A Volume in International Perspectives on Mathematics Education- Cognition, Equity & SocietySeries Editor Bharath Sriraman, The University of Montana and Lyn English, QueenslandUniversity of TechnologyWhy a book on gender issues in mathematics in the 21st century? Several factors have influenced theundertaking of this project by the editors. First, an international volume focusing on gender and mathematicshas not appeared since publication of papers emerging from the 1996 International Congress onMathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area ofmathematics education. Second, we have had lively discussion and working groups on gender issues atconferences of the International Group for the Psychology of Mathematics Education [PME] for the past fouryears, sessions at which stimulating and ground-breaking research has been discussed by participants from many different countries. Some publicationseemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some westerncountries such as Australia and the USA have experienced in recent years a focus on the "boy problem," with an underlying assumption that issues offemales and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender andmathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working anddiscussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issuesthat were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts.
A Volume in International Perspectives on Mathematics Education- Cognition, Equity & SocietySeries Editor Bharath Sriraman, The University of Montana and Lyn English, QueenslandUniversity of TechnologyWhy a book on gender issues in mathematics in the 21st century? Several factors have influenced theundertaking of this project by the editors. First, an international volume focusing on gender and mathematicshas not appeared since publication of papers emerging from the 1996 International Congress onMathematical Education (Keitel, 1998). Surely it was time for an updated look at this critical area ofmathematics education. Second, we have had lively discussion and working groups on gender issues atconferences of the International Group for the Psychology of Mathematics Education [PME] for the past fouryears, sessions at which stimulating and ground-breaking research has been discussed by participants from many different countries. Some publicationseemed essential to share this new knowledge emerging from a wider variety of countries and from different cultural perspectives. Third, some westerncountries such as Australia and the USA have experienced in recent years a focus on the "boy problem," with an underlying assumption that issues offemales and mathematics have been solved and are no longer worthy of interest. Thus it seemed timely to look more closely at the issue of gender andmathematics internationally. When the idea for this volume first emerged, invitations were issued to those regularly attending the working anddiscussion groups at PME. Potential authors were charged to focus on gender issues in mathematics and were given wide scope to hone in on the issuesthat were central to their own research efforts, or were in receipt or in need of close attention in their own national or regional contexts.
Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades. This title focuses on topics pertaining to the conceptual and theoretical aspects of mixed methods research in the study of stress and coping.
A volume in Research in Public ManagementSeries Editors: Lawrence R. Jones, Naval Postgraduate SchoolThis book follows the evolution of a model for quick and efficient national defense war fighting assetacquisition during time of war. It documents the case of a critically important war fighting acquisition programfrom initial needs identification and program start in 2006 through production and fielding in the period 2007-2010. The analysis focuses on the entire process of acquisition and contracting from concept developmentthrough getting the weapons system into action in Iraq, Afghanistan and elsewhere. The Mine ResistantAmbush Protected vehicles program (MRAP) is a rapid acquisition program procured within the context of theUS Department of Defense's Acquisition Management and Joint Capabilities Integration and Development System (JCIDS) framework.The analysis in this book answers the following question: What are the key factors that explain the success of the MRAP program, with successdefined as meeting program objectives and warfighter needs? In addition, this book addresses the critical trade-offs made within the MRAP programto develop it rapidly, and some of the potential long-term impacts of these decisions, both positive and negative, for rapid defense asset acquisition intime of war.
(Originally Published by Houghton Mifflin Company, 2004)There is a national consensus that teachers who teach middlegrades and elementary mathematics need deeper and broader exposure to mathematics in both their undergraduate and in their graduate studies. The Mathematics Education of Teachers, published by The Conference Board on the Mathematical Sciences, recommends 21 semester hours of mathematics for prospective teachers of middlegrades mathematics. In several states preservice teachers preparing to teach middlegrades mathematics and preservice teachers preparing to teach elementary school must complete 6 9 semester hours of mathematics content at the juniorsenior level. Graduate schools across the nation have developed special programs for educators who specialize in teaching mathematics to elementary school children and to middle grades students.However, there is a paucity of text materials to support those efforts at juniorsenior level and graduate level courses. Faculty members must choose to teach yet another course out of one of the "e;Mathematics for Teachers"e; texts that have formed the basis of the curriculum for the last two decades. These texts tend to treat a very limited set of topics on a somewhat superficial level. Alternatively, faculty members can use mathematics textbooks written primarily for students majoring in mathematics or the sciences. Neither the topic choice nor the pedagogical style of these texts is optimal for preservice and inservice teachers of middle grades and elementary mathematics.Discrete Mathematics for Teachers is a text designed to fill this void. The topic is right. Discrete mathematics provides a rich and varied source of problems for exploration and communication, expands knowledge of mathematics in directions related to elementary and middle school curricula, and is easily presented using our best understanding of the ways that mathematics is learned and taught. The presentation is right. In the spirit of NCTM's Principles and Standards for School Mathematics, topics are presented with careful attention to the best traditions of problem solving, reasoning and proof, communication, connections with other disciplines and other areas of mathematics, and varied modes of representation.
A historical docutext that examines the evolution of the struggle for peace and justice in America's past, from pre-colonial times to the present. It provides the interpretive analysis of American peace history. It illuminates the ways in which peace activists were often connected to larger reform movements in American history.
Presents lessons a straight principal-turned-professor has learned through personal experience and research with gay and lesbian high school students. This book begins with a young principal acknowledging that he, nor his administrative education program, had given any thought to issues surrounding students' sexual orientation.
Examines some of the most challenging aspects of drawing closer to God and communicates that some of the most heart-wrenching aspects of drawing closer to God during which many feel isolated are actually experiences that many Christians share. This book examines: spiritual growth, life's patterns, dealing with difficult people, and loving God.
Offers the college faculty members the insights of the development of reasoning movement. This title includes discussions of Vygotsky's ideas in relation to those of Piaget, of science education research progress since 1978, of constructivist learning theory applied to educational computer games and of applications from anthropology to zoology.
Parents of young children (ages 3-8) experience more complicated challenges and opportunities than prior generations. Introducing daughters and sons to what can be expected of them in a digital society is unprecedented and demanding. This book examines this obligation for parents.
(Originally Published in 2000 by Allyn & Bacon)Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources.From the Back Cover:Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "e;There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively."e;Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "e;Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum."e;Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "e;Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges headon. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible."e;Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon.Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was coeditor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA.
An objective study of the contemporary college student athlete. It argues that institutional attention must be directed at caring for the personal and intellectual growth of student athletes.
An objective study of the contemporary college student athlete. It argues that institutional attention must be directed at caring for the personal and intellectual growth of student athletes.
A book about pedagogical leadership that draws upon an extensive literature base as well as empirical research by the author in order to examine forms of leadership and management that promote and instill education for learning and social justice.
A work of the authors who see their intellectual roots in Marty Maehr's theoretical and empirical work. It contains two sections: Motivation and Self, and Culture and Motivation.
Discusses the role of mathematics in society and the implications for education. This book addresses fundamental issues such as the relevance of school mathematics in people's lives and creating a sense of agency for the field of mathematics education.
Describes game-changing designs using research-based strategies for inside organizational participants from CEOs, Boards of Directors, top, middle and lower managers and participants, and those people outside with a stake in its continued performance.
Social issue films are an excellent resource for teaching social issues. This book includes a discussion on teaching social issues, teaching with film, and how social issue films can be utilized to enhance the curriculum. It includes a filmography of 180 films that pertain to 30 social issues. It is suitable for educators, librarians and teachers.
This text addresses emerging models of design that are beginning to be used by ID types. They are based on constructivist and chaos (non-linear systems or ""soft systems"") theory. The book allows constructivist instructional design (C-ID) theorists topresent an extended version of their model.
Explores a broad range of questions and concerns that illustrate the scope and complexity of the consultant - client relationship. This book illustrates the richness and excitement that takes place not only in research on consulting but also in its application as the various empirical analyses of consulting in practice portray.
Explores a broad range of questions and concerns that illustrate the scope and complexity of the consultant - client relationship. This book illustrates the richness and excitement that takes place not only in research on consulting but also in its application as the various empirical analyses of consulting in practice portray.
The primary purpose of this book is to invite educators to (re)think what it means to critically conceptualize knowledge about the world. In other words, imagining curriculum in a critical way means decolonizing mainstream knowledge about global societies. Such an approach re-evaluates how we have come to know the world and asks us to consider the socio-political context in which we have come to understand what constitutes an ethical global imagination. A critical reading of the world calls for the need to examine alternative ways of knowing and teaching about the world: a pedagogy that recognizes how diverse subjects have come to view the world. A critical question this book raises is: What are the radical ways of re-conceptualizing curriculum knowledge about global societies so that we can become accountable to the different ways people have come to experience the world? Another question the book raises is: how do we engage with complexities surrounding social differences such as gender, race, ethnicity, religion, etc., in the global contexts? Analyzing global issues and events through the prism of social difference opens up spaces to advocate a transformative framework for a global education curriculum. Transformative in the sense that such a curriculum asks students to challenge stereotypes and engages students in advocating changes within local/global contexts.A critical global perspective advocates the value of going beyond the nation-state centered approach to teaching about topics such as history, politics, culture, etc. It calls for the need to develop curriculum that accounts for transnational formations: an intervention that asks us to go beyond issues that are confined within national borders. Such a practice recognizes the complicated ways the local is connected to the global and vice versa and cautions against creating a hierarchy between national and global issues. It also suggests the need to critically examine the pitfalls of forming dichotomies between the local (or the national) and the global or the center and the periphery.
Introduces readers to various aspects of intellectual disability in children, from birth to the end of schooling, with an educational focus. This book offers information on the research on identification and definition of intellectual disability, assessment of intellectual disability and adaptive behavior, and causes of intellectual disability.
An ethnographically-influenced study that investigates how Latina/o English Language Learners (ELLs) in middle school mathematics classes negotiated their learning of mathematics and mathematical discourse.
Umwelt, literally 'outer-world', is the study of the organism in relation to the world around it, as well as the meaning that the world holds for that organism. This book examines unique aspects of the natural world by relating the inner world of the subject and the objects to which that organism attends.
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