Routledge Education
New Titles and Key Backlist
Teacher Education
2008/2009
www.routledge.com/education
TEACHER EDUCATION 2008/2009 TA B L E O F C O N T E N T S
HIGHLIGHTS
Methods, Curriculum and Instruction .....1 Field Experience, Student Teaching and Teacher Research ...........................7 Teacher Education................................11 Index ....................................................14 Order Form ..........................................16 The Easy way to order Ordering online is fast and efficent, simply follow the on-screen instructions and your order will be sent to our distributors for immediate dispatch.
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METHODS, CURRICULUM AND INSTRUCTION
METHODS, CURRICULUM AND INSTRUCTION
NEW
2nd Edition
Back to the Basics of Teaching and Learning
FORTHCOMING
2nd Edition
Cultures of Curriculum
“Thinking the World Together” Da v id W. J a r din e, University of Calgary, Canada, Pa t r icia Cliffor d, Galileo Educational Network Association, and S h a r on Fr iesen, Galileo Educational Network Association and University of Calgary, Canada
Pa m ela Bolot in J oseph , University of Washington at Bothell, US 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.
“To read this book is to be transformed. I invite all readers to partake of that journey.” —William E. Doll, Louisiana State University, From the Foreword
“[This book] audaciously challenges the appropriation of the idea of basics in/of education by conservative thinkers. Much of its beauty lies in its refusal to lose sight of the stubborn particulars of classroom life—real children—and sail away into the lofty clouds of theory and philosophical reflection…No one in education can read this book and be unmoved by it, nor, perhaps, be unchanged by it.”
Series: Studies in Curriculum Theory 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
—Paul Ernest, University of Exeter
Curriculum in Abundance
This book is about an ecological-interpretive image of ‘the basics.’ Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today—an image of fragmentation, isolation, and the consequent dispensing, manipulation and control of the smallest, simplest, most meaningless bits and pieces of the living inheritances that are entrusted to teachers and learners in schools. Essays detailing everyday, lived events in classrooms 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. Valuable for practicing teachers and student-teachers interested in re-imagining what is basic to their work and the work of their students, the text also provides examples of interpretive inquiry that will be helpful for graduate students and scholars in curriculum, teaching and learning who are interested in pursuing this form of research and writing.
Da v id W. J a r din e, University of Calgary, Canada and S h a r on Fr iesen, Galileo Educational Network Association and University of Calgary, Canada and Pa t r icia Cliffor d, Galileo Educational Network Association Series: Studies in Curriculum Theory March 2006: 224pp Pb: 978-0-8058-5601-9: $36.50 eBook: 978-1-4106-1436-0 £22.99
This edition is cast in a new direction, yet remains rooted in the same heartbreaking desire as the first: to win back the debate regarding ‘the basics’ from the narrow-minded version that is rampant in educational theory and practice today. June 2008: 248pp Pb: 978-0-8058-3980-7: $33.95 eBook: 978-1-4106-1774-3 www.routledge.com/9780805839807 £21.99
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METHODS, CURRICULUM AND INSTRUCTION
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators
FORTHCOMING
Handbook of Social Justice in Education Willia m C. Ayer s, University of Illinois at Chicago, US, Th er ese Qu in n, School of the Art Institute of Chicago, US and Da v id Om a t oso S t ov a ll, University of Illinois at Chicago, US
Edited by AACTE Com m it t ee on In n ov a t ion a n d Tech n olog y, US Publi shed by Routledge/Ta ylor & Fra nci s Group for the Ameri ca n Associ a ti on of Colleges for Tea cher Educa ti on
This Handbook—a comprehensive, up-to-date 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:
This Handbook addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to meaningfully integrate technology into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes:
• 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 • Youth and Social Justice in Education • Globalization: Local and World Issues in Education • The Politics of Social Justice Meets Practice: Teacher Education and School Change
• What is technological pedagogical content knowledge?
• Classrooms, Pedagogy, and Practicing Justice 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.
• Integrating technological pedagogical content knowledge into specific subject areas • Integrating technological pedagogical content knowledge into teacher education and professional development
December 2008: 779pp 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
This Handbook 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!”
£170.00
£50.00
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 £85.00
£32.50
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METHODS, CURRICULUM AND INSTRUCTION
Interdisciplinary Education in the Age of Assessment
NEW
Edited by Da v id M. Moss, University of Connecticut, US, Terry A. Osborn, Fordham University, US and Douglas Ka u fm a n , University of Connecticut, US
Supervising, Coaching, Mentoring, and Personal Tutoring Gin a Wisker , University of Brighton, UK, Ka t e Ex ley, Nottingham University, UK and Ma r ia An t on iou and Pa u lin e R idley, both at the University of Brighton, UK
Working One-to-One with Students
This book addresses a prevalent need in educational scholarship today. Many current standards-driven curricula follow strict subject-specific guidelines, leaving educators little room for interdisciplinary innovation. This book gears itself toward developing assessment models specific to interdisciplinary education, positioning itself as a seminal volume in the field and a valuable resource to educators across the disciplines. Each chapter covers a major subject area—literacy, science, math, social studies, bilingual education, foreign language, educational policy—and discusses methods of assessing integrated and interdisciplinary curriculum and instruction.
This book is written for Higher Education academics, adjuncts, teaching assistants and research students who are looking for guidance inside and outside the classroom. It is a jargon-free, practical guide to improving one-to-one teaching, covering a wide range of teaching contexts, including mentoring students and staff, supervising dissertations and how to approach informal meetings outside of lectures. Written in an engaging, accessible style and grounded in experience, this book offers a combination of practical advice backed by relevant learning theory. Featuring a wealth of case studies and useful resources, the book covers areas including:
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
• Supporting students • Encouraging independent learning
FORTHCOMING
• Mentoring coaching and personal tutoring
The Problem with Boys’ Education
• Developing peer groups and buddying programs • Dealing with diversity, difficult students and ethical dilemmas
Beyond the Backlash Edited by Wa yn e Ma r t in o and Mich a el D. Keh ler , both at the University of Western Ontario, Canada and Ma r cu s Wea v erHig h t ower , University of North Dakota, US
• Supervising the undergraduate dissertation • Supervising postgraduates in the arts, social sciences and sciences This book is a short, snappy, practical guide that covers this key element of a lecturer’s work. In the spirit of the series, it covers relevant theory that effectively informs practice.
This book offers an illuminating analysis of the theories, politics, and realities of boys’ education around the world—an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys’ education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy.
Series: Key Guides for Effective Teaching in Higher Education June 2008: 224pp Hb: 978-0-415-36530-7: $140.00 Pb: 978-0-415-36531-4: $35.95 eBook: 978-0-203-01649-7 www.routledge.com/9780415365314 £70.00
£17.99
Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education’s role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting. January 2009: 272pp Hb: 978-1-56023-682-5: $95.00 www.routledge.com/9781560236825 £60.00
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METHODS, CURRICULUM AND INSTRUCTION
2nd Edition
The Art of DiscussionBased Teaching
Engaging Minds Changing Teaching in Complex Times Br en t Da v is and Den n is S u m a r a , both at the University of Alberta, Canada and R ebecca Lu ce-Ka pler , Queen’s University, Canada
Opening Up Conversation in the Classroom J oh n Hen n in g , University of Northern Iowa, US This book offers a singular tool for practicing and pre-service K-12 teachers who want to create more open, student-centered discourse in their classrooms. John Henning guides readers through the process of creating the ideal conditions for a discussion, anticipating students’ responses, and guiding the direction of a discussion.
This book involves readers in a stimulating, informative, comprehensive exploration of teaching and learning. Prompting examinations of the complexities of learning, pedagogy, and schooling, it interrupts the assumptions and norms that frame popular understandings and refuses simplistic notions or un-resolvable 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.
Special Features Include: • Practical examples of teacher questions, student responses, and teacher follow-up moves that are associated with both open and closed discourse • Before chapter “Framing” and end of chapter “Application” discussions • Suggested topics and activities to engage the reader, including suggested further readings
July 2007: 256pp Pb: 978-0-8058-6287-4: $44.95 eBook: 978-1-4106-1690-6 www.routledge.com/9780805862874 £24.99
• A section to help teachers redesign existing lessons or plan new ones that incorporate more discussion-based teaching
Complexity and Education
• A bonus chapter with techniques for videotaping classroom interactions and discussing them in teacher study groups
Inquiries Into Learning, Teaching, and Research Br en t Da v is and Den n is S u m a ra , both at the University of Alberta, Canada
October 2007: 240pp Pb: 978-0-415-95633-8: $29.95 eBook: 978-0-203-93589-7 www.routledge.com/9780415956338 £16.99
March 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
Doing Multicultural Education for Achievement and Equity Ca r l A. Gr a n t , University of Wisconsin at Madison, US and Ch r ist in e S leet er , California State University at Monterey Bay, US This is a reader-friendly multicultural education textbook that aims to actively engage education students in critical reflection and self examination as they prepare to teach in increasingly diverse classrooms. As it promotes an understanding of the history of and need for multicultural education in U.S. schools, Carl Grant and Christine Sleeter’s book connects multicultural education to pre-service teachers’ personal and professional spaces and to an understanding of equity in school and society. February 2007: 280pp Hb: 978-0-415-95183-8: $130.00 Pb: 978-0-415-95184-5: $36.95 www.routledge.com/9780415951845 £70.00
£21.99
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METHODS, CURRICULUM AND INSTRUCTION
Volume I
Instructional Strategies for Middle and High School
Inquiry in Education The Conceptual Foundations for Research as a Curricular Imperative Ma r k W. Au lls and Br u ce M. S h or e, both at McGill University, Canada
Br u ce E. La r son and Tim ot h y A. Keiper, both at Western Washington University, US “This is a rich array of powerful strategies, and the authors explain them thoroughly. Aspiring teachers will be wise to learn them, and their students will be glad they did.”
Why should inquiry be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book pulls together more than four decades of expert opinion and research, and presents different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquirybased curricula.
- Walter C. Parker, University of Washington
This book is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies, and helps them decide how and when to use them in the classroom. Practical suggestions for integrating classroom management 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.
Series: Educational Psychology 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
January 2007: 344pp Hb: 978-0-415-95308-5: $125.00 Pb: 978-0-415-95309-2: $46.95 www.routledge.com/9780415953092 £70.00
Volume II
£25.99
Inquiry in Education Overcoming Barriers to Successful Implementation Edited by Br u ce M. S h or e and Ma r k W. Au lls, both at McGill University, Canada and Ma r cia A. B. Delcou r t , Western Connecticut State University, US 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 inquiry-based approaches. The stories reflect highly varied learning contexts ranging from infancy to university, from the classroom to a range of out-out-school contexts. Series: Educational Psychology November 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
Volume I and II Set Price Pb: 978-0-8058-6388-8: $47.00 www.routledge.com/9780805863888 £25.99
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METHODS, CURRICULUM AND INSTRUCTION
3rd Edition
2nd Edition
Motivation for Achievement
Teaching for Diversity and Social Justice
Possibilities for Teaching and Learning M. Ka y Alder m a n , University of Akron, US
Edited by Ma u r ia n n e Ada m s, University of Massachusetts, US, Lee An n e Bell, Barnard College, US and Pa t Gr iffin , University of Massachusetts, US
Understanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom:
For nearly a decade, this book has been the definitive sourcebook of theoretical foundations and curricular frameworks for social justice teaching practice. This thoroughly revised second edition continues to provide teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. It presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society. This book includes a CD-ROM with extensive appendices for participant handouts and facilitator preparation.
• Establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning • Helping students develop the tools that will enable them to be self-regulated learners and develop their potential September 2007: 360pp Pb: 978-0-8058-6048-1: $45.00 eBook: 978-1-4106-1427-8 www.routledge.com/9780805860481
April 2007: 496pp Hb: 978-0-415-95199-9: $130.00 Pb: 978-0-415-95200-2: $38.95 eBook: 978-0-203-94082-2 www.routledge.com/9780415952002
£24.99
£21.99
BESTSELLER!
Readings for Diversity and Social Justice An Anthology on Racism, Sexism, Anti-Semitism, Heterosexism, Classism, and Ableism Edited by Ma u r ia n n e Ada m s, University of Massachusetts, US, Wa r r en J . Blu m en feld, National Consortium of Directors of LGBT Resources in Higher Education, US and R osie Ca st a ñ eda , Hea t h er W. Ha ckm a n , Ma delin e L. Pet er s and Xim en a Zu n ig a, all at the University of Massachusetts, US August 2000: 536pp Hb: 978-0-415-92633-1: $130.00 Pb: 978-0-415-92634-8: $39.95 www.routledge.com/9780415926348 £75.00
£21.99
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FIELD EXPERIENCE, STUDENT TEACHING AND TEACHER RESEARCH
FIELD EXPERIENCE, STUDENT TEACHING AND TEACHER RESEARCH
FORTHCOMING
FORTHCOMING
An Interactive Guide for Teachers J oh n E. Hen n in g , J ody M. S t on e and J a m es L. Kelly, all at the University of Northern Iowa, US
Using Action Research to Improve Instruction
Doing Action Research in English Language Teaching A Guide for Practitioners An n e Bu r n s, Macquarie University, Australia “[This book is] original in approach, engaging in style and persuasive in terms of its content and structure.”
• The steps involved in developing an action research project
Action research is increasingly used as a means for teachers to improve their instruction, yet for many the idea of doing “research” can be somewhat intimidating. This engaging and accessible book offers a comprehensive, easy-to-understand approach to action research in classroom settings. It is grounded in sources of data readily available to teachers, such as classroom observations, student writing, surveys, interviews, and tests. Organized to mirror the action research process, the highly interactive format prompts readers to discover a focus, create research questions, address design and methodology, collect information, conduct data analysis, communicate the results, and to generate evidence-based teaching strategies. Engaging in these decision-making processes builds the skills essential to action research and promotes a deeper understanding of teaching practice.
• Ways of developing a research focus
Special Features Include:
• Approaches to data analysis
• An Interactive Text
• Making sense of action research for further classroom action
• Reflection Questions and Activity Prompts
Each chapter includes a variety of pedagogical activities:
• Numerous Examples and Practice Examples
—Keith Richards, University of Warwick
This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works. Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts. Specifically, the text addresses: • Action research and how it differs from other forms of research
• A Sample Action Research Report This original text is a must-read for teachers interested in how they can use their current knowledge of instruction and assessment to meaningfully engage in action research.
• Pre-reading questions • Reflection points invite readers to think about and discuss what they have read • Action points ask readers to carry out actionresearch related tasks based on what they have read
December 2008: 224pp Hb: 978-0-415-99173-5: $125.00 Pb: 978-0-415-99174-2: $37.95 eBook: 978-0-203-88729-5 www.routledge.com/9780415991742 £70.00
£20.99
• Classroom voices illustrate aspects of action from teachers internationally • Summary points provide a synopsis of the discussion in the chapter Bringing the how-to and the what together, this book is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component. Series: ESL & Applied Linguistics Professional July 2009: 120pp Hb: 978-0-415-99144-5: $125.00 Pb: 978-0-415-99145-2: $24.95 www.routledge.com/9780415991452 £70.00
£13.99
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FIELD EXPERIENCE, STUDENT TEACHING AND TEACHER RESEARCH
2nd Edition
REFLECTIVE TEACHING AND THE SOCIAL CONDITIONS OF SCHOOLING SERIES
Culture in School Learning
Series Editors: Da n iel P. List on and Ken n et h M. Zeich n er
Revealing the Deep Meaning Et t a R . Hollin s, University of Southern California, US
NEW
Mathematics and Teaching
“[This book] provides preservice teachers with a grand view of the importance of culture and equity in schooling."
Mich ele D. Cr ocket t , University of Illinois at Urbana-Champagne, US
—Jerry Lipka, University of Alaska
"This book takes the reader on a step-by-step voyage through the dimensions of culture that pervade how we teach, what we teach, and how students learn. It enables prospective and practicing teachers to examine their own cultural roots and those of their students. It opens doors for teachers to understand how to remake the curriculum and shape their learning environments to facilitate the respectful communication across culture that can lead to complex learning."
This text uses case studies to explore complex and pervasive issues that arise in teaching. School mathematics is the context in which to consider race, equity, political contexts and the broader social and cultural circumstances in which schooling occurs. This book does not provide immediate or definitive resolutions. Rather, its goal is to provoke and facilitate thoughtful discussion about critical issues for professional decision-making in mathematics teaching.
—Herbert Kohl, From the Foreword
• Part One includes four case studies of classroom experiences. Each case is followed by a space for readers’ own reactions and reflections, school stakeholders’ reactions, and a summary with additional questions for further discussion.
In this text Etta Hollins presents a powerful process for developing a teaching perspective that embraces the centrality of culture in school learning. The six-part process covers objectifying culture, personalizing culture, inquiring about students' cultures and communities, applying knowledge about culture to teaching, formulating theory or a conceptual framework linking culture and school learning, and transforming professional practice to better meet the needs of students from different cultural and experiential backgrounds. All aspects of the process are interrelated and interdependent. Two basic procedures are employed in this process: constructing an operational definition of culture that reveals its deep meaning in cognition and learning, and applying the reflective-interpretive-inquiry (RIQ) approach to making linkages between students' cultural and experiential backgrounds and classroom instruction. Discussion within chapters is not intended to provide complete and final answers to the questions posed, but rather to generate discussion, critical thinking, and further investigation.
• Part Two presents three public arguments representing different views about the issues that arise in mathematics teaching: conservative, liberal and radical multiculturalist. • Part Three offers the authors’ reflections on the centrality of culture in teaching mathematics, resources and exercises for further reflection, and a bibliography for further reading. This book 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
Linguistic Diversity and Teaching
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.
Na n cy L. Com m in s and Ofelia B. Mir a m on t es, both at the University of Colorado at Denver, US June 2005: 208pp Pb: 978-0-8058-2736-1: $25.95 eBook: 978-1-4106-1344-8 www.routledge.com/9780805827361
February 2008: 24pp Pb: 978-0-8058-4108-4: US $32.95 eBook: 978-0-203-92943-8 www.routledge.com/9780805841084
£14.99
£17.99
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FIELD EXPERIENCE, STUDENT TEACHING AND TEACHER RESEARCH
REFLECTIVE TEACHING AND THE SOCIAL CONDITIONS OF SCHOOLING SERIES Series Editors: Da n iel P. List on and Ken n et h M. Zeich n er
Reading and Teaching
Religion and Teaching
R ich a r d J . Meyer , University of New Mexico, US and Ma r ya n n Ma n n in g , University of Alabama at Birmingham, US
R on a ld D. An der son , University of Colorado at Boulder, US This text engages pre-service and practicing teachers in considering some of the complex issues related to religion and teaching that all educators face in their interactions with students, parents, administrators, and fellow teachers. The questions are not just about what is legal and what is not, but how a teacher should act in the best interests of all students, both those who are religious and those who are not.
“…a wonderful resource for teachers to read together and discuss...The reallife scenarios alongside thoughtful conversations are certain to inspire rich and productive thinking.” —Networks, An On-line Journal for Teacher Research
This book does not provide answers. Its goal is to cause readers to reflect deeply on issues related to their professional decisions and actions regarding religion and teaching.
This book raises questions and provides a context for pre-service and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions—not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools, and the communities in which they teach.
August 2007: 136pp Pb: 978-0-8058-5162-5: $29.95 eBook: 978-1-4106-1632-6 www.routledge.com/9780805851625 £18.99
Gender and Teaching Fr a n ces A. Ma h er , Wheaton College, US and J a n ie V. Wa r d, Simmons College, US September 2001: 160pp Pb: 978-0-8058-2986-0: $24.50 eBook: 978-0-585-38971-4 www.routledge.com/9780805829860 £14.50
Culture and Teaching
This text is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading.
Da n iel P. List on , University of Colorado at Boulder, US and Ken n et h M. Zeich n er , University of Wisconsin at Madison, US August 1996: 128pp Pb: 978-0-8058-8051-9: $20.95 www.routledge.com/9780805880519 £13.50
January 2007: 224pp Pb: 978-0-8058-5429-9: $21.50 eBook: 978-1-4106-1605-0 www.routledge.com/9780805854299
Reflective Teaching
£15.99
An Introduction Ken n et h M. Zeich n er , University of Wisconsin at Madison, US and Da n iel P. List on , University of Colorado at Boulder, US August 1996: 112pp Pb: 978-0-8058-8050-2: $18.95 www.routledge.com/9780805880502 £10.99
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FIELD EXPERIENCE, STUDENT TEACHING AND TEACHER RESEARCH
Becoming a Teacher through Action Research
Teachers as Collaborative Partners Working with Diverse Families and Communities S a n dr a J . Win n Tu t wiler , Washburn University, US
Process, Context, and Self-Study Don n a Ka lm ba ch Ph illips and Kev in Ca r r , both at George Fox University, US
Series: Inquiry and Pedagogy Across Diverse Contexts May 2005: 288pp Pb: 978-0-8058-3900-5: $36.50 eBook: 978-1-4106-1365-3 www.routledge.com/9780805839005 £22.99
This book is specifically written for those students seeking initial teacher licensure. Written to support these pre-service teachers, it recognizes that the process of doing action research can serve as a vehicle for assuming the professional identity of a teacher and deals directly with challenges and dilemmas of doing action research as a student teacher. The book is interactive, inviting the reader to respond to text by writing and drawing responses. The companion CD allows the reader to either read and interact with the text completely electronically or use a combination of paper text and CD. The CD also includes downloadable templates, interactive charts, graphs and full text examples of student written action research papers. February 2006: 232pp Pb: 978-0-415-95237-8:
4th Edition
The Student Teacher’s Handbook S a r a L. S ch webel, Harvard University, US, Da v id C. S ch webel, University of Alabama at Birmingham, US, Ber n ice L. S ch webel, Douglass College, US and Ca r ol R . S ch webel, Retired, Ohio Public School System, US August 2001: 312pp Hb: 978-0-8058-3928-9: $115.00 Pb: 978-0-8058-3929-6: $47.95 eBook: 978-1-4106-0186-5 www.routledge.com/9780805839296 £65.00
£29.99
$39.95
£20.99
2nd Edition
Gender in the Classroom
Teachers Doing Research
Foundations, Skills, Methods, and Strategies Across the Curriculum Edited by Da v id S a dker , American University, US and Ellen S . S ilber , Fordham University, US
The Power of Action Through Inquiry Edited by Ga il E. Bu r n a for d, Florida Atlantic University, US and J oseph Fisch er and Da v id Hobson , both at National-Louis University, US
September 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
November 2000: 416pp Pb: 978-0-8058-3589-2: $41.95 eBook: 978-1-4106-0564-1 www.routledge.com/9780805835892
£25.99
£23.99
Learning to Teach Inclusively Student Teachers’ Classroom Inquiries Celia Oyler , Teachers College, Columbia University, US and the Pr eser v ice In clu siv e S t u dy Gr ou p August 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
2nd Edition
Learning to Teach A Critical Approach to Field Experiences Na t a lie G. Ada m s, University of Alabama, US, Ch r ist in e Ma r y S h ea, East Carolina University, US, Delor es D. List on and Br ya n Deev er , both at Georgia Southern University, US November 2005: 192pp Pb: 978-0-8058-5470-1: $28.95 eBook: 978-1-4106-1732-3 www.routledge.com/9780805854701 £17.99
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TEACHER EDUCATION
TEACHER EDUCATION
Improving Teacher Education through Action Research
NEW
3rd Edition
Handbook of Research on Teacher Education
Edited by Min g -Fa i Hu i and Da v id L. Gr ossm a n , both at the Hong Kong Institute of Education, Hong Kong
Enduring Questions in Changing Contexts Edited by Ma r ilyn Coch r a n -S m it h , Boston College, US, S h a r on Feim a n -Nem ser , Brandeis University, US, D. J oh n McIn t yr e, Southern Illinois University, US and Kelly Dem er s, Associate Editor, Boston College, US Co-Publi shed by Routledge/Ta ylor & Fra nci s Group a nd the Associ a ti on of Tea cher Educa tors
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.
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. The Second Edition (1996) built on the first to extend this comprehensive knowledge base. 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.
Series: Routledge Research in Education January 2008: 210pp Hb: 978-0-415-95629-1: $95.00 eBook: 978-0-203-89537-5 www.routledge.com/9780415956291 £60.00
NEW
Interdisciplinary Learning and Teaching in Higher Education Theory and Practice Edited by Bala subramanya m Chandr amohan, Kingston University, UK and Stephen Fallows, University of Chester, UK As universities increasingly offer courses that break the confines of a single subject area, more students are enrolling in interdisciplinary programs within multidisciplinary departments. Teaching and learning within interdisciplinary study requires new approaches, including an understanding of the critical perspectives and frameworks and the rearranging of intellectual and professional boundaries. This book explores the issues and tensions provoked by interdisciplinary learning, offering helpful information for:
January 2008: 1,392pp 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
Studying Teacher Education The Report of the AERA Panel on Research and Teacher Education Edited by Ken n et h M. Zeichn er , University of Wisconsin at Madison, US and Ma r ilyn Coch r a n -S m it h , Boston College, US Publi shed for the Ameri ca n Educa ti ona l Resea rch Associ a ti on by La wrence Erlba um Associ a tes, Inc. WINNER —AACTE 2006 Ou t st a n g in g Pu blica t ion Awa r d
• Staff development • Distance learning • Mass communication courses • Interdisciplinary science courses Grounded in thorough research, this collection is the first of its kind to provide practical advice and guidance from around the world, improving the quality of teaching and learning in interdisciplinary programs. August 2008: 192pp Hb: 978-0-415-34131-8: $135.00 Pb: 978-0-415-34130-1: $44.95 eBook: 978-0-203-92870-7 www.routledge.com/9780415341301
June 2005: 816pp Hb: 978-0-8058-5592-0: $185.00 Pb: 978-0-8058-5593-7: $89.95 www.routledge.com/9780805855937
£75.00
£24.99
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TEACHER EDUCATION
Language, Culture, and Community in Teacher Education
NEW
Learning in SchoolUniversity Partnership Sociocultural Perspectives Am y B. M. Tsu i, Gwyn Edwa r ds and Fr a n Lopez-R ea l, Ta m m y Kwa n, Dor is La w, Ph ilip S t im pson , R osin a Ta n g and Alber t Won g , all at the University of Hong Kong, Hong Kong
Edited by Ma r ía Est ela Br isk, Boston College, US Publi shed by La wrence Erlba um Associ a tes/Ta ylor & Fra nci s Group for the Ameri ca n Associ a ti on of Colleges for Tea cher Educa ti on
"I heartily recommend this book to those interested in teacher professional development and to those interested in learning theory as well. It offers one of the clearest, most concise summaries of the foundational concepts of social learning theory and also shows how these concepts can be applied productively to illuminate complex learning processes."
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. Every classroom in the country is already, or soon will be, deeply affected by the changing demographics of America’s students. Emphasizing that culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have both common educational needs and needs that are specific, the focus in this book is not only 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.
—Etienne Wenger, Learning for a Small Planet
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 school-university partnerships that is relevant to any other similar context.
September 2007: 432pp Hb: 978-0-8058-5697-2: $80.00 Pb: 978-0-8058-5698-9: $29.95 eBook: 978-1-4106-1867-2 www.routledge.com/9780805856989 £45.00
£19.99
Preventing Talent Loss Eu n sook Hon g , University of Nevada, US and R ober t a M. Milg r a m , College of Judea and Samaria, Israel.
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.
This book provides a comprehensive model of giftedness and talent for all educators including teachers, counselors, and administrators. By presenting a summary of theory-driven, evidence-based knowledge, the authors offer innovative and practical solutions for meeting the challenge of coping with talent loss. This monumental book distinguishes the important difference between expert talent and creative talent. While other books focus on how to improve the process of identifying the gifted and talented, this book provides educators with the means to individualize their curriculum and instruction in regular classrooms.
September 2008: 184pp Hb: 978-0-8058-5316-2: $125.00 eBook: 978-0-203-89100-1 www.routledge.com/9780805853162 £70.00
December 2007: 256pp Hb: 978-0-8058-5712-2: $125.00 Pb: 978-0-8058-5713-9: $39.95 eBook: 978-0-203-93148-6 www.routledge.com/9780805857139 £70.00
£21.99
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TEACHER EDUCATION
Urban Teacher Education and Teaching
Designing Performance Assessment Systems for Urban Teacher Preparation
Innovative Practices for Diversity and Social Justice Edited by R. Patr ick Solomon, York University, Canada and Dia N. R . Sekayi, Walden University, US
Edited by Fr a n cin e P. Pet er m a n , Cleveland State University, US April 2005: 272pp Hb: 978-0-8058-4929-5: $74.95 Pb: 978-0-8058-5384-1: $28.95 eBook: 978-1-4106-1299-1 www.routledge.com/9780805853841 £38.99
£17.99
Illuminating the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs, this volume 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. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings.
Teacher Education for Democracy and Social Justice Edited by Nich ola s M. Mich elli, City University of New York, US and Da v id Lee Keiser , Montclair State University, US; Foreword by J oh n Goodla d, University of Washington, US
This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education.
Democracy, social justice, and the development of well rounded individuals...these are among the historic purposes of public education. But what is becoming of these goals as federal- and state-mandated policies direct the curriculum more and more towards what is most easily measured in highstakes testing? The contributors to this timely and informative collection aim to provide a deeper understanding of the meaning of education for democracy and social justice and to connect educators with a common vision for the schools and for teacher education.
March 2007: 280pp Hb: 978-0-8058-5501-2: $135.00 Pb: 978-0-8058-5502-9: $32.50 eBook: 978-1-4106-1435-3 www.routledge.com/9780805855029 £75.00
£19.99
Revealing the Invisible Confronting Passive Racism in Teacher Education S h er r y Ma r x , Utah State University, US
January 2005: 312pp Hb: 978-0-415-95032-9: $135.00 Pb: 978-0-415-95033-6: $34.95 www.routledge.com/9780415950336 £75.00
£19.99
This book examines and confronts the passive and often unconscious racism of white teacher education students, offering a critical tool in the effort to make education more equitable. Sherry Marx provides a consciousness-raising account of how white teachers must come to recognize their own positions of privilege and work actively to create antiracist teaching techniques and learning environments for children of color and children learning English as a second language. Series: Teaching/Learning Social Justice September 2006: 216pp Hb: 978-0-415-95342-9: $130.00 Pb: 978-0-415-95343-6: $32.95 www.routledge.com/9780415953436 £75.00
£18.99
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13
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INDEX BY TITLE
A
K
Art of Discussion-Based Teaching, The ..................4
Key Guides for Effective Teaching in Higher Education Series ....................................................3
B L
Back to the Basics of Teaching and Learning.........1 Becoming a Teacher through Action Research.....10
Language, Culture, and Community in Teacher Education .............................................................12
C
Learning in School-University Partnership ............12
Complexity and Education......................................4
Learning to Teach Inclusively ................................10 Learning to Teach.................................................10
Culture and Teaching..............................................9 Culture in School Learning .....................................8
Linguistic Diversity and Teaching ............................8
Cultures of Curriculum............................................1
M
Curriculum in Abundance .......................................1
Mathematics and Teaching.....................................8
D
Motivation for Achievement ....................................6
Designing Performance Assessment Systems for Urban Teacher Preparation .............................13
P
Doing Action Research in English Language Teaching.................................................................7
Preventing Talent Loss .........................................12 Problem with Boys’ Education, The .......................3
Doing Multicultural Education for Achievement and Equity ..............................................................4
R Reading and Teaching............................................9
E
Readings for Diversity and Social Justice ...............6
Educational Psychology Series...............................5 Engaging Minds .....................................................4
Reflective Teaching and the Social Conditions of Schooling Series ............................................8, 9
ESL & Applied Linguistics Professional Series ........7
Reflective Teaching.................................................9 Religion and Teaching ............................................9
G
Revealing the Invisible ..........................................13
Gender and Teaching .............................................9
Routledge Research in Education Series..............11
Gender in the Classroom .....................................10
S
H
Student Teacher’s Handbook, The .......................10
Handbook of Research on Teacher Education .....11
Studies in Curriculum Theory Series.......................1
Handbook of Social Justice in Education ...............2
Studying Teacher Education .................................11
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators...........................2
T
I
Teacher Education for Democracy and Social Justice..................................................................13
Improving Teacher Education through Action Research ..............................................................11
Teachers as Collaborative Partners ......................10
Inquiry and Pedagogy Across Diverse Contexts Series ...................................................................10
Teaching for Diversity and Social Justice ................6
Teachers Doing Research.....................................10 Teaching/Learning Social Justice Series...............13
Inquiry in Education, Volume I ................................5 Inquiry in Education, Volume II................................5
U
Instructional Strategies for Middle and High School....................................................................5
Urban Teacher Education and Teaching ...............13 Using Action Research to Improve Instruction........7
Interdisciplinary Education in the Age of Assessment............................................................3
W
Interdisciplinary Learning and Teaching in Higher Education .............................................................11
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Working One-to-One with Students .......................3
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INDEX BY AUTHOR
Kwan, Tammy ......................................................12
A/B/C
Larson, Bruce E. ....................................................5
AACTE Committee on Innovation and Technology .............................................................2
Law, Doris ............................................................12
Adams, Maurianne .................................................6
Liston, Daniel P...................................................8, 9
Adams, Natalie G. ................................................10
Liston, Delores D..................................................10
Alderman, M. Kay...................................................6
Lopez-Real, Fran..................................................12
Anderson, Ronald D...............................................9
Luce-Kapler, Rebecca ............................................4
Antoniou, Maria ......................................................3
Maher, Frances A. ..................................................9
Aulls, Mark W. ........................................................5
Manning, Maryann..................................................9
Ayers, William C. ....................................................2
Martino, Wayne ......................................................3
Bell, Lee Anne ........................................................6
Marx, Sherry.........................................................13
Blumenfeld, Warren J. ............................................6
McIntyre, D. John.................................................11
Brisk, María Estela................................................12
Meyer, Richard J. ...................................................9
Burnaford, Gail E..................................................10
Michelli, Nicholas M..............................................13
Burns, Anne ...........................................................7
Milgram, Roberta M. ............................................12
Carr, Kevin............................................................10
Miramontes, Ofelia B. .............................................8
Castañeda, Rosie...................................................6
Moss, David M. ......................................................3
Chandramohan, Balasubramanyam .....................11
O/P/Q
Clifford, Patricia ......................................................1
Osborn, Terry A. .....................................................3
Cochran-Smith, Marilyn........................................11
Oyler, Celia ...........................................................10
Commins, Nancy L.................................................8 Crockett, Michele D................................................8
Peterman, Francine P. ..........................................13
D/E/F
Phillips, Donna Kalmbach.....................................10
Davis, Brent............................................................4
Pre-service Inclusive Study Group........................10
Deever, Bryan.......................................................10
Quinn, Therese .......................................................2
Peters, Madeline L. ................................................6
Delcourt, Marcia A. B. ............................................5
R/S/T
Demers, Kelly .......................................................11
Ridley, Pauline ........................................................3
Edwards, Gwyn....................................................12
Sadker, David .......................................................10
Exley, Kate..............................................................3
Schwebel, Bernice L. ...........................................10
Fallows, Stephen..................................................11
Schwebel, Carol R. ..............................................10
Feiman-Nemser, Sharon.......................................11
Schwebel, David C...............................................10
Fischer, Joseph ....................................................10 Friesen, Sharon ......................................................1
Schwebel, Susan L. .............................................10
G/H/J
Shea, Christine Mary ............................................10
Goodlad, John .....................................................13
Shore, Bruce M. .....................................................5
Grant, Carl A. .........................................................4
Silber, Ellen S. ......................................................10
Griffin, Pat ..............................................................6
Sleeter, Christine ....................................................4
Grossman, David L...............................................11
Solomon, R. Patrick .............................................13
Hackman, Heather W. ............................................6
Stimpson, Philip ...................................................12
Henning, John E. ...............................................4, 7
Stone, Jody M........................................................7
Hobson, David .....................................................10
Stovall, David Omatoso ..........................................2
Hollins, Etta R.........................................................8
Sumara, Dennis......................................................4
Hong, Eunsook ....................................................12
Tang, Rosina ........................................................12
Hui, Ming-Fai........................................................11
Tsui, Amy B. M.....................................................12
Jardine, David W. ...................................................1
Tutwiler, Sandra J. Winn .......................................10
Sekayi, Dia N. R. ..................................................13
Joseph, Pamela Bolotin .........................................1
W/Z
K/L/M
Ward, Janie V. ........................................................9
Kaufman, Douglas..................................................3
Weaver-Hightower, Marcus ....................................3
Kehler, Michael D. ..................................................3
Wisker, Gina ...........................................................3
Keiper, Timothy A. ..................................................5
Wong, Albert ........................................................12
Keiser, David Lee..................................................13
Zeichner, Kenneth M. ...................................8, 9, 11
Kelly, James L. .......................................................7
Zuniga, Ximena ......................................................6
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