Bücher veröffentlicht von Emerald Publishing Inc

The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTE's) to help them develop and implement equitable practices. This volume provides an excellent resource to start conversations describing the enactment of these actions.

National discourse on Asian Americans and Pacific Islanders (AAPI) among educators, policymakers and AAPI communities underscores the need for more research that can inform policy and practice that will enhance educational opportunities for AAPIs who are underserved in higher education. This book focuses on diverse topics, many of which do not appear in the current literature.

National discourse on Asian Americans and Pacific Islanders (AAPI) among educators, policymakers and AAPI communities underscores the need for more research that can inform policy and practice that will enhance educational opportunities for AAPIs who are underserved in higher education. This book focuses on diverse topics, many of which do not appear in the current literature.

What are the variables associated with success? What determinants may mediate whether or not change efforts actually lead to more sustainable systems? And, how do such change efforts differ from strategic planning? To begin answering such questions, this volume brings together a number of scholars who present conceptualizations and preliminary research insights concerning organisational change.

What are the variables associated with success? What determinants may mediate whether or not change efforts actually lead to more sustainable systems? And, how do such change efforts differ from strategic planning? To begin answering such questions, this volume brings together a number of scholars who present conceptualizations and preliminary research insights concerning organisational change.

Presents a collection of essays by noted curriculum scholar and philosopher of education, David W. Jardine. It ranges over twenty-five years of work with teachers and students in schools. The main purpose of these essays is to provide teachers with new ways of thinking about their circumstances that side step some of the panic and exhaustion that is all too typical of many school settings.

Typically, books on evaluation in the second and foreign language field deal with large programs and often result from large?scale studies done by the authors. The challenge for ordinary second and foreign language classroom teachers is that they must extrapolate techniques or strategies for evaluation from a very large scale to a much smaller scale, that of the course. At the same time, classroom teachers are responsible for outcomes of their courses and need to do evaluation on a scale and for needs of their choosing. Evaluating Second Language Courses is designed for classroom teachers who are dealing with a single course, and who wish to understand and improve some aspect of their course.

Priovides an experience-based, firsthand, seamless examination of what the author's term "crossover pedagogy". Nobody has yet produced a case-based, hands-on, book-length treatment of how (and why) faculty and student affairs administrators can co-teach, co-author, and co-consult with one another as co?equal educators and campus leaders.

Teacher burn out contributes to the epidemic of early career exit. However, there are teachers who survive burn out and thrive as career-long educators. This book results from an in-depth qualitative study that explored one 40-year veteran teacher's career narrative, analysing how she not only survived the burn out epidemic, but also thrived as a highly effective career-long urban teacher.

Discusses the new beginning teacher portfolio, including its required elements, federal and state policies concerning teacher evaluation, and research from the authors' own programmes. Higher education faculty members and language teacher preparation program coordinators who would like to better understand edTPA requirements will find this book of interest.

Addresses specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers. Teaching mathematics content courses to this group of students presents unique challenges. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses.

Provides a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, a 25% increase in the number of entries over the first edition.

Addresses specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers. Teaching mathematics content courses to this group of students presents unique challenges. This book is designed to support instructors who teach these students in mathematics content for elementary teachers courses.

School age youth spend far more of their time outside of school than inside of school. The purpose of this volume is to bring together the best scholarship and policy ideas "coming from in and outside of higher education" about conceptions of youth work and optimal types of preparation and professional development.

Examines how to build a teacher education programme utilizing the arts as one central modality for teaching and learning. Throughout the book there is reference to the intersection of ethics, aesthetics, and teaching. It provides an integrated programme devoted to good learning and the good society.

Provides a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, a 25% increase in the number of entries over the first edition.

Uses an intersectional perspective to critically examine the concept of work-life balance. The authors here represent educators across the P-20 pipeline (primary and secondary schools in addition to higher education). This book is also unique in that it includes the voices of practitioners, students, and academics from a variety of related disciplines within the education profession.

School age youth spend far more of their time outside of school than inside of school. The purpose of this volume is to bring together the best scholarship and policy ideas "coming from in and outside of higher education" about conceptions of youth work and optimal types of preparation and professional development.

Provides coverage of the new methodological perspective in cultural psychology-TEA (Trajectory Equifinality Approach) that was established in 2004 as a collaboration of Japanese and American cultural psychologists. In the decade that follows it has become a guiding approach for cultural psychology all over the world.

Uses an intersectional perspective to critically examine the concept of work-life balance. The authors here represent educators across the P-20 pipeline (primary and secondary schools in addition to higher education). This book is also unique in that it includes the voices of practitioners, students, and academics from a variety of related disciplines within the education profession.

Provides coverage of the new methodological perspective in cultural psychology-TEA (Trajectory Equifinality Approach) that was established in 2004 as a collaboration of Japanese and American cultural psychologists. In the decade that follows it has become a guiding approach for cultural psychology all over the world.

Examines the schooling experiences of Hispanic, African American, Indigenous, poor, and LGBT youth groups as a way to spotlight the marginalizing and shortsighted effects of national education language, immigration, and school reform policies. Contributors highlight how educational policies impact youth's development and socialization in school contexts.

Addresses the lack of critical attention in leadership research to how women leaders and professionals are represented in the media. This volume contributes to social change, equality, and economic performance by raising consciousness about women's lack of representation in the media and challenges gendered mis(s)representations of women professionals and leaders.

Interfaith initiatives are increasingly prevalent on college and university campuses around the country. In large part, this trend responds both to ongoing religious violence throughout the world and to increasing religious tension in the United States. As such, these interfaith initiatives often attempt to bolster interfaith collaboration and increase awareness of different religious cultures, identities, beliefs, and traditions. In this book, Edwards reviews the various goals and processes associated with the interfaith movement, and offers both warnings and suggestions for those who are interested in pursuing an approach to interfaith dialogue that is oriented toward social justice. In doing so, this book fills a critical gap in academic literature surrounding the impact of religious identity and interfaith relations on pedagogy, educational experiences, and campus climates.Through three descriptive case studies set in a large public university in the United States, Edwards explores the use of Intergroup Dialogue as a pedagogical model for interfaith dialogue. While the goal of this pedagogy is to increase student understanding of privilege, oppression, and social injustice pertaining to religious identity, the cases in this book demonstrate how and why social justice oriented interfaith dialogue can be easily derailed and, if so, may potentially have harmful implications for religious minorities. Accordingly, Edwards offers five necessary conditions for assuring that social justice oriented interfaith dialogue (which Intergroup Dialogue is intended to be) succeeds. By focusing on the unique perspectives of four particular student participants (all of whom have religious identities outside of the three dominant Abrahamic religions) Edwards also highlights the experiences of those from religious identity groups that are the most overlooked and under?represented in the discourse on interfaith dialogue.

Discusses issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.

Discusses issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student.