Routledge Education
New Titles and Key Backlist
Curriculum & Instruction
2009
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CONTENTS
Curriculum & Instruction 2009
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Curriculum and Instruction . . . . . . . . . . . . . . . .1 Curriculum Theory . . . . . . . . . . . . . . . . . . . . . .7 Science and Technology Education . . . . . . . . .10 Mathematics Education . . . . . . . . . . . . . . . . .14 Social Studies Education . . . . . . . . . . . . . . . . .20 Music, Art, and Drama Education . . . . . . . . . .26 College Study Skills . . . . . . . . . . . . . . . . . . . .28 Student Teaching and Teacher Education . . . .29 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Page 9
CONTACTS In the US, Canada, and Latin America Editorial: Catherine Bernard Publisher catherine.bernard@taylorandfrancis.com
Marketing: Lori Kelly Marketing Manager Page 12
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Related Journals from Routledge Sub sc Tod ribe ay!
Cognition and Instruction Editor: Andrea diSessa University of California, Berkeley Volume 27, 2009, 4 issues per year Print ISSN: 0737-0008 Online ISSN: 1532-690X www.informaworld.com/hcgi
The Teacher Educator Editors: Jerrell Cassady and Laurie Mullen Ball State University Volume 44, 2009, 4 issues per year Print ISSN: 0887-8730 Online ISSN: 1938-810ͳ www.informaworld.com/utte
Journal of Early Childhood Teacher Education Interim Editor: Frances O’Connell Rust Erickson Institute Volume 30, 2009, 4 issues per year Print ISSN: 1090-1027 Online ISSN: 1745-5642 www.informaworld.com/ujec
Leadership & Policy in Schools Editors: Stephen Jacobson State University of New York Kenneth Leithwood, University of Toronto Volume 8, 2009, 4 issues per year Print ISSN: 1570-0763 Online ISSN: 1744-5043 www.informaworld.com/nlps
Journal of School Choice
Editor: John Merrifield University of Texas at San Antonio Volume 3, 2009, 4 issues per year Print ISSN: 1558-2159 Online ISSN: 1558-2167 www.informaworld.com/wjsc
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For a complete list of titles please visit our new website www.routledge.com/education
CURRICULUM AND INSTRUCTION
FORTHCOMING
FORTHCOMING
NEW
4TH EDITION
Home-School Connections in a Multicultural Society
Perspectives on Supported Collaborative Teacher Inquiry
Learning from and with Culturally and Linguistically Diverse Families
Edited by David Slavit and Tamara Holmlund Nelson, both at Washington State University at Vancouver, US and Anne Kennedy, Educational Service District 112, US
Creativity in the Classroom Schools of Curious Delight Alane Jordan Starko, Eastern Michigan University, US The fourth edition of this well-known text continues the mission of its predecessors—to help teachers link creativity research and theory to the everyday activities of classroom teaching. Part One includes information on models and theories of creativity, characteristics of creative people, and talent development. Part Two includes strategies explicitly designed to teach creative thinking, to weave creative thinking into content area instruction and to organize basic classroom activities—grouping, lesson planning, assessment, motivation and classroom organization—in ways that support students’ creativity. August 2009: 400pp Hb: 978-0-415-99706-5: $135.00 Pb: 978-0-415-99707-2: $59.95 www.routledge.com/9780415997072
Edited by Maria Luiza Dantas, University of San Diego, US and Patrick C. Manyak, University of Wyoming, US Series: Language, Culture, and Teaching Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, this book shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families. The aim is to disrupt deficit assumptions about, and highlight the value of, the cultural experiences and knowledge that these children acquire in their homes and communities.
£75.00
£32.50
FORTHCOMING
Cultural Validity in Assessment A Guide for Educators Edited by Maria del Rosario Basterra, Mid-Atlantic Equity Consortium, Inc, US, Elise Trumbull, Independent Educational Consultant, US and Guillermo Solano-Flores, University of Colorado at Boulder, US Series: Language, Culture, and Teaching Assessment plays a powerful role in the process of education in the U.S. and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. This guide for practicing and prospective teachers looks at the major issues in educational assessment and provides knowledge, techniques, and strategies to design and implement valid assessments for use in classrooms.
• Part I presents ethnographic portraits of children and families from numerous ethnic and cultural backgrounds; the ethnographic detail makes visible the learning resources that children from diverse cultures and communities bring to school, their perceptions of schooling, and the challenges they face as they move between home and school environments. • Part II introduces key sociocultural and ethnographic concepts, in ways that are both accessible and challenging, and applies these concepts as lenses through which to examine the portraits.
Series: Routledge Research in Education Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in “the work teachers do” is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry. April 2009: 176pp Hb: 978-0-415-99926-7: $95.00 eBook: 978-0-203-87654-1 www.routledge.com/9780415999267 £60.00
Combining engaging cases and relevant key concepts with thought-provoking pedagogical features, this text leads readers to extend their notions of learning resources, to rethink the conventional practices used to evaluate and foster students’ “readiness” for school learning, and to consider the types of knowledge and dispositions that teachers in a multicultural society need in order to foster student engagement and home-school connections. July 2009: 272pp Hb: 978-0-415-99756-0: $135.00 Pb: 978-0-415-99757-7: $41.95 www.routledge.com/9780415997577 £75.00
£22.99
The construct of “cultural validity” is introduced as an organizing principle for addressing the issues involved in ensuring fair and valid assessment of students from ethnolinguistic minority-group backgrounds. The role of language in assessment is explored in depth, not only as it relates to English language learners but to all students. Every step in the assessment process, from assessment selection and design to administration, scoring, score interpretation and is examined with a view to identifying ways of maximizing fairness and validity for all students. Examples and field-based work illustrate constructive practices and policies that hold promise to yield more authentic accountability than present practices can do. End-of-chapter activities help readers apply the content in their specific settings.
FORTHCOMING
The Teaching Experience Balancing School Relations Cullingford Cedric, University of Huddersfield, US A central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of students, parents, school management, and external forces. The Teaching Experience explores the tension between teaching and learning that all teachers experience. Presenting a series of insights into the art of teaching from the perspectives of those individuals most closely involved in the schooling process, the book explores student voice in schools, and experiences of teaching and learning from the student perspective. Providing an opportunity for self reflection, the book also examines teachers’ relationships with parents, external agencies and their attitudes towards students. Subjects covered include: • What students think of teachers • Teacher’s views of themselves • School hierarchies and the ethos of inspection • Using student insights to inform about learning strategies.
August 2009: 280pp Hb: 978-0-415-99979-3: $125.00 Pb: 978-0-415-99980-9: $44.95 www.routledge.com/9780415999809 £70.00
Essential reading for all teachers and pre-service teachers, this book offers a unique insight into school relationships and structures, giving readers an awareness of what is like to be a teacher.
£24.99
September 2009: 170pp Hb: 978-0-415-49250-8: $140.00 Pb: 978-0-415-49251-5: $37.95 www.routledge.com/9780415492515 £70.00
£19.99
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CURRICULUM AND INSTRUCTION
FORTHCOMING
FORTHCOMING
TEXTBOOK
Teaching for Student Learning
Using Discourse Analysis to Improve Classroom Interaction
2ND EDITION
Lelsey A. Rex, University of Michigan at Ann Arbor, US and Laura Schiller, Literacy Consultant, US
Revealing the Deep Meaning
Richard I. Arends, Central Connecticut State University, US and Ann Kilcher Phaideia Consulting Group, Canada This book is directed at university and school-based teacher educators who work at the graduate level or who provide instruction to in-service teachers. It illustrates how they can move their teaching from novice to expert status by integrating both research and the wisdom of practice into their teaching. It also emphasizes the complexity of teaching and learning and shows how, over time, accomplished teachers can acquire and apply a broad repertoire of evidence-based teaching practices in the support of student learning. The book’s content stems from three major fields of study: 1) theories and research on how people learn, including new insights from the cognitive and neurosciences; 2) research on effective classroom practices, particularly those shown to have the greatest effect on student learning; and 3) research on effective schooling, defined as school-level factors that enhance student achievement and success. Although the major focus of the book will be on teaching, it will devote considerable space to describing how students learn and how the most effective and widely-used models of teaching connect to principles of student learning. Specifically, it will describe how research on teaching, cognition, and neuroscience converge to provide an evidence-based “science of learning” which teachers can use to advance their practice.
This accessible “how to” book is about classroom interaction. It offers teachers the powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching. June 2009: 120pp Hb: 978-0-415-80113-3: $125.00 Pb: 978-0-415-80114-0: $33.95 eBook: 978-0-203-87698-5 www.routledge.com/9780415801140 £75.00
£18.99
TEXTBOOK 2ND EDITION
Back to the Basics of Teaching and Learning “Thinking the World Together” David W. Jardine, University of Calgary, Canada, Patricia Clifford, Galileo Educational Network Association, Canada and Sharon Friesen, Galileo Educational Network Association, Canada and University of Calgary, Canada
July 2009: 304pp Hb: 978-0-415-99888-8: $135.00 Pb: 978-0-415-96530-9: $50.00 www.routledge.com/9780415965309
This book is about an ecological-interpretive image of “the basics.” Essays detailing everyday, lived 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.
£75.00
£27.99
FORTHCOMING
Thinking Lessons for Thinking Classrooms Tools for Teachers Carol McGuinness, Carol Curry, Angela Eakin and Noel Sheehy, all at Queens University of Belfast, UK Series: Improving Practice (TLRP) Developing broader learning goals have become a national priority for many countries and great emphasis is being placed on developing the quality of children’s thinking and learning. Thinking Lessons for Thinking Classrooms will help elementary schools seeking new ways to promote children’s thinking. Focusing on skills such as: information processing, reasoning, enquiry, being creative, evaluating, problem-solving, decisionmaking and working with others, the book shows teachers how to design and teach thinking lessons across the curriculum. This practical handbook is divided into three parts: It guides teachers on how to get started and provides plenty of examples of case studies from classroom teachers who have already used the methodology. A brief theoretical framework is also provided for teachers to interpret and to advance their current practice. December 2009: 144pp Pb: 978-0-415-45454-4: $39.95 www.routledge.com/9780415454544
This is a valuable text for practicing teachers and student-teachers 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. The Second Edition: • Adds chapters that take up the ecological aspects of this vision, the hermeneutic aspects, and curricular aspects in the areas of mathematics, reading and writing, and social studies.
Culture in School Learning Etta R. Hollins, University of Southern California, US 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. Pedagogical Features: • Focus Questions at the beginning of each chapter assist the reader in identifying complex issues to be examined. • Chapter Summaries provide a quick review of the main topics presented. • Suggested Learning Experiences have been selected for their value in expanding pre-service teachers’ understanding of specific questions and issues raised in the chapter. • Critical Readings lists extend the text to treat important issues in greater depth.
New in the Second Edition: • New emphasis is placed on the power of social ideology in framing teachers’ thinking and school practices. • The relationship of core values and other important social values common in the United States to school practices is explicitly discussed. • Discussion of racism includes an explanation of the relationship between institutionalized racism and personal beliefs and actions. • Approaches to understanding and evaluating curriculum have been expanded to include different genres and dimensions of multicultural education.
• Includes chapters on child development, information and communications technologies, and more.
• A framework for understanding cultural diversity in the classroom is presented.
• 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.
• New emphasis is placed on participating in a community of practice.
June 2008: 288pp Pb: 978-0-8058-6320-8: $41.95 eBook: 978-1-4106-1774-3 www.routledge.com/9780805863208 £25.99
This book is primarily designed for pre-service teachers in courses on multicultural education, social foundations of education, principles of education, and introduction to teaching. In-service teachers and graduate students will find it equally useful. February 2008: 224pp Pb: 978-0-8058-4108-4: $32.95 eBook: 978-0-203-92943-8 www.routledge.com/9780805841084
£19.99
£17.99
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CURRICULUM AND INSTRUCTION
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators Edited by the AACTE Committee on Innovation and Technology, US
A Co-Publication of Routledge, Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully 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 • IIntegrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development
Reflective Teaching and the Social Conditions of Schooling A Series for Prospective and Practicing Teachers Series Editors: Daniel P. Liston and Kenneth M. Zeichner
TEXTBOOK
TEXTBOOK
Mathematics and Teaching
Religion and Teaching
Michele D. Crockett, University of Illinois at Urbana-Champagne, US
Ronald D. Anderson, University of Colorado at Boulder, US
This book 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. It 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.
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.
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: 144pp Pb: 978-0-8058-4419-1: $29.95 eBook: 978-0-203-93021-2 www.routledge.com/9780805844191 £15.99
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TEXTBOOK
January 2008: 336pp Hb: 978-0-8058-6355-0: $150.00 Pb: 978-0-8058-6356-7: $59.95 eBook: 978-1-4106-1818-4 www.routledge.com/9780805863567
This book raises questions and provides a context for preservice 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.
£85.00
Improving Teacher Education through Action Research Edited by Ming-Fai Hui and David L. 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.
Reading and Teaching Richard J. Meyer, University of New Mexico, US and Maryann Manning, University of Alabama at Birmingham, US
January 2007: 224pp Pb: 978-0-8058-5429-9: $21.50 eBook: 978-1-4106-1605-0 www.routledge.com/9780805854299 £15.99
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Linguistic Diversity and Teaching Nancy L. Commins, University of Colorado at Denver, US and Ofelia B. Miramontes, University of Colorado at Boulder, US 2005: 208pp Pb: 978-0-8058-2736-1: $25.95 eBook: 978-1-4106-1344-8 www.routledge.com/9780805827361
Gender and Teaching Frances A. Maher, Wheaton College, US and Janie Victoria Ward, Simmons College, US 2001: 160pp Pb: 978-0-8058-2986-0: $24.50 eBook: 978-1-4106-0434-7 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 1996: 128pp Pb: 978-0-8058-8051-9: $20.95 www.routledge.com/9780805880519 £13.50
Reflective Teaching An Introduction Kenneth M. Zeichner, University of Wisconsin at Madison, US and Daniel P. Liston, University of Colorado at Boulder, US 1996: 112pp Pb: 978-0-8058-8050-2: $18.95 www.routledge.com/9780805880502
January 2008: 210pp Hb: 978-0-415-95629-1: $95.00 eBook: 978-0-203-89537-5 www.routledge.com/9780415956291
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The Handbook of Technological Pedagogical Content Knowledge (TPCK) for 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!”
£32.50
2007: 136pp Pb: 978-0-8058-5162-5: $29.95 eBook: 978-1-4106-1632-6 www.routledge.com/9780805851625
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CURRICULUM AND INSTRUCTION Teaching English Language Learners across the Curriculum Series The Really Useful Creativity Book
Series Editors: Tony Erben, Bárbara C. Cruz and Stephen J. Thornton
Dominic Wyse, University of Cambridge, UK and Pam Dowson, University of Cambridge, UK Series: The Really Useful Series What is creativity and how do we teach it? This book provides approaches and ideas that will enable children to develop their creativity. Written for the elementary school teacher, student or trainee teacher, the book shows you how creativity can flourish in your classroom. With examples of practice included throughout, the issues covered include: • Everyday creativity—ideas to get started on straight away • Planning—with ideas for cross-curricular planning, and many other ways to plan for creativity • Creativity and the environment—starting with the classroom and school, then going further afield • Creative Partnerships—working with other people to stimulate children’s creativity • the drama of creativity and showing how teachers can adopt the mantle of the expert • Thinking about Creativity—thinking skills for your children, and ways of thinking for you.
This lively, stimulating book will help busy teachers working with the National Curriculum to develop children’s creativity.
TEXTBOOK
TEXTBOOK
Teaching English Language Learners in Career and Technical Education Programs
Teaching Mathematics to English Language Learners
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 ELL—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 multiples settings August 2008: 256pp Hb: 978-0-415-95758-8: $135.00 Pb: 978-0-415-95757-1: $33.95 eBook: 978-0-203-89439-2 www.routledge.com/9780415957571
Gladis Kersaint, Denisse R. Thompson and Mariana Petkova, all at the University of South Florida, US This book provides simple and straightforward advice on how to teach mathematics to the 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. August 2008: 192pp Hb: 978-0-415-95788-5: $135.00 Pb: 978-0-415-95789-2: $31.95 eBook: 978-0-203-89452-1 www.routledge.com/9780415957892 £75.00
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December 2008: 128pp Pb: 978-0-415-45696-8: $35.95 www.routledge.com/9780415456968 £18.99
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Teaching Social Studies to English Language Learners
TEXTBOOK
Interdisciplinary Education in the Age of Assessment
Teaching English Language Learners through Technology
Edited by David M. Moss, Terry A. Osborn and Douglas Kaufman, all at the University of Connecticut, US
Tony Erben, University of Tampa, US, Ruth Ban, Barry University, US and Martha Castañeda, Miami University, US
Many current standards-driven curricula follow strict subjectspecific guidelines, leaving educators little room for interdisciplinary innovation. This volume gears itself toward developing assessment models specific to interdisciplinary education, positioning itself as a seminal text 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.
In this book, 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.
March 2008: 224pp Hb: 978-0-8058-5377-3: $135.00 Pb: 978-0-8058-5378-0: $41.95 eBook: 978-0-203-92944-5 www.routledge.com/9780805853780 £75.00
£22.99
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.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. August 2008: 256pp Hb: 978-0-415-95760-1: $135.00 Pb: 978-0-415-95761-8: $33.95 eBook: 978-0-203-89434-7 www.routledge.com/9780415957618 £75.00
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August 2008: 240pp Hb: 978-0-415-95767-0: $135.00 Pb: 978-0-415-95768-7: $34.95 eBook: 978-0-203-89442-2 www.routledge.com/9780415957687 £75.00
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CURRICULUM AND INSTRUCTION
TEXTBOOK
VOLUME I
TEXTBOOK
2ND EDITION
Inquiry in Education
3RD EDITION
Engaging Minds
The Conceptual Foundations for Research as a Curricular Imperative
Motivation for Achievement
Changing Teaching in Complex Times Brent Davis and Dennis Sumara, both at the University of Alberta, Canada and Rebecca LuceKapler, Queen’s University, Canada This book involves readers in a stimulating, informative, comprehensive exploration of teaching and learning. Prompting examinations of the complexities of learning, pedagogy, and schooling, interrupts the assumptions and norms that frame popular understandings and refuses simplistic notions or unresolvable tensions that sometimes infuse popular debates about knowing, learning, and teaching. A variety of sophisticated, interactive pedagogical features and graphic displays draw readers into new ways of thinking about and responding to the ideas and information presented. 2007: 256pp Pb: 978-0-8058-6287-4: $44.95 eBook: 978-1-4106-1690-6 www.routledge.com/9780805862874 £24.99
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Series: Educational Psychology Mark W. Aulls and Bruce M. Shore, both at McGill University, Canada This book pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education. It presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula. It is the first book to build a crossdisciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. November 2007: 336pp Hb: 978-0-8058-2741-5: $90.00 Pb: 978-0-8058-2742-2: $32.50 eBook: 978-1-4106-1594-7 www.routledge.com/9780805827422 £49.99
£17.99
Instructional Strategies for Middle and High School Bruce E. Larson and Timothy A. Keiper, both at Western Washington University, US This is an accessible, practical, and engaging methods textbook that introduces preservice teachers to various instructional strategies, and helps them decide how and when to use them in the classroom. Practical suggestions for integrating classroom management and valid assessment techniques are presented alongside each method. The instructional strategies and methods outlined in this text will bring about understanding and conceptual awareness in students so they can use what they learn in the classroom to better their lives. 2007: 344pp Hb: 978-0-415-95308-5: $125.00 Pb: 978-0-415-95309-2: $46.95 www.routledge.com/9780415953092 £70.00
£25.99
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M. Kay Alderman, University of Akron, US This text is designed to help pre-service and in-service teachers understand student and teacher motivation, and to provide the basis for strategies to foster motivation for students at all levels of performance. Its premise is that current research and theory about motivation offers hope and possibilities for educators to enhance motivation for achievement. 2007: 360pp Pb: 978-0-8058-6048-1: $45.00 eBook: 978-1-4106-1427-8 www.routledge.com/9780805860481 £24.99
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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 2006: 320pp Pb: 978-0-8058-5474-9: $41.95 Instructor’s Manual: 978-0-8058-5475-6: Free Upon Adoption eBook: 978-1-4106-1492-6 www.routledge.com/9780805854749 £25.99
VOLUME II
TEXTBOOK
Possibilities for Teaching and Learning
Inquiry in Education Overcoming Barriers to Successful Implementation
Improving Subject Teaching
Series: Educational Psychology
Lessons from Research in Science Education
Edited by Bruce M. Shore and Mark W. Aulls, both at McGill University, Canada and Marcia A. B. Delcourt, Western Connecticut State University, US
Robin Millar, University of York, UK, John Leach, University of Leeds, UK, Jonathan Osborne, King’s College University of London, UK and Mary Ratcliffe, University of Southampton, UK
A companion to Inquiry in Education, Volume I, Volume II illustrates how educators in a range of settings have dealt with obstacles to successful implementation of inquirybased approaches. Each chapter focuses on a particular barrier or barriers, and has a primary focus on learners, teachers, or the curriculum. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of outout-school contexts. 2007: 368pp Hb: 978-0-8058-2743-9: $90.00 Pb: 978-0-8058-2744-6: $32.50 eBook: 978-1-4106-1596-1 www.routledge.com/9780805827446 £49.99
£17.99
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Series: Improving Learning 2006: 224pp Hb: 978-0-415-36209-2: $150.00 Pb: 978-0-415-36210-8: $41.95 eBook: 978-0-203-01236-9 www.routledge.com/9780415362108 £80.00
£22.99
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CURRICULUM AND INSTRUCTION
NEW
NEW
NEW TEXTBOOK
Constructivist Instruction
Education and Hope in Troubled Times
3RD EDITION
Edited by Thomas M. Duffy, Indiana University, US and Sigmund Tobias, Teachers College, Columbia University, US
Visions of Change for Our Children’s Future
Third Edition
Edited by H. Svi Shapiro, University of North Carolina at Greensboro, US
This book brings together leading thinkers from both sides of the hotly debated controversy about constructivist approaches to instruction. Although constructivist theories and practice now dominate the fields of the learning sciences, instructional technology, curriculum and teaching, and educational psychology, they have also been the subject of sharp criticism regarding sparse research support and adverse research findings. This volume presents:
Series: Sociocultural, Political, and Historical Studies in Education
Edited by David J. Flinders, Indiana University, US and Stephen J. Thornton, University of South Florida, US
• The evidence for and against constructivism
“In terms of innovative ideas and approaches to pedagogy and theorizing about schooling, this volume is at the top of pedagogical discourses and thinking.”
Success or Failure?
—Richard Quantz, Miami University
• Commentaries from leading researchers in areas such as text comprehension, technology, as well as math and science education, who discuss the constructivist framework from their perspectives.
—Joseph Zajda, Australian Catholic University
Chapters present detailed views from both sides of the controversy. A distinctive feature of the book is the dialogue built into it between the different positions. Each chapter concludes with discussions in which two authors with opposing views raise questions about the chapter, followed by the author(s)’ responses to those questions; for some chapters there are several cycles of questions and answers. These discussions, and concluding chapters by the editors, clarify, and occasionally narrow the differences between positions and identify needed research. April 2009: 408pp Hb: 978-0-415-99423-1: $140.00 Pb: 978-0-415-99424-8: $49.95 eBook: 978-0-203-87884-2 www.routledge.com/9780415994248 £78.00
£27.99
FORTHCOMING
Critical Pedagogies of Consumption
This book brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a time of crisis, but also of renewed possibility—one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. At its core this volume questions what will it mean to be an educated human being in the 21st century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the U.S., it is a critical catalyst and focus for re-thinking public policy on education. February 2009: 336pp Hb: 978-0-415-99425-5: $135.00 Pb: 978-0-415-99426-2: $44.95 eBook: 978-0-203-88185-9 www.routledge.com/9780415994262 £75.00
£31.95
—O. L. Davis, Jr., University of Texas at Austin “...will be of interest to all who want to know why we teach what we teach in schools.” —Harvard Educational Review In this much-anticipated third edition of the bestselling anthology, Flinders and Thornton once again bring together the best scholarship in curriculum studies. From John Dewey’s nineteenth-century creed to Nel Noddings’ twenty-first century aims, this thoughtful combination of new and timely essays provides a complete survey of the discipline coupled with concrete examples of innovative curriculum and an examination of contemporary topics. New to this edition are additional historical and contextual pieces from Maria Montessori and Jerome Bruner, and a thoroughly updated collection of contemporary selections, reflecting issues such as standardization, high-stakes testing, and globalization. Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field. January 2009: 464pp Hb: 978-0-415-96321-3: $140.00 Pb: 978-0-415-96322-0: $39.95 www.routledge.com/9780415963220 £75.00
Edited by Jennifer A. Sandlin, Arizona State University, US and Peter McLaren, University of California at Los Angeles, US
Losing Heart
Series: Sociocultural, Political, and Historical Studies in Education
The Moral and Spiritual Miseducation of America’s Children
In this book, distinguished international scholars from a wide range of disciplines, including curriculum studies, foundations of education, adult education, higher education, and consumer education, explore consumption and its relation to learning, identity development, and education. Readers will learn about a variety of ways in which learning and education intersect with consumption. This volume is unique within the literature of education in its examination of educational sites— both formal and informal—where learners and teachers are resisting consumerism and enacting a “critical pedagogy of consumption.”
Praise for previous editions: “This Reader is a beginning to study, not an ending. It invites readers to think carefully and, then, to join with colleagues in the construction of decisions about real curriculum questions in real schools for real students.”
“Progressive educators have always been better at critique than at possibility. This book promises not to ignore critique, but to favor possibility. It is most rare and greatly welcomed.”
• The challenges from information-processing theorists
Living and Learning in the Shadow of the “Shopocalypse”
The Curriculum Studies Reader
£21.99
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H. Svi Shapiro, University of North Carolina at Greensboro, US 2005: 240pp Hb: 978-0-8058-5721-4: $73.95 Pb: 978-0-8058-5722-1: $27.50 eBook: 978-1-4106-1742-2 www.routledge.com/9780805857221 £50.00
£16.99
August 2009: 264pp Hb: 978-0-415-99789-8: $135.00 Pb: 978-0-415-99790-4: $44.95 www.routledge.com/9780415997904 £75.00
£24.99
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CURRICULUM THEORY
FORTHCOMING
NEW
FORTHCOMING
Curriculum, Syllabus Design and Equity
4TH EDITION
Special Educational Needs: The Key Concepts
A Primer and Model
Key Concepts for Understanding Curriculum
Edited by Allan Luke, Queensland University of Technology, Australia
Colin J. Marsh, Curtin University of Technology, Australia
Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. In addressing the practical questions of the “technical form” of the syllabus, this volume makes the case that its technical form can influence social justice and equity in the curriculum. It presents principles of design that are key to equitable teaching and learning, discusses a range of approaches that have the potential to enhance teacher professionalism and more equitable educational achievement, and offers clear and practical guidelines for the tasks of writing curriculum documents and designing official syllabi and professional development programs. Examples from the U.S., Canada, Europe and Asia are included.
Series: Teachers’ Library
Written for curriculum developers, policy makers and school curriculum leaders, as well as students and researchers, this useful, practical primer introduces and unpacks definitions of curriculum, syllabus, the school subject, and “informed professionalism.” It provides a foundational structure for syllabus design work at system and school levels. The editors and contributors, all leading international scholars, advance a unified, principled approach to the design of state syllabus documents that aims for high quality and high equity educational outcomes in state systems. Throughout, they stress the need for syllabus design that enhances local curriculum development capacity and teacher professional responses to specific community and student contexts.
This definitive text will be essential reading for anyone involved in curriculum planning or development.
June 2009: 232pp HB: 978-0-415-80331-9 $135.00 PB: 978-0-415-80320-5 $44.75 www.routledge.com/9780415803205 £978041
Series: Routledge Key Guides Exploring the complex issues that surround special educational needs both in and out of the classroom, this reader-friendly text considers the impacts that these issues have upon the child, the parent, the teacher, and the school as a whole. Fully crossreferenced and including suggestions for further reading with each entry, areas discussed include:
This book is an invaluable guide for all involved in curriculum matters. This revised and enlarged fourth edition provides not only a solid grounding in the subject but also covers the latest trends and issues affecting the field. Written in Marsh’s clear and accessible style, the book details the strengths, weaknesses and controversies around major concepts in curriculum. Now updated with new chapters on curriculum models, school-based curriculum development, learning studies, ICT developments in assessment, the new edition includes extra detail on standards and essential learning factors that have recently been introduced in a number of countries, including the U.K., U.S. and Australia.
February 2009: 224pp Hb: 978-0-415-46577-9: $160.00 Pb: 978-0-415-46578-6: $49.95 www.routledge.com/9780415465786 £80.00
£25.99
• Student rights and empowerment • Parents and care workers • Curriculum and teaching • Inclusive approaches • Historical dimensions
Providing an informative combination of practical, historical and legal terms and concepts, Special Educational Needs: The Key Concepts is a highly useful resource accessible to a broad audience. July 2009: 208pp Hb: 978-0-415-20719-5: $110.00 Pb: 978-0-415-20720-1: $26.95 eBook: 978-0-203-08849-4 www.routledge.com/9780415207201 £60.00
£14.99
FORTHCOMING 2ND EDITION
Learning, Creating, and Using Knowledge Concept Maps as Facilitative Tools in Schools and Corporations Joseph D. Novak, Cornell University, US
£
The fully revised and updated Second Edition of this important work is a pioneer illustration of a new educational paradigm designed to meet the challenges of the third millennium. Recognizing that the future of economic well being in today’s knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators, the book presents a solidly grounded theory for meaningful learning and autonomous knowledge building along with tools to make it operational, that is concept maps, created with the use of CMap Tools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimized by CMap Tools software. CMap Tools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are also likely to be attracted by this book. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity. November 2009: 312pp Hb: 978-0-415-99184-1: $135.00 Pb: 978-0-415-99185-8: $49.95 www.routledge.com/9780415991858 £75.00
£27.99
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Philip Garner, Nottingham Trent University, UK
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CURRICULUM THEORY
Studies in Curriculum Theory Series Series Editor: William F. Pinar
FORTHCOMING
FORTHCOMING
FORTHCOMING
2ND EDITION
Curriculum Studies Handbook—The Next Moment
Languages of Education
Pamela Bolotin Joseph, University of Washington at Bothell, US
Exploring Post-Reconceptualization
Daniel Tröhler, University of Applied Sciences, Switzerland
Using “cultures of curriculum” as a lens, this clear, compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals. The second edition of Cultures of Curriculum:
“Through an incredibly eclectic mix of junior and established scholars, this volume represents a uniquely current and diverse presentation of curriculum studies inquiry. The focus on emergent/junior scholars anticipates evolving lines of inquiry in the field, and brings those inquiries into direct dialogue with experts in the field/s. In this sense, this volume is current, progressive, and in some sense revolutionary.”
Cultures of Curriculum
Edited by Erik Malewski, Purdue University, US
• Connects theory to practice by describing curricular orientations as depicted in practice, providing educators with strategies and rationales for creating intentional practices in classrooms and schools. • Integrates moral and political discourse into discussions of curriculum orientations so that educators can recognize, question, and challenge aims and actions by examining dominant paradigms and both their direct and unforeseeable influences upon schooling. • Uses a heuristic that helps educators understand curricular orientations and reflect upon their own beliefs and practices. • Presents the concept of cultures of curriculum as a way of thinking of curriculum as cultural text encompassing histories, norms, beliefs, values, roles, and environments.
Changes in the Second Edition include:
—Michael P. O’Malley, Texas State University at San Marcos What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four junior scholars who explore, each in their own unique ways, the present moment in curriculum studies. To contextualize the work of this up-and-coming generation, each chapter is paired with a shorter response by a well-known scholar in the field, provoking an intra- inter-generational exchange that illuminates both historical trajectories and upcoming moments. From theorizing at the crossroads of feminist thought and post-colonialism to new perspectives that include critical race, currere, queer southern studies, Black feminist cultural analysis, post-structural policy studies, spiritual ecology, and East-West international philosophies, present and future directions in the U.S. American field are revealed. May 2009: 608pp Hb: 978-0-415-98948-0: $250.00 Pb: 978-0-415-98949-7: $99.95 www.routledge.com/9780415989497
• Two new chapters—”Sustaining Traditional Cultures” (culturally responsive education) and “Envisioning Peace” (peace education)
£138.99
£55.99
• Updates and pertinent scholarship in all chapters reflecting recent events and discourses • Several organizational changes to enhance clarity and usability November 2009: 256pp Hb: 978-0-415-99186-5: $125.00 Pb: 978-0-415-99187-2: $39.95 www.routledge.com/9780415991872 £70.00
£20.99
Republicanism and Protestantism
In this landmark contribution to the study of the formation of the modern school, Daniel Tröhler applies one of the most recognized methods of historical research to an analysis of the “language” of the academic discipline of education. Arguing the value of looking at languages rather than arguments this method of historical research is used to examine the background of different philosophies, theories, or arguments of education, specifically republicanism and Protestantism. Tröhler’s argument is that such analysis is essential to tracing back educational arguments to the ideological core of their concerns, and thus to understanding in international perspective the historical development of education systems and organizations and to evaluating their different theoretical and political approaches and claims. Languages of Education is essential reading for scholars and students across the fields of history and philosophy of education, curriculum studies, and comparative education. August 2009: 160pp Hb: 978-0-415-99508-5: $95.00 www.routledge.com/9780415995085 £49.95
NEW
Teaching By Numbers Deconstructing the Discourse of Standards and Accountability in Education Peter M. Taubman, Brooklyn College, CUNY, US Over the last decade the transformation in the field of education that is occurring under the twin banners of “standards” and “accountability” has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. This volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education. April 2009: 240pp Hb: 978-0-415-96273-5: $135.00 Pb: 978-0-415-96274-2: $41.95 eBook: 978-0-203-87951-1 www.routledge.com/9780415962742 £75.00
£23.99
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CURRICULUM THEORY
Studies in Curriculum Theory Series Series Editor: William F. Pinar
Cross-Cultural Studies in Curriculum
NEW
The Worldliness of a Cosmopolitan Education Passionate Lives in Public Service William F. Pinar, University of British Columbia, Canada A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of cosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivity’s engagement with it. In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focused on passionate lives in public service, providing one set of answers to how the field accepts and attends to the inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegated engagement with the world. April 2009: 200pp Hb: 978-0-415-99550-4: $135.00 Pb: 978-0-415-99551-1: $42.95 eBook: 978-0-203-87869-9 www.routledge.com/9780415995511
Eastern Thought, Educational Insights Edited by Claudia Eppert, University of Alberta, Canada and Hongyu Wang, Oklahoma State University, US 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. 2007: 408pp Hb: 978-0-8058-5673-6: $100.00 Pb: 978-0-8058-5674-3: $34.50 eBook: 978-1-4106-1750-7 www.routledge.com/9780805856743
Children’s Books for Grown-Up Teachers Reading and Writing Curriculum Theory Peter Appelbaum, Arcadia University, US
£20.99
Curriculum in Abundance
Edited by William Ayers, University of Illinois at Chicago, US, Therese Quinn, School of the Art Institute of Chicago, US and David Stovall, University of Illinois at Chicago, US This Handbook, a comprehensive and up-todate review of the field, addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education: • Historical and Theoretical Perspectives • International Perspectives on Social Justice in Education • Race and Ethnicity, Language and Identity: Seeking Social Justice in Education • Gender, Sexuality and Social Justice in Education • Bodies, Disability and the Fight for Social Justice in Education
David W. Jardine, University of Calgary, Canada, Sharon Friesen, Galileo Educational Network Association and University of Calgary, Canada and Patricia Clifford, Galileo Educational Network Association
• Youth and Social Justice in Education
2006: 224pp Pb: 978-0-8058-5601-9: $36.50 eBook: 978-1-4106-1436-0 www.routledge.com/9780805856019
Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural and diversity education, educational policy, and curriculum and instruction.
Subjectivity, Curriculum, and Society
December 2008: 792pp Hb: 978-0-8058-5927-0: $225.00 Pb: 978-0-8058-5928-7: $89.95 eBook: 978-0-203-88774-5 www.routledge.com/9780805859287
£22.99
• Globalization: Local and World Issues in Education • The Politics of Social Justice Meets Practice: Teacher Education and School Change • Classrooms, Pedagogy, and Practicing Justice
£170.00
£50.00
Between and Beyond the German Didaktik and Anglo-American Curriculum Studies Tero Autio, University of Tampere, Finland 2006: 192pp Hb: 978-0-8058-5468-8: $62.95 www.routledge.com/9780805854688 £42.50
Critical Essays on Major Curriculum Theorists David Scott, University of Lincoln, UK
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. This book 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.
This 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 from radical conservatism through liberalism to socialism and libertarianism. 2007: 176pp Hb: 978-0-415-33984-1: $150.00 Pb: 978-0-415-33983-4: $42.95 eBook: 978-0-203-46188-4 www.routledge.com/9780415339834
2007: 288pp Hb: 978-0-8058-4928-8: $135.00 Pb: 978-0-415-96483-8: $39.95 eBook: 978-1-4106-1812-2 www.routledge.com/9780415964838
£75.00
£75.00
£22.99
£21.99
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Handbook of Social Justice in Education
£60.00
£75.00
£23.99
NEW
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CURRICULUM THEORY
SCIENCE AND TECHNOLOGY EDUCATION
Unequal By Design
Curriculum and Imagination
High-Stakes Testing and the Standardization of Inequality
Process Theory, Pedagogy and Action Research James McKernan, East Carolina University, US
Wayne Au, California State University at Fullerton, US
This book 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 fascinating reading.
Series: Critical Social Thought This book critically examines high-stakes standardized testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This thoughtful analysis traces standardized testing’s origins in the Eugenics and Social Efficiency movements of the late 19th and early 20th century through its current use as the central tool for national educational reform via No Child Left Behind. By exploring historical, social, economic, and educational aspects of testing, Wayne Au demonstrates that 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.
2007: 264pp Hb: 978-0-415-41337-4: $160.00 Pb: 978-0-415-41338-1: $45.95 eBook: 978-0-203-94693-0 www.routledge.com/9780415413381
£70.00
Bringing Knowledge Back In From Social Constructivism to Social Realism in the Sociology of Education Michael F.D. Young, Institute of Education, University of London, UK This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education. In it, Young argues that policy emphasis on lifelong learning should shift from questions of access and participation to questions of knowledge and pedagogy. He stresses the importance of the question of knowledge in education and explores its implications for theory in the sociology of education and for educational policy. 2007: 272pp Hb: 978-0-415-32120-4: $150.00 Pb: 978-0-415-32121-1: $45.95 eBook: 978-0-203-07366-7 www.routledge.com/9780415321211 £75.00
£22.99
Edited by Nancy L. Stein and Stephen Raudenbush, University of Chicago, US Based on papers commissioned for the Conference on Developmental Cognitive Science Goes to School in May 2007, this book addresses core issues related to school learning and the use of developmental and cognitive science models to improve schoolbased instruction. Distinctive Features include: • Evidence-based studies that describe models of complex learning within a discipline, such as science, mathematics, reading and literacy, history, etc.
• A comparison of instructional models across disciplinary boundaries.
Place-Based Education in the Global Age
• Tools that can be used to rapidly code complex real world information within a discipline and within a specific instructional framework.
Local Diversity
• Discussion of models that should be used to begin instruction for populations of children who normally fail at school.
Edited by David A. Gruenewald, Washington State University, US and Gregory A. Smith, Lewis and Clark College, US
£18.99
Developmental Cognitive Science Goes to School
• Focus on domain knowledge and how this knowledge is structured in different domains across the curriculum.
£80.00
£23.99
August 2008: 216pp Hb: 978-0-415-99070-7: $125.00 Pb: 978-0-415-99071-4: $33.95 eBook: 978-0-203-89204-6 www.routledge.com/9780415990714
FORTHCOMING
This book—a landmark contribution to the burgeoning theory and practice of place-based education—is organized around three themes: Reclaiming Broader Meanings of Education, Models for Place-Based Learning, and Global Visions of the Local in Higher Education. It 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. 2007: 408pp Hb: 978-0-8058-5863-1: $100.00 Pb: 978-0-8058-5864-8: $35.00 eBook: 978-1-4106-1660-9 www.routledge.com/9780805858648 £75.00
£22.99
Complexity and Education Inquiries Into Learning, Teaching, and Research Brent Davis and Dennis Sumara, both at the University of Alberta, Canada 2006: 216pp Hb: 978-0-8058-5934-8: $62.95 Pb: 978-0-8058-5935-5: $20.95 www.routledge.com/9780805859355 £42.50
£13.50
2ND EDITION
Curriculum Development in the Postmodern Era Patrick Slattery, Texas A&M University, US 2006: 360pp Hb: 978-0-415-95337-5: $130.00 Pb: 978-0-415-95338-2: $39.95 www.routledge.com/9780415953382
Each chapter is authored by a leading researcher broadly trained in either developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who uses basic learning theories from their respective discipline to create better learning environments in school settings. December 2009: 550pp Hb: 978-0-415-98883-4: $135.00 Pb: 978-0-415-98884-1: $49.95 www.routledge.com/9780415988841 £75.00
£27.99
NEW
Education, Science and Truth Rasoul Nejadmehr, Independent Researcher, Sweden Series: Routledge International Studies in the Philosophy of Education What is the main problem of contemporary education? Rasoul Nejadmehr argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it. Thinkers mainly tend to veer towards two poles— absolutism and relativism. While a one-sided tendency toward absolutism leads to reified categories of thought and alienation, a tendency toward relativism leads to lack of universality and nihilism. Education, Science and Truth suggests a way out by bridging not only divides between and within analytical and continental philosophy but also those of modernism and postmodernism. By using a range of issues, disciplines and literature, Nejadmehr formulates a new version of the concept of objectivity based on the inclusion of multiple perspectives, including ones from art, philosophy and marginalized groups. March 2009: 256pp Hb: 978-0-415-99767-6: $95.00 eBook: 978-0-203-88003-6 www.routledge.com/9780415997676 £60.00
£75.00
£20.99
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SCIENCE AND TECHNOLOGY EDUCATION
FORTHCOMING
FORTHCOMING
NEW
Introduction to Assessment in Science Education
The Really Useful Elementary Science Book
Science Education from People for People
Xiufeng Liu, University at Buffalo, SUNY, US
Jeffrey W. Bloom, Northern Arizona University, US
Taking a Stand(point)
Series: Teaching and Learning in Science
Throughout the United States elementary and middle school teachers are faced with the challenges of teaching science. Many of these challenges involve limited understandings of the nature of science and science concepts. This book, which is intended for both pre- and in-service elementary and middle school teachers, is designed to help alleviate some of the challenges involved in understanding science concepts. The book provides concise and understandable explanations of the key concepts across science disciplines. The selection of these concepts is based on those that fall within the scope of the National Science Education Standards (NSES) (1996), as well as those that are likely to arise during classroom inquiry activities; those that may help develop more meaningful, relevant, and complex understandings; and those that are involved in some of the major issues and advances that are appearing in the media.
Edited by Wolff-Michael Roth, University of Victoria, Canada
This text provides a comprehensive, state-of-the-art introduction to fundamental concepts, theories, and skills in science assessment. Grounded in current research and designed to help teachers become competent in assessing student learning outcomes, it fills a void for a text that bridges current research and practice. Many graduate students in science education are practicing science teachers who need to follow current approaches to standards-based science education reforms. The National Science Education Standards as well as other professional organizations have delineated a set of essential competences in assessment for science teachers. Adopting a competence-based approach to developing teacher mastery of these skills, both in creating science assessments and using available standardized science assessment instruments, the text: • Introduces a large number of standardized instruments in science education for classroom use and for research. • Offers both assessment theories and practical skills. • Includes helpful pedagogical features in each chapter: objectives, examples, a mastery checklist, and exercises. December 2009: 264pp Hb: 978-0-415-99504-7: $125.00 Pb: 978-0-415-99505-4: $36.95 www.routledge.com/9780415995054 £70.00
£19.99
Throughout the book, the references to the national standards accompany those concepts that fall within the scope of the content standards. Although this book does not provide a methods approach to teaching science, the end of each section within each chapter lists a few example inquiry- and discussion- questions, which can be used to initiate or extend children’s investigations, as well as to stimulate their curiosity and imaginations. Additional sources of information also are provided at the end of each chapter. December 2009: 224pp Hb: 978-0-415-99808-6: $125.00 Pb: 978-0-415-95819-6: $24.95 www.routledge.com/9780415958196 £70.00
£15.99
FORTHCOMING
Contributing to the social justice agenda of redefining what science is and what it means in the everyday lives of people, this book: • Introduces science educators to various dimensions of viewing science and scientific literacy from the standpoint of the learner, engaged with real everyday concerns within or outside school. • Develops a new form of scholarship based on the dialogic nature of science as process and product. • Achieves these two objectives in a readable but scholarly way.
Opposing the tendency to teach and do research as if science, science education, and scientific literacy could be imposed from the outside, the authors want science education to be for people rather than strictly about how knowledge gets into their heads. Taking up the challenges of this orientation, science educators can begin to make inroads into the currently widespread irrelevance of science in the everyday lives of people. Utmost attention has been given to making this book readable by the people from whose lives the topics of the chapters emerge, all the while retaining academic integrity and highlevel scholarship. April 2009: 256pp Hb: 978-0-415-99554-2: $135.00 Pb: 978-0-415-99555-9: $44.95 eBook: 978-0-203-87844-6 www.routledge.com/9780415995559 £75.00
Jumpstart! Science Games and Activities for Ages 5-11
£24.99
2ND EDITION
Rosemary Feasey, Freelance Science Consultant and Author, UK
Creating a Classroom Community of Young Scientists
Series: Jumpstart!
Jeffrey W. Bloom, Northern Arizona University, US
This book provides teachers with a range of lively, short, fun activities and games to support teaching and learning in different aspects of the science curriculum. It encourages teachers to develop creative approaches to motivating and engaging children in science. The activities are aimed at a number of areas of science from learning scientific words to recalling information and problem solving. There are more than 55 engaging science games and activities in this book to “jumpstart” science lessons in every Key Stage 1 and 2 classroom. Practical, easy-to-do and highly motivating, the science “jumpstarts” will appeal to busy elementary school teachers who wish to enliven their practice and add creativity to their science teaching.
2006: 450pp Hb: 978-0-415-95235-4: $130.00 Pb: 978-0-415-95236-1: $39.95 www.routledge.com/9780415952361 Not Available in Canada £70.00
£20.99
May 2009: 96pp Pb: 978-0-415-48212-7: $23.95 eBook: 978-0-203-88036-4 www.routledge.com/9780415482127 £11.99
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SCIENCE AND TECHNOLOGY EDUCATION
FORTHCOMING
TEXTBOOK
NEW
5TH EDITION
2ND EDITION
The Teaching of Science in Primary Schools
The Art of Teaching Science
Educating Learning Technology Designers
Inquiry and Innovation in Middle School and High School
Guiding and Inspiring Creators of Innovative Educational Tools
Jack Hassard, Georgia State University, US and Michael Dias, Kennesaw State University, US
Edited by Chris DiGiano, Google, Inc. and University of Colorado at Boulder, US, Shelley Goldman, Stanford University, US and Michael Chorost, Independent Consultant and Writer, US
Wynne Harlen, University of Bristol, UK and Anne Qualter, University of Liverpool, UK The new edition of this bestselling textbook provides an up-to-date discussion of the many aspects of teaching elementary school science, maintaining its strong focus on constructivist learning and the role of social interaction in learning. With emphasis on the child-centered approach, the book also promotes the importance of fostering motivation for learning through enjoyment and giving children some control of their activities. The book opens with multiple case studies, four of which are new to this edition, offering cross-curricular examples of elementary school science in action. Each chapter is framed by an introduction and summary points. Suggestions for further reading are provided and there are numerous references to useful websites. May 2009: 312pp Pb: 978-0-415-46527-4: $37.95 www.routledge.com/9780415465274 £19.99
2ND EDITION
Science Learning, Science Teaching
This book emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. 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, mentors, 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 inquiry-based 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, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and inservice science teachers. Special Features:
Jerry Wellington, University of Sheffield, UK and Gren Ireson, Loughborough University, UK “[This] is a volume for the bookcase of all serious students of science education, whether they are new and young, or those not so young but wishing to update their understanding of researched best practices.” —School Science Review This book provides a comprehensive and critical guide to the 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. Each chapter offers references, further reading and recommended websites, which will be especially valuable to those who wish to submit assignments at Masters Level under the new framework for ITT courses.
• Each chapter is organized into two sections: one that focuses on content and theme, and one that contains a variety of strategies for extending chapter concepts outside the classroom. • Case studies open each chapter to highlight realworld scenarios and to connect theory to teaching practice. • 33 Inquiry Activities provide opportunities to explore the dimensions of science teaching and increase professional expertise. • Problems and Extensions, On the Web Resources and Readings guide students to further critical investigation of important concepts and topics.
An extensive companion website includes even more student and instructor resources, such as interviews with practicing science teachers, articles from the literature, chapter PowerPoint slides, syllabus helpers, additional case studies, activities, and more.
What knowledge and skills do designers of learning technologies need? What is the best way to train them to create high-quality educational technologies? Distilling the wisdom of expert instructors and designers, this cutting-edge guide offers a clear, accessible balance of theory and practical examples. This cutting-edge guide: • Synthesizes learning, instructional design, and educational technology perspectives on learningcentered technology—highlighting how interdisciplinary work is driving the fields of the learning sciences and technology design and development. • Offers helpful resources for both faculty and students—including descriptions of a variety of successful courses in learning technology design, examples of student work with commentary by instructors and students, and discussions of “lessons learned” in course development. • Includes a “To the Student” chapter that speaks in plain language about what is exciting and challenging about creating technology for kids.
Directed to university instructors working with students on developing educational software projects and to managers leading learning technologies development teams, this book is a valuable resource for guiding and inspiring the next generation of designers of learning technologies. November 2008: 376pp Hb: 978-0-8058-6471-7: $145.00 Pb: 978-0-8058-6472-4: $49.95 eBook: 978-0-203-35721-7 www.routledge.com/9780805864724 £80.99
£27.99
August 2008: 576pp Hb: 978-0-415-99612-9: $150.00 Pb: 978-0-415-96528-6: $64.95 eBook: 978-0-203-89296-1 www.routledge.com/9780415965286 £85.00
£35.00
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January 2008: 368pp Pb: 978-0-415-43393-8: $43.95 www.routledge.com/9780415433938 £21.99
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SCIENCE AND TECHNOLOGY EDUCATION
Handbook of Design Research Methods in Education
The Work of Language in Multicultural Classrooms
Handbook of Research on Science Education
Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching
Talking Science, Writing Science
Edited by Sandra K. Abell, University of Missouri, US and Norman G. Lederman, Illinois Institute of Technology, US
Anthony E. Kelly, George Mason University, US, Richard A. Lesh, Indiana University, US and John Y. Baek, George Mason University, US 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 (e.g., 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 cross-over researchers from fields outside of education interested in supporting innovation in educational settings through conducting design research. June 2008: 560pp Hb: 978-0-8058-6058-0: $260.00 Pb: 978-0-8058-6059-7: $94.95 eBook: 978-1-4106-1794-1 www.routledge.com/9780805860597 £135.00
£60.00
Edited by Katherine Richardson Bruna, Iowa State University, US and Kimberley Gomez, University of Illinois at Chicago, US Series: Language, Culture, and Teaching Building on a growing interest in the ways in which language and literacy practices interact with science teaching and learning to facilitate or obstruct successful student outcomes, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-”minority” students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. Offering teacher practitioners and researchers in the fields of science education and multicultural education lenses through which they can critically consider the myriad of classroom settings, instructional approaches, curricular materials, and scientific topics involved in what it means to teach science while pointedly addressing concerns about equity of educational opportunity, this volume serves as a powerful resource for linking theory and practice. End-of-chapter reflection questions and engagement activities facilitate discussion round these issues and provide rich opportunities for the reader to consider the implications of each chapter for science instruction and research and to apply insights developed in a real-world science teaching and learning contexts. July 2008: 384pp Hb: 978-0-8058-6427-4: $135.00 Pb: 978-0-8058-6428-1: $39.95 eBook: 978-1-4106-1860-3 www.routledge.com/9780805864281 £75.00
£21.99
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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. 2007: 1344pp Hb: 978-0-8058-4713-0: $300.00 Pb: 978-0-8058-4714-7: $95.00 eBook: 978-1-4106-1531-2 www.routledge.com/9780805847147 £185.00
£60.00
Science Education for Gifted Learners Edited by Keith Taber, University of Cambridge, UK This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. 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 Hb: 978-0-415-39533-5: $160.00 Pb: 978-0-415-39534-2: $60.00 eBook: 978-0-203-96204-6 www.routledge.com/9780415395342 £80.00
£18.99
Getting Science The Teacher’s Guide to Exciting and Painless Primary School Science Brian Clegg, Author and Business Creativity Consultant, UK This book sets out to bring the sense of wonder into science. The science in this book is not for the children, but for the adults who have to explain science. It provides the information needed to understand the key science topics better and be able to put them across with enthusiasm and energy. 2007: 160pp Pb: 978-0-415-42199-7: $30.95 eBook: 978-0-203-96185-8 www.routledge.com/9780415421997 £15.99
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SCIENCE AND TECHNOLOGY EDUCATION
MATHEMATICS EDUCATION
TEXTBOOK
NEW
NEW
3RD EDITION
Improving Primary Mathematics
Teaching Science in Elementary and Middle School
Linking Home and School
Mathematical Relationships in Education
Series: Improving Practice (TLRP)
Identities and Participation
A Project-Based Approach
Jan Winter, University of Bristol, UK, Jane Andrews, University of the West of England, UK, Pamela Greenhough, University of Bristol, UK, Martin Hughes, University of Bristol, UK., Leida Salway, Leida Salway is at the University of Bristol, UK. and Wan Ching Yee, University of Bristol, UK
Series: Routledge Research in Education
Joseph Krajcik, University of Michigan, US and Charlene Czerniak, University of Toledo, US Like its predecessors, this new edition is organized around the guiding principles of problem-based learning: longterm, 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 process, students ask questions, make predictions, design investigations, collect and analyze data, make products, and share ideas. 2007: 536pp Pb: 978-0-8058-6206-5: $69.95 www.routledge.com/9780805862065
This book provides primary teachers with practical ideas about how to improve children’s mathematics learning. Using a number of fascinating case studies focusing on children’s experiences of mathematics both inside and outside the classroom, the book asks: How do children use mathematics in their everyday lives? • How can teachers use this knowledge to improve children’s learning in school? • What activities can teachers use with parents to help share the ways that schools teach mathematics?
£39.99
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• What can parents do to support their children’s learning of mathematics?
TEXTBOOK
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 This book 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. 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.
Tried-and-tested practical suggestions for activities to support and encourage children’s learning of mathematics include: making videos to share teaching methods; children taking photos to show how they use mathematics at home; inviting parents into school to share in mathematics learning; and numeracy-based activities for children and their parents to do together at home. All those involved in planning, teaching and supporting elementary mathematics will benefit from new insights into how learning at home and at school can be brought together to strengthen and improve children’s learning of mathematics. April 2009: 896pp Pb: 978-0-415-36393-8: $37.95 eBook: 978-0-203-01513-1 www.routledge.com/9780415363938 £19.99
2007: 424pp Hb: 978-0-415-95636-9: $130.00 Pb: 978-0-415-95637-6: $37.95 www.routledge.com/9780415956376 • AVAILABLE AS A COMPLIMENTARY COPY £70.00
£20.99
Science Knowledge for Primary Teachers
Edited by Yvette Solomon, Lancaster University, UK, Laura Black, University of Manchester, UK and Heather Mendick, London Metropolitan University, UK This book examines the ways in which learners form particular relationships with mathematics in the context of formal schooling. While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume focuses on learners’ developing sense of self and their understanding of the part played by mathematics in it. It recognizes the part played by emotional responses, the functioning of classroom communities of practice, and by discourses of mathematics education in this process. It thus blends perspectives from psychoanalysis, socio-cultural theory and discursive approaches in a focus on the classic issues of selection and assessment, pedagogy, curriculum, choice, and teacher development. April 2009: 224pp Hb: 978-0-415-99684-6: $95.00 eBook: 978-0-203-87611-4 www.routledge.com/9780415996846 £60.00
FORTHCOMING 3RD EDITION
Mathematics in the Primary School A Sense of Progression Sandy Pepperell, Christine Hopkins, Sue Gifford and Peter Tallant, all at Roehampton University, UK Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS. Providing a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organization and assessment of mathematical learning in the classroom. Emphasizing the importance of teachers’ own mathematical knowledge and offering clear guidance and practical advice, this book is essential reading for students, NQTs and practicing teachers with a focus on primary mathematics.
Understanding the Science in the QCA Scheme Linda Gillard, Whitelands College, UK 2006: 208pp Pb: 978-1-84312-188-6: $33.95 www.routledge.com/9781843121886 £17.99
August 2009: 208pp Hb: 978-0-415-48880-8: $150.00 Pb: 978-0-415-48879-2: $41.95 www.routledge.com/9780415488792 £75.00
£21.99
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MATHEMATICS EDUCATION
FORTHCOMING
NEW
Move On Maths! Ages 7-9
Culturally Responsive Mathematics Education
50+ Flexible Maths Activities John Taylor, Education Walsall, UK Series: Move on Maths! This book offers versatile, tried and tested math resources for 7-9 years for you to use in the way that is most suitable for your students. The units give you flexible ideas, rather then prescriptive lessons and support the Renewed Primary Framework for mathematics. The PNS Framework objectives are clearly shown for every sheet, followed by unit learning outcomes, so it’s easy to choose the right worksheet to suit you and your children’s needs. The book: • Contains more than fifty stand-alone photocopiable units in four strands to be used in class or as homework tasks, complete with teachers’ notes and answers to help your planning • Broadens understanding of four key numeracy strands from the Renewed Primary Framework: Using and applying mathematics, Understanding Shape, Measuring, and Handling Data. • Contains a bank of short, sharp exercises, problems and fun starter activities and games to kick start your math lesson with the whole class. • Includes challenges to extend your gifted and talented learners or early finishers. • Covers PNS Framework objectives and learning outcomes for a two year span, Year 3 and 4 Ideal for mixed-age classes. May 2009: 184pp Pb: 978-0-415-47153-4: $42.95 www.routledge.com/9780415471534 £22.99
Edited by Brian Greer and Swapna Mukhopadhyay, both at Portland State University, US, Arthur B. Powell, Rutgers University, US and Sharon Nelson-Barber, WestEd, US At a time of rapid demographic change and amidst the many educational challenges facing the U.S., this critical new collection presents mathematics education from a culturally responsive perspective. It tackles the most crucial issues of teaching mathematics to an ethnically diverse school population, including the political dimension of mathematics education within the context of governmental efforts to improve achievement in school mathematics. Culturally Responsive Mathematics Education moves beyond a point of view that is internal to mathematics education as a discipline, and instead offers a broad perspective of mathematics as a significant, liberating intellectual force in our society. The editors of this volume bring together contributions from many of the leading teachers, teacher educators, researchers, scholars, and activists who have been working to reorient mathematics education in ways that reflect mathematics education as accomplished, first and foremost, through human interactions. March 2009: 416pp Hb: 978-0-8058-6263-8: $150.00 Pb: 978-0-8058-6264-5: $56.95 eBook: 978-0-203-87994-8 www.routledge.com/9780805862645 £75.00
£23.99
FORTHCOMING
Move On Maths Ages 9-11 50+ Flexible Maths Activities John Taylor, Education Walsall, UK Series: Move on Maths! Similar to Move On Maths Ages 7-9, this book offers versatile, tried and tested math resources for 9-11 years for you to use in the way that is most suitable for your students.
Series Editor: Alan H. Schoenfeld
NEW
Early Childhood Mathematics Education Research Learning Trajectories for Young Children Douglas H. Clements and Julie Sarama, both at the University at Buffalo, SUNY, US “The book is essential reading for all those with a deep interest in promoting an effective and enriched approach to early childhood mathematics education.” — Herbert P. Ginsburg, Teachers College, Columbia University This important new book synthesizes relevant research on the learning of mathematics from birth into the primary grades from the full range of these complementary perspectives. At the core of early math experts Julie Sarama and Douglas Clements’s theoretical and empirical frameworks are learning trajectories—detailed descriptions of children’s thinking as they learn to achieve specific goals in a mathematical domain, alongside a related set of instructional tasks designed to engender those mental processes and move children through a developmental progression of levels of thinking. Rooted in basic issues of thinking, learning, and teaching, this groundbreaking body of research illuminates foundational topics on the learning of mathematics with practical and theoretical implications for all ages. Those implications are especially important in addressing equity concerns, as understanding the level of thinking of the class and the individuals within it, is key in serving the needs of all children. February 2009: 416pp Hb: 978-0-8058-6308-6: $150.00 Pb: 978-0-8058-6309-3: $68.95 eBook: 978-0-203-88378-5 £85.00
£37.50
July 2009: 184pp Pb: 978-0-415-47154-1: $42.95 www.routledge.com/9780415471541 £22.99
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Studies in Mathematical Thinking and Learning Series
www.ebookstore.tandf.co.uk eBooks are only available to order online
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MATHEMATICS EDUCATION
Studies in Mathematical Thinking and Learning Series Series Editor: Alan H. Schoenfeld
NEW
FORTHCOMING
NEW
Learning and Teaching Early Math
Mathematics Teaching, Learning, and Liberation in the Lives of Black Children
Teaching and Learning Proof Across the Grades
Edited by Danny Bernard Martin, University of Illinois at Chicago, US
Despina A. Stylianou, City College, CUNY, US, Maria L. Blanton, University of Massachusetts at Dartmouth, US and Eric J. Knuth, University of Wisconsin, US
The Learning Trajectories Approach Douglas H. Clements and Julie A. Sarama, both at the University at Buffalo, SUNY, US “Doug Clements and Julie Sarama clearly describe the developmental path, or “learning trajectory,” along which children move to develop mathematical concepts and skills. And they offer evidence-based guidelines and instructional activities in an engaging, straightforward way that reflects their deep respect for and understanding of what teachers do.” —-Carol Copple, Director, Publications and Initiatives in Educational Practice National Association for the Education of Young Children “Clements and Sarama have given us a comprehensive, research-based, rich resource...one that will make a difference to the mathematics learning of the young child!” —Juanita Copley, Professor Emeritus, University of Houston In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how “learning trajectories” help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become a quintessential professional.
With issues of equity at the forefront of mathematics education research and policy, this book fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children. June 2009: 416pp Hb: 978-0-8058-6463-2: $150.00 Pb: 978-0-8058-6464-9: $64.95 eBook: 978-0-203-87770-8 www.routledge.com/9780805864649 £85.00
£35.00
A K-16 Perspective
A Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM) 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. This important new collection provides that much-needed forum for mathematics educators to articulate a connected K-16 “story” of proof. Such a story includes understanding how the forms of proof, including the nature of argumentation and justification as well as what counts as proof, evolve chronologically and cognitively and how curricula and instruction can support the development of students’ understanding of proof. Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help advance the design of further empirical and theoretical work in this area. By building and extending on existing research and by allowing a variety of voices from the field to be heard, Teaching and Learning Proof Across the Grades not only highlights the main ideas that have recently emerged on proof research, but also defines an agenda for future study. March 2009: 448pp Hb: 978-0-415-98984-8: $125.00 eBook: 978-0-203-88200-9 www.routledge.com/9780415989848 £70.00
February 2009: 320pp Hb: 978-0-415-99591-7: $150.00 Pb: 978-0-415-99592-4: $54.95 eBook: 978-0-203-88338-9 www.routledge.com/9780415995924 £85.00
£29.99
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MATHEMATICS EDUCATION
Studies in Mathematical Thinking and Learning Series Series Editor: Alan H. Schoenfeld
The Impact of Reform Instruction on Student Mathematics Achievement An Example of a Summative Evaluation of a Standards-Based Curriculum Thomas A. Romberg, University of Wisconsin at Madison, US and Mary C. Shafer, Northern Illinois University, US Summarizing data derived from a four-year combined longitudinal and crosssectional 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 study was designed to answer three questions: • What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? • How is this impact different from that of traditional instruction on student performance? • What variables associated with classroom instruction account for variation in student performance?
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 is directed to 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.
NEW
NEW
Mathematical Literacy
Mathematics Teachers at Work
Developing Identities of Inclusion
Connecting Curriculum Materials and Classroom Instruction
Yvette Solomon, Lancaster University, UK Why do so many learners, even those who are successful, feel that they are outsiders in the world of mathematics? Taking the central importance of language in the development of mathematical understanding as its starting point, Mathematical Literacy explores students’ experiences of doing mathematics from the elementary school to the university—what they think mathematics is, how it is presented to them, and what they feel about it. Building on a range of theory which focuses on community, knowledge, and identity, the author examines two particular issues: the relationship between language, learning, and mathematical knowledge, and the relationship between identity, equity, and processes of exclusion and inclusion. In this comprehensive and accessible book, the author extends our understanding of the process of gaining mathematical fluency, and provides tools for an exploration of mathematics learning across different groups in different social contexts. Mathematical Literacy‘s analysis of how learners develop particular relationships with the subject, and what we might do to promote equity through the development of positive relationships, is of interest across all sectors of education—to researchers, teacher educators, and university educators. October 2008: 256pp Hb: 978-0-8058-4686-7: $135.00 Pb: 978-0-8058-4687-4: $42.95 eBook: 978-0-203-88927-5 www.routledge.com/9780805846874 £75.00
£23.99
Edited by Janine T. Remillard, University of Pennsylvania, US, Beth A. Herbel-Eisenmann, Michigan State University, US and Gwendolyn M. Lloyd, Virginia Polytechnic Institute and State University, US 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 NCTM’s 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. December 2008: 400pp Hb: 978-0-415-99010-3: $150.00 eBook: 978-0-203-88464-5 www.routledge.com/9780415990103 £85.00
Algebra in the Early Grades Edited by James J. Kaput, University of Massachusetts, US, David W. Carraher, TERC Inc., US and Maria L. Blanton, University of Massachusetts, US This volume is the first to offer a comprehensive, research-based, multi-faceted look at issues in early algebra. It 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. The book aims to bridge the worlds of research, practice, design, and theory for educators, researchers, students, policy makers, and curriculum developers in mathematics education.
June 2008: 200pp Hb: 978-0-415-99009-7: $125.00 eBook: 978-0-203-89522-1 www.routledge.com/9780415990097 £70.00
2007: 552pp Hb: 978-0-8058-5472-5: $160.00 Pb: 978-0-8058-5473-2: $55.00 eBook: 978-1-4106-1646-3 www.routledge.com/9780805854732 £90.00
£29.99
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MATHEMATICS EDUCATION
Studies in Mathematical Thinking and Learning Series Series Editor: Alan H. Schoenfeld
TEXTBOOK
Embracing Mathematics 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 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, researchbased text supplies detailed observation instruments that pre-service teachers can use when they observe other teachers; offers reflective activities that provide a structure through which beginning teachers can think about their teaching in an insightful, thorough, and productive manner; includes guidelines and instruments for supervisors to use when observing, conferencing with, and assessing beginning or student teachers. 2007: 256pp Hb: 978-0-8058-6193-8: $80.00 Pb: 978-0-8058-6194-5: $39.95 eBook: 978-0-585-38500-6 www.routledge.com/9780805861945
The Origins of Mathematical Knowledge in Childhood Catherine Sophian, University of Hawaii at Manoa, US This book 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. 2007: 216pp Hb: 978-0-8058-5758-0: $59.95 eBook: 978-1-4106-1648-7 www.routledge.com/9780805857580 £70.00
Bringing Out the Algebraic Character of Arithmetic
£70.00
£21.99
From Children’s Ideas To Classroom Practice Analucia D. Schliemann, Tufts University, US, David W. Carraher, TERC, Inc., US and Barbara M. Brizuela, Tufts University, US
NEW
Embracing Reason
2006: 160pp Hb: 978-0-8058-4338-5: $52.95 Pb: 978-0-8058-5873-0: $23.95 www.routledge.com/9780805858730 £32.50
Egalitarian Ideals and the Teaching of High School Mathematics
£14.99
Daniel Chazan, University of Maryland, US, Sandra Callis, Washington Woods Middle School, US and Michael Lehman, Holt High School, US This book tells a single story, in many voices, about a serious and sustained set of changes in mathematics teaching practice in a high school and how those efforts influenced and were influenced by a local university. It includes the writings and perspectives of high school students, high school teachers, pre-service teacher candidates, doctoral students in mathematics education and other fields, mathematics teacher educators, and other education faculty. It challenges us to rethink boundaries between theory and practice and the relative roles of teachers and university faculty in educational endeavors. 2007: 400pp Hb: 978-0-8058-6163-1: $135.00 eBook: 978-1-4106-1522-0 www.routledge.com/9780805861631
Mathematics Success and Failure Among African-American Youth The Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency Danny Bernard Martin, University of Illinois at Chicago, US 2006: 224pp Pb: 978-0-8058-6142-6: $31.50 www.routledge.com/9780805861426
On Becoming a Teacher and Changing with Mathematics Peter Appelbaum, Arcadia University, US with David Scott Allen, Pennbrook Middle School, US “This is a book that helps the reader think about his/her practice. But it is also an extraordinarily practical book that along with stimulating ideas provides numerous applications, which are immediately useful in the mathematics classroom.” —Corinne Hahn, AdvanciaNegocia and European School of Management 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-ofteaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers as well as their students. Co-authored by a professor and coordinator of mathematics education programs, with illustrative contributions from practicing elementary, middle, and high school mathematics teachers, this book is a unique collaboration across all pre-college grades, making it ideal for teacher discussion groups at any level. 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. May 2008: 368pp Hb: 978-0-415-96384-8: $145.00 Pb: 978-0-415-96385-5: $47.95 eBook: 978-0-203-93024-3 www.routledge.com/9780415963855 £80.00
£29.99
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£19.99
Statistical Literacy at School Number Theory in Mathematics Education
Growth and Goals
Perspectives and Prospects
2006: 320pp Hb: 978-0-8058-5398-8: $105.00 Pb: 978-0-8058-5399-5: $38.95 www.routledge.com/9780805853995
Jane M. Watson, University of Tasmania, Australia £65.00
Edited by Rina Zazkis and Stephen R. Campbell, both at Simon Fraser University, Canada
£23.99
2006: 268pp Hb: 978-0-8058-5407-7: $94.95 Pb: 978-0-8058-5408-4: $31.95 £60.00
£19.99
£75.00
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MATHEMATICS EDUCATION
2ND EDITION
Handbook of International Research in Mathematics Education Edited by Lyn D. English, Queensland University of Technology, Australia 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: • 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. June 2008: 944pp Hb: 978-0-8058-5875-4: $250.00 Pb: 978-0-8058-5876-1: $99.95 eBook: 978-0-203-93023-6 www.routledge.com/9780805858761
TEXTBOOK
NEW
Introducing Difficult Mathematics Topics in the Elementary Classroom
Thirty Three Ways to Help with Numeracy
A Teacher’s Guide to Initial Lessons
Supporting Children who Struggle with Basic Skills
Francis J. Gardella, Hunter College, CUNY, US This exciting text for the preservice elementary teacher provides hands on mathematics lessons they can use to introduce mathematical concepts and skills that students find particularly challenging. Each chapter is divided into four sections:
Brian Sharp, Mathematics Consultant, UK Series: Thirty Three Ways to Help with... This book equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of numeracy. By providing a range of activities and games which engage children and encourage motivation in the classroom, the book provides ready-to-use exercises that don’t need lengthy forward
• The Activity employs an engaging thought experiment to help the reader “visit a classroom” to understand how the lesson used to introduce the concept or skill would materialize in the class. • The Mathematics provides 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 provides the reader with an actual lesson plan to engage the Activity in the classroom setting. • Putting It All Together pulls the previous sections together with 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 elementary classroom. August 2008: 168pp Pb: 978-0-415-96502-6: $31.95 eBook: 978-0-203-89117-9 www.routledge.com/9780415965026 £17.99
• AVAILABLE AS A COMPLIMENTARY COPY
£140.00
£54.95
preparation. The activities can be used with individual children, groups or the whole class. The introduction at the head of each activity describes precisely what it aims to teach the child, followed by clear, concise instructions on how to play each game. December 2008: 136pp Pb: 978-0-415-46896-1: $37.95 eBook: 978-0-203-89003-5 www.routledge.com/9780415468961 £19.99
TEXTBOOK
Culturally Specific Pedagogy in the Mathematics Classroom Strategies for Teachers and Students Jacqueline Leonard, Temple University, US This compelling text advocates the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students. Leonard 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. 2007: 207pp Pb: 978-0-8058-6105-1: $39.95 eBook: 978-1-4106-1461-2 www.routledge.com/9780805861051 £21.99
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MATHEMATICS EDUCATION
SOCIAL STUDIES EDUCATION
Foundations for the Future in Mathematics Education
Contexts of Learning Mathematics and Science
Edited by Richard A. Lesh, Indiana University, US, Eric Hamilton, United States Air Force Academy, US and James J. Kaput, University of Massachusetts at Dartmouth, US
Lessons Learned from TIMSS
The central question addressed in this book 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? 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. 2007: 488pp Hb: 978-0-8058-6056-6: $150.00 Pb: 978-0-8058-6057-3: $49.95 eBook: 978-1-4106-1482-7 www.routledge.com/9780805860573
Edited by Sarah J. Howie, University of Pretoria, South Africa and Tjeerd Plomp, University of Twente, the Netherlands
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.
£80.00
Mathematics Education at Highly Effective Schools That Serve the Poor Strategies for Change Richard S. Kitchen, Julie DePree, Sylvia CeledçnPattichis and Jonathan Brinkerhoff, all at the University of New Mexico, US 2006: 248pp Hb: 978-0-8058-5688-0: $73.95 Pb: 978-0-8058-5689-7: $28.95 eBook: 978-1-4106-1454-4 www.routledge.com/9780805856897 £50.00
£17.99
TEXTBOOK
Series: David Fulton/Nasen
Where’s the Wonder in Elementary Math?
2006: 160pp Pb: 978-1-84312-362-0: $41.95 eBook: 978-0-203-96323-4 www.routledge.com/9781843123620 £21.99
Teaching Middle School Mathematics
Series: Transforming Teaching 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. 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. 2007: 200pp Hb: 978-0-415-95715-1: $125.00 Pb: 978-0-415-95716-8: $29.95 eBook: 978-0-203-94003-7 www.routledge.com/9780415957168 • AVAILABLE AS A COMPLIMENTARY COPY
March 2009: 224pp Hb: 978-0-415-96228-5: $125.00 Pb: 978-0-415-96229-2: $36.95 eBook: 978-0-203-87888-0 www.routledge.com/9780415962292 £70.00
£17.99
Douglas K. Brumbaugh, Enrique Ortiz and Regina Harwood Gresham, all at the University of Central Florida, US 2006: 352pp Pb: 978-0-8058-5404-6: $41.95 www.routledge.com/9780805854046
FORTHCOMING
Education in Political Science
£25.99
Discovering a Neglected Field
3RD EDITION
Teaching Secondary Mathematics Douglas K. Brumbaugh, University of Central Florida, US and David Rock, University of Massachusetts at Dartmouth, US 2006: 480pp Pb: 978-0-8058-5471-8: $52.95 eBook: 978-0-203-88134-7 www.routledge.com/9780805854718 £32.50
£70.00
£19.99
Diana E. Hess, University of Wisconsin at Madison, US
2006: 448pp Hb: 978-0-415-36225-2: $160.00 eBook: 978-0-203-01253-6 www.routledge.com/9780415362252º
Edited by Anne Watson, University of Oxford, UK, Jenny Houssart, Open University, UK and Caroline Roaf, Oxford Brookes University, UK
Judith McVarish, St. John’s University, US
The Democratic Power of Discussion
Series: Critical Social Thought
Supporting Mathematical Thinking
Encouraging Mathematical Reasoning in the Classroom
Controversy in the Classroom
Series: Contexts of Learning
£90.00
£29.99
NEW
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 Series: The Really Useful Series
Edited by Anja P. Jakobi and Kerstin Martens, both at the University of Bremen, Germany and Klaus Dieter Wolf, Darmstadt University of Technology, Germany Series: Routledge/ECPR Studies in European Political Science By conceptualizing changing institutional settings, new actors’ constellations, horizontal modes of interaction and public-private regulatory mechanisms from a governance perspective, this volume links a neglected policy field with the future role of the state. It also offers new insights into the reforms that are currently taking place in the field of education, by expanding the attention from the dimension of policy to politics and polity and underlines questions that deal not merely with the outcomes of education, but with how education politics work. This book will be of interest to students and scholars of education, political science, sociology and economics.
2005: 216pp Pb: 978-0-415-25208-9: $35.95 www.routledge.com/9780415252089 £18.99
August 2009: 224pp Hb: 978-0-415-49477-9: $140.00 www.routledge.com/9780415494779 £70.00
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SOCIAL STUDIES EDUCATION
FORTHCOMING
FORTHCOMING
FORTHCOMING
2ND EDITION
2ND EDITION
Learning to Teach Citizenship in the Secondary School
Learning to Teach Geography in the Secondary School
Social Studies and Diversity Teacher Education
Edited by Liam Gearon, Roehampton University, UK
A Companion to School Experience
Series: Learning to Teach in the Secondary School
Edited by David Balderstone, Sharnbrook Upper School and Community College, UK and David Lambert, University of London, UK
Citizenship is a wide-ranging subject that can be taught in its own right, or through other curriculum subjects and activities. This fully updated new edition is intended for students training to teach Citizenship as a first or second subject, and will also be immensely helpful to experienced teachers who have opted to take responsibility for this exciting subject. Written in a clear and practical way, yet underpinned by a sound theoretical background, the book covers key themes in Citizenship education. With key objectives and tasks for each chapter, this book will help teachers to improve their understanding of Citizenship education and to help their students understand their roles as citizens. It may be read in conjunction with the companion core textbook, Learning to Teach in the Secondary School, 5th edition. August 2009: 304pp Hb: 978-0-415-49905-7: $110.00 Pb: 978-0-415-48029-1: $45.95 www.routledge.com/9780415480291 £65.00
£23.99
Series: Learning to Teach in the Secondary School Reviews for the 1st Edition: “This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere.” —The Times Educational Supplement “This is a modern, powerful, relevant and comprehensive work...” —Educational Review This book will provide pre-service and practicing teachers of geography with the practical skills to design, teach and evaluate varied and exciting lessons. It will also help them to acquire a deeper understanding of geography’s role, purpose and potential in secondary education. The book explores how teachers may use geography as a vehicle for preparing students for uncertain environmental, cultural, social and economic futures. Chapters on teaching strategies, learning, fieldwork and assessment place the learner at center stage, and the book aims to encourage effective teaching through direct advice and activities which beginning teachers can undertake, either individually or in groups. August 2009: 432pp Hb: 978-0-415-49909-5: $110.00 Pb: 978-0-415-43786-8: $42.95 www.routledge.com/9780415437868 £65.00
£22.99
What We Do and Why Edited by Elizabeth E. Heilman, Ramona Fruja and Matthew Missias, all at Michigan State University, US The preparation of teachers, especially as they get ready to teach social studies and social science in our schools and colleges, is crucial not only to the project of good education, but even more broadly, to the cultivation of healthy democracy and the growth of the nation’s citizens. This book features the ideas from our nation’s most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach. The essays in this volume illuminate how future teachers wrestle with highminded questions pertaining to the sociocultural, philosophical and historical aspects of education, but they also explain how to teach day to day skills such as lesson planning and meeting national standards. Sections are arranged by both disciplinary organization and approach or activity. Each section is rich and coherent and is introduced with a scholarly essay that both provides a theoretical overview, analysis, and explication of this aspect of teacher education and scaffolds as well as introduces for the reader the essays to come. Each essay is coded to key words, to the level at which the lesson can be used, and to both NCSS and NCATE standards, for quick reference in classroom planning as well as institutional development and implementation. September 2009: 380pp Hb: 978-0-415-99671-6: $140.00 Pb: 978-0-415-99672-3: $44.95 www.routledge.com/9780415996723FORTHCOMIN £75.00
£24.99
G
Social Studies Today Research and Practice Walter C. Parker, University of Washington, US This book helps educators—think freshly and knowledgeably about the social studies education in the early years of the 21st century. More than simply thinking about key debates, however, this collection engages readers in thinking through some of the most interesting challenges that animate social studies education today, and does so with the help of the field’s top scholars. The diverse and renowned contributors include luminaries such as Sam Wineburg, James Banks, Carole Hahn, Keith Barton, Geneva Gay, Linda Levstik and more. Each chapter tackles a specific issue within the author’s area of expertise and includes discussion of topics such as including historical thinking in the classroom, teaching tolerance, using children’s literature to achieve social studies goals, and teaching about genocide. Accessible, compelling, and practical, these pieces— full of rich examples, illustrations, and anecdotes— showcase some of the most original thinking and fresh information in the field and will doubtlessly offer pre- and in-service teachers alike new ways to improve their social studies instruction. August 2009: 400pp Hb: 978-0-415-99286-2: $125.00 Pb: 978-0-415-99287-9: $31.95 www.routledge.com/9780415992879 £70.00
£17.99
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SOCIAL STUDIES EDUCATION
FORTHCOMING
FORTHCOMING
FORTHCOMING
The Teaching American History Project
Teaching U.S. History
2ND EDITION
Dialogues among Historians, Educators, and Students
Teaching U.S. History as Mystery
Lessons for History Educators and Historians Edited by Rachel G. Ragland, Lake Forest College, US and Kelly A. Woestman, Pittsburgh State University, US The premise of the Teaching American History (TAH) project—a discretionary grant program funded under the U.S. Department of Education’s Elementary and Secondary Education Act—is that in order to teach history better, teachers need to know more history. Unique among professional development programs in emphasizing specific content to be taught over a particular pedagogical approach, TAH grants assist schools in implementing scientifically-based research methods for improving the quality of instruction, professional development, and teacher education in American history. Illustrating the diversity of these programs as they have been implemented in local education agencies throughout the nation, this collection of essays and research reports from TAH participants provides models for historians, teachers, teacher educators, and others interested in the teaching and learning of American History, and presents examples of lessons learned from a cross-section of TAH projects. Each chapter presents a narrative of innovation, documenting collaboration between classroom, community, and the academy that gives immediate and obvious relevance to the teaching and learning process of American history. By sharing these narratives, this book expands the impact of emerging practices from individual TAH projects to reach a larger audience across the nation. May 2009: 304pp Hb: 978-0-415-98881-0: $135.00 Pb: 978-0-415-98882-7: $38.95 eBook: 978-0-203-87820-0 www.routledge.com/9780415988827 £75.00
£20.99
Edited by Robert Cohen, New York University, US Terrie Epstein, Hunter College, CUNY, US, Rachel Mattson and Diana Turk, both at New York University, US Series: Transforming Teaching This book offers an innovative approach to social studies teaching methods by bringing together professional historians, social studies teacher educators, and social studies teachers at the high school and middle school levels. The book highlights the best scholarship in American history, and then explores ways that this historical scholarship can be adapted and used by teachers as they teach students in social studies classrooms how to think deeply, critically, imaginatively, and independently about the nation’s history. The editors follow teaching process into the classroom, seeing how teachers teach authentic lessons using the latest historical scholarship. Lesson plans are then commented on by social studies professors about their historical and pedagogical knowledge, choices, strengths, and weaknesses and by historians on the historical lessons and documents that teachers use, and on how their own thinking has been influenced by this exchange with teachers. This approach offers an unusual, even unprecedented, dialogue between scholars and practitioners, wedding historical theory and practice, historiography and historical and social studies pedagogy. Nine chapters are organized around key U.S. History eras and events (The American Revolution, The Civil Rights Movement, etc) and are paired with a particular methodological approach (primary source analysis; oral history, etc.) Each chapter includes a short introductory narrative on the topic and method, along with a discussion of strengths, challenges, strategies; a few suggested key documents or artifacts; a lesson plan for middle school and another suitable for high school; commentaries by a teacher, a historian, and a student; and suggested readings and questions for further study.
David Gerwin and Jack Zevin, both at Queens College, CUNY, US This book offers a clear set of principles and methods teachers can use to promote and sustain problem-finding and problem-solving in history, along with case studies and documentary examples for test runs in their own classrooms. Designed to engage students in grades 7-12 in investigating history as a mysterious and provocative subject, this methodology builds a new attitude toward the study of history, presenting it as hands-on involvement, subject to interpretation, uncertain in many respects, and inviting new viewpoints and meanings. The point is to create a user-friendly introduction to teaching history “as it really is”—with all its issues, problems, unknowns, and clashes of values—as a means for making students active participants in learning rather than passive “sponges” or memory banks. The text promotes a teaching style that leads to student engagement with history by offering a balanced combination of historical content, interestingly arranged, and instructional strategies, clearly explained. New in the Second Edition: • New introductory chapter combining the introduction, chapter one, and the first portion of chapter two in the first edition and including new text that describes the scope of the mysteries presented in the book • New material in Chapter 2, “Learning from History: A Lesson of the Vietnam War”, on the Gulf of Tonkin resolution, the debate among and between two military historians over the lessons of the Vietnam War, analogies between Vietnam and Iraq, and some material from the Iraq war • Three entirely new chapters: Viewpoint and Corroboration in Teaching History” (on the Civil War); “Moundbuilders” (in prehistoric America); “Causes as Mysteries, Origins of Slavery in the Chesapeake.” Conclusion November 2009: 224pp Hb: 978-0-415-99226-8: $125.00 Pb: 978-0-415-99227-5: $29.95 www.routledge.com/9780415992275 £70.00
£15.99
September 2009: 304pp Hb: 978-0-415-95469-3: $95.00 Pb: 978-0-415-95470-9: $27.95 www.routledge.com/9780415954709 £50.00
£14.99
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SOCIAL STUDIES EDUCATION
FORTHCOMING
NEW TEXTBOOK
Teaching World History as Mystery
Young Citizens of the World
David Gerwin and Jack Zevin, both at Queens College, CUNY, US
Teaching Elementary Social Studies Through Civic Engagement
This book offers a philosophy, methodology, and examples for history instruction that is active, imaginative, and provocative. A series of balanced case studies engages instructors and students in teaching and learning world history as mystery. The text is designed to draw readers into the detective process that characterizes the work of professional historians and social scientists, sharing raw data, defining terms, building interpretations, and testing competing theories as ways of stimulating interest, building critical self-confidence, and promoting reasoning and judgment. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, problematical, controversial, and fragmented rather than the neatly wrapped up analysis of past events.
Marilynne Boyle-Baise, Indiana University, US and Jack Zevin, Queens College, CUNY, US
Teaching World History As Mystery: • Offers a balanced combination of historical content, interestingly arranged, and instructional strategies, clearly explained. • Provides an integrative view of world history content and research based on recent scholarship. • Delineates a fully developed pedagogy based on inquiry and problem-solving methods that restore a sense of imagination and participation to classroom learning. • Includes case studies of commonly and not so commonly taught topics within a typical world and global history curriculum using combinations of primary and secondary documents. • Balances topics among and between time periods, geographic areas, and cross-disciplinary issues and controversies. • Discusses ways of dealing with ethical and moral issues in the world history classroom, drawing students into persisting questions of historical truth, bias, and judgment.
Young Citizens of the World takes a clear stance: Social studies is about citizenship education that is informed, deliberative, and activist— citizenship not only as a noun, something one studies, but as a verb, something one does. Straightforward, engaging, and highly interactive, the text lays out a three-part process for civic preparation that helps students understand their world and their place, as citizens, in it: becoming informed, thinking it through, and taking action. Teaching and learning projects throughout are invitations to learn through intensive, integrated meaningful studies of special places, important people, and significant times. These civic engagements are teacher-ready for use in elementary classrooms. Readers are encouraged to rehearse the projects in their social studies education courses and then to reinterpret them for their classrooms. this text is a compelling choice for elementary social studies education courses, as well as for practicing teachers who wish to enhance their social studies instruction. March 2009: 304pp Hb: 978-0-8058-8042-7: $135.00 Pb: 978-0-415-99941-0: $49.95 eBook: 978-0-203-88060-9 www.routledge.com/9780415999410 £75.00
£27.99
• AVAILABLE AS A COMPLIMENTARY COPY
Teaching/Learning Social Justice Series Editor: Lee Anne Bell FORTHCOMING
History as Image, Image as History Visual Knowledge and History in the Classroom Dipti Desai, Jessica Hamlin and Rachel Mattson, all at New York University, US Building on theoretical and methodological insights from both History and Art, this book pioneers methods for using contemporary works of art in the social studies classroom to enhance an understanding of visuality and history, and to provoke students to think critically about text and image in ways that comply with state and national history and arts standards. The interdisciplinary teaching toolkit provides an invaluable pedagogical resource—complete with practical suggestions for teaching U.S. history topics through close readings of both primary sources and provocative works of contemporary art. History as Image, Image as History is an experientially grounded, practically minded pedagogical investigation meant to push teachers and students to think critically without sacrificing their ability to succeed in this difficult educational climate. Features include: • A series of framing essays and interviews with contemporary artists address the pivotal questions that arise when one attempts to think about history and contemporary visual art together • An 8-page, full color insert of contemporary art, plus over 50 black and white illustrations throughout • Lesson plans keyed to the social studies curriculum and teaching standards • Resources including annotated bibliographies for further study and lists of arts and media organizations
TEXTBOOK 3RD EDITION
September 2009: 256pp Hb: 978-0-415-99375-3: $125.00 Pb: 978-0-415-99376-0: $37.95 www.routledge.com/9780415993760 £70.00
£20.99
November 2009: 272pp Hb: 978-0-415-99224-4: $125.00 Pb: 978-0-415-99225-1: $29.95 www.routledge.com/9780415992251 £70.00
£15.99
Social Studies for the Twenty-First Century Methods and Materials for Teaching in Middle and Secondary Schools Jack Zevin, Queens College, CUNY, US This book weaves theory, curriculum, methods, and assessment into a comprehensive model to guide middle and secondary 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. 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. 2007: 448pp Pb: 978-0-8058-5558-6: $61.95 www.routledge.com/9780805855586 £42.50
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SOCIAL STUDIES EDUCATION
Teaching/Learning Social Justice
NEW
Series Editor: Lee Anne Bell
Global Perspectives in the Geography Curriculum
NEW
NEW
Social Justice, Peace, and Environmental Education
Interpreting National History Race, Identity, and Pedagogy in Classrooms and Communities
Transformative Standards
The concept of “standards” seems antithetical to the ways critical educators are dedicated to teaching, but what would “standards” look like if they were generated from social justice perspectives and through collaborative and inclusive processes? Such is the central question posed by the contributors of this groundbreaking collection on the interconnectivity of social justice, peace, and environmental preservation. Challenging education that promotes consumerism, careerism, and corporate profiteering, they boldly offer examples of a new paradigm for practicing a transformative critical pedagogy. Rather than just talking about coalition building within and across educational communities, they demonstrate how we might communicate from different vantage points and disciplinary boundaries to create a broader picture of social and eco-justice. Social Justice, Peace, and Environmental Education will be required reading for educators and students who want to envision and practice living, acting, and teaching for a better world. £70.00
£17.99
Alex Standish, Western Connecticut State University, US “This book not only sheds light upon how geography disciplines its subjects, but also on how society is disciplining the subject of geography.” —Dr. Jonathan Pugh, Senior, University of Newcastle Upon Tyne
Terrie Epstein, Hunter College, CUNY, US
Edited by Julie Andrzejewski, St. Cloud State University, US, Marta Baltodano, Loyola Marymount University, US and Linda Symcox, California State University at Long Beach, US
April 2009: 400pp Hb: 978-0-415-96556-9: $125.00 Pb: 978-0-415-96557-6: $46.95 eBook: 978-0-203-87942-9 www.routledge.com/9780415965576
Reviewing the Moral Case for Geography
How do students’ racial identities work with and against teachers’ pedagogies to shape their understandings of history and contemporary society? Based on a long-term ethnographic study, this book examines the startling differences in black and white students’ interpretations of U.S. history in classroom and community settings. Interviews with children and teens compare and contrast the historical interpretations students bring with them to the classroom with those they leave with after a year of teacher’s instruction. Firmly grounded in history and social studies education theory and practice, this powerful book: •Illuminates how textbooks, pedagogies, and contemporary learning standards are often disconnected from students’ cultural identities. •Explores how students and parents interpret history and society in home and community settings. •Successfully analyzes examples of the challenges and possibilities facing teachers of history and social studies. •Provides alternative approaches for those who want to examine their own views toward teaching national history and aspire to engage in more culturally responsive pedagogy. September 2008: 192pp Hb: 978-0-415-96083-0: $130.00 Pb: 978-0-415-96084-7: $33.95 eBook: 978-0-203-89096-7 www.routledge.com/9780415960847 £70.00
£18.99
“This book deserves to be widely read and debated. Alex Standish’s book puts current trends in geography teaching in historical and critical context. It comprises a forthright and timely defence of geographical education for its own sake.” —Dr. Jim Butcher, Canterbury Christ Church University. “For geographers across the globe this book provides the arguments for a return to the teaching of geography and why they should reject the politicisation of the subject by education policy makers and politicians. ” —Dennis Hayes, Oxford Brookes University Since the early 1990s, educational policy makers and some subject leaders have been seeking to fundamentally change the teaching of geography from a subject which encourages students to explore spatial concepts, ideas and skills, to a more ethics based subject concerned with the promotion of environmentalism, cultural diversity and social justice. In this book the new approach is critically examined, within a historical and ideological context, addressing a number of fundamental questions: • Should geography be used as a tool for the delivery of citizenship ideals? How does this affect the intellectual and moral value of geographical education for young people? • If the state and teachers are taking more responsibility for the values, attitudes and emotional responses of students, how will they learn to develop these qualities for themselves? • If global perspectives shift the focus of education from learning about the outside world to learning about the self, what is its vision of social progress and conception of social change?
This book advocates a return to liberal models of education, arguing that the new approach to geography currently being promoted for schools fundamentally undermines the educational value of the subject, and the freedom of young people to shape the world in which they live. A vital resource for teachers and student teachers alike, Global Perspectives in the Geography Curriculum makes a significant contribution to the growing debate about the future direction of the discipline itself. December 2008: 224pp Hb: 978-0-415-46895-4: $150.00 Pb: 978-0-415-47549-5: $41.95 eBook: 978-0-203-89083-7 www.routledge.com/9780415475495 £75.00
£21.99
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SOCIAL STUDIES EDUCATION
Handbook of Research in Social Studies Education Linda S. Levstik, University of Kentucky, US and Cynthia A. Tyson, Ohio State University, US This Handbook outlines the current state of research in social studies education—a complex, dynamic, challenging field with competing perspectives about appropriate goals, and ongoing 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. 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 must-have resource for all beginning and experienced researchers in the field. March 2008: 424pp Hb: 978-0-8058-5535-7: $250.00 Pb: 978-0-8058-5536-4: $89.95 eBook: 978-0-203-93022-9 www.routledge.com/9780805855364 £125.00
£44.95
BESTSELLER! 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 2005: 256pp Pb: 978-0-8058-5072-7: $34.95 eBook: 978-1-4106-1338-7 www.routledge.com/9780805850727 £19.99
Web Orders Over $35 Receive FREE SHIPPING in US and Canada
NEW
Inside the Social Studies Classroom
Researching History Education
Jere Brophy and Janet Alleman, both at Michigan State University, US and Barbara Knighton, Winans Elementary School, US
Theory, Method, and Context Linda S. Levstik, University of Kentucky, US and Keith C. Barton, University of Cincinatti, US “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 This book 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 Hb: 978-0-8058-6270-6: $145.00 Pb: 978-0-8058-6271-3: $49.95 eBook: 978-1-4106-1676-0 www.routledge.com/9780805862713 £80.00
£27.99
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“...a much-needed addition to elementary social studies that will move the field ahead.” —Keith C. Barton, University of Cincinnati “This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators.” —Linda S. Levstik, University of Kentucky 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). July 2008: 320pp Hb: 978-0-8058-5571-5: $135.00 Pb: 978-0-8058-5572-2: $41.95 eBook: 978-0-203-92945-2 www.routledge.com/9780805855722 £75.00
£22.99
Learning and Teaching with Maps Patrick Wiegand, University of Leeds, UK 2006: 176pp Hb: 978-0-415-31209-7: $150.00 Pb: 978-0-415-31210-3: $42.95 www.routledge.com/9780415312103 £80.00
£22.99
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SOCIAL STUDIES EDUCATION
MUSIC, ART, AND DRAMA EDUCATION
TEXTBOOK
FORTHCOMING
FORTHCOMING
3RD EDITION
A Field Guide to Student Teaching in Music
Jumpstart! Drama
Teaching to Learn, Learning to Teach
Ann C Clements, Pennsylvania State University, US and Rita Klinger, Cleveland State University, US
Teresa Cremin, Open University, UK, Roger McDonald, Saxon Way Primary School, UK, Emma Goff, Wrotham Road Primary School, UK and Louise Blakemore, Gordon Road Junior School, UK
Alan J. Singer and Hofstra New Teachers Network, both at 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. 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. • Puts a heavier focus on what is important to know and why.
This book will guide students through the student teaching process as they make the transition from student to music educator. It addresses general topics that are common to all music placements as well as those topics that are of specific interest to the general, choral, and instrumental music classrooms. June 2009: 272pp Pb: 978-0-415-99458-3: $38.95 eBook: 978-0-203-89047-9 www.routledge.com/9780415994583 £21.99
FORTHCOMING
Instrumental Music Education Teaching with the Musical and Practical in Harmony Evan Feldman, College of William & Mary, US, Ari Contzius, Washingtonville High School, US and Mitchell Bryan Lutch, Central College, US
• Includes new essays on the politics of social studies education.
This book is intended for instrumental music education majors studying to be band and orchestra directors at the elementary, middle school, or high school level. The three objectives of the text are:
• Responds to opponents of project- or activity-based social studies instruction and multicultural education with a sharpened defense of these approaches.
Intended as a text for undergraduate and graduate pre-service social studies methods courses, this text is also useful for in-service training programs, as a reference for new social studies teachers, and as a resource for experienced social studies educators who are engaged in rethinking their teaching practice.
• To develop musicianship in ensembles: Assessing what musical concepts the students understand and how well they can listen, incorporating musical appreciation, history, and writing when studying a particular piece of music.
August 2008: 448pp Pb: 978-0-8058-6446-5: $54.95 eBook: 978-0-203-89187-2 www.routledge.com/9780805864465
• To outfit directors with the practical solutions needed to manage a program: Recruitment and retention techniques and how to fulfill one’s role as administrator of a band program.
• To optimize ensemble performance: How to plan effective rehearsals and solve common problems.
£29.99
• AVAILABLE AS A COMPLIMENTARY COPY
Instrumental Music Education also covers ear training for the ensemble director, rehearsal technique, and includes repertoire lists that are categorized by style within each level to aid directors in achieving a balanced and musically rich concert program. The companion website features videos demonstrating rehearsal technique. An audio CD includes recorded examples with ear training exercises.
Civic Education for Diverse Citizens in Global Times Rethinking Theory and Practice Edited by Beth C. Rubin and James M. Giarelli, both at the State University of New Jersey at New Brunswick, US Series: Rutgers Invitational Symposium on Education
November 2009: 352pp Pb: 978-0-415-99210-7: $42.95 www.routledge.com/9780415992107 £21.99
This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society; re-examining 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. It is directed at students, researchers and practitioners of social studies education.
Games and Activities for Ages 5-11
Series: Jumpstart! This book contains more than forty engaging, practical, easy-to-do and highly motivating drama activities which will appeal to busy elementary school teachers who wish to enliven their practice and make more use of drama. All the activities connect to well-known texts, which are popular in elementary classrooms, and the conventions described can be used in a variety of subjects, suiting a wide range of learning styles. The book is organized around four sections, each providing rich and accessible ideas to stimulate drama in the classroom, helping teachers to: • Use stories as a basis for drama work • Use poetry as a stimulus for drama • Teach non-fiction through the use of drama • Develop role play areas and the drama opportunities they provide June 2009: 96pp Pb: 978-0-415-48248-6: $23.95 eBook: 978-0-203-87825-5 www.routledge.com/9780415482486 £11.99
3RD EDITION
Music Education Source Readings from Ancient Greece to Today Edited by Michael L. Mark, Towson State University, US This book is a collection of thematically organized essays that present an historical background of the picture of education first in Greece and Rome, the Middle Ages, then Early-Modern Europe. The bulk of the book focuses on American education up to the present. This third edition includes readings by Orff, Kodály, Sinichi Suzuki, William Channing Woodbridge, Allan Britton, and Charles Leonhard. In addition, essays include timely topics on feminism, diversity, cognitive psych, testing (the Praxis exam) and the No Child Left Behind Act. 2007: 512pp Hb: 978-0-415-95778-6: $95.00 Pb: 978-0-415-95779-3: $39.95 www.routledge.com/9780415957793 £60.00
£24.95
2007: 296pp Hb: 978-0-8058-5159-5: $90.00 eBook: 978-1-4106-1629-6 www.routledge.com/9780805851595 £50.00
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MUSIC, ART AND DRAMA EDUCATION
FORTHCOMING
FORTHCOMING
NEW
A Practical Guide to Teaching Music in the Secondary School
What’s So Important about Music Education?
Teaching Music in American Society
Edited by Julie Evans, Canterbury Christ Church University, UK and Chris Philpott, University of Greenwich, UK
J. Scott Goble, University of British Columbia, Canada
Series: Routledge Teaching Guides This book provides valuable support, guidance and creative new ideas for all student teachers, mentors and practicing teachers who want to develop their music teaching. It will help you understand important current developments and explore new possibilities for teaching and learning. Focusing on teaching music musically, the book explores musical learning through placing students at the center of a musical experience. Key issues explored include: • Personalizing musical learning for children • Teaching creatively and promoting creativity in your students • Innovative approaches to ICT in the classroom • Musical collaboration with other adults • Assessment for learning in music • Making connections with other subjects
Using practical examples and tasks to encourage and develop practice, this book will help you critically examine the way in which children learn music. It is an invaluable resource for those involved in teaching music and seeking to develop their practical and theoretical understanding of the practice. June 2009: 112pp Pb: 978-0-415-48258-5: $35.95 eBook: 978-0-203-87799-9 www.routledge.com/9780415482585 £18.99
Series: Routledge Research in Education This book addresses the history of rationales provided for music education in the United States. Goble explains how certain factors stemming from the nation’s constitutional separation of church and state, its embrace of democracy and capitalism, and the rise of recording, broadcast, and computer technologies have brought about changes in the ways music teachers and concerned others have conceptualized music and its importance in education. In demonstrating how many of the personal and societal benefits of engagement in “musical activity” have come to be obscured in the nation’s increasingly diverse public forum, Goble also argues for the importance of musical activity in human life and for the importance of music in education. The book concludes with a model for teaching the musical practices of the nation’s constituent cultural groups in schools in terms of their respective cultural meanings. November 2009: 304pp Hb: 978-0-415-80054-9: $95.00 www.routledge.com/9780415800549
Teaching Reading Shakespeare John Haddon, Experienced Writer and Educator, UK This book is for all training and practicing secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to “do” Shakespeare. Providing a practical and critical discussion of the ways in which Shakespeare’s plays present problems to the young reader, the book considers how these difficulties might be overcome. It provides guidance on: • Confronting language difficulties, including “old words”, meaning, grammar, rhetoric and allusion • Reading the plays as scripts for performance at Key Stage 3 and beyond • Using conversation analysis in helping to read and teach Shakespeare • Reading the plays in contextual, interpretive and linguistic frameworks required by examinations at GCSE and A Level
At once practical and principled, analytical and anecdotal, drawing on a wide range of critical reading and many examples of classroom encounters between Shakespeare and young readers, Teaching Reading Shakespeare encourages teachers to develop a more informed, reflective and exploratory approach to Shakespeare in schools. March 2009: 192pp Hb: 978-0-415-47907-3: $150.00 Pb: 978-0-415-47908-0: $42.95 www.routledge.com/9780415479080 £75.00
£22.99
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Steven Kelly, Florida State University, US This book is a comprehensive textbook designed for students who seek to be certified in music education to teach K-12 music in American public and private schools. It covers the issues facing music education, including the functional role of music within school environments and community settings, the role and function of a music teacher within the music profession and the general education profession, the role of music within the overall school curriculum, and the school music program and local, state, and national issues and policies. November 2008: 200pp Hb: 978-0-415-99208-4: $95.00 Pb: 978-0-415-99209-1: $38.95 eBook: 978-0-203-88660-1 www.routledge.com/9780415992091 £60.00
£20.99
£60.00
NEW NEW
Young at Art
Creating and Sustaining Arts-Based School Reform
Classroom Playbuilding in Practice
The A+ Schools Program George W. Noblit, University of North Carolina at Chapel Hill, US, H. Dickson Corbett and Bruce L. Wilson, both at Wilson Corbett Associates, US and Monica B. McKinney, Meredith College, US
NEW
A Social and Cultural Understanding of Music Education
Taking a close look at the issue of the arts and school reform, this book explores in detail how the incorporation of the arts into the identity of a school can be key to its resilience. Based on the A+ School Program, an arts-based school reform effort, it is much more than a report of a single case—this landmark study is a comprehensive, longitudinal analysis of arts in education initiatives that discusses the political, fiscal, and curricular implications inherent in taking the arts seriously. Offering a model for implementation as well as evaluation that can be widely adapted in other schools and school districts, this book will inspire arts educators to move from advocating more arts to advocating the arts as a way to reform schools. Administrators and policy makers will see how curriculum integration can be used to revitalize and energize schools and serve as a springboard to wider reform initiatives. Researchers and students across the fields of arts education, school reform, organizational change, and foundations of education will be informed and enlightened by this real-world scenario of large-scale school reform. December 2008: 224pp Hb: 978-0-8058-6150-1: $135.00 Pb: 978-0-8058-6149-5: $41.95 eBook: 978-0-203-88735-6 www.routledge.com/9780805861495 £75.00
£22.99
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Christine Hatton, Drama Education Consultant, Australia and Singapore and Sarah Lovesy, Drama Education Consultant, Australia This is a practical guide to playbuilding for teachers working with students at an upper elementary and secondary level. Focusing on an area often neglected in traditional drama text books, the book covers the process of devising drama, and the teacher’s role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble workAn essential guide for all drama teachers Young at Art covers practical teaching issues and strategies for working with groups of students to help them perform their playbuilt stories to an audience, as well as techniques for student assessment and evaluation, providing a wealth of exemplary starting points and approaches. The book offers detailed guidance on working with students to help facilitate the collaborative creative and reflective processes, offering practical ideas and structures which can be easily implemented in the classroom. December 2008: 208pp Pb: 978-0-415-45478-0: $35.95 eBook: 978-0-203-89072-1 www.routledge.com/9780415454780 £18.99
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COLLEGE STUDY SKILLS
NEW
NEW
TEXTBOOK
The Basics of English Usage
Achieving Success through Academic Assertiveness
3RD EDITION
Wynford Hicks, Freelance Journalsit and Editorial Trainer, France
Real life strategies for today’s higher education students
A complete pocket guide to the ins and outs of everyday English, The Basics of English Usage will tell you all you need to know about such topics as:
Jennifer Moon, University of Bournemouth, UK Academic assertiveness is an essential capability that is required of students who wish to achieve academic and professional success. Written for students who are aiming to achieve college success, this book focuses on the challenges that learners face and encourages positive actions that support triumphs 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, critical thinking and academic achievement.
• Correct spelling • Good grammar and style • Punctuation and how to use it • Problem words that everyone gets wrong
Including guides to further reading and online resources, this book is an indispensable survival guide for anyone wanting to improve their writing and communication. April 2009: 5112pp Pb: 978-0-415-47023-0: $19.95 www.routledge.com/9780415470230 £9.99
POCKET EDITION
The Basics of Essay Writing Nigel Warburton, The Open University, UK This book opens with a discussion of why it is so important to write a good essay, and proceeds through a step-by-step exploration of exactly what you should consider to improve your essays and marks. Written in the author’s accomplished, student-friendly style, it is packed full of good advice and practical exercises. Students of all ages and in every subject area will find it an easy-to-use and indispensable aid to their studies.
December 2008: 216pp Hb: 978-0-415-99142-1: $135.00 Pb: 978-0-415-99143-8: $26.95 eBook: 978-0-203-88720-2 www.routledge.com/9780415991438 £70.00
£14.99
Motivation and Learning Strategies for College Success A Self-Management Approach Myron H. Dembo and Helena Seli, both at the University of Southern California, US 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.
An Exploration of Theory and Practice
2007: 360pp Pb: 978-0-8058-6229-4: $39.95 Instructor’s Manual: 978-0-8058-6230-0: Free Upon Adoption eBook: 978-1-4106-1613-5 www.routledge.com/9780805862294
Jennifer Moon, University of Bournemouth, UK
• AVAILABLE AS A COMPLIMENTARY COPY
£21.99
Critical Thinking
In this book, Jenny Moon explores and clarifies critical thinking, and provides practical guidance for improving student learning and supporting the teaching process.
2007: 128pp Pb: 978-0-415-43404-1: $16.95 www.routledge.com/9780415434041 £8.99
The Basics of Essay Writing Nigel Warburton, The Open University, UK 2006: 128pp Hb: 978-0-415-23999-8: $140.00 Pb: 978-0-415-24000-0: $17.95 eBook: 978-0-203-97013-3 www.routledge.com/9780415240000 £70.00
£8.99
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2007: 248pp Hb: 978-0-415-41178-3: $150.00 Pb: 978-0-415-41179-0: $45.95 eBook: 978-0-203-94488-2 www.routledge.com/9780415411790 £75.00
£22.99
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STUDENT TEACHING AND TEACHER EDUCATION
NEW
FORTHCOMING
FORTHCOMING
Changing Teacher Professionalism
Improving Teachers’ Learning and Professional Development
5TH EDITION
Perspectives from Researching New Teachers
Learning to Teach in the Secondary School
Edited by Sharon Gewirtz, King’s College, UK, Pat Mahony and Ian Hextall, both at Roehampton University, UK and Alan Cribb, King’s College, UK
James McNally, University of Strathclyde, UK
A Companion to School Experience
Series: Improving Learning
Significant changes in the policy and social context of teaching over the last 30 years have had substantial implications for teacher professionalism. As the influence of central regulation and marketization has increased, so the scope for professional influence on policy and practice has in many cases diminished. Instead, teachers have had to respond to a range of other demands stemming from broader social changes, including greater public skepticism towards professional authority combined with demands for public services that are more responsive to diverse cultural and social identities.
This book provides firm evidence that learning in the school as a workplace is about much, much more than “cognitive” knowledge of the curriculum, teaching skills, and so on. From research on new teachers, by teachers themselves, on a scale rarely seen before, this book provides evidence that we need to pay more attention to the emotional, relational, ethical, material, structural and temporal dimensions of the teaching experience. Based on a series of in-depth interviews, the book reveals the complexity of learning in a professional context and gives some basic truths about what really matters in teaching.
Edited by Susan Capel, Brunel University, UK, Marilyn Leask, Improvement and Development Agency, UK and Tony Turner, Formerly of Institute of Education, University of London, UK
International trends, challenges and ways forward
This collection of work by leading international scholars in the field makes a unique contribution to understanding both how these changes are impacting on teaching and how teachers might change their practice for the better. The central premise of the book is that if research is going to be helpful in improving professional learning and the quality of teachers’ practice, the full potential of three broad approaches to research on teacher professionalism needs to be brought to bear on these issues:
But as the author shows, professional standards, in particular, tend to be constructed solely on cognitive grounds: yet the evidence suggests that the experience of teachers is predominantly emotional and relational in nature. There is a real mismatch between what is happening and what should be happening. Becoming a teacher is a process of a developing self-identity. An identity which can be understood and explained through this range of dimensions and their interrelationships. With this book, at last teachers and teacher educators can begin to understand this complex developmental process. November 2009: 176pp Hb: 978-0-415-49339-0: $150.00 Pb: 978-0-415-49340-6: $41.95 www.routledge.com/9780415493406 £75.00
£21.99
• Research on the changing political and social context of professional work and practice
Series: Learning to Teach in the Secondary School A sound and practical introduction to the knowledge and skills needed to qualify as a teacher, the 5th edition of Learning to Teach in the Secondary School is designed to help you develop the qualities that lead to good practice and a successful future in education. It retains its focus on evidence-based practice and supporting theory which provide a framework for student teachers to critically reflect on their own learning and performance. Features include: • Annotated further reading at the end of units • A glossary including abbreviations • A guide to writing successful assignments
The companion website resources include: • Additional units that independently focus on education in Wales and Northern Ireland • Appendices explaining the implications of Every Child Matters and Safe Working Practice initiatives • Unit summaries, key topics and further reading, highlighted in PowerPoint slides for lecturers
• Research on the working lives and lived experiences of teachers
• Weblinks to useful resources for each unit
• Research on how teachers’ professional practices might be enhanced
• Editable tables and figures from some units • Sample units
February 2009: 256pp Hb: 978-0-415-46777-3: $140.00 Pb: 978-0-415-46778-0: $42.95 eBook: 978-0-203-88726-4 www.routledge.com/9780415467780
This core text accompanies the subject-specific Learning to Teach in the Secondary School Series and is an essential purchase for every aspiring secondary school teacher.
£75.00
£22.99
June 2009: 544pp Hb: 978-0-415-49532-5: $100.00 Pb: 978-0-415-47872-4: $45.95 www.routledge.com/9780415478724 £60.00
£23.99
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STUDENT TEACHING AND TEACHER EDUCATION
3RD EDITION
NEW
FORTHCOMING
Supporting Teaching and Learning in Schools
Policy and Politics in Teacher Education
A Handbook for Higher Level Teaching Assistants
International Perspectives
Edited by Sarah Younie, De Montfort University, UK, Susan Capel, Brunel University, UK and Marilyn Leask, The Teacher Training Agency, UK
Edited by John Furlong, University of Oxford, UK, Marilyn Cochran-Smith, Boston College, US and Marie Brennan, University of South Australia, Australia
This is an accessible, userfriendly handbook designed to provide practical guidance and ideas to support Higher Level Teaching Assistants (HLTAs). It covers the knowledge and skills needed by HLTAs to work effectively with students, teachers, parents and other professionals concerned with the well-being of children. The text is illuminated with examples of existing good practice, and a range of tried-and-tested strategies to help HLTAs develop in all aspects of their work. It provides essential background knowledge, together with a range of activities designed to support learning, examining: • The roles of the HLTA and teacher respectively, and interactively • Classroom management and interactions with students • Students differences • The place of the HLTA within the school community • Professional development.
The book can be used alongside the popular Learning to Teach in the Secondary School series, which gives detailed examples of theory and practice about teaching and learning for trainee teachers. It is an invaluable resource for current and prospective HLTAs working across a wide range of subjects.
During the last 20 years, governments around the world have paid increasing attention to the recruitment, preparation, and retention of teachers. Teacher supply and teacher quality have become significant policy issues, taken up by policy-makers at the highest levels. This is because teachers are now seen by many governments as the “lynch-pin” of educational, economic and social reform. This volume grew out of a recognition by the Editors of the growing significance of teacher education policy and a curiosity about international trends and differences. The book brings together nine papers from leading academics around the world: from the U.K. (England and Scotland), the U.S., Australia, Singapore and Belgium, plus a joint paper comparing Namibia and the U.S. Taken together, the papers reveal the complexities and contradictions of international trends. On the one hand, they demonstrate that there is indeed a common direction of travel along the lines encouraged by international bodies such as the OECD. At the same time however, the papers also reveal important differences among countries in terms of how they are addressing common aspirations as well as some apparent contradictions within the policies of individual nations. This book was published as a special issue of Teachers and Teaching. June 2009: 272pp Hb: 978-0-415-48338-4: $150.00 www.routledge.com/9780415483384
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 E. Demers, Associate Editor, Boston College, US
Co-Published by Routledge and the Association of Teacher Educators This Handbook was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then—and continues to be— the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: • Stimulates a broad conversation about foundational issues. • Brings multiple perspectives to bear. • Provides new specificity to topics that have been undifferentiated in the past. • Includes diverse voices in the conversation.
The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions:
£75.00
February 2009: 208pp Pb: 978-0-415-35884-2: $31.95 eBook: 978-0-203-00678-8 www.routledge.com/9780415358842
• What’s the Point?: The Purposes of Teacher Education
£16.99
• What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments • Where Should Teachers Be Taught? Settings and Roles in Teacher Education • Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention • Does Difference Make a Difference? Diversity and Teacher Education • How Do People Learn to Teach? • Who’s in Charge? Authority in Teacher Education • How Do We Know What We Know? Research and Teacher Education • What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education February 2008: 1392pp Hb: 978-0-8058-4776-5: $225.00 Pb: 978-0-8058-4777-2: $89.95 eBook: 978-0-203-93869-0 www.routledge.com/9780805847772 £125.00
£50.00
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STUDENT TEACHING AND TEACHER EDUCATION
Studying Teacher Education
FORTHCOMING
NEW
The Report of the AERA Panel on Research and Teacher Education
Priorities in Teacher Education
How to be a Brilliant Teacher
The 7 Key Elements of Pre-Service Preparation
Trevor Wright, University of Worcester, UK
Edited by Kenneth M. Zeichner, University of Wisconsin at Madison, US and Marilyn CochranSmith, Boston College, US
Clare Kosnik and Clive Beck, both at the University of Toronto, Canada
Published for the American Educational Research Association by Routledge
Good teacher education not only enhances the understanding and skills of new teachers, but increases the likelihood of them staying in the profession. In this book, Kosnik and Beck argue that teacher preparation should be given sharper focus, identifying seven priority areas
2005: 816pp Hb: 978-0-8058-5592-0: $185.00 Pb: 978-0-8058-5593-7: $89.95 www.routledge.com/9780805855937 £95.00
£55.00
NEW
• Program planning
Teacher Education and the Struggle for Social Justice Kenneth M. Zeichner, University of Wisconsin at Madison, US “Clear, articulate, and cogent...[Zeichner] exhibits a commitment to a vision of social justice that rightly demands the very best both from society and from those of us who work in schools, communities, and teacher education institutions.” —Michael W. Apple, From the Foreword, University of Wisconsin at Madison In this selection of his work from 1991-2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society. A major theme that comes up in different ways across the chapters is Zeichner’s belief that the mission of teacher education programs is to prepare teachers in ways that enable them to successfully educate everyone’s children. A second theme is an argument for a view of democratic deliberation in schooling, teacher education, and educational research where members of various constituent groups have genuine input into the educational process.
• Student assessment • Classroom organization and community • Inclusive education • Subject content and pedagogy • Professional identity • A vision for teaching
Long-time teacher education instructors and researchers themselves, the authors identified these priorities through literature-based research and the findings of a three year study following twenty two graduates through their first years of teaching. Packed with examples and quotes about these experiences, the book is broken down into seven chapters, each focusing on one of the seven priorities and containing a case study of one teacher whose experiences embody the priority being discussed. As the chapters progress, the authors increasingly demonstrate the interplay between the seven priorities, showing that none of them can be pursued in isolation, and building a comprehensive base of essential knowledge for beginning teachers. Teacher educators will find Priorities in Teacher Education a key guide to pre-service preparation, while new and student teachers will benefit enormously from reading the “front line” accounts of their contemporaries. May 2009: 192pp Hb: 978-0-415-48126-7: $150.00 Pb: 978-0-415-48127-4: $33.95 www.routledge.com/9780415481274 £75.00
£17.99
Teacher Education and the Struggle for Social Justice is directed to teacher educators and to policy makers who see teacher education as a critical element in maintaining a strong public education system in a democratic society. April 2009: 224pp Hb: 978-0-8058-5865-5: $135.00 Pb: 978-0-8058-5866-2: $41.95 eBook: 978-0-203-87876-7 www.routledge.com/9780805858662 £75.00
£23.99
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This cheerful and accessible book is packed with direct and practical advice drawn from the author’s extensive and successful personal experience as teacher-trainer, teacher and examiner. It sets out clear and practical guidelines to support and enhance your teaching skills. How to be a Brilliant Teacher is aimed at teachers who want to develop their careers, or just be better teachers, by monitoring their own improvement. In order to do this, they may need to re-connect with theory, to consider their own practice explicitly, and to begin to see themselves as researchers. This book suggests how to get started. It is anecdotal and readable, and may be dipped into for innovative lesson ideas or read cover-to-cover as a short, enjoyable course which discovers exciting principles in successful, practical experience. Chapters cover: • Creative planning • Managing learning, managing classrooms • Issues in literacy • The paradox of inspirational teaching • Differentiation • Career planning and development. November 2008: 176pp Hb: 978-0-415-41107-3: $120.00 Pb: 978-0-415-41108-0: $31.95 www.routledge.com/9780415411080 £60.00
£15.99
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STUDENT TEACHING AND TEACHER EDUCATION
NEW
Learning in School-University Partnership Sociocultural Perspectives Amy B. M. Tsui, Gwyn Edwards, Fran LopezReal, Tammy Kwan, Doris Law, Philip Stimpson, Rosina Tang and Albert Wong, all at the Chinese University of Hong Kong, Hong Kong This volume looks at school-university partnerships from sociocultural perspectives of learning that view participation in social practice as fundamental to the process of learning. Its two major themes—schooluniversity partnership and sociocultural and social theories of learning—have both been treated extensively in the literature. It is the bringing together of these two themes that makes this book unique. In this examination of an evolving model of schooluniversity partnership, the Unified Professional Development Project in Hong Kong, the authors analyze the learning that takes place as the participants—student-teachers, mentor teachers, and university supervisors—mutually engage in the enterprise of improving teaching and learning in schools, developing shared practices, and creating new communities of practice. Although it describes one specific context, the book is not just about this locale. Rather, the Unified Professional Development Project is used as a context for theorizing more generally a social theory of learning for schooluniversity partnerships that is relevant to any other similar context. This book will interest teacher educators, researchers in teacher education and teacher development, policy makers, and school practitioners who are involved in school-university partnerships. October 2008: 200pp Hb: 978-0-8058-5316-2: $125.00 eBook: 978-0-203-89100-1 www.routledge.com/9780805853162 £70.00
Reform, Inclusion and Teacher Education
Enacting a Pedagogy of Teacher Education
Towards a new era of special education in the Asia-Pacific Region
Values, Relationships and Practices
Edited by Christine Forlin, Institute of Education, Hong Kong and Ming-Gon John Lian, University of Hong Kong, Hong Kong This ground breaking book considers current perspectives on special education reform in the Asia-Pacific region. It has a major focus on a new era of special education, and how this relates to education reform towards inclusive education. With major changes being proposed under current educational reform and confusion as to how to instigate these measures, this book provides ways to better prepare teachers. It is helpfully divided into three different sections of education reform: •“Education Reform in the Asia-Pacific region” reviews broad trends and issues in special education across the region, including Taiwan, Korea, Australia, India, China and Hong Kong. •“Preparing Teachers to work in Inclusive Classrooms” focuses on curricula and pedagogical practices for teacher education. This section considers different approaches to preparing teachers such as crosscategorical, collaborative, innovations, and the impact of teachers’ attitudes, perceptions and concerns on inclusion. • “Effective Special & Inclusive Practices” draws upon evidence-based research to provide best practice models to assist in developing inclusive school communities.
Each section addresses a list of objectives and questions; suggests best practice pedagogy; and concludes with a support section with useful websites and suggested professional development activities. This book will interest teachers, teacher educators, university lecturers in education and post graduate students. August 2008: 272pp Hb: 978-0-415-46448-2: $145.00 Pb: 978-0-415-46447-5: $44.95 www.routledge.com/9780415464475 £80.00
£24.99
Edited by Tom Russell, Queen’s University, Canada and John Loughran, Monash University, Australia This book focuses on how individuals enact pedagogy in the context of teacher education. 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 focuses on enacting educational and pedagogical values in personal practice and developing the interpersonal relationships that are so essential to quality teaching and learning. 2007: 208pp Hb: 978-0-415-41899-7: $150.00 Pb: 978-0-415-41900-0: $42.95 eBook: 978-0-203-96244-2 www.routledge.com/9780415419000 £75.00
£22.99
Language, Culture, and Community in Teacher Education Edited by María Estela Brisk, Boston College, US
Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. 2007: 432pp Hb: 978-0-8058-5697-2: $80.00 Pb: 978-0-8058-5698-9: $29.95 www.routledge.com/9780805856989 £45.00
£19.99
Becoming a Teacher through Action Research Process, Context, and Self-Study Donna Kalmbach Phillips and Kevin Carr, both at George Fox University, US 2006: 232pp Pb: 978-0-415-95237-8: $39.95 www.routledge.com/9780415952378 £20.99
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College Study Skills
STUDENT TEACHING AND TEACHER EDUCATION
Race, Culture, and Schooling Identities of Achievement in Multicultural Urban Schools Peter C. Murrell, Jr., Northeastern University, US 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, and it provides an accessible, practice-oriented culturally responsive framework for teachers in American schools. 2007: 232pp Hb: 978-0-8058-5537-1: $69.95 Pb: 978-0-8058-5538-8: $24.50 eBook: 978-1-4106-1748-4 www.routledge.com/9780805855388 £75.00
INDEX
A AACTE Committee on Innovation and Technology, The ...........3 Abell, Sandra K. ....................................................................13 Achieving Success through Academic Assertiveness ..............28 Alderman, M. Kay ...................................................................5 Algebra in the Early Grades...................................................17 Alleman, Janet ......................................................................25 Allen, David Scott..................................................................18 Anderson, Ronald D. ...............................................................3 Andrews, Jane.......................................................................14 Andrzejewski, Julie ................................................................24 Appelbaum, Peter .............................................................9, 18 Arends, Richard I. ....................................................................2 Armour-Thomas, Eleanor.......................................................18 Art of Teaching Science, The .................................................12 Artzt, Alice F..........................................................................18 Au, Wayne ............................................................................10 Aulls, Mark W. ........................................................................5 Autio, Tero ..............................................................................9 Ayers, William .........................................................................9
B
£21.99
Urban Teacher Education and Teaching Innovative Practices for Diversity and Social Justice Edited by R. Patrick Solomon, York University, Canada and Dia N. R. Sekayi, Walden University, US This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. 2007: 280pp Hb: 978-0-8058-5501-2: $135.00 Pb: 978-0-8058-5502-9: $32.50 £75.00
Back to the Basics of Teaching and Learning ...........................2 Baek, John Y. ........................................................................13 Balderstone, David ................................................................21 Baltodano, Marta ..................................................................24 Ban, Ruth ................................................................................4 Barton, Keith C. ....................................................................25 Basics of English Usage, The..................................................28 Basics of Essay Writing, The ..................................................28 Basics of Essay Writing, Pocket Edition, The ..........................28 Basterra, Maria del Rosario......................................................1 Beck, Clive ............................................................................31 Becoming a Reflective Mathematics Teacher..........................18 Becoming a Teacher through Action Research.......................32 Bell, Lee Anne .................................................................23, 24 Black, Laura...........................................................................14 Blakemore, Louise .................................................................26 Blank, William .........................................................................4 Blanton, Maria L..............................................................16, 17 Bloom, Jeffrey W. ..................................................................11 Boyle-Baise, Marilynne...........................................................23 Brennan, Marie .....................................................................30 Bringing Knowledge Back In..................................................10 Bringing Out the Algebraic Character of Arithmetic ..............18 Brinkerhoff, Jonathan............................................................20 Brisk, María Estela .................................................................32 Brizuela, Barbara M...............................................................18 Brophy, Jere...........................................................................25 Brown, Tony ..........................................................................20 Brumbaugh, Douglas K. ........................................................20 Bruna, Katherine Richardson .................................................13
£19.99
C Learning to Teach Inclusively Student Teachers’ Classroom Inquiries Celia Oyler, Teachers College, Columbia University, US 2006: 184pp Hb: 978-0-8058-5430-5: $62.95 Pb: 978-0-8058-5431-2: $23.95 eBook: 978-1-4106-1393-6 www.routledge.com/9780805854312 £42.50
£14.99
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Callis, Sandra ........................................................................18 Campbell, Stephen R.............................................................18 Capel, Susan ...................................................................29, 30 Carr, Kevin ............................................................................32 Carraher, David W. ..........................................................17, 18 Castañeda, Martha..................................................................4 Cedric, Cullingford ..................................................................1 Celedçn-Pattichis, Sylvia ........................................................20 Changing Teacher Professionalism .........................................29 Chazan, Daniel......................................................................18 Children’s Books for Grown-Up Teachers.................................9 Chorost, Michael...................................................................12 Civic Education for Diverse Citizens in Global Times ..............26 Clegg, Brian ..........................................................................13 Clements, Ann C...................................................................26 Clements, Douglas H.......................................................15, 16 Clifford, Patricia ..................................................................2, 9 Cochran-Smith, Marilyn ..................................................30, 31
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Cohen, Robert.......................................................................22 Commins, Nancy L. .................................................................3 Complexity and Education.....................................................10 Constructivist Instruction .........................................................6 Contexts of Learning (series)..................................................20 Contexts of Learning Mathematics and Science.....................20 Controversy in the Classroom ................................................20 Contzius, Ari .........................................................................26 Corbett, H. Dickson...............................................................27 Creating a Classroom Community of Young Scientists ...........11 Creating and Sustaining Arts-Based School Reform ...............27 Creativity in the Classroom ......................................................1 Cremin, Teresa ......................................................................26 Cribb, Alan............................................................................29 Critical Essays on Major Curriculum Theorists ..........................9 Critical Pedagogies of Consumption ........................................6 Critical Social Thought (series) .........................................10, 20 Critical Thinking ....................................................................28 Crockett, Michele D. ...............................................................3 Cross-Cultural Studies in Curriculum........................................9 Cruz, Barbara C. .....................................................................4 Cultural Validity in Assessment ................................................1 Culturally Responsive Mathematics Education .......................15 Culturally Specific Pedagogy in the Mathematics Classroom ..19 Culture and Teaching ..............................................................3 Culture in School Learning ......................................................2 Cultures of Curriculum ............................................................8 Curcio, Frances R...................................................................18 Curriculum and Imagination ..................................................10 Curriculum Development in the Postmodern Era ...................10 Curriculum in Abundance........................................................9 Curriculum Studies Handbook — The Next Moment ...............8 Curriculum Studies Reader, The ...............................................6 Curriculum, Syllabus Design and Equity ...................................7 Curry, Carol.............................................................................2 Czerniak, Charlene................................................................14
D Dantas, Maria Luiza.................................................................1 David Fulton / Nasen (series)..................................................20 Davis, Brent.......................................................................5, 10 Delcourt, Marcia A. B. .............................................................5 Dembo, Myron H. .................................................................28 Demers, Kelly E. ....................................................................30 DePree, Julie..........................................................................20 Desai, Dipti............................................................................23 Developmental Cognitive Science Goes to School .................10 Dias, Michael.........................................................................12 DiGiano, Chris.......................................................................12 Doing History ........................................................................25 Dowson, Pam..........................................................................4 Duffy, Thomas M.....................................................................6
E Eakin, Angela ..........................................................................2 Early Childhood Mathematics Education Research .................15 Educating Learning Technology Designers .............................12 Education and Hope in Troubled Times ...................................6 Education in Political Science.................................................20 Education, Science and Truth ................................................10 Educational Psychology Series (series) ......................................5 Edwards, Gwyn .....................................................................32 Embracing Mathematics ........................................................18 Embracing Reason.................................................................18 Enacting a Pedagogy of Teacher Education ...........................32 Engaging Minds ......................................................................5 English, Lyn D........................................................................19 Eppert, Claudia .......................................................................9 Epstein, Terrie..................................................................22, 24 Erben, Tony .............................................................................4 Evans, Julie............................................................................27
33
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INDEX
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I
Feasey, Rosemary ..................................................................11 Feiman-Nemser, Sharon.........................................................30 Feldman, Evan.......................................................................26 Field Guide to Student Teaching in Music, A .........................26 Flinders, David J. .....................................................................6 Forlin, Christine .....................................................................32 Foundations for the Future in Mathematics Education...........20 Friesen, Sharon....................................................................2, 9 Fruja, Ramona .......................................................................21 Furlong, John ........................................................................30
G Gardella, Francis J..................................................................19 Garner, Philip ..........................................................................7 Gearon, Liam ........................................................................21 Gender and Teaching ..............................................................3 Gender in the Classroom.........................................................5 Gerwin, David .................................................................22, 23 Getting Science .....................................................................13 Gewirtz, Sharon ....................................................................29 Giarelli, James M. ..................................................................26 Gifford, Sue...........................................................................14 Gillard, Linda.........................................................................14 Global Perspectives in the Geography Curriculum .................24 Goble, J. Scott.......................................................................27 Goff, Emma ..........................................................................26 Goldman, Shelley ..................................................................12 Gomez, Kimberley.................................................................13 Greenhough, Pamela.............................................................14 Greer, Brian ...........................................................................15 Gresham, Regina Harwood ...................................................20 Grossman, David L. .................................................................3 Gruenewald, David A. ...........................................................10
H Haddon, John........................................................................27 Hamilton, Eric........................................................................20 Hamlin, Jessica ......................................................................23 Handbook of Design Research Methods in Education............13 Handbook of International Research in Mathematics Education............................................................................19 Handbook of Research in Social Studies Education................25 Handbook of Research on Science Education ........................13 Handbook of Research on Teacher Education........................30 Handbook of Social Justice in Education..................................9 Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators ...............................................................3 Harlen OBE, Wynne...............................................................12 Hassard, Jack.........................................................................12 Hatton, Christine...................................................................27 Heilman, Elizabeth E..............................................................21 Herbel-Eisenmann, Beth A.....................................................17 HernĂĄndez-Gantes, Victor M. ..................................................4 Hess, Diana E. .......................................................................20 Hextall, Ian ............................................................................29 Hicks, Wynford......................................................................28 History as Image, Image as History ........................................23 Hofstra New Teachers Network .............................................26 Hollins, Etta R..........................................................................2 Home-School Connections in a Multicultural Society ...............1 Hopkins, Christine .................................................................14 Houssart, Jenny .....................................................................20 How to be a Brilliant Teacher ................................................31 Howie, Sarah J. .....................................................................20 Hughes, Martin .....................................................................14 Hui, Ming-Fai ..........................................................................3
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Impact of Reform Instruction on Student Mathematics Achievement, The .............................................................17 Improving Learning (series)................................................5, 29 Improving Practice (TLRP) (series).......................................2, 14 Improving Primary Mathematics ............................................14 Improving Subject Teaching.....................................................5 Improving Teacher Education through Action Research ...........3 Improving Teachers’ Learning and Professional Development ....................................................................29 Inquiry in Education, Volume I.................................................5 Inquiry in Education, Volume II ................................................5 Inside the Social Studies Classroom .......................................25 Instructional Strategies for Middle and High School ................5 Instrumental Music Education ...............................................26 Interdisciplinary Education in the Age of Assessment ..............4 Interpreting National History .................................................24 Introducing Difficult Mathematics Topics in the Elementary Classroom .........................................................................19 Introduction to Assessment in Science Education ..................11 Ireson, Gren ..........................................................................12
J Jakobi, Anja P. .......................................................................20 Jardine, David W. ................................................................2, 9 Joseph, Pamela Bolotin............................................................8 Jumpstart! (series) ...........................................................11, 26 Jumpstart! Drama .................................................................26 Jumpstart! Science ................................................................11
K Kaput, James J. ...............................................................17, 20 Kaufman, Douglas...................................................................4 Keiper, Timothy A....................................................................5 Kelly, Anthony E. ...................................................................13 Kelly, Steven ..........................................................................27 Kennedy, Anne........................................................................1 Kersaint, Gladis .......................................................................4 Key Concepts for Understanding Curriculum ...........................7 Kilcher, Ann.............................................................................2 Kitchen, Richard S. ................................................................20 Klinger, Rita...........................................................................26 Knighton, Barbara .................................................................25 Knuth, Eric J. .........................................................................16 Kosnik, Clare.........................................................................31 Krajcik, Joseph ......................................................................14 Kwan, Tammy .......................................................................32
L Lambert, David......................................................................21 Language, Culture, and Community in Teacher Education .....32 Language, Culture, and Teaching Series (series).................1, 13 Languages of Education ..........................................................8 Larson, Bruce E. ......................................................................5 Law, Doris .............................................................................32 Leach, John .............................................................................5 Learning and Teaching Early Math.........................................16 Learning and Teaching with Maps .........................................25 Learning in School-University Partnership ..............................32 Learning to Teach Citizenship in the Secondary School..........21 Learning to Teach Geography in the Secondary School .........21 Learning to Teach in the Secondary School ...........................29 Learning to Teach in the Secondary School Series (series) ..............................................................21, 29 Learning to Teach Inclusively .................................................33 Learning, Creating, and Using Knowledge...............................7 Leask, Marilyn .................................................................29, 30 Lederman, Norman G............................................................13 Lehman, Michael...................................................................18 Leonard, Jacqueline...............................................................19
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Lesh, Richard A. ..............................................................13, 20 Levstik, Linda S......................................................................25 Lian, Ming-Gon John.............................................................32 Liebling, Henry ......................................................................20 Linguistic Diversity and Teaching .............................................3 Liston, Daniel P. .......................................................................3 Liu, Xiufeng...........................................................................11 Lloyd, Gwendolyn M. ............................................................17 Lopez-Real, Fran....................................................................32 Losing Heart............................................................................6 Loughran, John .....................................................................32 Lovesy, Sarah.........................................................................27 Luce-Kapler, Rebecca...............................................................5 Luke, Allen ..............................................................................7 Lutch, Mitchell Bryan.............................................................26
M Maher, Frances A. ...................................................................3 Mahony, Pat ..........................................................................29 Malewski, Erik .........................................................................8 Manning, Maryann..................................................................3 Manyak, Patrick C. ..................................................................1 Mark, Michael L. ...................................................................26 Marsh, Colin J. ........................................................................7 Martens, Kerstin....................................................................20 Martin, Danny Bernard....................................................16, 18 Mathematical Literacy ...........................................................17 Mathematical Relationships in Education...............................14 Mathematics and Teaching......................................................3 Mathematics Education at Highly Effective Schools That Serve the Poor ..................................................................20 Mathematics in the Primary School .......................................14 Mathematics Success and Failure Among African-American Youth................................................................................18 Mathematics Teachers at Work..............................................17 Mathematics Teaching, Learning, and Liberation in the Lives of Black Children...................................................................16 Mattson, Rachel ..............................................................22, 23 McDonald, Roger ..................................................................26 McGuinness, Carol ..................................................................2 McIntyre, D. John ..................................................................30 McKernan, James ..................................................................10 McKinney, Monica B..............................................................27 McLaren, Peter ........................................................................6 McNally, James ......................................................................29 McVarish, Judith....................................................................20 Mendick, Heather..................................................................14 Meyer, Richard J. .....................................................................3 Millar, Robin ............................................................................5 Miramontes, Ofelia B. .............................................................3 Missias, Matthew ..................................................................21 Moon, Jennifer......................................................................28 Moss, David M. .......................................................................4 Motivation and Learning Strategies for College Success ........28 Motivation for Achievement....................................................5 Move On Maths Ages 9-11 ...................................................15 Move on Maths! (series)........................................................15 Move On Maths! Ages 7-9....................................................15 Mukhopadhyay, Swapna .......................................................15 Murrell, Jr., Peter C................................................................33 Music Education....................................................................28
N Nejadmehr, Rasoul ................................................................10 Nelson, Tamara Holmlund .......................................................1 Nelson-Barber, Sharon ...........................................................15 Noblit, George W. .................................................................27 Novak, Joseph D. ....................................................................7 Number Theory in Mathematics Education ............................18
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INDEX
O Origins of Mathematical Knowledge in Childhood, The.........18 Ortiz, Enrique ........................................................................20 Osborn, Terry A. ......................................................................4 Osborne, Jonathan ..................................................................5 Oyler, Celia............................................................................33
P Parker, Walter C. ...................................................................21 Pepperell, Sandy....................................................................14 Perspectives on Supported Collaborative Teacher Inquiry .........1 Petkova, Mariana ....................................................................4 Phillips, Donna Kalmbach ......................................................32 Philpott, Chris .......................................................................27 Pinar, William F. .......................................................................9 Place-Based Education in the Global Age ..............................10 Plomp, Tjeerd ........................................................................20 Policy and Politics in Teacher Education .................................30 Powell, Arthur B. ...................................................................15 Practical Guide to Teaching Music in the Secondary School, A ............................................................................27 Priorities in Teacher Education ...............................................31
Q, R Qualter, Anne........................................................................12 Quinn, Therese........................................................................9 Race, Culture, and Schooling.................................................33 Ragland, Rachel G.................................................................22 Ratcliffe, Mary.........................................................................5 Raudenbush, Stephen ...........................................................10 Reading and Teaching .............................................................3 Really Useful Creativity Book, The............................................4 Really Useful Elementary Science Book, The ..........................11 Really Useful Maths Book, The ..............................................20 Really Useful Series (series) ................................................4, 20 Reflective Teaching ..................................................................3 Reflective Teaching and the Social Conditions of Schooling Series (series) ......................................................................3 Reform, Inclusion and Teacher Education ..............................32 Religion and Teaching .............................................................3 Remillard, Janine T.................................................................17 Researching History Education...............................................25 Rex, Lelsey A. ..........................................................................2 Roaf, Caroline .......................................................................20 Rock, David ...........................................................................20 Romberg, Thomas A. ............................................................17 Roth, Wolff-Michael ..............................................................11 Routledge International Studies in the Philosophy of Education (series) ..............................................................10 Routledge Key Guides (series)..................................................7 Routledge Research in Education (series).................1, 3, 14, 27 Routledge Teaching Guides (series)........................................27 Routledge/ECPR Studies in European Political Science (series) .....................................................20 Rubin, Beth C........................................................................26 Russell, Tom ..........................................................................32 Rutgers Invitational Symposium on Education Series (series) ..26
S Sadker, David ..........................................................................5 Salway, Leida.........................................................................14 Sandlin, Jennifer A. .................................................................6 Sarama, Julie ....................................................................15,16 Schiller, Laura ..........................................................................2 Schliemann, Analucia D.........................................................18 Science Education for Gifted Learners ...................................13 Science Education from People for People.............................11 Science Knowledge for Primary Teachers ...............................14 Science Learning, Science Teaching .......................................12 Scott, David.............................................................................9
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Sekayi, Dia N. R.....................................................................33 Seli, Helena ...........................................................................28 Settlage, John .......................................................................14 Shafer, Mary C. .....................................................................17 Shapiro, H. Svi.........................................................................6 Sharp, Brian ..........................................................................19 Sheehy, Noel ...........................................................................2 Shore, Bruce M. ......................................................................5 Silber, Ellen S...........................................................................5 Singer, Alan J. .......................................................................26 Slattery, Patrick......................................................................10 Slavit, David ............................................................................1 Smith, Gregory A. .................................................................10 Social Justice, Peace, and Environmental Education...............24 Social Studies and Diversity Teacher Education ......................21 Social Studies for Secondary Schools .....................................26 Social Studies for the Twenty-first Century ............................23 Social Studies Today ..............................................................21 Sociocultural, Political, and Historical Studies in Education Se (series) ...........................................................6 Solano-Flores, Guillermo..........................................................1 Solomon, R. Patrick ...............................................................33 Solomon, Yvette..............................................................14, 17 Sophian, Catherine................................................................18 Southerland, Sherry A. ..........................................................14 Special Educational Needs: The Key Concepts .........................7 Standish, Alex .......................................................................24 Starko, Alane Jordan ...............................................................1 Statistical Literacy at School...................................................18 Stein, Nancy L. ......................................................................10 Stimpson, Philip.....................................................................32 Stovall, David ..........................................................................9 Studies in Curriculum Theory Series (series) ..........................8-9 Studies in Mathematical Thinking and Learning Series (series) ..........................................15-18 Studying Teacher Education...................................................31 Stylianou, Despina A. ............................................................16 Subjectivity, Curriculum, and Society .......................................9 Sumara, Dennis.................................................................5, 10 Supporting Mathematical Thinking........................................20 Supporting Teaching and Learning in Schools........................30 Symcox, Linda .......................................................................24
T Taber, Keith S. .......................................................................13 Tallant, Peter .........................................................................14 Tang, Rosina..........................................................................32 Taubman, Peter M...................................................................8 Taylor, John ...........................................................................15 Teacher Education and the Struggle for Social Justice............31 Teachers’ Library (series) ..........................................................7 Teaching American History Project, The .................................22 Teaching and Learning in Science (series) ..............................11 Teaching and Learning Proof Across the Grades ....................16 Teaching By Numbers ..............................................................8 Teaching English Language Learners across the Curriculum (series) ..............................................................4 Teaching English Language Learners in Career and Technical Education Programs ............................................................4 Teaching English Language Learners through Technology........4 Teaching Experience, The ........................................................1 Teaching for Student Learning.................................................2 Teaching Mathematics to English Language Learners ..............4 Teaching Middle School Mathematics....................................20 Teaching Music in American Society ......................................27 Teaching of Science in Primary Schools, The..........................12 Teaching Reading Shakespeare..............................................27 Teaching Science in Elementary and Middle School ...............14 Teaching Science to Every Child.............................................14 Teaching Secondary Mathematics..........................................20 Teaching Social Studies to English Language Learners .............4 Teaching U.S. History.............................................................22 Teaching U.S. History as Mystery ...........................................22 Teaching World History as Mystery ........................................23
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Teaching/Learning Social Justice (series)...........................23, 24 Thinking Lessons for Thinking Classrooms ...............................2 Thirty Three Ways to Help with Numeracy.............................19 Thirty Three Ways to Help with.... (series)..............................19 Thompson, Denisse R. .............................................................4 Thornton, Stephen J............................................................4, 6 Tobias, Sigmund ......................................................................6 Transforming Teaching (series).........................................20, 22 Tröhler, Daniel .........................................................................8 Trumbull, Elise .........................................................................1 Tsui, Amy B. M. .....................................................................32 Turk, Diana............................................................................22 Turner, Tony...........................................................................29 Tyson, Cynthia A. ..................................................................25
U, W Unequal By Design ................................................................10 Urban Teacher Education and Teaching .................................33 Using Discourse Analysis to Improve Classroom Interaction .....2 Wang, Hongyu ........................................................................9 Warburton, Nigel ..................................................................28 Ward, Janie Victoria ................................................................3 Watson, Anne .......................................................................20 Watson, Jane M. ...................................................................18 Wellington, Jerry ...................................................................12 What’s So Important about Music Education? .......................27 Where’s the Wonder in Elementary Math? ............................20 Wiegand, Patrick ...................................................................25 Wilson, Bruce L. ....................................................................27 Winter, Jan............................................................................14 Woestman, Kelly A................................................................22 Wolf, Klaus Dieter .................................................................20 Wong, Albert ........................................................................32 Work of Language in Multicultural Classrooms, The ..............13 Worldliness of a Cosmopolitan Education, The ........................9 Wright, Trevor .......................................................................31 Wyse, Dominic ........................................................................4
Y, Z Yee, Wan Ching ....................................................................14 Young at Art .........................................................................27 Young Citizens of the World .................................................23 Young, Michael F.D. ..............................................................10 Younie, Sarah ........................................................................30 Zazkis, Rina ...........................................................................18 Zeichner, Kenneth M. ........................................................3, 31 Zevin, Jack ......................................................................22, 23
35
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