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Provides a comprehensive description of and a theoretically well informed and a scholarly cogent account of teaching and learning Chinese. It examines a wide range of important issues in Chinese teaching and learning.

A volume in the Chinese American Educational Researchand Development Association Book SeriesSeries Editor Jinfa Cai, University of DelawareThe book is linked to the annual theme of the 2008 CAERDA International Conference with contributingauthors serving as keynote speakers, invited panelists, paper presenters, as well as specialists andeducators in the field. The book provides a most comprehensive description of and a theoretically wellinformedand a scholarly cogent account of teaching and learning Chinese in general and in the UnitedStates in particular. It examines a wide range of important issues in Chinese teaching and learning: current state in teaching Chinese as a SecondLanguage (TCSL) in the United States, US national standards for learning foreign languages K-12, policy making about how to meet the growingdemand for Chinese language and cultural education with regard to a national coordination of efforts, professional teacher training in terms of thequantity and quality of Chinese language teachers at all levels, promotion of early language learning, characteristics of Chinese pedagogy, aspects ofChinese linguistics, methods and methodology in teaching TCSL, techniques and technology in Chinese language education, curriculum andinstruction in TCSL, cultural aspects of teaching Chinese as a Second Language, issues in Chinese pedagogy, development of Chinese as a HeritageLanguage (HL) and the issue of cultural identity for bilingual/multilingual learners (particularly bilingual/multilingual children), testing andevaluation in TCSL, Chinese literacy and reading, approaches to instruction and program design, etc.

Explores the universal and particular dimensions of education for inner and communal peace. It contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. The teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality are examined.

Explores the universal and particular dimensions of education for inner and communal peace. It contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. The teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality are examined.

In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field.

In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field.

Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory toPractice features research published throughout 2009 in MGRJ that has beenidentified by our review board as the most useful in terms of assisting educatorswith making practical applications from evidence-based studies to classroom andschool settings. The editorial team is pleased to present these studies under onecover, trusting each will contribute to the existing body of knowledge on middlegrades education in ways that will enable readers to develop theories more fullyand apply findings and implications to a variety of settings.Studies are presented in chronological order as they appeared in each of the fourissues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were specialthemes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guesteditors¿ introductory comments regarding previously published manuscripts appear in italics, followed by theeditor-in-chief ¿s comments.

A volume in Research in Mathematics EducationSeries Editor Barbara J. Dougherty, Iowa State UniversityThe study reported in this volume adds to the growing body of evaluation studies that focus on the use ofNSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied theimpact of field-test versions of a curriculum. Since these innovative curricula were so new at the time ofmany of these studies, students and teachers were relative novices in their use. These earlier studies weremainly one year or less in duration. Students in the comparison groups were typically from schools in whichsome classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculumwith all students as curriculum developers intended.This volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics:· The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum thatwas used by all students in each of three schools.· It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle schooland high school.· It monitored students¿ mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation.Prior to the study, many of the teachers had one or more years of experience teachingthe Standards-based curriculum and/or professional development focusing onhow to implement the curriculum well.· In the study, variations in levels of implementation of the curriculum are describedand related to student outcomes and teacher behavior variables.Item data and all unpublished testing instruments from this study are available at www.wmich.edu/cpmp/evaluation.html for use as a baseline of instruments and data for future curriculum evaluators orCore-Plus Mathematics users who may wish to compare results of new groups of students to those inthe present study on common tests or surveys. Taken together, this volume, the supplement at theCPMP Web site, and the first edition Core-Plus Mathematics curriculum materials (samples of whichare also available at the Web site) serve as a fairly complete description of the nature and impact of anexemplar of first edition NSF-funded Standards-based high school mathematics curricula as it existedand was implemented with all students in three schools around the turn of the 21st century.

Presents research that highlights the explosively political and deeply divisive issues involved in managing risk, and addresses the empirical deficit and theoretical challenges related to managing societal risk ethically. This book will be of interest to scholars and practitioners working in fields that deal either implicitly or explicitly with risk.

Presents research that highlights the explosively political and deeply divisive issues involved in managing risk, and addresses the empirical deficit and theoretical challenges related to managing societal risk ethically. This book will be of interest to scholars and practitioners working in fields that deal either implicitly or explicitly with risk.

Presents classroom-oriented topics that are fundamental to the professional development of pre-service, novice, and veteran teachers working with ELLs. Issues covered include initial orientation and student placement; the acculturation process for ELLs; challenges involved in making accommodations and curricular modifications; and social and emotional difficulties affecting ELL performance.

A volume in Critical Constructions: Studies on Education and SocietySeries Editor: Curry Stephenson Malott, Queens College/CUNYWho should read this book? Anyone who is touched by public education - teachers, administrators,teacher-educators, students, parents, politicians, pundits, and citizens - ought to read this book. It will speak toeducators, policymakers and citizens who are concerned about the future of education and its relation to arobust, participatory democracy. The perspectives offered by a wonderfully diverse collection of contributorsprovide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions ofschooling today. The analyses presented in this text are critical of how globalization and neoliberalism exertincreasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate inthe dialogue that will influence the future of public education in this nation - a dialogue that must seek the kind of change that represents hope for allstudents.As for the question contained in the title of the book--Can hope audaciously trump neoliberalism?--, Carr and Porfilio develop a frameworkthat integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the forward and afterword respectively, thatproblematizes how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. Therhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change. There aremany reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that somany have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope sobrilliantly presented by Obama during the campaign that brought him to the presidency.

Edited by David Schwarzer, Montclair State University, Mary Petrón,Sam Houston State University, and Christopher Luke, Ball State UniversityA volume in Research in Second Language LearningJoAnn Hammadou Sullivan, Series Editor"Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies forWorld Language Educators" is an edited volume that focuses on innovative, nontraditional methods ofteaching and learning world languages. Using teacher-research projects, each author in the volume guidesreaders through their own personal journey and exploration of teaching methods, novelty, risk-taking, andreflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based researchin an assortment of instructional settings. Theoretical issues and an array of practical applications are presented,as well as additional research opportunities and guidelines for implementation in a variety of teachingand learning venues.While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interactwith each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes avillage to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices,experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The textthus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged tothink critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their worldlanguage classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.

Encompasses a wide range of topics addressing early childhood influences on gender and development of the whole child. For early childhood educators, this book aides in making visible and exploring the definition of what gender means in contemporary culture.

Examines the divide between a commitment to public education and our cultural myths and more powerful commitment to consumerism and corporate America.

Explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom discussions on what has worked and why.

Explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom discussions on what has worked and why.