss, David M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Motivation and Learning Strategies for College Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Motivation for Achievement . . . . . . . . . . . . . . . . . . . . . .4 Multimodal Pedagogies in Diverse Classrooms . . . . . . . .3 Murrell, Jr., Peter C. . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Pace, Judith L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Parkinson, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Pedagogy and Learning with ICT . . . . . . . . . . . . . . . . .11 Petkova, Mariana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Phillips, Donna Kalmbach . . . . . . . . . . . . . . . . . . . . . . .25 Philpott, Christopher . . . . . . . . . . . . . . . . . . . . . . . . . .22 Place-Based Education in the Global Age . . . . . . . . . . . .6 Plomp, Tjeerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Pound, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Practical Guide to Teaching ICT in the Secondary School, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Pumpian, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

K Kamler, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Kaput, James J. . . . . . . . . . . . . . . . . . . . . . . . . . . .14, 18 Kaufman, Douglas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Keiper, Timothy A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Kelly, Anthony Eamonn . . . . . . . . . . . . . . . . . . . . . . . . .9 Kennewell, Steve . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Kersaint, Gladis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Kind, Vanessa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Kitchen, Richard S. . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Knighton, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Knuth, Eric J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Krajcik, Joseph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

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N Naggar-Smith, Nadia . . . . . . . . . . . . . . . . . . . . . . . . . .17 Narrating National History . . . . . . . . . . . . . . . . . . . . . .21 Narvaez, Darcia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Nash, Marion . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 18 Norris, Nigel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Nucci, Larry P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Number Theory in Mathematics Education . . . . . . . . . .16 Numeracy and Learning Difficulties . . . . . . . . . . . . . . .18 Nursery World/Routledge Essential Guides for Early Years Practitioners (series) . . . . . . . . . . . . . . . .17

Race, Culture, and Schooling . . . . . . . . . . . . . . . . . . . . .5 Rainer, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Ratcliffe, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Reading and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . .2 Reading and Writing the World with Mathematics . . . .19 Ready, Steady, Play! (series) . . . . . . . . . . . . . . . . . . . . .22 Really Useful Creativity Book, The . . . . . . . . . . . . . . . .22 Really Useful Maths Book, The . . . . . . . . . . . . . . . . . . .19 Really Useful (series) . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Reflective Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Reimagining Schools . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Reinventing Curriculum . . . . . . . . . . . . . . . . . . . . . . . . .8 Religion and Teaching . . . . . . . . . . . . . . . . . . . . . . . . . .2 Remillard, Janine T. . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Researching History Education . . . . . . . . . . . . . . . . . . .20 Rethinking Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Roaf, Caroline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Rock, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Romberg, Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Routledge Research in Education (series) . . . . . . . . . . .25 Routledge Teaching Guides (series) . . . . . . . . . . . . . . .11 Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Russell, Tom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Rutgers Invitational Symposium on Education (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

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O Origins of Mathematical Knowledge in Childhood, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Ortiz, Enrique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Osborn, Terry A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Osborne, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Oyler, Celia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Labaree, David F. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Laidlaw, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Lambert, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Lamon, Susan J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Language Development for Maths . . . . . . . . . . . . . . . .18 Language Development for Science . . . . . . . . . . . . . . .12 Larson, Bruce E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Leach, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Learning and Teaching with Maps . . . . . . . . . . . . . . . .22 Learning to Solve Complex Scientific Problems . . . . . . .11 Learning to Teach . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Learning to Teach ICT in the Secondary School . . . . . .11 Learning to Teach in the Secondary School (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11, 22 Learning to Teach Inclusively . . . . . . . . . . . . . . . . . . . .25 Learning to Teach Music in the Secondary School . . . .22 Learning, Curriculum and Life Politics . . . . . . . . . . . . . . .8 Lederman, Norman G. . . . . . . . . . . . . . . . . . . . . . . . . .10 Leonard, Jacqueline . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Lesh, Richard A. . . . . . . . . . . . . . . . . . . . . . . . . . . . .9, 18 Levstik, Linda S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Lewis, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Liebling, Henry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Linguistic Diversity and Teaching . . . . . . . . . . . . . . . . . .2 Liston, Daniel P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Liston, Delores D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Lloyd, Gwendolyn M. . . . . . . . . . . . . . . . . . . . . . . . . . .14 Losing Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Loughran, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Lowe, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12, 18 Luce-Kapler, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . .4

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Sadker, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Schliemann, Analucia D. . . . . . . . . . . . . . . . . . . . . . . .15 Schooling, Society and Curriculum . . . . . . . . . . . . . . . . .8 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Science Education for Gifted Learners . . . . . . . . . . . . .11 Science Knowledge for Primary Teachers . . . . . . . . . . .13 Science Learning, Science Teaching . . . . . . . . . . . . . . .12 Scott, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Selden, Annie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Web orders over $35 receive free shipping in US and Canada

28 INDEX Selden, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Seli, Helena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Settlage, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Shafer, Mary C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Shea, Christine Mary . . . . . . . . . . . . . . . . . . . . . . . . . .25 Siegesmund, Richard . . . . . . . . . . . . . . . . . . . . . . . . . .24 Silber, Ellen S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Singer, Alan J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Slattery, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Smith, Gregory A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Social Studies for Secondary Schools . . . . . . . . . . . . . .21 Social Studies for the Twenty-first Century . . . . . . . . . .21 Solinger, Rickie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Solomon, Yvette . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Somekh, Bridget . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Sophian, Catherine . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Southerland, Sherry A. . . . . . . . . . . . . . . . . . . . . . . . . .12 Spector, J. Michael . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Spruce, Gary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Statistical Literacy at School . . . . . . . . . . . . . . . . . . . . .16 Stein, Pippa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Studies in Curriculum Theory (series) . . . . . . . . . . . . . . .7 Studies in Mathematical Thinking and Learning (series) . . . . . . . . . . . . . . . . . . . . .14, 15, 16 Studying Teacher Education . . . . . . . . . . . . . . . . . . . . .24 Stylianou, Despina A. . . . . . . . . . . . . . . . . . . . . . . . . . .14 Subjectivity, Curriculum, and Society . . . . . . . . . . . . . . .7 Sumara, Dennis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Supporting Mathematical Thinking . . . . . . . . . . . . . . .18

The AACTE Committee on Innovation and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Thinking and Learning About Mathematics in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Thinking it Through . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Thompson, Denisse R. . . . . . . . . . . . . . . . . . . . . . . . . . .3 Thompson, Gill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Thornton, Stephen J. . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Tyson, Cynthia A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

T

W

Taber, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Tanner, Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Teachers as Collaborative Partners . . . . . . . . . . . . . . . .24 Teachers’ Use of Mathematics Curriculum Materials . . .14 Teaching and Learning in Science (series) . . . . . . . . . . .10 Teaching and Learning Proof Across the Grades . . . . . .14 Teaching Classroom Drama and Theatre . . . . . . . . . . .23 Teaching English Language Learners in Career and Technical Education Programs . . . . . . . . . . . . . . . . . .3 Teaching English Language Learners through Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Teaching Foundation Mathematics . . . . . . . . . . . . . . . .17 Teaching Fractions and Ratios for Understanding . . . . .19 Teaching Mathematics . . . . . . . . . . . . . . . . . . . . . . . . .19 Teaching Mathematics to English Language Learners . . .3 Teaching Middle School Mathematics . . . . . . . . . . . . .19 Teaching Problem-Solving and Thinking Skills through Science . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Teaching School Subjects 11-19 (series) . . . . . . . . .11, 22 Teaching Science in Elementary and Middle School . . .12 Teaching Science to Every Child . . . . . . . . . . . . . . . . . .12 Teaching Secondary Mathematics . . . . . . . . . . . . . . . .19 Teaching (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Teaching Social Studies to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Telling Stories to Change the World . . . . . . . . . . . . . . .21

Wachowiak, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Wallace, Belle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Wang, Hongyu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Ward, Janie V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Watson, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . .16, 18 Watson, Jane M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Wellington, Jerry . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Westbury, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Westwood, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Where’s the Wonder in Elementary Math? . . . . . . . . . .18 White, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Who Benefits From Special Education? . . . . . . . . . . . . .7 Wickman, Per-Olof . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Wiegand, Patrick . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Winn Tutwiler, Sandra J. . . . . . . . . . . . . . . . . . . . . . . . .24 Wyse, Dominic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Z Zazkis, Rina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Zeichner, Kenneth M. . . . . . . . . . . . . . . . . . . . . . . . .2, 24 Zevin, Jack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

U Understanding Mathematics and Science Matters . . . .16 Unequal By Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

V van Merrienboer, Jeroen . . . . . . . . . . . . . . . . . . . . . . . .10

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