Curriculum & Instruction 2009 (US)

Curriculum &Instruction

Routledge Education

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Highlights inCurriculum &Instruction 2009

CONTENTSCurriculum and Instruction . . . . . . . . . . . . . . . .1

Curriculum Theory . . . . . . . . . . . . . . . . . . . . . .7

Science and Technology Education . . . . . . . . .10

Mathematics Education . . . . . . . . . . . . . . . . .14

Social Studies Education . . . . . . . . . . . . . . . . .20

Music, Art, and Drama Education . . . . . . . . . .26

College Study Skills . . . . . . . . . . . . . . . . . . . .28

Student Teaching and Teacher Education . . . .29

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Page 6 Page 3 Page 9

Page 12 Page 20 Page 23


Cognition and InstructionEditor: Andrea diSessaUniversity of California, BerkeleyVolume 27, 2009, 4 issues per yearPrint ISSN: 0737-0008Online ISSN: 1532-690Xwww.informaworld.com/hcgi

The Teacher EducatorEditors: Jerrell Cassady and Laurie MullenBall State UniversityVolume 44, 2009, 4 issues per yearPrint ISSN: 0887-8730Online ISSN: 1938-810www.informaworld.com/utte

Journal of Early ChildhoodTeacher EducationInterim Editor: Frances O’Connell RustErickson InstituteVolume 30, 2009, 4 issues per yearPrint ISSN: 1090-1027Online ISSN: 1745-5642www.informaworld.com/ujec

Leadership & Policy in SchoolsEditors: Stephen JacobsonState University of New YorkKenneth Leithwood, University of TorontoVolume 8, 2009, 4 issues per yearPrint ISSN: 1570-0763Online ISSN: 1744-5043www.informaworld.com/nlps

Journal of School ChoiceEditor: John MerrifieldUniversity of Texas at San AntonioVolume 3, 2009, 4 issues per yearPrint ISSN: 1558-2159Online ISSN: 1558-2167www.informaworld.com/wjsc

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1CURRICULUM AND INSTRUCTION

FORTHCOMING

4TH EDITION

Creativity in the ClassroomSchools of Curious Delight

Alane Jordan Starko, Eastern Michigan University,US

The fourth edition of this well-known text continuesthe mission of its predecessors—to help teacherslink creativity research and theory to the everydayactivities of classroom teaching. Part One includesinformation on models and theories of creativity,characteristics of creative people, and talentdevelopment. Part Two includes strategies explicitlydesigned to teach creative thinking, to weavecreative thinking into content area instruction and toorganize basic classroom activities—grouping, lessonplanning, assessment, motivation and classroomorganization—in ways that support students’creativity.August 2009: 400ppHb: 978-0-415-99706-5: £75.00 $135.00Pb: 978-0-415-99707-2: £32.50 $59.95www.routledge.com/9780415997072

FORTHCOMING

Cultural Validity in AssessmentA Guide for Educators

Edited by Maria del Rosario Basterra, Mid-AtlanticEquity Consortium, Inc, US, Elise Trumbull,Independent Educational Consultant, US andGuillermo Solano-Flores, University of Colorado atBoulder, US

Series: Language, Culture, and Teaching

Assessment plays a powerful role in the process ofeducation in the U.S. and has a disproportionatelynegative impact on students who do not come frommainstream, middle-class backgrounds.

This guide for practicing and prospective teacherslooks at the major issues in educational assessmentand provides knowledge, techniques, and strategiesto design and implement valid assessments for usein classrooms.

The construct of “cultural validity” is introduced asan organizing principle for addressing the issuesinvolved in ensuring fair and valid assessment ofstudents from ethnolinguistic minority-groupbackgrounds. The role of language in assessment isexplored in depth, not only as it relates to Englishlanguage learners but to all students. Every step inthe assessment process, from assessment selectionand design to administration, scoring, scoreinterpretation and is examined with a view toidentifying ways of maximizing fairness and validityfor all students. Examples and field-based workillustrate constructive practices and policies that holdpromise to yield more authentic accountability thanpresent practices can do. End-of-chapter activitieshelp readers apply the content in their specificsettings.August 2009: 280ppHb: 978-0-415-99979-3: £70.00 $125.00Pb: 978-0-415-99980-9: £24.99 $44.95www.routledge.com/9780415999809

FORTHCOMING

Home-School Connections in aMulticultural SocietyLearning from and with Culturally andLinguistically Diverse Families

Edited by Maria Luiza Dantas, University of SanDiego, US and Patrick C. Manyak, University ofWyoming, US


Educators everywhere confront critical issues relatedto families, schooling, and teaching in diversesettings. Directly addressing this reality, this bookshows pre-service and practicing teachers how torecognize and build on the rich resources forenhancing school learning that exist within culturallyand linguistically diverse families. The aim is todisrupt deficit assumptions about, and highlight thevalue of, the cultural experiences and knowledgethat these children acquire in their homes andcommunities.• Part I presents ethnographic portraits of children andfamilies from numerous ethnic and culturalbackgrounds; the ethnographic detail makes visiblethe learning resources that children from diversecultures and communities bring to school, theirperceptions of schooling, and the challenges theyface as they move between home and schoolenvironments.

• Part II introduces key sociocultural and ethnographicconcepts, in ways that are both accessible andchallenging, and applies these concepts as lensesthrough which to examine the portraits.

Combining engaging cases and relevant keyconcepts with thought-provoking pedagogicalfeatures, this text leads readers to extend theirnotions of learning resources, to rethink theconventional practices used to evaluate and fosterstudents’ “readiness” for school learning, and toconsider the types of knowledge and dispositionsthat teachers in a multicultural society need in orderto foster student engagement and home-schoolconnections.July 2009: 272ppHb: 978-0-415-99756-0: £75.00 $135.00Pb: 978-0-415-99757-7: £22.99 $41.95www.routledge.com/9780415997577

NEW

Perspectives on SupportedCollaborative Teacher InquiryEdited by David Slavit and Tamara HolmlundNelson, both at Washington State University atVancouver, US and Anne Kennedy, EducationalService District 112, US

Series: Routledge Research in Education

Supported collaborative teacher inquiry (SCTI)describes the process of professional development inwhich teacher teams build collaborative structuresfor the purpose of inquiring into aspects of theirown instructional practice. Professional developmentperformed collaboratively and grounded in “thework teachers do” is a highly effective forum forchallenging existing beliefs about content, learners,and teaching and using data and research to reflecton, and possibly change, instructional practice. Thecontributors to this volume describe supportedcollaborative inquiry as a framework for teacherprofessional development and provide specificempirical evidence found in examples of SCTI. Thechapters focus on the building of collaborativesupport structures, nurturing an inquiry stance,progressing through an inquiry process, and thevarious kinds of support mechanisms necessary toengage in SCTI. This seminal work in teacherresearch will be of interest to scholars, students,teachers, and administrators seeking insight intoteacher education, teacher leadership, and teacherinquiry.April 2009: 176ppHb: 978-0-415-99926-7: £60.00 $95.00eBook: 978-0-203-87654-1www.routledge.com/9780415999267

FORTHCOMING

The Teaching ExperienceBalancing School Relations

Cullingford Cedric, University of Huddersfield, US

A central dilemma for teachers is finding ways todeal with the multiple perspectives and demands ofstudents, parents, school management, and externalforces.

The Teaching Experience explores the tensionbetween teaching and learning that all teachersexperience. Presenting a series of insights into theart of teaching from the perspectives of thoseindividuals most closely involved in the schoolingprocess, the book explores student voice in schools,and experiences of teaching and learning from thestudent perspective. Providing an opportunity forself reflection, the book also examines teachers’relationships with parents, external agencies andtheir attitudes towards students. Subjects coveredinclude:• What students think of teachers

• Teacher’s views of themselves

• School hierarchies and the ethos of inspection

• Using student insights to inform about learningstrategies.

Essential reading for all teachers and pre-serviceteachers, this book offers a unique insight intoschool relationships and structures, giving readers anawareness of what is like to be a teacher.September 2009: 170ppHb: 978-0-415-49250-8: £70.00 $140.00Pb: 978-0-415-49251-5: £19.99 $37.95www.routledge.com/9780415492515

FORTHCOMING

Teaching for Student LearningRichard I. Arends, Central Connecticut StateUniversity, US and Ann Kilcher Phaideia ConsultingGroup, Canada

This book is directed at university and school-basedteacher educators who work at the graduate level orwho provide instruction to in-service teachers. Itillustrates how they can move their teaching fromnovice to expert status by integrating both researchand the wisdom of practice into their teaching. Italso emphasizes the complexity of teaching andlearning and shows how, over time, accomplishedteachers can acquire and apply a broad repertoire ofevidence-based teaching practices in the support ofstudent learning.

The book’s content stems from three major fields ofstudy: 1) theories and research on how people learn,including new insights from the cognitive andneurosciences; 2) research on effective classroompractices, particularly those shown to have thegreatest effect on student learning; and 3) researchon effective schooling, defined as school-levelfactors that enhance student achievement andsuccess. Although the major focus of the book willbe on teaching, it will devote considerable space todescribing how students learn and how the mosteffective and widely-used models of teachingconnect to principles of student learning.Specifically, it will describe how research onteaching, cognition, and neuroscience converge toprovide an evidence-based “science of learning”which teachers can use to advance their practice.July 2009: 304ppHb: 978-0-415-99888-8: £75.00 $135.00Pb: 978-0-415-96530-9: £27.99 $50.00www.routledge.com/9780415965309

FORTHCOMING

Thinking Lessons for ThinkingClassroomsTools for Teachers

Carol McGuinness, Carol Curry, Angela Eakinand Noel Sheehy, all at Queens University ofBelfast, UK

Series: Improving Practice (TLRP)

Developing broader learning goals have become anational priority for many countries and greatemphasis is being placed on developing the qualityof children’s thinking and learning.

Thinking Lessons for Thinking Classrooms will helpelementary schools seeking new ways to promotechildren’s thinking. Focusing on skills such as:information processing, reasoning, enquiry, beingcreative, evaluating, problem-solving, decision-making and working with others, the book showsteachers how to design and teach thinking lessonsacross the curriculum. This practical handbook isdivided into three parts:

It guides teachers on how to get started andprovides plenty of examples of case studies fromclassroom teachers who have already used themethodology. A brief theoretical framework is alsoprovided for teachers to interpret and to advancetheir current practice.December 2009: 144ppPb: 978-0-415-45454-4: £19.99 $39.95www.routledge.com/9780415454544

FORTHCOMING

Using Discourse Analysis toImprove Classroom InteractionLelsey A. Rex, University of Michigan at Ann Arbor,US and Laura Schiller, Literacy Consultant, US

This accessible “how to” book is about classroominteraction. It offers teachers the powerful tools ofdiscourse analysis as a way of understanding thecomplex dynamics of human interaction thatconstitute effective, equitable teaching and learningand guides them step-by-step through how to buildtheir interactional awareness to improve theirteaching.June 2009: 120ppHb: 978-0-415-80113-3: £75.00 $125.00Pb: 978-0-415-80114-0: £18.99 $33.95eBook: 978-0-203-87698-5www.routledge.com/9780415801140

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2ND EDITION

Back to the Basics of Teaching andLearning“Thinking the World Together”

David W. Jardine, University of Calgary, Canada,Patricia Clifford, Galileo Educational NetworkAssociation, Canada and Sharon Friesen, GalileoEducational Network Association, Canada andUniversity of Calgary, Canada

This book is about anecological-interpretive imageof “the basics.” Essaysdetailing everyday, livedevents in classroom life arepresented to help readers seebeneath the surfaceordinariness of these eventsto uncover and examine theunderlying complex andcontested meanings theycontain.

This is a valuable text for practicing teachers andstudent-teachers interested in re-imagining what isbasic to their work and the work of their students. Italso provides examples of interpretive inquiry thatwill be helpful for graduate students and scholars inthe areas of curriculum, teaching, and learning whoare interested in pursuing this form of research andwriting.

The Second Edition:• Adds chapters that take up the ecological aspects ofthis vision, the hermeneutic aspects, and curricularaspects in the areas of mathematics, reading andwriting, and social studies.

• Includes chapters on child development, informationand communications technologies, and more.

• Proposes a version of “the basics” that asks teachersto be public intellectuals who think about the world,who think about the knowledge we have inheritedand to which we are offering our students living,breathing access.

June 2008: 288ppPb: 978-0-8058-6320-8: £25.99 $41.95eBook: 978-1-4106-1774-3www.routledge.com/9780805863208

• AVAILABLE AS A COMPLIMENTARY COPY

TEXTBOOK

2ND EDITION

Culture in School LearningRevealing the Deep Meaning

Etta R. Hollins, University of Southern California,US

In this text Etta Hollinspresents a powerful processfor developing a teachingperspective that embraces thecentrality of culture in schoollearning. The six-part processcovers objectifying culture,personalizing culture,inquiring about students’cultures and communities,applying knowledge aboutculture to teaching,

formulating theory or a conceptual frameworklinking culture and school learning, andtransforming professional practice to better meetthe needs of students from different cultural andexperiential backgrounds. All aspects of the processare interrelated and interdependent. Two basicprocedures are employed in this process:constructing an operational definition of culture thatreveals 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 classroominstruction.

Pedagogical Features:• Focus Questions at the beginning of each chapterassist the reader in identifying complex issues to beexamined.

• Chapter Summaries provide a quick review of themain topics presented.

• Suggested Learning Experiences have beenselected for their value in expanding pre-serviceteachers’ understanding of specific questions andissues raised in the chapter.

• Critical Readings lists extend the text to treatimportant issues in greater depth.

New in the Second Edition:• New emphasis is placed on the power of socialideology in framing teachers’ thinking and schoolpractices.

• The relationship of core values and other importantsocial values common in the United States to schoolpractices is explicitly discussed.

• Discussion of racism includes an explanation of therelationship between institutionalized racism andpersonal beliefs and actions.

• Approaches to understanding and evaluatingcurriculum have been expanded to include differentgenres and dimensions of multicultural education.

• A framework for understanding cultural diversity inthe classroom is presented.

• New emphasis is placed on participating in acommunity of practice.

This book is primarily designed for pre-serviceteachers in courses on multicultural education, socialfoundations of education, principles of education,and introduction to teaching. In-service teachers andgraduate students will find it equally useful.February 2008: 224ppPb: 978-0-8058-4108-4: £17.99 $32.95eBook: 978-0-203-92943-8www.routledge.com/9780805841084


CURRICULUM AND INSTRUCTION2

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Handbook of TechnologicalPedagogical Content Knowledge(TPCK) for EducatorsEdited by the AACTE Committee on Innovationand Technology, US

A Co-Publication of Routledge, Taylor &Francis Group for the American Associationof Colleges for Teacher Education

This Handbook addresses theconcept and implementationof technological pedagogicalcontent knowledge—theknowledge and skills thatteachers need in order tointegrate technologymeaningfully into instructionin specific content areas.Recognizing, for example,that effective uses oftechnology in mathematics

are quite different from effective uses of technologyin social studies, teachers need specific preparationin using technology in each content area they willbe teaching. Offering a series of chapters by scholarsin different content areas who apply thetechnological pedagogical content knowledgeframework to their individual content areas, thevolume is structured around three themes:

What is Technological Pedagogical Content Knowledge?

• Integrating Technological Pedagogical ContentKnowledge into Specific Subject Areas

• IIntegrating Technological Pedagogical ContentKnowledge into Teacher Education and ProfessionalDevelopment

The Handbook of Technological PedagogicalContent Knowledge (TPCK) for Educators issimultaneously a mandate and a manifesto on theengagement of technology in classrooms based onconsensus standards and rubrics for effectiveness. Asthe title of the concluding chapter declares, “It’sabout time!”January 2008: 336ppHb: 978-0-8058-6355-0: £85.00 $150.00Pb: 978-0-8058-6356-7: £32.50 $59.95eBook: 978-1-4106-1818-4www.routledge.com/9780805863567

Improving Teacher Educationthrough Action ResearchEdited by Ming-Fai Hui and David L. Grossman,both at the Hong Kong Institute of Education, HongKong


There has been a dearth of studies on teachereducators using action research to improve theirown practice. This book is the first systematic studyof a group of teachers examining and enhancingtheir own practice through the inquiry process ofaction research. This book presents a broad overviewof a variety of methodologies that can be used toimprove teacher preparation and professionaldevelopment programs. It is a “must read” book forthose educators who are new to the collegeteaching profession and for those who are aspiredto be outstanding and successful lecturers.January 2008: 210ppHb: 978-0-415-95629-1: £60.00 $95.00eBook: 978-0-203-89537-5www.routledge.com/9780415956291

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Mathematics and TeachingMichele D. Crockett, University of Illinois atUrbana-Champagne, US

This book uses case studies toexplore complex and pervasiveissues that arise in teaching.In this volume, schoolmathematics is the context inwhich to consider race, equity,political contexts and thebroader social and culturalcircumstances in whichschooling occurs. It does notprovide immediate ordefinitive resolutions. Rather,

its goal is to provoke and facilitate thoughtfuldiscussion about critical issues for professionaldecision-making in mathematics teaching.

Mathematics and Teaching is pertinent for allprospective and practicing teachers at any stage intheir teaching careers. It is appropriate for anyundergraduate and graduate course addressingmathematics teaching issues.May 2008: 144ppPb: 978-0-8058-4419-1: £15.99 $29.95eBook: 978-0-203-93021-2www.routledge.com/9780805844191


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Reading and TeachingRichard J. Meyer, University of New Mexico, USand Maryann Manning, University of Alabama atBirmingham, US

This book raises questions andprovides a context for pre-service and practicing teachersto understand and to reflecton the complex issuessurrounding the teaching ofreading in the schools. Itpresents real teachers in theirclassrooms, dialogues aboutthat teaching, and exercisesfor further clarification. Thepurpose is to help teachers

make informed choices about their teaching ofreading.

January 2007: 224ppPb: 978-0-8058-5429-9: £15.99 $21.50eBook: 978-1-4106-1605-0www.routledge.com/9780805854299


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Religion and TeachingRonald D. Anderson, University of Colorado atBoulder, US

This text engages pre-serviceand practicing teachers inconsidering some of thecomplex issues related toreligion and teaching that alleducators face in theirinteractions with students,parents, administrators, andfellow teachers. The questionsare not just about what islegal and what is not, buthow a teacher should act in

the best interests of all students, both those whoare religious and those who are not.

2007: 136ppPb: 978-0-8058-5162-5: £18.99 $29.95eBook: 978-1-4106-1632-6www.routledge.com/9780805851625


Linguistic Diversity and TeachingNancy L. Commins, University of Colorado atDenver, US and Ofelia B. Miramontes, Universityof Colorado at Boulder, US


Gender and TeachingFrances A. Maher, Wheaton College, US and JanieVictoria Ward, Simmons College, US2001: 160ppPb: 978-0-8058-2986-0: $24.50eBook: 978-1-4106-0434-7www.routledge.com/9780805829860

Culture and TeachingDaniel P. Liston, University of Colorado at Boulder,US and Kenneth M. Zeichner, University ofWisconsin at Madison, US

1996: 128ppPb: 978-0-8058-8051-9: £13.50 $20.95www.routledge.com/9780805880519

Reflective TeachingAn Introduction

Kenneth M. Zeichner, University of Wisconsin atMadison, US and Daniel P. Liston, University ofColorado at Boulder, US


CURRICULUM AND INSTRUCTION 3

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Reflective Teaching and the Social Conditions of SchoolingA Series for Prospective and Practicing Teachers

Series Editors: Daniel P. Liston and Kenneth M. Zeichner

The Really Useful Creativity BookDominic Wyse, University of Cambridge, UK andPam Dowson, University of Cambridge, UK

Series: The Really Useful Series

What is creativity and how dowe teach it? This bookprovides approaches andideas that will enable childrento develop their creativity.Written for the elementaryschool teacher, student ortrainee teacher, the bookshows you how creativity canflourish in your classroom.With examples of practiceincluded throughout, the

issues covered include:

• Everyday creativity—ideas to get started on straightaway

• Planning—with ideas for cross-curricular planning,and many other ways to plan for creativity

• Creativity and the environment—starting with theclassroom and school, then going further afield

• Creative Partnerships—working with other people tostimulate children’s creativity

• the drama of creativity and showing how teachers canadopt the mantle of the expert

• Thinking about Creativity—thinking skills for yourchildren, and ways of thinking for you.

This lively, stimulating book will help busy teachersworking with the National Curriculum to developchildren’s creativity.December 2008: 128ppPb: 978-0-415-45696-8: £18.99 $35.95www.routledge.com/9780415456968

Interdisciplinary Education in theAge of AssessmentEdited by David M. Moss, Terry A. Osborn andDouglas Kaufman, all at the University ofConnecticut, US

Many current standards-drivencurricula follow strict subject-specific guidelines, leavingeducators little room forinterdisciplinary innovation.This volume gears itselftoward developingassessment models specific tointerdisciplinary education,positioning itself as a seminaltext in the field and a valuableresource to educators across

the disciplines. Each chapter covers a major subjectarea—literacy, science, math, social studies, bilingualeducation, foreign language, educational policy—and discusses methods of assessing integrated andinterdisciplinary curriculum and instruction.

March 2008: 224ppHb: 978-0-8058-5377-3: £75.00 $135.00Pb: 978-0-8058-5378-0: £22.99 $41.95eBook: 978-0-203-92944-5www.routledge.com/9780805853780

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Teaching English LanguageLearners in Career and TechnicalEducation ProgramsVictor M. Hernández-Gantes and William Blank,both at the University of South Florida, US

Exploring the uniquechallenges of vocationaleducation, this book providessimple and straightforwardadvice on how to teachEnglish Language Learners intoday’s Career and TechnicalEducation programs. Theauthors’ teaching frameworkand case studies draw fromcommon settings in whichcareer and technical educators

find themselves working with ELL—in the classroom,in the laboratory or workshop, and in work-basedlearning settings. By integrating CTE and academicinstruction, and embedding career developmentactivities across the curriculum, readers will gain abetter understanding of the challenges of teachingoccupationally-oriented content to a diverse groupof learners in multiples settings

August 2008: 256ppHb: 978-0-415-95758-8: £75.00 $135.00Pb: 978-0-415-95757-1: £18.99 $33.95eBook: 978-0-203-89439-2www.routledge.com/9780415957571


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Teaching English LanguageLearners through TechnologyTony Erben, University of Tampa, US, Ruth Ban,Barry University, US and Martha Castañeda, MiamiUniversity, US

In this book, the authorsexplore the use of computersand technology as apedagogical tool to aid in theappropriate instruction of ELLsacross all content areas. Thespecial focus of this book ison the informed use ofvarious technologies andsoftware programs that canspecifically aid ELLs. Strategiesare also provided for varying

levels of access—whether teachers teach in a onecomputer classroom, have access to multiplecomputers, or have the ability to go into a computerlab at their school. A fully annotated list of web andprint resources completes the volume, making this avaluable reference to help teachers harness thepower of computer-assisted technologies in meetingthe challenges of including all learners in effectiveinstruction.



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Teaching Mathematics to EnglishLanguage LearnersGladis Kersaint, Denisse R. Thompson andMariana Petkova, all at the University of SouthFlorida, US

This book provides simple andstraightforward advice onhow to teach mathematics tothe English Language Learnersin the classroom. The authorsoffer context-specificstrategies for everything fromfacilitating classroomdiscussions with all students,to reading and interpretingmath textbooks, to tacklingword problems. A fully

annotated list of math web and print resourcescompletes the volume, making this a valuablereference to help mathematics teachers meet thechallenges of including all learners in effectiveinstruction.



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Teaching Social Studies to EnglishLanguage LearnersBárbara C. Cruz and Stephen J. Thornton, bothat the University of South Florida, US

This book provides simple andstraightforward advice onhow to teach EnglishLanguage Learners in theclassroom.The authors offercontext-specific strategies forthe full range of the socialstudies curriculum, includinggeography, U.S. history, worldhistory, economics, andgovernment. A fullyannotated list of web and

print resources completes the volume, making this avaluable reference to help social studies teachersmeet the challenges of including all learners ineffective instruction.







Teaching English Language Learners across the Curriculum SeriesSeries Editors: Tony Erben, Bárbara C. Cruz and Stephen J. Thornton

TEXTBOOK

2ND EDITION

Engaging MindsChanging Teaching in Complex Times

Brent Davis and Dennis Sumara, both at theUniversity of Alberta, Canada and Rebecca Luce-Kapler, Queen’s University, Canada

This book involves readers in astimulating, informative,comprehensive exploration ofteaching and learning.Prompting examinations ofthe complexities of learning,pedagogy, and schooling,interrupts the assumptionsand norms that frame popularunderstandings and refusessimplistic notions orunresolvable tensions that

sometimes infuse popular debates about knowing,learning, and teaching. A variety of sophisticated,interactive pedagogical features and graphic displaysdraw readers into new ways of thinking about andresponding to the ideas and information presented.



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Instructional Strategies for Middleand High SchoolBruce E. Larson and Timothy A. Keiper, both atWestern Washington University, US

This is an accessible, practical,and engaging methodstextbook that introduces pre-service teachers to variousinstructional strategies, andhelps them decide how andwhen to use them in theclassroom. Practicalsuggestions for integratingclassroom management andvalid assessment techniquesare presented alongside each

method. The instructional strategies and methodsoutlined in this text will bring about understandingand conceptual awareness in students so they canuse what they learn in the classroom to better theirlives.

2007: 344ppHb: 978-0-415-95308-5: £70.00 $125.00Pb: 978-0-415-95309-2: £25.99 $46.95www.routledge.com/9780415953092


VOLUME I

Inquiry in EducationThe Conceptual Foundations for Research as aCurricular Imperative

Series: Educational Psychology

Mark W. Aulls and Bruce M. Shore, both at McGillUniversity, Canada

This book pulls together morethan four decades of expertopinion, quantitative research,and qualitative research oninquiry in different disciplines,school subjects, and levels ofeducation. It presents a dozendifferent pedagogical,philosophical, and disciplinarytraditions within whichevidence and rationale arefound for building learning

and teaching experiences around inquiry-basedcurricula. It is the first book to build a cross-disciplinary case for inquiry as the central core ofsound curriculum design, and to offer an organizedinterpretation of this large body of knowledge froma variety of perspectives and for differenteducational purposes.

November 2007: 336ppHb: 978-0-8058-2741-5: £49.99 $90.00Pb: 978-0-8058-2742-2: £17.99 $32.50eBook: 978-1-4106-1594-7www.routledge.com/9780805827422

VOLUME II

Inquiry in EducationOvercoming Barriers to SuccessfulImplementation

Series: Educational Psychology

Edited by Bruce M. Shore and Mark W. Aulls,both at McGill University, Canada and Marcia A. B.Delcourt, Western Connecticut State University, US

A companion to Inquiry inEducation, Volume I, VolumeII illustrates how educators ina range of settings have dealtwith obstacles to successfulimplementation of inquiry-based approaches. Eachchapter focuses on aparticular barrier or barriers,and has a primary focus onlearners, teachers, or thecurriculum. The stories reflect

highly varied learning contexts ranging from infancyto university, from the classroom to a range of out-out-school contexts.

2007: 368ppHb: 978-0-8058-2743-9: £49.99 $90.00Pb: 978-0-8058-2744-6: £17.99 $32.50eBook: 978-1-4106-1596-1www.routledge.com/9780805827446

TEXTBOOK

3RD EDITION

Motivation for AchievementPossibilities for Teaching and Learning

M. Kay Alderman, University of Akron, US

This text is designed to helppre-service and in-serviceteachers understand studentand teacher motivation, andto provide the basis forstrategies to foster motivationfor students at all levels ofperformance. Its premise isthat current research andtheory about motivationoffers hope and possibilitiesfor educators to enhance

motivation for achievement.



Gender in the ClassroomFoundations, Skills, Methods, and StrategiesAcross the Curriculum

Edited by David Sadker, American University, USand Ellen S. Silber, Fordham University, US

2006: 320ppPb: 978-0-8058-5474-9: £25.99 $41.95Instructor’s Manual: 978-0-8058-5475-6: Free Upon AdoptioneBook: 978-1-4106-1492-6www.routledge.com/9780805854749

Improving Subject TeachingLessons from Research in Science Education

Robin Millar, University of York, UK, John Leach,University of Leeds, UK, Jonathan Osborne, King’sCollege University of London, UK and MaryRatcliffe, University of Southampton, UK

Series: Improving Learning


CURRICULUM AND INSTRUCTION 5



NEW

Constructivist InstructionSuccess or Failure?

Edited by Thomas M. Duffy, Indiana University, USand Sigmund Tobias, Teachers College, ColumbiaUniversity, US

This book brings together leading thinkers fromboth sides of the hotly debated controversy aboutconstructivist approaches to instruction. Althoughconstructivist theories and practice now dominatethe fields of the learning sciences, instructionaltechnology, curriculum and teaching, andeducational psychology, they have also been thesubject of sharp criticism regarding sparse researchsupport and adverse research findings. This volumepresents:• The evidence for and against constructivism

• The challenges from information-processing theorists

• Commentaries from leading researchers in areas suchas text comprehension, technology, as well as mathand science education, who discuss the constructivistframework from their perspectives.

Chapters present detailed views from both sides ofthe controversy. A distinctive feature of the book isthe dialogue built into it between the differentpositions. Each chapter concludes with discussions inwhich two authors with opposing views raisequestions about the chapter, followed by theauthor(s)’ responses to those questions; for somechapters there are several cycles of questions andanswers. These discussions, and concluding chaptersby the editors, clarify, and occasionally narrow thedifferences between positions and identify neededresearch.April 2009: 408ppHb: 978-0-415-99423-1: £78.00 $140.00Pb: 978-0-415-99424-8: £27.99 $49.95eBook: 978-0-203-87884-2www.routledge.com/9780415994248

FORTHCOMING

Critical Pedagogies of ConsumptionLiving and Learning in the Shadow of the“Shopocalypse”

Edited by Jennifer A. Sandlin, Arizona StateUniversity, US and Peter McLaren, University ofCalifornia at Los Angeles, US

Series: Sociocultural, Political, and Historical Studiesin Education

In this book, distinguished international scholarsfrom a wide range of disciplines, includingcurriculum studies, foundations of education, adulteducation, higher education, and consumereducation, explore consumption and its relation tolearning, identity development, and education.Readers will learn about a variety of ways in whichlearning and education intersect with consumption.This volume is unique within the literature ofeducation in its examination of educational sites—both formal and informal—where learners andteachers are resisting consumerism and enacting a“critical pedagogy of consumption.”August 2009: 264ppHb: 978-0-415-99789-8: £75.00 $135.00Pb: 978-0-415-99790-4: £24.99 $44.95www.routledge.com/9780415997904

NEW

Education and Hope in TroubledTimesVisions of Change for Our Children’s Future

Edited by H. Svi Shapiro, University of NorthCarolina at Greensboro, US

Series: Sociocultural, Political, and Historical Studiesin Education

“Progressive educators have always been betterat critique than at possibility. This bookpromises not to ignore critique, but to favorpossibility. It is most rare and greatlywelcomed.”

—Richard Quantz, Miami University

“In terms of innovative ideas and approaches topedagogy and theorizing about schooling, thisvolume is at the top of pedagogical discoursesand thinking.”

—Joseph Zajda, Australian Catholic University

This book brings together a group of the best andmost creative educational thinkers to reflect on thepurpose and future of public education. Theseoriginal essays by leading social and educationalcommentators in North America attempt toarticulate a new vision for education, especiallypublic education, and begin to set an alternativedirection. This is a time of crisis, but also of renewedpossibility—one that offers the opportunity toradically reconsider what is the meaning ofeducation for a generation that will bear the bruntof grappling with the extraordinary dangers andchallenges we confront today. At its core thisvolume questions what will it mean to be aneducated human being in the 21st centurycompelled to confront and address so much thatthreatens the very basis of a decent and hopefulhuman existence. Carrying forward a project ofredefining and reshaping public discourse oneducation in the U.S., it is a critical catalyst andfocus for re-thinking public policy on education.February 2009: 336ppHb: 978-0-415-99425-5: £75.00 $135.00Pb: 978-0-415-99426-2: £31.95 $44.95eBook: 978-0-203-88185-9www.routledge.com/9780415994262

Losing HeartThe Moral and Spiritual Miseducation ofAmerica’s Children

H. Svi Shapiro, University of North Carolina atGreensboro, US


NEW TEXTBOOK

3RD EDITION

The Curriculum Studies ReaderThird Edition

Edited by David J. Flinders, Indiana University, USand Stephen J. Thornton, University of SouthFlorida, US

Praise for previous editions:

“This Reader is a beginningto study, not an ending. Itinvites readers to thinkcarefully and, then, to joinwith colleagues in theconstruction of decisionsabout real curriculumquestions in real schools forreal students.”

—O. L. Davis, Jr., University ofTexas at Austin

“...will be of interest to all who want to knowwhy we teach what we teach in schools.”

—Harvard Educational Review

In this much-anticipated third edition of the best-selling anthology, Flinders and Thornton once againbring together the best scholarship in curriculumstudies. From John Dewey’s nineteenth-centurycreed to Nel Noddings’ twenty-first century aims,this thoughtful combination of new and timelyessays provides a complete survey of the disciplinecoupled with concrete examples of innovativecurriculum and an examination of contemporarytopics. New to this edition are additional historicaland contextual pieces from Maria Montessori andJerome Bruner, and a thoroughly updated collectionof contemporary selections, reflecting issues such asstandardization, high-stakes testing, andglobalization.

Carefully balanced to engage with the history ofcurriculum studies while simultaneously lookingahead to its future, The Curriculum Studies Readercontinues to be the most authoritative collection inthe field.January 2009: 464ppHb: 978-0-415-96321-3: £75.00 $140.00Pb: 978-0-415-96322-0: £21.99 $39.95www.routledge.com/9780415963220






FORTHCOMING

Curriculum, Syllabus Design andEquityA Primer and Model

Edited by Allan Luke, Queensland University ofTechnology, Australia

Curriculum scholars and teachers working for socialjustice and equity have been caught up inacrimonious and polarizing political debates overcontent, ideology, and disciplinary knowledge. Inaddressing the practical questions of the “technicalform” of the syllabus, this volume makes the casethat its technical form can influence social justiceand equity in the curriculum. It presents principles ofdesign that are key to equitable teaching andlearning, discusses a range of approaches that havethe potential to enhance teacher professionalismand more equitable educational achievement, andoffers clear and practical guidelines for the tasks ofwriting curriculum documents and designing officialsyllabi and professional development programs.Examples from the U.S., Canada, Europe and Asiaare included.

Written for curriculum developers, policy makers andschool curriculum leaders, as well as students andresearchers, this useful, practical primer introducesand unpacks definitions of curriculum, syllabus, theschool subject, and “informed professionalism.” Itprovides a foundational structure for syllabus designwork at system and school levels. The editors andcontributors, all leading international scholars,advance a unified, principled approach to the designof state syllabus documents that aims for highquality and high equity educational outcomes instate systems. Throughout, they stress the need forsyllabus design that enhances local curriculumdevelopment capacity and teacher professionalresponses to specific community and studentcontexts.June 2009: 232ppHB: 978-0-415-80331-9£978041 $135.00PB: £978-0-415-80320-5 $44.75www.routledge.com/9780415803205

NEW

4TH EDITION

Key Concepts for UnderstandingCurriculumColin J. Marsh, Curtin University of Technology,Australia

Series: Teachers’ Library

This book is an invaluable guide for all involved incurriculum matters. This revised and enlarged fourthedition provides not only a solid grounding in thesubject but also covers the latest trends and issuesaffecting the field. Written in Marsh’s clear andaccessible style, the book details the strengths,weaknesses and controversies around majorconcepts in curriculum.

Now updated with new chapters on curriculummodels, school-based curriculum development,learning studies, ICT developments in assessment,the new edition includes extra detail on standardsand essential learning factors that have recentlybeen introduced in a number of countries, includingthe U.K., U.S. and Australia.

This definitive text will be essential reading foranyone involved in curriculum planning ordevelopment.February 2009: 224ppHb: 978-0-415-46577-9: £80.00 $160.00Pb: 978-0-415-46578-6: £25.99 $49.95www.routledge.com/9780415465786

FORTHCOMING

2ND EDITION

Learning, Creating, and UsingKnowledgeConcept Maps as Facilitative Tools in Schools andCorporations

Joseph D. Novak, Cornell University, US

The fully revised and updated Second Edition of thisimportant work is a pioneer illustration of a neweducational paradigm designed to meet thechallenges of the third millennium. Recognizing thatthe future of economic well being in today’sknowledge and information society rests upon theeffectiveness of schools and corporations toempower their people to be more effective learnersand knowledge creators, the book presents a solidlygrounded theory for meaningful learning andautonomous knowledge building along with tools tomake it operational, that is concept maps, createdwith the use of CMap Tools and the V diagram. Thetheory is easy to put into practice, since it includesresources to facilitate the process, especially conceptmaps, now optimized by CMap Tools software.CMap Tools software is highly intuitive and easy touse. People who have until now been reluctant touse the new technologies in their professional livesare also likely to be attracted by this book. Learning,Creating, and Using Knowledge is essential readingfor educators at all levels and corporate managerswho seek to enhance worker productivity.November 2009: 312ppHb: 978-0-415-99184-1: £75.00 $135.00Pb: 978-0-415-99185-8: £27.99 $49.95www.routledge.com/9780415991858

FORTHCOMING

Special Educational Needs: The KeyConceptsPhilip Garner, Nottingham Trent University, UK

Series: Routledge Key Guides

Exploring the complex issuesthat surround specialeducational needs both in andout of the classroom, thisreader-friendly text considersthe impacts that these issueshave upon the child, theparent, the teacher, and theschool as a whole. Fully cross-referenced and includingsuggestions for furtherreading with each entry, areasdiscussed include:

• Student rights and empowerment

• Parents and care workers

• Curriculum and teaching

• Inclusive approaches

• Historical dimensions

Providing an informative combination of practical,historical and legal terms and concepts, SpecialEducational Needs: The Key Concepts is a highlyuseful resource accessible to a broad audience.July 2009: 208ppHb: 978-0-415-20719-5: £60.00 $110.00Pb: 978-0-415-20720-1: £14.99 $26.95eBook: 978-0-203-08849-4www.routledge.com/9780415207201

CURRICULUM THEORY 7



FORTHCOMING

2ND EDITION

Cultures of CurriculumPamela Bolotin Joseph, University of Washingtonat Bothell, US

Using “cultures of curriculum” as a lens, this clear,compelling text reveals and critically examines thebelief systems and classroom practices of curricularorientations in contemporary American society. It isdesigned to foster awareness, examination, anddeliberation about the curricula planned for andcarried out in classrooms and schools; to inspireconversations about theory and practice as well aspolitical, social, and moral issues; and to expandcritical consciousness about approaches tocurriculum and practice. Readers are encouraged togive serious attention to the issues this book raisesfor them, and to join with their colleagues, students,and communities in considering how to createcurricula with purpose and congruent practices. Aframework of inquiry is presented to facilitate suchreflection and to accomplish these goals. The secondedition of Cultures of Curriculum:• Connects theory to practice by describing curricularorientations as depicted in practice, providingeducators with strategies and rationales for creatingintentional practices in classrooms and schools.

• Integrates moral and political discourse intodiscussions of curriculum orientations so thateducators can recognize, question, and challengeaims and actions by examining dominant paradigmsand both their direct and unforeseeable influencesupon schooling.

• Uses a heuristic that helps educators understandcurricular orientations and reflect upon their ownbeliefs and practices.

• Presents the concept of cultures of curriculum as away of thinking of curriculum as cultural textencompassing histories, norms, beliefs, values, roles,and environments.

Changes in the Second Edition include:• Two new chapters—”Sustaining Traditional Cultures”(culturally responsive education) and “EnvisioningPeace” (peace education)

• Updates and pertinent scholarship in all chaptersreflecting recent events and discourses

• Several organizational changes to enhance clarity andusability

November 2009: 256ppHb: 978-0-415-99186-5: £70.00 $125.00Pb: 978-0-415-99187-2: £20.99 $39.95www.routledge.com/9780415991872

FORTHCOMING

Curriculum Studies Handbook—TheNext MomentExploring Post-Reconceptualization

Edited by Erik Malewski, Purdue University, US

“Through an incredibly eclectic mix of juniorand established scholars, this volume representsa uniquely current and diverse presentation ofcurriculum studies inquiry. The focus onemergent/junior scholars anticipates evolvinglines of inquiry in the field, and brings thoseinquiries into direct dialogue with experts inthe field/s. In this sense, this volume is current,progressive, and in some sense revolutionary.”

—Michael P. O’Malley, Texas State University at SanMarcos

What comes after the reconceptualization ofcurriculum studies? What is the contribution of thenext wave of curriculum scholars? Comprehensiveand on the cutting edge, this Handbook speaks tothese questions and extends the conversation onpresent and future directions in curriculum studiesthrough the work of twenty-four junior scholarswho explore, each in their own unique ways, thepresent moment in curriculum studies. Tocontextualize the work of this up-and-cominggeneration, each chapter is paired with a shorterresponse by a well-known scholar in the field,provoking an intra- inter-generational exchange thatilluminates both historical trajectories and upcomingmoments. From theorizing at the crossroads offeminist thought and post-colonialism to newperspectives that include critical race, currere, queersouthern studies, Black feminist cultural analysis,post-structural policy studies, spiritual ecology, andEast-West international philosophies, present andfuture directions in the U.S. American field arerevealed.May 2009: 608ppHb: 978-0-415-98948-0: £138.99 $250.00Pb: 978-0-415-98949-7: £55.99 $99.95www.routledge.com/9780415989497

FORTHCOMING

Languages of EducationRepublicanism and Protestantism

Daniel Tröhler, University of Applied Sciences,Switzerland

In this landmark contribution to the study of theformation of the modern school, Daniel Tröhlerapplies one of the most recognized methods ofhistorical research to an analysis of the “language”of the academic discipline of education. Arguing thevalue of looking at languages rather than argumentsthis method of historical research is used to examinethe background of different philosophies, theories,or arguments of education, specificallyrepublicanism and Protestantism. Tröhler’s argumentis that such analysis is essential to tracing backeducational arguments to the ideological core oftheir concerns, and thus to understanding ininternational perspective the historical developmentof education systems and organizations and toevaluating their different theoretical and politicalapproaches and claims. Languages of Education isessential reading for scholars and students acrossthe fields of history and philosophy of education,curriculum studies, and comparative education.August 2009: 160ppHb: 978-0-415-99508-5: £49.95 $95.00www.routledge.com/9780415995085

NEW

Teaching By NumbersDeconstructing the Discourse of Standards andAccountability in Education

Peter M. Taubman, Brooklyn College, CUNY, US

Over the last decade thetransformation in the field ofeducation that is occurringunder the twin banners of“standards” and“accountability” hasmaterially affected everyaspect of schooling, teaching,and teacher education in theUnited States. Teaching ByNumbers offersinterdisciplinary ways tounderstand the educational

reforms underway in urban education, teaching, andteacher education, and their impact on what itmeans to teach. Peter Taubman maps the totality ofthe transformation and takes into account theconstellation of forces shaping it. Going further, heproposes an alternative vision of teacher educationand argues why such a program would betteraddress the concerns of well-intentioned educatorswho have surrendered to various reforms efforts.This volume is essential reading for researchers,students, and professionals across the fields ofurban education, curriculum theory, socialfoundations, educational policy, and teachereducation.April 2009: 240ppHb: 978-0-415-96273-5: £75.00 $135.00Pb: 978-0-415-96274-2: £23.99 $41.95eBook: 978-0-203-87951-1www.routledge.com/9780415962742

CURRICULUM THEORY8




Studies in Curriculum Theory SeriesSeries Editor: William F. Pinar

NEW

The Worldliness of a CosmopolitanEducationPassionate Lives in Public Service

William F. Pinar, University of British Columbia,Canada

A cosmopolitan curriculum,Pinar argues, juxtaposes theabstract and the concrete, thecollective and the individual:history and biography, politicsand art, public service andprivate passion. Such acurriculum provides passagesbetween the subjective andthe social, and in so doing,engenders that worldliness acosmopolitan educationinvites. Such worldliness is

vividly discernible in the lives of three heroicindividuals: Jane Addams (1860-1935), Laura Bragg(1881-1978), and Pier Paolo Pasolini (1922-1975).What these disparate individuals demonstrate is thecentrality of subjectivity in the cultivation ofcosmopolitanism. Subjectivity takes form in theworld, and the world is itself reconstructed bysubjectivity’s engagement with it.

In this intriguing, thought-provoking, and nuancedwork, Pinar outlines a cosmopolitan curriculumfocused on passionate lives in public service,providing one set of answers to how the fieldaccepts and attends to the inextricably interwovenrelations among intellectual rigor, scholarly erudition,and intense but variegated engagement with theworld.April 2009: 200ppHb: 978-0-415-99550-4: £75.00 $135.00Pb: 978-0-415-99551-1: £23.99 $42.95eBook: 978-0-203-87869-9www.routledge.com/9780415995511

Children’s Books for Grown-UpTeachersReading and Writing Curriculum Theory

Peter Appelbaum, Arcadia University, US

Teachers and prospectiveteachers read children’sbooks, but that reading isoften done as a “teacher”—that is, as planning forinstruction—rather than as a“reader” engaged with thetext. This book models thekind of thinking aboutteaching and learning—thesort of curriculumtheorizing—accomplishedthrough teachers’ interactions

with the everyday materials of teaching. It startswith children’s books, branches out into other youthculture texts, and subsequently to thinking abouteveryday life itself.2007: 288ppHb: 978-0-8058-4928-8: £75.00 $135.00Pb: 978-0-415-96483-8: £21.99 $39.95eBook: 978-1-4106-1812-2www.routledge.com/9780415964838

Cross-Cultural Studies in CurriculumEastern Thought, Educational Insights

Edited by Claudia Eppert, University of Alberta,Canada and Hongyu Wang, Oklahoma StateUniversity, US

This volume broadens thehorizon of educationalresearch in North America byintroducing a comprehensivedialogue between Eastern andWestern philosophies andperspectives on the subject ofcurriculum theory andpractice. It is a very timelywork in light of theprogressively globalizednature of education andeducational studies and the

increasingly widespread attunement to Easterneducational theories in the West.2007: 408ppHb: 978-0-8058-5673-6: £60.00 $100.00Pb: 978-0-8058-5674-3: £20.99 $34.50eBook: 978-1-4106-1750-7www.routledge.com/9780805856743

Curriculum in AbundanceDavid W. Jardine, University of Calgary, Canada,Sharon Friesen, Galileo Educational NetworkAssociation and University of Calgary, Canada andPatricia Clifford, Galileo Educational NetworkAssociation


Subjectivity, Curriculum, andSocietyBetween and Beyond the German Didaktik andAnglo-American Curriculum Studies

Tero Autio, University of Tampere, Finland2006: 192ppHb: 978-0-8058-5468-8: £42.50 $62.95www.routledge.com/9780805854688

NEW

Handbook of Social Justice inEducationEdited by William Ayers, University of Illinois atChicago, US, Therese Quinn, School of the ArtInstitute of Chicago, US and David Stovall,University of Illinois at Chicago, US

This Handbook, acomprehensive and up-to-date review of the field,addresses, from multipleperspectives, educationtheory, research, and practicein historical and ideologicalcontext, with an emphasis onsocial movements for justice.Each of the nine sectionsexplores a primary theme ofsocial justice and education:

• Historical and Theoretical Perspectives

• International Perspectives on Social Justice inEducation

• Race and Ethnicity, Language and Identity: SeekingSocial Justice in Education

• Gender, Sexuality and Social Justice in Education

• Bodies, Disability and the Fight for Social Justice inEducation

• Youth and Social Justice in Education

• Globalization: Local and World Issues in Education

• The Politics of Social Justice Meets Practice: TeacherEducation and School Change

• Classrooms, Pedagogy, and Practicing Justice

Timely and essential, this is a must-have volume forresearchers, professionals, and students across thefields of educational foundations, multicultural anddiversity education, educational policy, andcurriculum and instruction.December 2008: 792ppHb: 978-0-8058-5927-0: £170.00 $225.00Pb: 978-0-8058-5928-7: £50.00 $89.95eBook: 978-0-203-88774-5www.routledge.com/9780805859287

Critical Essays on Major CurriculumTheoristsDavid Scott, University of Lincoln, UK

This is a critical appreciationof the work of sixteen leadingcurriculum theorists, takingaccount of the writings of abalance of establishedthinkers and curriculumanalysts from the fields ofeducation, philosophy,sociology and psychology.Together these commentatorsoffer a broad perspective withviews from the U.K., the U.S.and Europe, and from a range

of political stances from radical conservatismthrough liberalism to socialism and libertarianism.2007: 176ppHb: 978-0-415-33984-1: £75.00 $150.00Pb: 978-0-415-33983-4: £22.99 $42.95eBook: 978-0-203-46188-4www.routledge.com/9780415339834

CURRICULUM THEORY 9



Studies in Curriculum Theory SeriesSeries Editor: William F. Pinar

Unequal By DesignHigh-Stakes Testing and the Standardization ofInequality

Wayne Au, California State University at Fullerton,US

Series: Critical Social Thought

This book critically examineshigh-stakes standardizedtesting in order to illuminatewhat is really at stake forstudents, teachers, andcommunities negativelyaffected by such testing. Thisthoughtful analysis tracesstandardized testing’s originsin the Eugenics and SocialEfficiency movements of thelate 19th and early 20thcentury through its current

use as the central tool for national educationalreform via No Child Left Behind. By exploringhistorical, social, economic, and educational aspectsof testing, Wayne Au demonstrates that these testsare not only premised on the creation of inequality,but that their structures are inextricably intertwinedwith social inequalities that exist outside of schools.August 2008: 216ppHb: 978-0-415-99070-7: £70.00 $125.00Pb: 978-0-415-99071-4: £18.99 $33.95eBook: 978-0-203-89204-6www.routledge.com/9780415990714

Bringing Knowledge Back InFrom Social Constructivism to Social Realism inthe Sociology of Education

Michael F.D. Young, Institute of Education,University of London, UK

This compelling andprovocative book will beessential reading for anyoneinvolved in research anddebates about the curriculumas well as those with aspecific interest in thesociology of education. In it,Young argues that policyemphasis on lifelong learningshould shift from questions ofaccess and participation toquestions of knowledge and

pedagogy. He stresses the importance of thequestion of knowledge in education and explores itsimplications for theory in the sociology of educationand for educational policy.2007: 272ppHb: 978-0-415-32120-4: £75.00 $150.00Pb: 978-0-415-32121-1: £22.99 $45.95eBook: 978-0-203-07366-7www.routledge.com/9780415321211

Curriculum and ImaginationProcess Theory, Pedagogy and Action Research

James McKernan, East Carolina University, US

This book provides a rationaland logical alternative for alleducators who plancurriculum but do not wish tobe held captive by amechanistic “ends-means”notion of educationalplanning. Anyone studying orteaching curriculum studies,or involved in education oreducational planning, will findthis important new bookfascinating reading.


Place-Based Education in the GlobalAgeLocal Diversity

Edited by David A. Gruenewald, Washington StateUniversity, US and Gregory A. Smith, Lewis andClark College, US

This book—a landmarkcontribution to theburgeoning theory andpractice of place-basededucation—is organizedaround three themes:Reclaiming Broader Meaningsof Education, Models forPlace-Based Learning, andGlobal Visions of the Local inHigher Education. It is apowerfully relevant volumefor researchers, teacher

educators, and students across the fields ofcurriculum theory, educational foundations, criticalpedagogy, multicultural education, andenvironmental education.2007: 408ppHb: 978-0-8058-5863-1: £75.00 $100.00Pb: 978-0-8058-5864-8: £22.99 $35.00eBook: 978-1-4106-1660-9www.routledge.com/9780805858648

Complexity and EducationInquiries Into Learning, Teaching, and Research

Brent Davis and Dennis Sumara, both at theUniversity of Alberta, Canada


2ND EDITION

Curriculum Development in thePostmodern EraPatrick Slattery, Texas A&M University, US


FORTHCOMING

Developmental Cognitive ScienceGoes to SchoolEdited by Nancy L. Stein and StephenRaudenbush, University of Chicago, US

Based on papers commissioned for the Conferenceon Developmental Cognitive Science Goes to Schoolin May 2007, this book addresses core issues relatedto school learning and the use of developmentaland cognitive science models to improve school-based instruction.

Distinctive Features include:• Evidence-based studies that describe models ofcomplex learning within a discipline, such as science,mathematics, reading and literacy, history, etc.

• Focus on domain knowledge and how this knowledgeis structured in different domains across thecurriculum.

• A comparison of instructional models acrossdisciplinary boundaries.

• Tools that can be used to rapidly code complex realworld information within a discipline and within aspecific instructional framework.

• Discussion of models that should be used to begininstruction for populations of children who normallyfail at school.

Each chapter is authored by a leading researcherbroadly trained in either developmental psychology,cognitive science, economics, sociology, statistics,and physical science, and who uses basic learningtheories from their respective discipline to createbetter learning environments in school settings.December 2009: 550ppHb: 978-0-415-98883-4: £75.00 $135.00Pb: 978-0-415-98884-1: £27.99 $49.95www.routledge.com/9780415988841

NEW

Education, Science and TruthRasoul Nejadmehr, Independent Researcher,Sweden

Series: Routledge International Studies in thePhilosophy of Education

What is the main problem of contemporaryeducation? Rasoul Nejadmehr argues that thecardinal problem with education is that it does nothave an adequate notion of truth underpinning it.Thinkers mainly tend to veer towards two poles—absolutism and relativism. While a one-sidedtendency toward absolutism leads to reifiedcategories of thought and alienation, a tendencytoward relativism leads to lack of universality andnihilism. Education, Science and Truth suggests away out by bridging not only divides between andwithin analytical and continental philosophy but alsothose of modernism and postmodernism. By using arange of issues, disciplines and literature, Nejadmehrformulates a new version of the concept ofobjectivity based on the inclusion of multipleperspectives, including ones from art, philosophyand marginalized groups.March 2009: 256ppHb: 978-0-415-99767-6: £60.00 $95.00eBook: 978-0-203-88003-6www.routledge.com/9780415997676

CURRICULUM THEORY SCIENCE AND TECHNOLOGY EDUCATION10




FORTHCOMING

Introduction to Assessment inScience EducationXiufeng Liu, University at Buffalo, SUNY, US

Series: Teaching and Learning in Science

This text provides a comprehensive, state-of-the-artintroduction to fundamental concepts, theories, andskills in science assessment. Grounded in currentresearch and designed to help teachers becomecompetent in assessing student learning outcomes,it fills a void for a text that bridges current researchand practice. Many graduate students in scienceeducation are practicing science teachers who needto follow current approaches to standards-basedscience education reforms. The National ScienceEducation Standards as well as other professionalorganizations have delineated a set of essentialcompetences in assessment for science teachers.Adopting a competence-based approach todeveloping teacher mastery of these skills, both increating science assessments and using availablestandardized science assessment instruments, thetext:• Introduces a large number of standardizedinstruments in science education for classroom useand for research.

• Offers both assessment theories and practical skills.

• Includes helpful pedagogical features in each chapter:objectives, examples, a mastery checklist, andexercises.

December 2009: 264ppHb: 978-0-415-99504-7: £70.00 $125.00Pb: 978-0-415-99505-4: £19.99 $36.95www.routledge.com/9780415995054

FORTHCOMING

Jumpstart! ScienceGames and Activities for Ages 5-11

Rosemary Feasey, Freelance Science Consultantand Author, UK

Series: Jumpstart!

This book provides teacherswith a range of lively, short,fun activities and games tosupport teaching and learningin different aspects of thescience curriculum. Itencourages teachers todevelop creative approachesto motivating and engagingchildren in science. Theactivities are aimed at anumber of areas of sciencefrom learning scientific words

to recalling information and problem solving. Thereare more than 55 engaging science games andactivities in this book to “jumpstart” science lessonsin every Key Stage 1 and 2 classroom. Practical,easy-to-do and highly motivating, the science“jumpstarts” will appeal to busy elementary schoolteachers who wish to enliven their practice and addcreativity to their science teaching.May 2009: 96ppPb: 978-0-415-48212-7: £11.99 $23.95eBook: 978-0-203-88036-4www.routledge.com/9780415482127

FORTHCOMING

The Really Useful ElementaryScience BookJeffrey W. Bloom, Northern Arizona University, US

Throughout the United States elementary andmiddle school teachers are faced with the challengesof teaching science. Many of these challengesinvolve limited understandings of the nature ofscience and science concepts. This book, which isintended for both pre- and in-service elementaryand middle school teachers, is designed to helpalleviate some of the challenges involved inunderstanding science concepts. The book providesconcise and understandable explanations of the keyconcepts across science disciplines. The selection ofthese concepts is based on those that fall within thescope of the National Science Education Standards(NSES) (1996), as well as those that are likely to ariseduring classroom inquiry activities; those that mayhelp develop more meaningful, relevant, andcomplex understandings; and those that areinvolved in some of the major issues and advancesthat are appearing in the media.

Throughout the book, the references to the nationalstandards accompany those concepts that fall withinthe scope of the content standards. Although thisbook does not provide a methods approach toteaching science, the end of each section withineach chapter lists a few example inquiry- anddiscussion- questions, which can be used to initiateor extend children’s investigations, as well as tostimulate their curiosity and imaginations. Additionalsources of information also are provided at the endof each chapter.December 2009: 224ppHb: 978-0-415-99808-6: £70.00 $125.00Pb: 978-0-415-95819-6: £15.99 $24.95www.routledge.com/9780415958196

2ND EDITION

Creating a Classroom Community ofYoung ScientistsJeffrey W. Bloom, Northern Arizona University, US

2006: 450ppHb: 978-0-415-95235-4: £70.00 $130.00Pb: 978-0-415-95236-1: £20.99 $39.95www.routledge.com/9780415952361Not Available in Canada

NEW

Science Education from People forPeopleTaking a Stand(point)

Edited by Wolff-Michael Roth, University ofVictoria, Canada

Contributing to the socialjustice agenda of redefiningwhat science is and what itmeans in the everyday lives ofpeople, this book:• Introduces science educatorsto various dimensions ofviewing science and scientificliteracy from the standpoint ofthe learner, engaged with realeveryday concerns within oroutside school.

• Develops a new form ofscholarship based on the dialogic nature of science asprocess and product.

• Achieves these two objectives in a readable butscholarly way.

Opposing the tendency to teach and do research asif science, science education, and scientific literacycould be imposed from the outside, the authorswant science education to be for people rather thanstrictly about how knowledge gets into their heads.Taking up the challenges of this orientation, scienceeducators can begin to make inroads into thecurrently widespread irrelevance of science in theeveryday lives of people. Utmost attention has beengiven to making this book readable by the peoplefrom whose lives the topics of the chapters emerge,all the while retaining academic integrity and high-level scholarship.April 2009: 256ppHb: 978-0-415-99554-2: £75.00 $135.00Pb: 978-0-415-99555-9: £24.99 $44.95eBook: 978-0-203-87844-6www.routledge.com/9780415995559

SCIENCE AND TECHNOLOGY EDUCATION 11



FORTHCOMING

5TH EDITION

The Teaching of Science in PrimarySchoolsWynne Harlen, University of Bristol, UK andAnne Qualter, University of Liverpool, UK

The new edition of this best-selling textbook provides anup-to-date discussion of themany aspects of teachingelementary school science,maintaining its strong focuson constructivist learning andthe role of social interaction inlearning. With emphasis onthe child-centered approach,the book also promotes theimportance of fosteringmotivation for learning

through enjoyment and giving children some controlof their activities. The book opens with multiple casestudies, four of which are new to this edition,offering cross-curricular examples of elementaryschool science in action. Each chapter is framed byan introduction and summary points. Suggestionsfor further reading are provided and there arenumerous references to useful websites.May 2009: 312ppPb: 978-0-415-46527-4: £19.99 $37.95www.routledge.com/9780415465274

2ND EDITION

Science Learning, Science TeachingJerry Wellington, University of Sheffield, UK andGren Ireson, Loughborough University, UK

“[This] is a volume for the bookcase of allserious students of science education, whetherthey are new and young, or those not so youngbut wishing to update their understanding ofresearched best practices.”

—School Science Review

This book provides acomprehensive and criticalguide to the new andexperienced teachers on theteaching and learning ofscience. It combines anoverview of current researchwith an account of curriculumchanges to provide a valuableand practical guide to thebusiness of classroomteaching. Each chapter offersreferences, further reading

and recommended websites, which will be especiallyvaluable to those who wish to submit assignmentsat Masters Level under the new framework for ITTcourses.January 2008: 368ppPb: 978-0-415-43393-8: £21.99 $43.95www.routledge.com/9780415433938

TEXTBOOK

2ND EDITION

The Art of Teaching ScienceInquiry and Innovation in Middle School andHigh School

Jack Hassard, Georgia State University, US andMichael Dias, Kennesaw State University, US

This book emphasizes ahumanistic, experiential, andconstructivist approach toteaching and learning, andintegrates a wide variety ofpedagogical tools. Becominga science teacher is a creativeprocess, and this innovativetextbook encourages studentsto construct ideas aboutscience teaching through theirinteractions with peers,mentors, and instructors, and

through hands-on, minds-on activities designed tofoster a collaborative, thoughtful learningenvironment.

This second edition retains key features such asinquiry-based activities and case studies throughout,while simultaneously adding new material on theimpact of standardized testing on inquiry-basedscience, and explicit links to science teachingstandards. Also included are expanded resources likea comprehensive website, a streamlined format andupdated content, making the experiential tools inthe book even more useful for both pre- and in-service science teachers.

Special Features:• Each chapter is organized into two sections: one thatfocuses on content and theme, and one that containsa variety of strategies for extending chapter conceptsoutside the classroom.

• Case studies open each chapter to highlight real-world scenarios and to connect theory to teachingpractice.

• 33 Inquiry Activities provide opportunities to explorethe dimensions of science teaching and increaseprofessional expertise.

• Problems and Extensions, On the Web Resources andReadings guide students to further criticalinvestigation of important concepts and topics.

An extensive companion website includes even morestudent and instructor resources, such as interviewswith practicing science teachers, articles from theliterature, chapter PowerPoint slides, syllabushelpers, additional case studies, activities, and more.August 2008: 576ppHb: 978-0-415-99612-9: £85.00 $150.00Pb: 978-0-415-96528-6: £35.00 $64.95eBook: 978-0-203-89296-1www.routledge.com/9780415965286


NEW

Educating Learning TechnologyDesignersGuiding and Inspiring Creators of InnovativeEducational Tools

Edited by Chris DiGiano, Google, Inc. andUniversity of Colorado at Boulder, US,Shelley Goldman, Stanford University, US andMichael Chorost, Independent Consultant andWriter, US

What knowledge and skills dodesigners of learningtechnologies need? What isthe best way to train them tocreate high-qualityeducational technologies?Distilling the wisdom ofexpert instructors anddesigners, this cutting-edgeguide offers a clear, accessiblebalance of theory andpractical examples. Thiscutting-edge guide:

• Synthesizes learning, instructional design, andeducational technology perspectives on learning-centered technology—highlighting howinterdisciplinary work is driving the fields of thelearning sciences and technology design anddevelopment.

• Offers helpful resources for both faculty andstudents—including descriptions of a variety ofsuccessful courses in learning technology design,examples of student work with commentary byinstructors and students, and discussions of “lessonslearned” in course development.

• Includes a “To the Student” chapter that speaks inplain language about what is exciting and challengingabout creating technology for kids.

Directed to university instructors working withstudents on developing educational softwareprojects and to managers leading learningtechnologies development teams, this book is avaluable resource for guiding and inspiring the nextgeneration of designers of learning technologies.November 2008: 376ppHb: 978-0-8058-6471-7: £80.99 $145.00Pb: 978-0-8058-6472-4: £27.99 $49.95eBook: 978-0-203-35721-7www.routledge.com/9780805864724

SCIENCE AND TECHNOLOGY EDUCATION12




Handbook of Design ResearchMethods in EducationInnovations in Science, Technology, Engineering,and Mathematics Learning and Teaching

Anthony E. Kelly, George Mason University, US,Richard A. Lesh, Indiana University, US andJohn Y. Baek, George Mason University, US

This Handbook presents thelatest thinking and currentexamples of design researchin education. Design-basedresearch involves introducinginnovations into real-worldpractices—as opposed toconstrained laboratorycontexts—and examining theimpact of those designs onthe learning process.Designed prototypeapplications (e.g., instructional

methods, software or materials) and the researchfindings are then cycled back into the next iterationof the design innovation in order to build evidenceof the particular theories being researched, and topositively impact practice and the diffusion of theinnovation.

The Handbook of Design Research Methods inEducation—the defining book for the field—fills aneed in how to conduct design research by thosedoing so right now. The chapters represent a broadarray of interpretations and examples of how today’sdesign researchers conceptualize this emergentmethodology across areas as diverse as educationalleadership, diffusion of innovations, complexitytheory, and curriculum research.

This volume is designed as a guide for doctoralstudents, early career researchers and cross-overresearchers from fields outside of educationinterested in supporting innovation in educationalsettings through conducting design research.June 2008: 560ppHb: 978-0-8058-6058-0: £135.00 $260.00Pb: 978-0-8058-6059-7: £60.00 $94.95eBook: 978-1-4106-1794-1www.routledge.com/9780805860597

The Work of Language inMulticultural ClassroomsTalking Science, Writing Science

Edited by Katherine Richardson Bruna, Iowa StateUniversity, US and Kimberley Gomez, University ofIllinois at Chicago, US


Building on a growing interestin the ways in which languageand literacy practices interactwith science teaching andlearning to facilitate orobstruct successful studentoutcomes, this bookcontributes to scholarship onthe role of language indeveloping classroomscientific communities ofpractice, expands that workby highlighting the challenges

faced specifically by ethnic- and linguistic-”minority”students and their teachers in joining thosecommunities, and showcases exemplary teachingand research initiatives for helping to meet thesechallenges.

Offering teacher practitioners and researchers in thefields of science education and multiculturaleducation lenses through which they can criticallyconsider the myriad of classroom settings,instructional approaches, curricular materials, andscientific topics involved in what it means to teachscience while pointedly addressing concerns aboutequity of educational opportunity, this volume servesas a powerful resource for linking theory andpractice. End-of-chapter reflection questions andengagement activities facilitate discussion roundthese issues and provide rich opportunities for thereader to consider the implications of each chapterfor science instruction and research and to applyinsights developed in a real-world science teachingand learning contexts.July 2008: 384ppHb: 978-0-8058-6427-4: £75.00 $135.00Pb: 978-0-8058-6428-1: £21.99 $39.95eBook: 978-1-4106-1860-3www.routledge.com/9780805864281


Getting ScienceThe Teacher’s Guide to Exciting and PainlessPrimary School Science

Brian Clegg, Author and Business CreativityConsultant, UK

This book sets out to bringthe sense of wonder intoscience. The science in thisbook is not for the children,but for the adults who haveto explain science. It providesthe information needed tounderstand the key sciencetopics better and be able toput them across withenthusiasm and energy.


Handbook of Research on ScienceEducationEdited by Sandra K. Abell, University of Missouri,US and Norman G. Lederman, Illinois Institute ofTechnology, US

This state-of-the art researchhandbook provides acomprehensive, coherent,current synthesis of theempirical and theoreticalresearch concerning teachingand learning in science andlays down a foundation uponwhich future research can bebuilt. The contributors, allleading experts in theirresearch areas, represent theinternational and gender

diversity that exists in the science education researchcommunity. The Handbook of Research on ScienceEducation demonstrates that science education isalive and well and illustrates its vitality.2007: 1344ppHb: 978-0-8058-4713-0: £185.00 $300.00Pb: 978-0-8058-4714-7: £60.00 $95.00eBook: 978-1-4106-1531-2www.routledge.com/9780805847147

Science Education for GiftedLearnersEdited by Keith Taber, University of Cambridge, UK

This book asks whatclassroom teachers can do tomake sure that their scienceteaching is stimulating andchallenging for their students.Set in the wider context ofdebates about the provisionfor those labeled “gifted” and“exceptionally able”, thisbook explores the meaning ofthese categories, andconsiders what they mayimply in such approaches as

setting, streaming, acceleration and enrichment.June 2007: 256ppHb: 978-0-415-39533-5: £80.00 $160.00Pb: 978-0-415-39534-2: £18.99 $60.00eBook: 978-0-203-96204-6www.routledge.com/9780415395342

SCIENCE AND TECHNOLOGY EDUCATION 13



TEXTBOOK

3RD EDITION

Teaching Science in Elementary andMiddle SchoolA Project-Based Approach

Joseph Krajcik, University of Michigan, US andCharlene Czerniak, University of Toledo, US

Like its predecessors, this newedition is organized aroundthe guiding principles ofproblem-based learning: long-term, interdisciplinary,student-centered lessons thatare relevant to real-worldissues and activities. Thisteaching approach engages allyoung learners—regardless ofculture, race, or gender—inexploring important andmeaningful questions through

a process of investigation and collaboration.Throughout this dynamic process, students askquestions, make predictions, design investigations,collect and analyze data, make products, and shareideas.2007: 536ppPb: 978-0-8058-6206-5: £39.99 $69.95www.routledge.com/9780805862065


TEXTBOOK

Teaching Science to Every ChildUsing Culture as a Starting Point

John Settlage, University of Connecticut, US andSherry A. Southerland, Florida State University, US

This book proposes a freshperspective for teachingschool science and drawsupon an extensive body ofclassroom research tomeaningfully address theachievement gap in scienceeducation. By combining acultural view of science withinstructional approachesshown to be effective in avariety of settings, the authorsprovide elementary and

middle school teachers with a conceptualframework as well as pedagogical approaches whichsupport the science learning of a diverse array ofstudents.2007: 424ppHb: 978-0-415-95636-9: £70.00 $130.00Pb: 978-0-415-95637-6: £20.99 $37.95www.routledge.com/9780415956376• AVAILABLE AS A COMPLIMENTARY COPY

Science Knowledge for PrimaryTeachersUnderstanding the Science in the QCA Scheme

Linda Gillard, Whitelands College, UK2006: 208ppPb: 978-1-84312-188-6: £17.99 $33.95www.routledge.com/9781843121886

NEW

Improving Primary MathematicsLinking Home and School

Series: Improving Practice (TLRP)

Jan Winter, University of Bristol, UK,Jane Andrews, University of the West of England,UK, Pamela Greenhough, University of Bristol, UK,Martin Hughes, University of Bristol, UK.,Leida Salway, Leida Salway is at the University ofBristol, UK. and Wan Ching Yee, University ofBristol, UK

This book provides primaryteachers with practical ideasabout how to improvechildren’s mathematicslearning. Using a number offascinating case studiesfocusing on children’sexperiences of mathematicsboth inside and outside theclassroom, the book asks:How do children usemathematics in their everydaylives?

• How can teachers use this knowledge to improvechildren’s learning in school?

• What activities can teachers use with parents to helpshare the ways that schools teach mathematics?

• What can parents do to support their children’slearning of mathematics?

Tried-and-tested practical suggestions for activitiesto support and encourage children’s learning ofmathematics include: making videos to shareteaching methods; children taking photos to showhow they use mathematics at home; inviting parentsinto school to share in mathematics learning; andnumeracy-based activities for children and theirparents to do together at home.

All those involved in planning, teaching andsupporting elementary mathematics will benefitfrom new insights into how learning at home and atschool can be brought together to strengthen andimprove children’s learning of mathematics.April 2009: 896ppPb: 978-0-415-36393-8: £19.99 $37.95eBook: 978-0-203-01513-1www.routledge.com/9780415363938

NEW

Mathematical Relationships inEducationIdentities and Participation


Edited by Yvette Solomon, Lancaster University,UK, Laura Black, University of Manchester, UK andHeather Mendick, London Metropolitan University,UK

This book examines the ways in which learners formparticular relationships with mathematics in thecontext of formal schooling. While demand for themathematically literate citizen increases, manylearners continue to reject mathematics andexperience it as excluding and exclusive, even whenthey succeed at it. In exploring this phenomenon,this volume focuses on learners’ developing sense ofself and their understanding of the part played bymathematics in it. It recognizes the part played byemotional responses, the functioning of classroomcommunities of practice, and by discourses ofmathematics education in this process. It thus blendsperspectives from psychoanalysis, socio-culturaltheory and discursive approaches in a focus on theclassic issues of selection and assessment, pedagogy,curriculum, choice, and teacher development.April 2009: 224ppHb: 978-0-415-99684-6: £60.00 $95.00eBook: 978-0-203-87611-4www.routledge.com/9780415996846

FORTHCOMING

3RD EDITION

Mathematics in the Primary SchoolA Sense of Progression

Sandy Pepperell, Christine Hopkins, Sue Giffordand Peter Tallant, all at Roehampton University, UK

Mathematics in the PrimarySchool has been updated toreflect recent mathematicscurriculum documentationand revised standards for QTS.Providing a coherent set ofprinciples for teaching primarymathematics across the maintopics in the curriculum, theauthors explore children’sunderstanding of key areas ofmathematics, at reception,infant and junior levels.

Important principles and teaching approaches areidentified, including the use of calculators andcomputers, and there is an emphasis on mentalmathematics and problem solving supporting keyissues raised by the Williams review (2008). Casestudies are used throughout to illustrate howdifferent teaching approaches are put into practiceand how children respond to them, and there isadvice on planning, organization and assessment ofmathematical learning in the classroom.

Emphasizing the importance of teachers’ ownmathematical knowledge and offering clearguidance and practical advice, this book is essentialreading for students, NQTs and practicing teacherswith a focus on primary mathematics.August 2009: 208ppHb: 978-0-415-48880-8: £75.00 $150.00Pb: 978-0-415-48879-2: £21.99 $41.95www.routledge.com/9780415488792

SCIENCE AND TECHNOLOGY EDUCATION MATHEMATICS EDUCATION14




FORTHCOMING

Move On Maths! Ages 7-950+ Flexible Maths Activities

John Taylor, Education Walsall, UK

Series: Move on Maths!

This book offers versatile, tried and tested mathresources for 7-9 years for you to use in the waythat is most suitable for your students. The unitsgive you flexible ideas, rather then prescriptivelessons and support the Renewed PrimaryFramework for mathematics. The PNS Frameworkobjectives are clearly shown for every sheet,followed by unit learning outcomes, so it’s easy tochoose the right worksheet to suit you and yourchildren’s needs. The book:• Contains more than fifty stand-alone photocopiableunits in four strands to be used in class or ashomework tasks, complete with teachers’ notes andanswers to help your planning

• Broadens understanding of four key numeracy strandsfrom the Renewed Primary Framework: Using andapplying mathematics, Understanding Shape,Measuring, and Handling Data.

• Contains a bank of short, sharp exercises, problemsand fun starter activities and games to kick start yourmath lesson with the whole class.

• Includes challenges to extend your gifted and talentedlearners or early finishers.

• Covers PNS Framework objectives and learningoutcomes for a two year span, Year 3 and 4

Ideal for mixed-age classes.

May 2009: 184ppPb: 978-0-415-47153-4: £22.99 $42.95www.routledge.com/9780415471534

FORTHCOMING

Move On Maths Ages 9-1150+ Flexible Maths Activities

John Taylor, Education Walsall, UK

Series: Move on Maths!

Similar to Move On Maths Ages 7-9, this bookoffers versatile, tried and tested math resources for9-11 years for you to use in the way that is mostsuitable for your students.July 2009: 184ppPb: 978-0-415-47154-1: £22.99 $42.95www.routledge.com/9780415471541

NEW

Culturally Responsive MathematicsEducationEdited by Brian Greer and Swapna Mukhopadhyay,both at Portland State University, US,Arthur B. Powell, Rutgers University, US andSharon Nelson-Barber, WestEd, US

At a time of rapiddemographic change andamidst the many educationalchallenges facing the U.S.,this critical new collectionpresents mathematicseducation from a culturallyresponsive perspective. Ittackles the most crucial issuesof teaching mathematics toan ethnically diverse schoolpopulation, including thepolitical dimension of

mathematics education within the context ofgovernmental efforts to improve achievement inschool mathematics. Culturally ResponsiveMathematics Education moves beyond a point ofview that is internal to mathematics education as adiscipline, and instead offers a broad perspective ofmathematics as a significant, liberating intellectualforce in our society. The editors of this volume bringtogether contributions from many of the leadingteachers, teacher educators, researchers, scholars,and activists who have been working to reorientmathematics education in ways that reflectmathematics education as accomplished, first andforemost, through human interactions.March 2009: 416ppHb: 978-0-8058-6263-8: £75.00 $150.00Pb: 978-0-8058-6264-5: £23.99 $56.95eBook: 978-0-203-87994-8www.routledge.com/9780805862645

NEW

Early Childhood MathematicsEducation ResearchLearning Trajectories for Young Children

Douglas H. Clements and Julie Sarama, both atthe University at Buffalo, SUNY, US

“The book is essentialreading for all those with adeep interest in promotingan effective and enrichedapproach to earlychildhood mathematicseducation.”

— Herbert P. Ginsburg,Teachers College, ColumbiaUniversity

This important new booksynthesizes relevant research

on the learning of mathematics from birth into theprimary grades from the full range of thesecomplementary perspectives. At the core of earlymath experts Julie Sarama and Douglas Clements’stheoretical and empirical frameworks are learningtrajectories—detailed descriptions of children’sthinking as they learn to achieve specific goals in amathematical domain, alongside a related set ofinstructional tasks designed to engender thosemental processes and move children through adevelopmental progression of levels of thinking.Rooted in basic issues of thinking, learning, andteaching, this groundbreaking body of researchilluminates foundational topics on the learning ofmathematics with practical and theoreticalimplications for all ages. Those implications areespecially important in addressing equity concerns,as understanding the level of thinking of the classand the individuals within it, is key in serving theneeds of all children.February 2009: 416ppHb: 978-0-8058-6308-6: £85.00 $150.00Pb: 978-0-8058-6309-3: £37.50 $68.95eBook: 978-0-203-88378-5

MATHEMATICS EDUCATION 15



Studies in Mathematical Thinkingand Learning Series

Series Editor: Alan H. Schoenfeld

NEW

Learning and Teaching Early MathThe Learning Trajectories Approach

Douglas H. Clements and Julie A. Sarama, bothat the University at Buffalo, SUNY, US

“Doug Clements and Julie Sarama clearlydescribe the developmental path, or “learningtrajectory,” along which children move todevelop mathematical concepts and skills. Andthey offer evidence-based guidelines andinstructional activities in an engaging,straightforward way that reflects their deeprespect for and understanding of what teachersdo.”

—-Carol Copple, Director, Publications and Initiativesin Educational Practice National Association for theEducation of Young Children

“Clements and Sarama have given us acomprehensive, research-based, richresource...one that will make a difference tothe mathematics learning of the young child!”

—Juanita Copley, Professor Emeritus, University ofHouston

In this important new book for pre- and in-serviceteachers, early math experts Douglas Clements andJulie Sarama show how “learning trajectories” helpteachers become more effective professionals. Byopening up new windows to seeing young childrenand the inherent delight and curiosity behind theirmathematical reasoning, learning trajectoriesultimately make teaching more joyous. They helpteachers understand the varying level of knowledgeand thinking of their classes and the individualswithin them as key in serving the needs of allchildren. In straightforward, no-nonsense language,this book summarizes what is known about howchildren learn mathematics, and how to build onwhat they know to realize more effective teachingpractice. It will help teachers understand thelearning trajectories of early mathematics andbecome a quintessential professional.February 2009: 320ppHb: 978-0-415-99591-7: £85.00 $150.00Pb: 978-0-415-99592-4: £29.99 $54.95eBook: 978-0-203-88338-9www.routledge.com/9780415995924

FORTHCOMING

Mathematics Teaching, Learning,and Liberation in the Lives of BlackChildrenEdited by Danny Bernard Martin, University ofIllinois at Chicago, US

With issues of equity at theforefront of mathematicseducation research and policy,this book fills the need forauthoritative, rigorousscholarship that sheds light onthe ways that young blacklearners experiencemathematics in schools andtheir communities. This timelycollection significantly extendsthe knowledge base onmathematics teaching,

learning, participation, and policy for black childrenand it provides new framings of relevant issues thatresearchers can use in future work. Moreimportantly, helps move the field beyond analysesthat continue to focus on and normalize failure bygiving primacy to the stories that black learners tellabout themselves and to the voices of mathematicseducators whose work has demonstrated acommitment to the success of these children.June 2009: 416ppHb: 978-0-8058-6463-2: £85.00 $150.00Pb: 978-0-8058-6464-9: £35.00 $64.95eBook: 978-0-203-87770-8www.routledge.com/9780805864649

NEW

Teaching and Learning Proof Acrossthe GradesA K-16 Perspective

Despina A. Stylianou, City College, CUNY, US,Maria L. Blanton, University of Massachusetts atDartmouth, US and Eric J. Knuth, University ofWisconsin, US

A Co-Publication of Routledge for theNational Council of Teachers of Mathematics(NCTM)

In recent years there has beenincreased interest in thenature and role of proof inmathematics education; withmany mathematics educatorsadvocating that proof shouldbe a central part of themathematics education ofstudents at all grade levels.This important new collectionprovides that much-neededforum for mathematicseducators to articulate a

connected K-16 “story” of proof. Such a storyincludes understanding how the forms of proof,including the nature of argumentation andjustification as well as what counts as proof, evolvechronologically and cognitively and how curriculaand instruction can support the development ofstudents’ understanding of proof. Collectively theseessays inform educators and researchers at differentgrade levels about the teaching and learning ofproof at each level and, thus, help advance thedesign of further empirical and theoretical work inthis area. By building and extending on existingresearch and by allowing a variety of voices from thefield to be heard, Teaching and Learning ProofAcross the Grades not only highlights the main ideasthat have recently emerged on proof research, butalso defines an agenda for future study.March 2009: 448ppHb: 978-0-415-98984-8: £70.00 $125.00eBook: 978-0-203-88200-9www.routledge.com/9780415989848

MATHEMATICS EDUCATION16




Studies in Mathematical Thinking and Learning SeriesSeries Editor: Alan H. Schoenfeld

The Impact of Reform Instructionon Student MathematicsAchievementAn Example of a Summative Evaluation of aStandards-Based Curriculum

Thomas A. Romberg, University of Wisconsin atMadison, US and Mary C. Shafer, Northern IllinoisUniversity, US

Summarizing data derivedfrom a four-year combinedlongitudinal and cross-sectional comparative study ofthe implementation of onestandards-based middleschool curriculum program,Mathematics in Context, thisbook demonstrates thechallenges of conductingcomparative longitudinalresearch in the reality ofschool life. The study was

designed to answer three questions:• What is the impact on student performance of theMathematics in Context instructional approach, whichdiffers from most conventional mathematics texts inboth content and expected pedagogy?

• How is this impact different from that of traditionalinstruction on student performance?

• What variables associated with classroom instructionaccount for variation in student performance?

The researchers examined a range of variables thataffected data collection. These variations highlightthe need to study the effects of the culture in whichstudent learning is situated when analyzing theimpact of standards-based curricula on studentachievement. This book is directed to educationalresearchers interested in curriculum implementation,mathematics educators interested in the effects ofusing reform curriculum materials in classrooms,evaluators and research methodologists interested instructural modeling and scaling of instructionalvariables, and educational policy makers concernedabout reform efforts.June 2008: 200ppHb: 978-0-415-99009-7: £70.00 $125.00eBook: 978-0-203-89522-1www.routledge.com/9780415990097

NEW

Mathematical LiteracyDeveloping Identities of Inclusion

Yvette Solomon, Lancaster University, UK

Why do so many learners,even those who aresuccessful, feel that they areoutsiders in the world ofmathematics? Taking thecentral importance oflanguage in the developmentof mathematicalunderstanding as its startingpoint, Mathematical Literacyexplores students’ experiencesof doing mathematics fromthe elementary school to the

university—what they think mathematics is, how it ispresented to them, and what they feel about it.Building on a range of theory which focuses oncommunity, knowledge, and identity, the authorexamines two particular issues: the relationshipbetween language, learning, and mathematicalknowledge, and the relationship between identity,equity, and processes of exclusion and inclusion.

In this comprehensive and accessible book, theauthor extends our understanding of the process ofgaining mathematical fluency, and provides tools foran exploration of mathematics learning acrossdifferent groups in different social contexts.Mathematical Literacy‘s analysis of how learnersdevelop particular relationships with the subject, andwhat we might do to promote equity through thedevelopment of positive relationships, is of interestacross all sectors of education—to researchers,teacher educators, and university educators.October 2008: 256ppHb: 978-0-8058-4686-7: £75.00 $135.00Pb: 978-0-8058-4687-4: £23.99 $42.95eBook: 978-0-203-88927-5www.routledge.com/9780805846874

NEW

Mathematics Teachers at WorkConnecting Curriculum Materials and ClassroomInstruction

Edited by Janine T. Remillard, University ofPennsylvania, US, Beth A. Herbel-Eisenmann,Michigan State University, US and Gwendolyn M.Lloyd, Virginia Polytechnic Institute and StateUniversity, US

This book compiles andsynthesizes existing researchon teachers’ use ofmathematics curriculummaterials and the impact ofcurriculum materials onteaching and teachers, with aparticular emphasis on—butnot restricted to—thosematerials developed in the1990s in response to theNCTM’s Principles andStandards for School

Mathematics. Despite the substantial amount ofcurriculum development activity over the last 15years and growing scholarly interest in their use, thebook represents the first compilation of research onteachers and mathematics curriculum materials andthe first volume with this focus in any content areain several decades.December 2008: 400ppHb: 978-0-415-99010-3: £85.00 $150.00eBook: 978-0-203-88464-5www.routledge.com/9780415990103

Algebra in the Early GradesEdited by James J. Kaput, University ofMassachusetts, US, David W. Carraher, TERC Inc.,US and Maria L. Blanton, University ofMassachusetts, US

This volume is the first tooffer a comprehensive,research-based, multi-facetedlook at issues in early algebra.It provides a rationale for astronger and more sustainedapproach to algebra in school,as well as concrete examplesof how algebraic reasoningmay be developed in the earlygrades. The book aims tobridge the worlds of research,practice, design, and theory

for educators, researchers, students, policy makers,and curriculum developers in mathematicseducation.2007: 552ppHb: 978-0-8058-5472-5: £90.00 $160.00Pb: 978-0-8058-5473-2: £29.99 $55.00eBook: 978-1-4106-1646-3www.routledge.com/9780805854732





2ND EDITION

Becoming a Reflective MathematicsTeacherA Guide for Observations and Self-Assessment

Alice F. Artzt, Eleanor Armour-Thomas andFrances R. Curcio, all at Queens College, CUNY, US

Offers what everymathematics teacher educatoror supervisor has beenlooking for. Ideally suited foruse with students who aretaking a methods course orwho are student teaching,this activity-oriented, research-based text supplies detailedobservation instruments thatpre-service teachers can usewhen they observe otherteachers; offers reflective

activities that provide a structure through whichbeginning teachers can think about their teaching inan insightful, thorough, and productive manner;includes guidelines and instruments for supervisorsto use when observing, conferencing with, andassessing beginning or student teachers.2007: 256ppHb: 978-0-8058-6193-8: £70.00 $80.00Pb: 978-0-8058-6194-5: £21.99 $39.95eBook: 978-0-585-38500-6www.routledge.com/9780805861945

NEW

Embracing ReasonEgalitarian Ideals and the Teaching of HighSchool Mathematics

Daniel Chazan, University of Maryland, US, SandraCallis, Washington Woods Middle School, US andMichael Lehman, Holt High School, US

This book tells a single story,in many voices, about aserious and sustained set ofchanges in mathematicsteaching practice in a highschool and how those effortsinfluenced and wereinfluenced by a localuniversity. It includes thewritings and perspectives ofhigh school students, highschool teachers, pre-serviceteacher candidates, doctoral

students in mathematics education and other fields,mathematics teacher educators, and other educationfaculty. It challenges us to rethink boundariesbetween theory and practice and the relative rolesof teachers and university faculty in educationalendeavors.2007: 400ppHb: 978-0-8058-6163-1: £75.00 $135.00eBook: 978-1-4106-1522-0www.routledge.com/9780805861631

The Origins of MathematicalKnowledge in ChildhoodCatherine Sophian, University of Hawaii at Manoa,US

This book contrasts the widelyheld view that counting is thestarting point formathematical developmentwith an alternativecomparison-of-quantitiesposition. According to thecomparison-of-quantitiesposition, the concept ofnumber builds upon morebasic concepts of equality,inequality, and less-than andgreater-than relations, which

derive from comparisons between unenumeratedquantities such as lengths. The concept of numbercombines these basic comparative concepts with theconcept of a unit of measure, which allows onequantity to be described as a multiple of another.2007: 216ppHb: 978-0-8058-5758-0: £70.00 $59.95eBook: 978-1-4106-1648-7www.routledge.com/9780805857580

Bringing Out the AlgebraicCharacter of ArithmeticFrom Children’s Ideas To Classroom Practice

Analucia D. Schliemann, Tufts University, US,David W. Carraher, TERC, Inc., US and Barbara M.Brizuela, Tufts University, US2006: 160ppHb: 978-0-8058-4338-5: £32.50 $52.95Pb: 978-0-8058-5873-0: £14.99 $23.95www.routledge.com/9780805858730

Mathematics Success and FailureAmong African-American YouthThe Roles of Sociohistorical Context, CommunityForces, School Influence, and Individual Agency

Danny Bernard Martin, University of Illinois atChicago, US


Number Theory in MathematicsEducationPerspectives and Prospects

Edited by Rina Zazkis and Stephen R. Campbell,both at Simon Fraser University, Canada

2006: 268ppHb: 978-0-8058-5407-7: £60.00 $94.95Pb: 978-0-8058-5408-4: £19.99 $31.95

TEXTBOOK

Embracing MathematicsOn Becoming a Teacher and Changing withMathematics

Peter Appelbaum, Arcadia University, US withDavid Scott Allen, Pennbrook Middle School, US

“This is a book that helpsthe reader think abouthis/her practice. But it isalso an extraordinarilypractical book that alongwith stimulating ideasprovides numerousapplications, which areimmediately useful in themathematics classroom.”

—Corinne Hahn, Advancia-Negocia and European School

of Management

This alternative textbook for courses on teachingmathematics asks teachers and prospective teachersto reflect on their relationships with mathematicsand how these relationships influence their teachingand the experiences of their students. Applicable toall levels of schooling, the book covers basic topicssuch as planning and assessment, classroommanagement, and organization of classroomexperiences; it also introduces some novelapproaches to teaching mathematics, such aspsychoanalytic perspectives and post-modernconceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse,provoking new ideas for making mathematicseducation meaningful to teachers as well as theirstudents. Co-authored by a professor andcoordinator of mathematics education programs,with illustrative contributions from practicingelementary, middle, and high school mathematicsteachers, this book is a unique collaboration acrossall pre-college grades, making it ideal for teacherdiscussion groups at any level.

Embracing Mathematics is intended as a methodtext for undergraduate and master’s-levelmathematics education courses and morespecialized graduate courses on mathematicseducation, and as a resource for teacher discussiongroups.May 2008: 368ppHb: 978-0-415-96384-8: £80.00 $145.00Pb: 978-0-415-96385-5: £29.99 $47.95eBook: 978-0-203-93024-3www.routledge.com/9780415963855


Statistical Literacy at SchoolGrowth and Goals

Jane M. Watson, University of Tasmania, Australia2006: 320ppHb: 978-0-8058-5398-8: £65.00 $105.00Pb: 978-0-8058-5399-5: £23.99 $38.95www.routledge.com/9780805853995

MATHEMATICS EDUCATION18





2ND EDITION

Handbook of InternationalResearch in Mathematics EducationEdited by Lyn D. English, Queensland University ofTechnology, Australia

The second edition continuesthe mission of bringingtogether important newmathematics educationresearch that makes adifference in both theory andpractice. It updates andextends the Handbook’soriginal key themes and issuesfor international research inmathematics education forthe 21st century, namely:• Priorities in internationalmathematics educationresearch

• Lifelong democratic access to powerful mathematicalideas

• Advances in research methodologies

• Influences of advanced technologies

Each of these themes is examined in terms oflearners, teachers, and learning contexts, withtheory development being an important componentof all these aspects. This edition also examines othercatalysts that have gained increased import in recentyears including a stronger focus on the teacher andteacher practice, a renewed interest in theorydevelopment, an increased focus on themathematics needed in work place settings, and aproliferation of research designs and methodologiesthat have provided unprecedented opportunities forinvestigating—and ultimately improving—mathematical teaching and learning. This editionincludes ten totally new chapters; all other chaptersare thoroughly revised and updated.June 2008: 944ppHb: 978-0-8058-5875-4: £140.00 $250.00Pb: 978-0-8058-5876-1: £54.95 $99.95eBook: 978-0-203-93023-6www.routledge.com/9780805858761

TEXTBOOK

Introducing Difficult MathematicsTopics in the Elementary ClassroomA Teacher’s Guide to Initial Lessons

Francis J. Gardella, Hunter College, CUNY, US

This exciting text for the pre-service elementary teacherprovides hands onmathematics lessons they canuse to introduce mathematicalconcepts and skills thatstudents find particularlychallenging. Each chapter isdivided into four sections:• The Activity employs anengaging thought experimentto help the reader “visit aclassroom” to understand how

the lesson used to introduce the concept or skillwould materialize in the class.

• The Mathematics provides the necessarymathematical background used in the lesson to makethe actual teaching and learning situationcomfortable for both the teachers and the learner.

• The Plan provides the reader with an actual lessonplan to engage the Activity in the classroom setting.

• Putting It All Together pulls the previous sectionstogether with a summary of the chapter as well asfurther information for making the lesson successful.

By providing models of what excellent lessons on agiven topic look like, knowledge of the mathematicsinvolved, and a concrete lesson plan structure thismuch-needed resource is the definitive mathematicsplanning vehicle that every teacher will want beforethey set foot in their own elementary classroom.August 2008: 168ppPb: 978-0-415-96502-6: £17.99 $31.95eBook: 978-0-203-89117-9www.routledge.com/9780415965026


NEW

Thirty Three Ways to Help withNumeracySupporting Children who Struggle with BasicSkills

Brian Sharp, Mathematics Consultant, UK

Series: Thirty Three Ways to Help with...

This book equips teachers andteaching assistants with awide range of practicalresources to help childrenwho are having difficultieslearning the basic skills ofnumeracy. By providing arange of activities and gameswhich engage children andencourage motivation in theclassroom, the book providesready-to-use exercises thatdon’t need lengthy forward

preparation.

The activities can be used with individual children,groups or the whole class. The introduction at thehead of each activity describes precisely what it aimsto teach the child, followed by clear, conciseinstructions on how to play each game.December 2008: 136ppPb: 978-0-415-46896-1: £19.99 $37.95eBook: 978-0-203-89003-5www.routledge.com/9780415468961

TEXTBOOK

Culturally Specific Pedagogy in theMathematics ClassroomStrategies for Teachers and Students

Jacqueline Leonard, Temple University, US

This compelling text advocatesthe use of culturally specificpedagogy to enhance themathematics instruction ofdiverse students. Leonarddraws on sociocultural theoryand research on culture andmathematics cognition tofocus on three goals: usingqualitative research to extendthe literature on culturallybased education to AfricanAmerican and Latina/o

children in their development of mathematicalknowledge and skills; using cognition research as itapplies to better understanding of minority students’goals, cognitive forms, and the interplay or transferof out-of-school and in-school practices; and usingpedagogical research to field-test new instructionalmethods for culturally diverse and female students.2007: 207ppPb: 978-0-8058-6105-1: £21.99 $39.95eBook: 978-1-4106-1461-2www.routledge.com/9780805861051





Foundations for the Future inMathematics EducationEdited by Richard A. Lesh, Indiana University, US,Eric Hamilton, United States Air Force Academy, USand James J. Kaput, University of Massachusetts atDartmouth, US

The central questionaddressed in this book is whatkind of understandings andabilities should be emphasizedto decrease mismatchesbetween the narrow band ofmathematical understandingsand abilities that areemphasized in mathematicsclassrooms and tests, andthose that are needed forsuccess beyond school in the21st century? This book

suggests that it is not enough to simply makeincremental changes in the existing curriculumwhose traditions developed out of the needs ofindustrial societies. The authors, beyond simplystating conclusions from their research, use resultsfrom it to describe promising directions for aresearch agenda related to this question.2007: 488ppHb: 978-0-8058-6056-6: £90.00 $150.00Pb: 978-0-8058-6057-3: £29.99 $49.95eBook: 978-1-4106-1482-7www.routledge.com/9780805860573

TEXTBOOK

Where’s the Wonder in ElementaryMath?Encouraging Mathematical Reasoning in theClassroom

Judith McVarish, St. John’s University, US

Series: Transforming Teaching

This book argues that even intoday’s high-stakes testingenvironment, “teaching to thetest” need not be teachers’only focus as they introduceyoung children tomathematics. This book offersstrategies for infusingmathematics learning andreasoning into elementaryschool classrooms whilemeeting curriculum andtesting mandates. The teacher

researcher component of each chapter provides avehicle for teachers to bring their own expertise andquestions back into the teaching and learningequation.2007: 200ppHb: 978-0-415-95715-1: £70.00 $125.00Pb: 978-0-415-95716-8: £19.99 $29.95eBook: 978-0-203-94003-7www.routledge.com/9780415957168


Contexts of Learning Mathematicsand ScienceLessons Learned from TIMSS

Edited by Sarah J. Howie, University of Pretoria,South Africa and Tjeerd Plomp, University ofTwente, the Netherlands

Series: Contexts of Learning

2006: 448ppHb: 978-0-415-36225-2: £80.00 $160.00eBook: 978-0-203-01253-6www.routledge.com/9780415362252º

Mathematics Education at HighlyEffective Schools That Serve thePoorStrategies for Change

Richard S. Kitchen, Julie DePree, Sylvia Celedçn-Pattichis and Jonathan Brinkerhoff, all at theUniversity of New Mexico, US


Supporting Mathematical ThinkingEdited by Anne Watson, University of Oxford, UK,Jenny Houssart, Open University, UK and CarolineRoaf, Oxford Brookes University, UK

Series: David Fulton/Nasen


Teaching Middle SchoolMathematicsDouglas K. Brumbaugh, Enrique Ortiz andRegina Harwood Gresham, all at the University ofCentral Florida, US


3RD EDITION

Teaching Secondary MathematicsDouglas K. Brumbaugh, University of CentralFlorida, US and David Rock, University ofMassachusetts at Dartmouth, US


The Really Useful Maths BookA Guide to Interactive Teaching

Tony Brown, University of Bristol, UK and HenryLiebling, Emeritus, College of St. Mark & St. John,UK

Series: The Really Useful Series


NEW

Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess, University of Wisconsin at Madison,US

Series: Critical Social Thought

In a conservative educationalclimate that is dominated bypolicies like No Child LeftBehind, one of the mostserious effects has been foreducators to worry about thepolitics of what they areteaching and how they areteaching it. As a result, manydedicated teachers choose toavoid controversial issuesaltogether in preference for“safe” knowledge and “safe”

teaching practices. Diana Hess interrupts thisdangerous trend by providing readers a spirited anddetailed argument for why curricula and teachingbased on controversial issues are truly crucial at thistime. Through rich empirical research from realclassrooms throughout the nation, she demonstrateswhy schools have the potential to be particularlypowerful sites for democratic education and whythis form of education must include sustainedattention to authentic and controversial politicalissues that animate political communities. Thepurposeful inclusion of controversial issues in theschool curriculum, when done wisely and well, cancommunicate by example the essence of whatmakes communities democratic while simultaneouslybuilding the skills and dispositions that youngpeople will need to live in and improve suchcommunities.March 2009: 224ppHb: 978-0-415-96228-5: £70.00 $125.00Pb: 978-0-415-96229-2: £17.99 $36.95eBook: 978-0-203-87888-0www.routledge.com/9780415962292

FORTHCOMING

Education in Political ScienceDiscovering a Neglected Field

Edited by Anja P. Jakobi and Kerstin Martens,both at the University of Bremen, Germany andKlaus Dieter Wolf, Darmstadt University ofTechnology, Germany

Series: Routledge/ECPR Studies in European PoliticalScience

By conceptualizing changing institutional settings,new actors’ constellations, horizontal modes ofinteraction and public-private regulatory mechanismsfrom a governance perspective, this volume links aneglected policy field with the future role of thestate. It also offers new insights into the reformsthat are currently taking place in the field ofeducation, by expanding the attention from thedimension of policy to politics and polity andunderlines questions that deal not merely with theoutcomes of education, but with how educationpolitics work.

This book will be of interest to students and scholarsof education, political science, sociology andeconomics.August 2009: 224ppHb: 978-0-415-49477-9: £70.00 $140.00www.routledge.com/9780415494779

MATHEMATICS EDUCATION SOCIAL STUDIES EDUCATION20




FORTHCOMING

2ND EDITION

Learning to Teach Citizenship in theSecondary SchoolEdited by Liam Gearon, Roehampton University, UK

Series: Learning to Teach in the Secondary School

Citizenship is a wide-rangingsubject that can be taught inits own right, or throughother curriculum subjects andactivities. This fully updatednew edition is intended forstudents training to teachCitizenship as a first or secondsubject, and will also beimmensely helpful toexperienced teachers whohave opted to takeresponsibility for this exciting

subject. Written in a clear and practical way, yetunderpinned by a sound theoretical background, thebook covers key themes in Citizenship education.

With key objectives and tasks for each chapter, thisbook will help teachers to improve theirunderstanding of Citizenship education and to helptheir students understand their roles as citizens. Itmay be read in conjunction with the companioncore textbook, Learning to Teach in the SecondarySchool, 5th edition.August 2009: 304ppHb: 978-0-415-49905-7: £65.00 $110.00Pb: 978-0-415-48029-1: £23.99 $45.95www.routledge.com/9780415480291

FORTHCOMING

2ND EDITION

Learning to Teach Geography in theSecondary SchoolA Companion to School Experience

Edited by David Balderstone, Sharnbrook UpperSchool and Community College, UK and DavidLambert, University of London, UK


Reviews for the 1st Edition:

“This is a practical and visionary book, as well asbeing superbly optimistic. It has as much tooffer the experienced teacher as the novice andcould be used to reinvigorate geographydepartments everywhere.”

—The Times Educational Supplement

“This is a modern, powerful, relevant andcomprehensive work...”

—Educational Review

This book will provide pre-service and practicingteachers of geography with the practical skills todesign, teach and evaluate varied and excitinglessons. It will also help them to acquire a deeperunderstanding of geography’s role, purpose andpotential in secondary education. The book exploreshow teachers may use geography as a vehicle forpreparing students for uncertain environmental,cultural, social and economic futures.

Chapters on teaching strategies, learning, fieldworkand assessment place the learner at center stage,and the book aims to encourage effective teachingthrough direct advice and activities which beginningteachers can undertake, either individually or ingroups.August 2009: 432ppHb: 978-0-415-49909-5: £65.00 $110.00Pb: 978-0-415-43786-8: £22.99 $42.95www.routledge.com/9780415437868

FORTHCOMING

Social Studies and Diversity TeacherEducationWhat We Do and Why

Edited by Elizabeth E. Heilman, Ramona Frujaand Matthew Missias, all at Michigan StateUniversity, US

The preparation of teachers, especially as they getready to teach social studies and social science inour schools and colleges, is crucial not only to theproject of good education, but even more broadly,to the cultivation of healthy democracy and thegrowth of the nation’s citizens. This book featuresthe ideas from our nation’s most thoughtful teachereducators reflecting on their best practices andoffering specific strategies through which futureteachers learn to teach. The essays in this volumeilluminate how future teachers wrestle with high-minded questions pertaining to the sociocultural,philosophical and historical aspects of education,but they also explain how to teach day to day skillssuch as lesson planning and meeting nationalstandards.

Sections are arranged by both disciplinaryorganization and approach or activity. Each section isrich and coherent and is introduced with a scholarlyessay that both provides a theoretical overview,analysis, and explication of this aspect of teachereducation and scaffolds as well as introduces for thereader the essays to come. Each essay is coded tokey words, to the level at which the lesson can beused, and to both NCSS and NCATE standards, forquick reference in classroom planning as well asinstitutional development and implementation.September 2009: 380ppHb: 978-0-415-99671-6: £75.00 $140.00Pb: 978-0-415-99672-3: £24.99 $44.95www.routledge.com/9780415996723FORTHCOMING

Social Studies TodayResearch and Practice

Walter C. Parker, University of Washington, US

This book helps educators—think freshly andknowledgeably about the social studies education inthe early years of the 21st century. More than simplythinking about key debates, however, this collectionengages readers in thinking through some of themost interesting challenges that animate socialstudies education today, and does so with the helpof the field’s top scholars.

The diverse and renowned contributors includeluminaries such as Sam Wineburg, James Banks,Carole Hahn, Keith Barton, Geneva Gay, LindaLevstik and more. Each chapter tackles a specificissue within the author’s area of expertise andincludes discussion of topics such as includinghistorical thinking in the classroom, teachingtolerance, using children’s literature to achieve socialstudies goals, and teaching about genocide.Accessible, compelling, and practical, these pieces—full of rich examples, illustrations, and anecdotes—showcase some of the most original thinking andfresh information in the field and will doubtlesslyoffer pre- and in-service teachers alike new ways toimprove their social studies instruction.August 2009: 400ppHb: 978-0-415-99286-2: £70.00 $125.00Pb: 978-0-415-99287-9: £17.99 $31.95www.routledge.com/9780415992879

SOCIAL STUDIES EDUCATION 21



FORTHCOMING

The Teaching American HistoryProjectLessons for History Educators and Historians

Edited by Rachel G. Ragland, Lake Forest College,US and Kelly A. Woestman, Pittsburgh StateUniversity, US

The premise of the Teaching American History (TAH)project—a discretionary grant program fundedunder the U.S. Department of Education’sElementary and Secondary Education Act—is that inorder to teach history better, teachers need to knowmore history. Unique among professionaldevelopment programs in emphasizing specificcontent to be taught over a particular pedagogicalapproach, TAH grants assist schools in implementingscientifically-based research methods for improvingthe quality of instruction, professional development,and teacher education in American history.

Illustrating the diversity of these programs as theyhave been implemented in local education agenciesthroughout the nation, this collection of essays andresearch reports from TAH participants providesmodels for historians, teachers, teacher educators,and others interested in the teaching and learningof American History, and presents examples oflessons learned from a cross-section of TAH projects.Each chapter presents a narrative of innovation,documenting collaboration between classroom,community, and the academy that gives immediateand obvious relevance to the teaching and learningprocess of American history. By sharing thesenarratives, this book expands the impact ofemerging practices from individual TAH projects toreach a larger audience across the nation.May 2009: 304ppHb: 978-0-415-98881-0: £75.00 $135.00Pb: 978-0-415-98882-7: £20.99 $38.95eBook: 978-0-203-87820-0www.routledge.com/9780415988827

FORTHCOMING

Teaching U.S. HistoryDialogues among Historians, Educators, andStudents

Edited by Robert Cohen, New York University, USTerrie Epstein, Hunter College, CUNY, US,Rachel Mattson and Diana Turk, both at NewYork University, US

Series: Transforming Teaching

This book offers an innovative approach to socialstudies teaching methods by bringing togetherprofessional historians, social studies teachereducators, and social studies teachers at the highschool and middle school levels. The book highlightsthe best scholarship in American history, and thenexplores ways that this historical scholarship can beadapted and used by teachers as they teachstudents in social studies classrooms how to thinkdeeply, critically, imaginatively, and independentlyabout the nation’s history. The editors followteaching process into the classroom, seeing howteachers teach authentic lessons using the latesthistorical scholarship. Lesson plans are thencommented on by social studies professors abouttheir historical and pedagogical knowledge, choices,strengths, and weaknesses and by historians on thehistorical lessons and documents that teachers use,and on how their own thinking has been influencedby this exchange with teachers. This approach offersan unusual, even unprecedented, dialogue betweenscholars and practitioners, wedding historical theoryand practice, historiography and historical and socialstudies pedagogy.

Nine chapters are organized around key U.S. Historyeras and events (The American Revolution, The CivilRights Movement, etc) and are paired with aparticular methodological approach (primary sourceanalysis; oral history, etc.) Each chapter includes ashort introductory narrative on the topic andmethod, along with a discussion of strengths,challenges, strategies; a few suggested keydocuments or artifacts; a lesson plan for middleschool and another suitable for high school;commentaries by a teacher, a historian, and astudent; and suggested readings and questions forfurther study.September 2009: 304ppHb: 978-0-415-95469-3: £50.00 $95.00Pb: 978-0-415-95470-9: £14.99 $27.95www.routledge.com/9780415954709

FORTHCOMING

2ND EDITION

Teaching U.S. History as MysteryDavid Gerwin and Jack Zevin, both at QueensCollege, CUNY, US

This book offers a clear set of principles andmethods teachers can use to promote and sustainproblem-finding and problem-solving in history,along with case studies and documentary examplesfor test runs in their own classrooms. Designed toengage students in grades 7-12 in investigatinghistory as a mysterious and provocative subject, thismethodology builds a new attitude toward the studyof history, presenting it as hands-on involvement,subject to interpretation, uncertain in many respects,and inviting new viewpoints and meanings. Thepoint is to create a user-friendly introduction toteaching history “as it really is”—with all its issues,problems, unknowns, and clashes of values—as ameans for making students active participants inlearning rather than passive “sponges” or memorybanks. The text promotes a teaching style that leadsto student engagement with history by offering abalanced combination of historical content,interestingly arranged, and instructional strategies,clearly explained.

New in the Second Edition:• New introductory chapter combining the introduction,chapter one, and the first portion of chapter two inthe first edition and including new text that describesthe scope of the mysteries presented in the book

• New material in Chapter 2, “Learning from History: ALesson of the Vietnam War”, on the Gulf of Tonkinresolution, the debate among and between twomilitary historians over the lessons of the VietnamWar, analogies between Vietnam and Iraq, and somematerial from the Iraq war

• Three entirely new chapters: Viewpoint andCorroboration in Teaching History” (on the Civil War);“Moundbuilders” (in prehistoric America); “Causes asMysteries, Origins of Slavery in the Chesapeake.”Conclusion


SOCIAL STUDIES EDUCATION22




FORTHCOMING

Teaching World History as MysteryDavid Gerwin and Jack Zevin, both at QueensCollege, CUNY, US

This book offers a philosophy, methodology, andexamples for history instruction that is active,imaginative, and provocative. A series of balancedcase studies engages instructors and students inteaching and learning world history as mystery. Thetext is designed to draw readers into the detectiveprocess that characterizes the work of professionalhistorians and social scientists, sharing raw data,defining terms, building interpretations, and testingcompeting theories as ways of stimulating interest,building critical self-confidence, and promotingreasoning and judgment. An inquiry frameworkdrives both the pedagogy and the choice ofhistorical materials, with selections favoring theunsolved, problematical, controversial, andfragmented rather than the neatly wrapped upanalysis of past events.

Teaching World History As Mystery:• Offers a balanced combination of historical content,interestingly arranged, and instructional strategies,clearly explained.

• Provides an integrative view of world history contentand research based on recent scholarship.

• Delineates a fully developed pedagogy based oninquiry and problem-solving methods that restore asense of imagination and participation to classroomlearning.

• Includes case studies of commonly and not socommonly taught topics within a typical world andglobal history curriculum using combinations ofprimary and secondary documents.

• Balances topics among and between time periods,geographic areas, and cross-disciplinary issues andcontroversies.

• Discusses ways of dealing with ethical and moralissues in the world history classroom, drawingstudents into persisting questions of historical truth,bias, and judgment.


NEW TEXTBOOK

Young Citizens of the WorldTeaching Elementary Social Studies Through CivicEngagement

Marilynne Boyle-Baise, Indiana University, US andJack Zevin, Queens College, CUNY, US

Young Citizens of the Worldtakes a clear stance: Socialstudies is about citizenshipeducation that is informed,deliberative, and activist—citizenship not only as a noun,something one studies, but asa verb, something one does.

Straightforward, engaging,and highly interactive, the textlays out a three-part processfor civic preparation that

helps students understand their world and theirplace, as citizens, in it: becoming informed, thinkingit through, and taking action. Teaching and learningprojects throughout are invitations to learn throughintensive, integrated meaningful studies of specialplaces, important people, and significant times.These civic engagements are teacher-ready for use inelementary classrooms. Readers are encouraged torehearse the projects in their social studies educationcourses and then to reinterpret them for theirclassrooms. this text is a compelling choice forelementary social studies education courses, as wellas for practicing teachers who wish to enhance theirsocial studies instruction.March 2009: 304ppHb: 978-0-8058-8042-7: £75.00 $135.00Pb: 978-0-415-99941-0: £27.99 $49.95eBook: 978-0-203-88060-9www.routledge.com/9780415999410


TEXTBOOK

3RD EDITION

Social Studies for the Twenty-FirstCenturyMethods and Materials for Teaching in Middleand Secondary Schools

Jack Zevin, Queens College, CUNY, US

This book weaves theory,curriculum, methods, andassessment into acomprehensive model toguide middle and secondaryteachers in setting objectives;planning lessons, units, andcourses; choosing classroomstrategies; and constructingtests for some of the field’smost popular and enduringprograms. It offers practical,interesting, exciting ways to

teach social studies and a multitude of instructionaland professional resources for teachers. Its reflectiveand integrative framework emphasizes buildingimagination, insight, and critical thinking intoeveryday classrooms; encourages problem-solvingattitudes and behavior; and provokes analysis,reflection, and debate.2007: 448ppPb: 978-0-8058-5558-6: £42.50 $61.95www.routledge.com/9780805855586


FORTHCOMING

History as Image, Image as HistoryVisual Knowledge and History in the Classroom

Dipti Desai, Jessica Hamlin and Rachel Mattson,all at New York University, US

Building on theoretical and methodological insightsfrom both History and Art, this book pioneersmethods for using contemporary works of art in thesocial studies classroom to enhance anunderstanding of visuality and history, and toprovoke students to think critically about text andimage in ways that comply with state and nationalhistory and arts standards.

The interdisciplinary teaching toolkit provides aninvaluable pedagogical resource—complete withpractical suggestions for teaching U.S. history topicsthrough close readings of both primary sources andprovocative works of contemporary art. History asImage, Image as History is an experientiallygrounded, practically minded pedagogicalinvestigation meant to push teachers and studentsto think critically without sacrificing their ability tosucceed in this difficult educational climate. Featuresinclude:• A series of framing essays and interviews withcontemporary artists address the pivotal questionsthat arise when one attempts to think about historyand contemporary visual art together

• An 8-page, full color insert of contemporary art, plusover 50 black and white illustrations throughout

• Lesson plans keyed to the social studies curriculumand teaching standards

• Resources including annotated bibliographies forfurther study and lists of arts and media organizations

September 2009: 256ppHb: 978-0-415-99375-3: £70.00 $125.00Pb: 978-0-415-99376-0: £20.99 $37.95www.routledge.com/9780415993760




Teaching/Learning SocialJustice

Series Editor: Lee Anne Bell

NEW

Social Justice, Peace, andEnvironmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud StateUniversity, US, Marta Baltodano, LoyolaMarymount University, US and Linda Symcox,California State University at Long Beach, US

The concept of “standards”seems antithetical to the wayscritical educators arededicated to teaching, butwhat would “standards” looklike if they were generatedfrom social justiceperspectives and throughcollaborative and inclusiveprocesses? Such is the centralquestion posed by thecontributors of thisgroundbreaking collection on

the interconnectivity of social justice, peace, andenvironmental preservation. Challenging educationthat promotes consumerism, careerism, andcorporate profiteering, they boldly offer examples ofa new paradigm for practicing a transformativecritical pedagogy. Rather than just talking aboutcoalition building within and across educationalcommunities, they demonstrate how we mightcommunicate from different vantage points anddisciplinary boundaries to create a broader picture ofsocial and eco-justice. Social Justice, Peace, andEnvironmental Education will be required reading foreducators and students who want to envision andpractice living, acting, and teaching for a betterworld.April 2009: 400ppHb: 978-0-415-96556-9: £70.00 $125.00Pb: 978-0-415-96557-6: £17.99 $46.95eBook: 978-0-203-87942-9www.routledge.com/9780415965576

NEW

Interpreting National HistoryRace, Identity, and Pedagogy in Classrooms andCommunities

Terrie Epstein, Hunter College, CUNY, US

How do students’ racialidentities work with andagainst teachers’ pedagogiesto shape their understandingsof history and contemporarysociety? Based on a long-termethnographic study, this bookexamines the startlingdifferences in black and whitestudents’ interpretations ofU.S. history in classroom andcommunity settings.Interviews with children and

teens compare and contrast the historicalinterpretations students bring with them to theclassroom with those they leave with after a year ofteacher’s instruction. Firmly grounded in history andsocial studies education theory and practice, thispowerful book:•Illuminates how textbooks, pedagogies, andcontemporary learning standards are oftendisconnected from students’ cultural identities.

•Explores how students and parents interpret historyand society in home and community settings.

•Successfully analyzes examples of the challenges andpossibilities facing teachers of history and socialstudies.

•Provides alternative approaches for those who want toexamine their own views toward teaching nationalhistory and aspire to engage in more culturallyresponsive pedagogy.

September 2008: 192ppHb: 978-0-415-96083-0: £70.00 $130.00Pb: 978-0-415-96084-7: £18.99 $33.95eBook: 978-0-203-89096-7www.routledge.com/9780415960847

NEW

Global Perspectives in theGeography CurriculumReviewing the Moral Case for Geography

Alex Standish, Western Connecticut StateUniversity, US

“This book not only shedslight upon how geographydisciplines its subjects, butalso on how society isdisciplining the subject ofgeography.”

—Dr. Jonathan Pugh, Senior,University of Newcastle UponTyne

“This book deserves to bewidely read and debated.Alex Standish’s book puts

current trends in geography teaching inhistorical and critical context. It comprises aforthright and timely defence of geographicaleducation for its own sake.”

—Dr. Jim Butcher, Canterbury Christ ChurchUniversity.

“For geographers across the globe this bookprovides the arguments for a return to theteaching of geography and why they shouldreject the politicisation of the subject byeducation policy makers and politicians. ”

—Dennis Hayes, Oxford Brookes University

Since the early 1990s, educational policy makers andsome subject leaders have been seeking tofundamentally change the teaching of geographyfrom a subject which encourages students toexplore spatial concepts, ideas and skills, to a moreethics based subject concerned with the promotionof environmentalism, cultural diversity and socialjustice. In this book the new approach is criticallyexamined, within a historical and ideologicalcontext, addressing a number of fundamentalquestions:• Should geography be used as a tool for the delivery ofcitizenship ideals? How does this affect theintellectual and moral value of geographicaleducation for young people?

• If the state and teachers are taking more responsibilityfor the values, attitudes and emotional responses ofstudents, how will they learn to develop thesequalities for themselves?

• If global perspectives shift the focus of education fromlearning about the outside world to learning aboutthe self, what is its vision of social progress andconception of social change?

This book advocates a return to liberal models ofeducation, arguing that the new approach togeography currently being promoted for schoolsfundamentally undermines the educational value ofthe subject, and the freedom of young people toshape the world in which they live.

A vital resource for teachers and student teachersalike, Global Perspectives in the GeographyCurriculum makes a significant contribution to thegrowing debate about the future direction of thediscipline itself.December 2008: 224ppHb: 978-0-415-46895-4: £75.00 $150.00Pb: 978-0-415-47549-5: £21.99 $41.95eBook: 978-0-203-89083-7www.routledge.com/9780415475495

SOCIAL STUDIES EDUCATION24




Teaching/Learning Social JusticeSeries Editor: Lee Anne Bell

Handbook of Research in SocialStudies EducationLinda S. Levstik, University of Kentucky, US andCynthia A. Tyson, Ohio State University, US

This Handbook outlines thecurrent state of research insocial studies education—acomplex, dynamic,challenging field withcompeting perspectives aboutappropriate goals, and on-going conflict over thecontent of the curriculum.Equally important, itencourages new research inorder to advance the field andfoster civic competence; long

maintained by advocates for the social studies as afundamental goal.

In considering how to organize the Handbook, theeditors searched out definitions of social studies,statements of purpose, and themes that linked (ordivided) theory, research, and practices andestablished criteria for topics to include. Eachchapter meets one or more of these criteria:research activity since the last Handbook thatwarrants a new analysis, topics representing a majoremphasis in the NCSS standards, and topicsreflecting an emerging or reemerging field withinthe social studies. The volume is organized aroundseven themes:• Change and Continuity in Social Studies

• Civic Competence in Pluralist Democracies

• Social Justice and the Social Studies

• Assessment and Accountability

• Teaching and Learning in the Disciplines

• Information Ecologies: Technology in the SocialStudies

• Teacher Preparation and Development

The Handbook of Research in Social Studies is amust-have resource for all beginning andexperienced researchers in the field.March 2008: 424ppHb: 978-0-8058-5535-7: £125.00 $250.00Pb: 978-0-8058-5536-4: £44.95 $89.95eBook: 978-0-203-93022-9www.routledge.com/9780805855364

BESTSELLER!

3RD EDITION

Doing HistoryInvestigating With Children in Elementary andMiddle Schools

Linda S. Levstik, University of Kentucky, US andKeith C. Barton, University of Cincinatti, US2005: 256ppPb: 978-0-8058-5072-7: £19.99 $34.95eBook: 978-1-4106-1338-7www.routledge.com/9780805850727

NEW

Researching History EducationTheory, Method, and Context

Linda S. Levstik, University of Kentucky, US andKeith C. Barton, University of Cincinatti, US

“The authors’ research iswell known and among themost important Americanworks being done on howchildren learn history. It isthus a great idea to gatherthis pivotal research in oneplace. The volume offers anew perspective throughthe authors’ reflections onthe research process. It isprofound withoutpomposity, ideal for the

intended audience; the tone is just right. Therereally isn’t another book that does what thisone does.”

—Stephen J. Thornton, University of South Florida

This book combines a selection of Linda Levstik’sand Keith Barton’s previous work on teaching andlearning history with their reflections on the processof research. These studies address students’ ideasabout time, evidence, significance, and agency, aswell as classroom contexts of history education andbroader social influences on students’ and teacher’sthinking. These pieces—widely cited in history andsocial studies education and typically requiredreading for students in the area—were chosen toillustrate major themes in the authors’ own workand trends in recent research on history education.In a series of new chapters written especially for thisvolume, the authors introduce and reflect on theirempirical studies and address three issues suggestedin the title of the volume: theory, method, andcontext.

Although research on children’s and adolescents’historical understanding has been the most activearea of scholarship in social studies in recent years,as yet there is little in-depth attention to researchmethodologies or to the perspectives on children,history, and historical thinking that thesemethodologies represent. This book fills that need.The authors’ hope is that it will help scholars drawfrom the existing body of literature in order toparticipate in more meaningful conversations aboutthe teaching and learning of history.

Researching History Education provides a neededresource for novice and experienced researchers andwill be especially useful in research methodologycourses, both in social studies and more generally,because of its emphasis on techniques forinterviewing children, the impact of theory onresearch, and the importance of cross-culturalcomparisons.February 2008: 440ppHb: 978-0-8058-6270-6: £80.00 $145.00Pb: 978-0-8058-6271-3: £27.99 $49.95eBook: 978-1-4106-1676-0www.routledge.com/9780805862713

Inside the Social Studies ClassroomJere Brophy and Janet Alleman, both at MichiganState University, US and Barbara Knighton, WinansElementary School, US

“...a much-needed additionto elementary social studiesthat will move the fieldahead.”

—Keith C. Barton, Universityof Cincinnati

“This text fills a valuableniche and should quicklybecome a leading referencefor teachers and teachereducators.”

—Linda S. Levstik, University of Kentucky

This book, resulting from a collaboration among aneducational psychologist, a social studies educator,and a primary teacher, describes in rich detail andillustrates with excerpts from recorded lessons howprimary teachers can engage their students in socialstudies lessons and activities that are structuredaround powerful ideas and have applications to theirlives outside of school. The teaching portrayedconnects concepts and skills emphasized in nationaland state standards, taught in ways that build onstudents’ prior experiences in their localcommunities and connect with their familybackgrounds and home cultures.

The analyses include rich descriptions of the teacher-student interactions that occur during lessons,detailed information about how and why theteacher adapted lesson plans to meet her students’background experiences and adjusted these plans totake advantage of teachable moments that emergedduring lessons, and what all of this might implyconcerning principles of practice. The principles arewidely applicable in elementary schools across thecountry, as well as across the curriculum (not just insocial studies) and across the elementary grades (notjust the primary grades).July 2008: 320ppHb: 978-0-8058-5571-5: £75.00 $135.00Pb: 978-0-8058-5572-2: £22.99 $41.95eBook: 978-0-203-92945-2www.routledge.com/9780805855722

Learning and Teaching with MapsPatrick Wiegand, University of Leeds, UK2006: 176ppHb: 978-0-415-31209-7: £80.00 $150.00Pb: 978-0-415-31210-3: £22.99 $42.95www.routledge.com/9780415312103




TEXTBOOK

3RD EDITION

Teaching to Learn, Learning to Teach

Alan J. Singer and Hofstra New TeachersNetwork, both at Hofstra University, US

This popular text advocates aninquiry and activity-basedview of social studies teachingthat respects the points ofview of students andteachers. Based in practiceand experience, it offerssystematic support and open,honest advice for newteachers.

This Third Edition:• Presents new lesson ideas in

every chapter especially designed to help newteachers to address learning standards, to work ininclusive settings, and to promote literacy and the useof technology.

• Puts a heavier focus on what is important to knowand why.

• Includes new essays on the politics of social studieseducation.

• Responds to opponents of project- or activity-basedsocial studies instruction and multicultural educationwith a sharpened defense of these approaches.

Intended as a text for undergraduate and graduatepre-service social studies methods courses, this textis also useful for in-service training programs, as areference for new social studies teachers, and as aresource for experienced social studies educatorswho are engaged in rethinking their teachingpractice.August 2008: 448ppPb: 978-0-8058-6446-5: £29.99 $54.95eBook: 978-0-203-89187-2www.routledge.com/9780805864465


Civic Education for Diverse Citizensin Global TimesRethinking Theory and Practice

Edited by Beth C. Rubin and James M. Giarelli,both at the State University of New Jersey at NewBrunswick, US

Series: Rutgers Invitational Symposium on Education

This book explores fourinterrelated themes:rethinking civic education inlight of the diversity of U.S.society; re-examining thesenotions in an increasinglyinterconnected global context;re-considering the ways thatcivic education is researchedand practiced; and takingstock of where we arecurrently through use of anhistorical understanding of

civic education. It is directed at students, researchersand practitioners of social studies education.2007: 296ppHb: 978-0-8058-5159-5: £50.00 $90.00eBook: 978-1-4106-1629-6www.routledge.com/9780805851595

FORTHCOMING

A Field Guide to Student Teachingin MusicAnn C Clements, Pennsylvania State University, USand Rita Klinger, Cleveland State University, US

This book will guide students through the studentteaching process as they make the transition fromstudent to music educator. It addresses generaltopics that are common to all music placements aswell as those topics that are of specific interest tothe general, choral, and instrumental musicclassrooms.June 2009: 272ppPb: 978-0-415-99458-3: £21.99 $38.95eBook: 978-0-203-89047-9www.routledge.com/9780415994583

FORTHCOMING

Instrumental Music EducationTeaching with the Musical and Practical inHarmony

Evan Feldman, College of William & Mary, US,Ari Contzius, Washingtonville High School, US andMitchell Bryan Lutch, Central College, US

This book is intended for instrumental musiceducation majors studying to be band and orchestradirectors at the elementary, middle school, or highschool level. The three objectives of the text are:• To develop musicianship in ensembles: Assessing whatmusical concepts the students understand and howwell they can listen, incorporating musicalappreciation, history, and writing when studying aparticular piece of music.

• To optimize ensemble performance: How to planeffective rehearsals and solve common problems.

• To outfit directors with the practical solutions neededto manage a program: Recruitment and retentiontechniques and how to fulfill one’s role asadministrator of a band program.

Instrumental Music Education also covers eartraining for the ensemble director, rehearsaltechnique, and includes repertoire lists that arecategorized by style within each level to aid directorsin achieving a balanced and musically rich concertprogram. The companion website features videosdemonstrating rehearsal technique. An audio CDincludes recorded examples with ear trainingexercises.November 2009: 352ppPb: 978-0-415-99210-7: £21.99 $42.95www.routledge.com/9780415992107

FORTHCOMING

Jumpstart! DramaGames and Activities for Ages 5-11

Teresa Cremin, Open University, UK,Roger McDonald, Saxon Way Primary School, UK,Emma Goff, Wrotham Road Primary School, UKand Louise Blakemore, Gordon Road JuniorSchool, UK

Series: Jumpstart!

This book contains more thanforty engaging, practical,easy-to-do and highlymotivating drama activitieswhich will appeal to busyelementary school teacherswho wish to enliven theirpractice and make more useof drama. All the activitiesconnect to well-known texts,which are popular inelementary classrooms, andthe conventions described can

be used in a variety of subjects, suiting a wide rangeof learning styles. The book is organized aroundfour sections, each providing rich and accessibleideas to stimulate drama in the classroom, helpingteachers to:• Use stories as a basis for drama work

• Use poetry as a stimulus for drama

• Teach non-fiction through the use of drama

• Develop role play areas and the drama opportunitiesthey provide

June 2009: 96ppPb: 978-0-415-48248-6: £11.99 $23.95eBook: 978-0-203-87825-5www.routledge.com/9780415482486

3RD EDITION

Music EducationSource Readings from Ancient Greece to Today

Edited by Michael L. Mark, Towson State University,US

This book is a collection ofthematically organized essaysthat present an historicalbackground of the picture ofeducation first in Greece andRome, the Middle Ages, thenEarly-Modern Europe. Thebulk of the book focuses onAmerican education up to thepresent. This third editionincludes readings by Orff,Kodály, Sinichi Suzuki, WilliamChanning Woodbridge, Allan

Britton, and Charles Leonhard. In addition, essaysinclude timely topics on feminism, diversity, cognitivepsych, testing (the Praxis exam) and the No ChildLeft Behind Act.2007: 512ppHb: 978-0-415-95778-6: £60.00 $95.00Pb: 978-0-415-95779-3: £24.95 $39.95www.routledge.com/9780415957793

SOCIAL STUDIES EDUCATION MUSIC, ART, AND DRAMA EDUCATION26




FORTHCOMING

A Practical Guide to Teaching Musicin the Secondary SchoolEdited by Julie Evans, Canterbury Christ ChurchUniversity, UK and Chris Philpott, University ofGreenwich, UK

Series: Routledge Teaching Guides

This book provides valuable support, guidance andcreative new ideas for all student teachers, mentorsand practicing teachers who want to develop theirmusic teaching. It will help you understandimportant current developments and explore newpossibilities for teaching and learning. Focusing onteaching music musically, the book explores musicallearning through placing students at the center of amusical experience. Key issues explored include:• Personalizing musical learning for children

• Teaching creatively and promoting creativity in yourstudents

• Innovative approaches to ICT in the classroom

• Musical collaboration with other adults

• Assessment for learning in music

• Making connections with other subjects

Using practical examples and tasks to encourageand develop practice, this book will help youcritically examine the way in which children learnmusic. It is an invaluable resource for those involvedin teaching music and seeking to develop theirpractical and theoretical understanding of thepractice.June 2009: 112ppPb: 978-0-415-48258-5: £18.99 $35.95eBook: 978-0-203-87799-9www.routledge.com/9780415482585

NEW

Teaching Reading ShakespeareJohn Haddon, Experienced Writer and Educator, UK

This book is for all training and practicing secondaryteachers who want to help their classes overcomethe very real difficulties they experience when theyhave to “do” Shakespeare. Providing a practical andcritical discussion of the ways in whichShakespeare’s plays present problems to the youngreader, the book considers how these difficultiesmight be overcome. It provides guidance on:• Confronting language difficulties, including “oldwords”, meaning, grammar, rhetoric and allusion

• Reading the plays as scripts for performance at KeyStage 3 and beyond

• Using conversation analysis in helping to read andteach Shakespeare

• Reading the plays in contextual, interpretive andlinguistic frameworks required by examinations atGCSE and A Level

At once practical and principled, analytical andanecdotal, drawing on a wide range of criticalreading and many examples of classroomencounters between Shakespeare and youngreaders, Teaching Reading Shakespeare encouragesteachers to develop a more informed, reflective andexploratory approach to Shakespeare in schools.March 2009: 192ppHb: 978-0-415-47907-3: £75.00 $150.00Pb: 978-0-415-47908-0: £22.99 $42.95www.routledge.com/9780415479080

FORTHCOMING

What’s So Important about MusicEducation?J. Scott Goble, University of British Columbia,Canada


This book addresses the history of rationalesprovided for music education in the United States.Goble explains how certain factors stemming fromthe nation’s constitutional separation of church andstate, its embrace of democracy and capitalism, andthe rise of recording, broadcast, and computertechnologies have brought about changes in theways music teachers and concerned others haveconceptualized music and its importance ineducation. In demonstrating how many of thepersonal and societal benefits of engagement in“musical activity” have come to be obscured in thenation’s increasingly diverse public forum, Goble alsoargues for the importance of musical activity inhuman life and for the importance of music ineducation. The book concludes with a model forteaching the musical practices of the nation’sconstituent cultural groups in schools in terms oftheir respective cultural meanings.November 2009: 304ppHb: 978-0-415-80054-9: £60.00 $95.00www.routledge.com/9780415800549

NEW

Creating and Sustaining Arts-BasedSchool ReformThe A+ Schools Program

George W. Noblit, University of North Carolina atChapel Hill, US, H. Dickson Corbett and Bruce L.Wilson, both at Wilson Corbett Associates, US andMonica B. McKinney, Meredith College, US

Taking a close look at theissue of the arts and schoolreform, this book explores indetail how the incorporationof the arts into the identity ofa school can be key to itsresilience. Based on the A+School Program, an arts-basedschool reform effort, it ismuch more than a report of asingle case—this landmarkstudy is a comprehensive,longitudinal analysis of arts in

education initiatives that discusses the political,fiscal, and curricular implications inherent in takingthe arts seriously.

Offering a model for implementation as well asevaluation that can be widely adapted in otherschools and school districts, this book will inspirearts educators to move from advocating more artsto advocating the arts as a way to reform schools.Administrators and policy makers will see howcurriculum integration can be used to revitalize andenergize schools and serve as a springboard towider reform initiatives. Researchers and studentsacross the fields of arts education, school reform,organizational change, and foundations ofeducation will be informed and enlightened by thisreal-world scenario of large-scale school reform.December 2008: 224ppHb: 978-0-8058-6150-1: £75.00 $135.00Pb: 978-0-8058-6149-5: £22.99 $41.95eBook: 978-0-203-88735-6www.routledge.com/9780805861495

NEW

Teaching Music in American SocietyA Social and Cultural Understanding of MusicEducation

Steven Kelly, Florida State University, US

This book is a comprehensivetextbook designed forstudents who seek to becertified in music education toteach K-12 music in Americanpublic and private schools. Itcovers the issues facing musiceducation, including thefunctional role of musicwithin school environmentsand community settings, therole and function of a musicteacher within the music

profession and the general education profession, therole of music within the overall school curriculum,and the school music program and local, state, andnational issues and policies.November 2008: 200ppHb: 978-0-415-99208-4: £60.00 $95.00Pb: 978-0-415-99209-1: £20.99 $38.95eBook: 978-0-203-88660-1www.routledge.com/9780415992091

NEW

Young at ArtClassroom Playbuilding in Practice

Christine Hatton, Drama Education Consultant,Australia and Singapore and Sarah Lovesy, DramaEducation Consultant, Australia

This is a practical guide toplaybuilding for teachersworking with students at anupper elementary andsecondary level. Focusing onan area often neglected intraditional drama text books,the book covers the processof devising drama, and theteacher’s role in facilitatingstudents to collectivelybecome playwrights, actors,designers, directors and critics

of their ensemble workAn essential guide for alldrama teachers Young at Art covers practicalteaching issues and strategies for working withgroups of students to help them perform theirplaybuilt stories to an audience, as well astechniques for student assessment and evaluation,providing a wealth of exemplary starting points andapproaches. The book offers detailed guidance onworking with students to help facilitate thecollaborative creative and reflective processes,offering practical ideas and structures which can beeasily implemented in the classroom.December 2008: 208ppPb: 978-0-415-45478-0: £18.99 $35.95eBook: 978-0-203-89072-1www.routledge.com/9780415454780

MUSIC, ART AND DRAMA EDUCATION 27



NEW

The Basics of English UsageWynford Hicks, Freelance Journalsit and EditorialTrainer, France

A complete pocket guide to the ins and outs ofeveryday English, The Basics of English Usage willtell you all you need to know about such topics as:• Correct spelling

• Good grammar and style

• Punctuation and how to use it

• Problem words that everyone gets wrong

Including guides to further reading and onlineresources, this book is an indispensable survivalguide for anyone wanting to improve their writingand communication.April 2009: 5112ppPb: 978-0-415-47023-0: £9.99 $19.95www.routledge.com/9780415470230

POCKET EDITION

The Basics of Essay WritingNigel Warburton, The Open University, UK

This book opens with adiscussion of why it is soimportant to write a goodessay, and proceeds through astep-by-step exploration ofexactly what you shouldconsider to improve youressays and marks. Written inthe author’s accomplished,student-friendly style, it ispacked full of good adviceand practical exercises.Students of all ages and in

every subject area will find it an easy-to-use andindispensable aid to their studies.2007: 128ppPb: 978-0-415-43404-1: £8.99 $16.95www.routledge.com/9780415434041

The Basics of Essay WritingNigel Warburton, The Open University, UK2006: 128ppHb: 978-0-415-23999-8: £70.00 $140.00Pb: 978-0-415-24000-0: £8.99 $17.95eBook: 978-0-203-97013-3www.routledge.com/9780415240000

NEW

Achieving Success throughAcademic AssertivenessReal life strategies for today’s higher educationstudents

Jennifer Moon, University of Bournemouth, UK

Academic assertiveness is anessential capability that isrequired of students who wishto achieve academic andprofessional success. Writtenfor students who are aimingto achieve college success,this book focuses on thechallenges that learners faceand encourages positiveactions that support triumphsin learning situations. JennyMoon creatively explores the

importance of this emerging topic and howassertiveness is linked to the process of learning andoverall student development, critical thinking andacademic achievement.December 2008: 216ppHb: 978-0-415-99142-1: £70.00 $135.00Pb: 978-0-415-99143-8: £14.99 $26.95eBook: 978-0-203-88720-2www.routledge.com/9780415991438

Critical ThinkingAn Exploration of Theory and Practice

Jennifer Moon, University of Bournemouth, UK

In this book, Jenny Moonexplores and clarifies criticalthinking, and providespractical guidance forimproving student learningand supporting the teachingprocess.


TEXTBOOK

3RD EDITION

Motivation and Learning Strategiesfor College SuccessA Self-Management Approach

Myron H. Dembo and Helena Seli, both at theUniversity of Southern California, US

This popular text combinestheory, research, andapplications to teach collegestudents how to becomemore self-directed learners.Study skills are treated as aserious academic course.Students learn about humanmotivation and learning asthey improve their study skills.The text does not offer“recipes for success” or listsof “quick tips.” The focus is

on relevant information and features designed tohelp students to identify the components ofacademic learning that contribute to highachievement, to master and practice effectivelearning and study strategies, and then to completeself-management studies whereby they are taught aprocess for improving their academic behavior.2007: 360ppPb: 978-0-8058-6229-4: £21.99 $39.95Instructor’s Manual: 978-0-8058-6230-0: Free Upon AdoptioneBook: 978-1-4106-1613-5www.routledge.com/9780805862294


COLLEGE STUDY SKILLS28




NEW

Changing Teacher ProfessionalismInternational trends, challenges and waysforward

Edited by Sharon Gewirtz, King’s College, UK,Pat Mahony and Ian Hextall, both at RoehamptonUniversity, UK and Alan Cribb, King’s College, UK

Significant changes in thepolicy and social context ofteaching over the last 30years have had substantialimplications for teacherprofessionalism. As theinfluence of central regulationand marketization hasincreased, so the scope forprofessional influence onpolicy and practice has inmany cases diminished.Instead, teachers have had to

respond to a range of other demands stemmingfrom broader social changes, including greaterpublic skepticism towards professional authoritycombined with demands for public services that aremore responsive to diverse cultural and socialidentities.

This collection of work by leading internationalscholars in the field makes a unique contribution tounderstanding both how these changes areimpacting on teaching and how teachers mightchange their practice for the better. The centralpremise of the book is that if research is going to behelpful in improving professional learning and thequality of teachers’ practice, the full potential ofthree broad approaches to research on teacherprofessionalism needs to be brought to bear onthese issues:• Research on the changing political and social contextof professional work and practice

• Research on the working lives and lived experiences ofteachers

• Research on how teachers’ professional practicesmight be enhanced

February 2009: 256ppHb: 978-0-415-46777-3: £75.00 $140.00Pb: 978-0-415-46778-0: £22.99 $42.95eBook: 978-0-203-88726-4www.routledge.com/9780415467780

FORTHCOMING

Improving Teachers’ Learning andProfessional DevelopmentPerspectives from Researching New Teachers

James McNally, University of Strathclyde, UK

Series: Improving Learning

This book provides firm evidence that learning in theschool as a workplace is about much, much morethan “cognitive” knowledge of the curriculum,teaching skills, and so on. From research on newteachers, by teachers themselves, on a scale rarelyseen before, this book provides evidence that weneed to pay more attention to the emotional,relational, ethical, material, structural and temporaldimensions of the teaching experience. Based on aseries of in-depth interviews, the book reveals thecomplexity of learning in a professional context andgives some basic truths about what really matters inteaching.

But as the author shows, professional standards, inparticular, tend to be constructed solely on cognitivegrounds: yet the evidence suggests that theexperience of teachers is predominantly emotionaland relational in nature. There is a real mismatchbetween what is happening and what should behappening.

Becoming a teacher is a process of a developingself-identity. An identity which can be understoodand explained through this range of dimensions andtheir interrelationships. With this book, at lastteachers and teacher educators can begin tounderstand this complex developmental process.November 2009: 176ppHb: 978-0-415-49339-0: £75.00 $150.00Pb: 978-0-415-49340-6: £21.99 $41.95www.routledge.com/9780415493406

FORTHCOMING

5TH EDITION

Learning to Teach in the SecondarySchoolA Companion to School Experience

Edited by Susan Capel, Brunel University, UK,Marilyn Leask, Improvement and DevelopmentAgency, UK and Tony Turner, Formerly of Instituteof Education, University of London, UK


A sound and practicalintroduction to theknowledge and skills neededto qualify as a teacher, the5th edition of Learning toTeach in the Secondary Schoolis designed to help youdevelop the qualities that leadto good practice and asuccessful future in education.It retains its focus onevidence-based practice andsupporting theory which

provide a framework for student teachers tocritically reflect on their own learning andperformance.

Features include:• Annotated further reading at the end of units

• A glossary including abbreviations

• A guide to writing successful assignments

The companion website resources include:• Additional units that independently focus oneducation in Wales and Northern Ireland

• Appendices explaining the implications of Every ChildMatters and Safe Working Practice initiatives

• Unit summaries, key topics and further reading,highlighted in PowerPoint slides for lecturers

• Weblinks to useful resources for each unit

• Editable tables and figures from some units

• Sample units

This core text accompanies the subject-specificLearning to Teach in the Secondary School Seriesand is an essential purchase for every aspiringsecondary school teacher.June 2009: 544ppHb: 978-0-415-49532-5: £60.00 $100.00Pb: 978-0-415-47872-4: £23.99 $45.95www.routledge.com/9780415478724

STUDENT TEACHING AND TEACHER EDUCATION 29



NEW

Supporting Teaching and Learningin SchoolsA Handbook for Higher Level Teaching Assistants

Edited by Sarah Younie, De Montfort University,UK, Susan Capel, Brunel University, UK andMarilyn Leask, The Teacher Training Agency, UK

This is an accessible, user-friendly handbook designedto provide practical guidanceand ideas to support HigherLevel Teaching Assistants(HLTAs). It covers theknowledge and skills neededby HLTAs to work effectivelywith students, teachers,parents and otherprofessionals concerned withthe well-being of children.The text is illuminated with

examples of existing good practice, and a range oftried-and-tested strategies to help HLTAs develop inall aspects of their work. It provides essentialbackground knowledge, together with a range ofactivities designed to support learning, examining:• The roles of the HLTA and teacher respectively, andinteractively

• Classroom management and interactions withstudents

• Students differences

• The place of the HLTA within the school community

• Professional development.

The book can be used alongside the popularLearning to Teach in the Secondary School series,which gives detailed examples of theory and practiceabout teaching and learning for trainee teachers. Itis an invaluable resource for current and prospectiveHLTAs working across a wide range of subjects.February 2009: 208ppPb: 978-0-415-35884-2: £16.99 $31.95eBook: 978-0-203-00678-8www.routledge.com/9780415358842

FORTHCOMING

Policy and Politics in TeacherEducationInternational Perspectives

Edited by John Furlong, University of Oxford, UK,Marilyn Cochran-Smith, Boston College, US andMarie Brennan, University of South Australia,Australia

During the last 20 years, governments around theworld have paid increasing attention to therecruitment, preparation, and retention of teachers.Teacher supply and teacher quality have becomesignificant policy issues, taken up by policy-makersat the highest levels. This is because teachers arenow seen by many governments as the “lynch-pin”of educational, economic and social reform. Thisvolume grew out of a recognition by the Editors ofthe growing significance of teacher education policyand a curiosity about international trends anddifferences. The book brings together nine papersfrom leading academics around the world: from theU.K. (England and Scotland), the U.S., Australia,Singapore and Belgium, plus a joint papercomparing Namibia and the U.S. Taken together, thepapers reveal the complexities and contradictions ofinternational trends. On the one hand, theydemonstrate that there is indeed a commondirection of travel along the lines encouraged byinternational bodies such as the OECD. At the sametime however, the papers also reveal importantdifferences among countries in terms of how theyare addressing common aspirations as well as someapparent contradictions within the policies ofindividual nations.

This book was published as a special issue ofTeachers and Teaching.June 2009: 272ppHb: 978-0-415-48338-4: £75.00 $150.00www.routledge.com/9780415483384

3RD EDITION

Handbook of Research on TeacherEducationEnduring Questions in Changing Contexts

Edited by Marilyn Cochran-Smith, Boston College,US, Sharon Feiman-Nemser, Brandeis University,US, D. John McIntyre, Southern Illinois University,US and Kelly E. Demers, Associate Editor, BostonCollege, US

Co-Published by Routledge and theAssociation of Teacher Educators

This Handbook was initiatedto ferment change ineducation based on solidevidence. The publication ofthe First Edition was a signalevent in 1990. While thepreparation of educators wasthen—and continues to be—the topic of substantialdiscussion, there did not exista codification of the best thatwas known at the time aboutteacher education. Reflecting

the needs of educators today, the Third Edition takesa new approach to achieving the same purpose.Beyond simply conceptualizing the broad landscapeof teacher education and providing comprehensivereviews of the latest research for major domains ofpractice, this edition:• Stimulates a broad conversation about foundationalissues.

• Brings multiple perspectives to bear.

• Provides new specificity to topics that have beenundifferentiated in the past.

• Includes diverse voices in the conversation.

The Editors, with an Advisory Board, identified ninefoundational issues and translated them into a set offocal questions:• What’s the Point?: The Purposes of Teacher Education

• What Should Teachers Know? Teacher Capacities:Knowledge, Beliefs, Skills, and Commitments

• Where Should Teachers Be Taught? Settings and Rolesin Teacher Education

• Who Teaches? Who Should Teach? TeacherRecruitment, Selection, and Retention

• Does Difference Make a Difference? Diversity andTeacher Education

• How Do People Learn to Teach?

• Who’s in Charge? Authority in Teacher Education

• How Do We Know What We Know? Research andTeacher Education

• What Good is Teacher Education? The Place ofTeacher Education in Teachers’ Education

February 2008: 1392ppHb: 978-0-8058-4776-5: £125.00 $225.00Pb: 978-0-8058-4777-2: £50.00 $89.95eBook: 978-0-203-93869-0www.routledge.com/9780805847772

STUDENT TEACHING AND TEACHER EDUCATION30




Studying Teacher EducationThe Report of the AERA Panel on Research andTeacher Education

Edited by Kenneth M. Zeichner, University ofWisconsin at Madison, US and Marilyn Cochran-Smith, Boston College, US

Published for the American EducationalResearch Association by Routledge2005: 816ppHb: 978-0-8058-5592-0: £95.00 $185.00Pb: 978-0-8058-5593-7: £55.00 $89.95www.routledge.com/9780805855937

NEW

Teacher Education and the Strugglefor Social JusticeKenneth M. Zeichner, University of Wisconsin atMadison, US

“Clear, articulate, andcogent...[Zeichner] exhibitsa commitment to a visionof social justice that rightlydemands the very bestboth from society and fromthose of us who work inschools, communities, andteacher educationinstitutions.”

—Michael W. Apple, From theForeword, University of

Wisconsin at Madison

In this selection of his work from 1991-2008,Kenneth M. Zeichner examines the relationshipsbetween various aspects of teacher education,teacher development, and their contributions to theachievement of greater justice in schooling and inthe broader society. A major theme that comes up indifferent ways across the chapters is Zeichner’s beliefthat the mission of teacher education programs is toprepare teachers in ways that enable them tosuccessfully educate everyone’s children. A secondtheme is an argument for a view of democraticdeliberation in schooling, teacher education, andeducational research where members of variousconstituent groups have genuine input into theeducational process.

Teacher Education and the Struggle for Social Justiceis directed to teacher educators and to policy makerswho see teacher education as a critical element inmaintaining a strong public education system in ademocratic society.April 2009: 224ppHb: 978-0-8058-5865-5: £75.00 $135.00Pb: 978-0-8058-5866-2: £23.99 $41.95eBook: 978-0-203-87876-7www.routledge.com/9780805858662

FORTHCOMING

Priorities in Teacher EducationThe 7 Key Elements of Pre-Service Preparation

Clare Kosnik and Clive Beck, both at the Universityof Toronto, Canada

Good teacher education notonly enhances theunderstanding and skills ofnew teachers, but increasesthe likelihood of them stayingin the profession. In this book,Kosnik and Beck argue thatteacher preparation should begiven sharper focus,identifying seven priority areas• Program planning

• Student assessment

• Classroom organization and community

• Inclusive education

• Subject content and pedagogy

• Professional identity

• A vision for teaching

Long-time teacher education instructors andresearchers themselves, the authors identified thesepriorities through literature-based research and thefindings of a three year study following twenty twograduates through their first years of teaching.Packed with examples and quotes about theseexperiences, the book is broken down into sevenchapters, each focusing on one of the sevenpriorities and containing a case study of one teacherwhose experiences embody the priority beingdiscussed. As the chapters progress, the authorsincreasingly demonstrate the interplay between theseven priorities, showing that none of them can bepursued in isolation, and building a comprehensivebase of essential knowledge for beginning teachers.

Teacher educators will find Priorities in TeacherEducation a key guide to pre-service preparation,while new and student teachers will benefitenormously from reading the “front line” accountsof their contemporaries.May 2009: 192ppHb: 978-0-415-48126-7: £75.00 $150.00Pb: 978-0-415-48127-4: £17.99 $33.95www.routledge.com/9780415481274

NEW

How to be a Brilliant TeacherTrevor Wright, University of Worcester, UK

This cheerful and accessiblebook is packed with directand practical advice drawnfrom the author’s extensiveand successful personalexperience as teacher-trainer,teacher and examiner. It setsout clear and practicalguidelines to support andenhance your teaching skills.

How to be a Brilliant Teacheris aimed at teachers who

want to develop their careers, or just be betterteachers, by monitoring their own improvement. Inorder to do this, they may need to re-connect withtheory, to consider their own practice explicitly, andto begin to see themselves as researchers. This booksuggests how to get started. It is anecdotal andreadable, and may be dipped into for innovativelesson ideas or read cover-to-cover as a short,enjoyable course which discovers exciting principlesin successful, practical experience.

Chapters cover:• Creative planning

• Managing learning, managing classrooms

• Issues in literacy

• The paradox of inspirational teaching

• Differentiation

• Career planning and development.


STUDENT TEACHING AND TEACHER EDUCATION 31



NEW

Learning in School-UniversityPartnershipSociocultural Perspectives

Amy B. M. Tsui, Gwyn Edwards, Fran Lopez-Real, Tammy Kwan, Doris Law, Philip Stimpson,Rosina Tang and Albert Wong, all at the ChineseUniversity of Hong Kong, Hong Kong

This volume looks at school-university partnershipsfrom sociocultural perspectives of learning that viewparticipation in social practice as fundamental to theprocess of learning. Its two major themes—school-university partnership and sociocultural and socialtheories of learning—have both been treatedextensively in the literature. It is the bringingtogether of these two themes that makes this bookunique.

In this examination of an evolving model of school-university partnership, the Unified ProfessionalDevelopment Project in Hong Kong, the authorsanalyze the learning that takes place as theparticipants—student-teachers, mentor teachers,and university supervisors—mutually engage in theenterprise of improving teaching and learning inschools, developing shared practices, and creatingnew communities of practice. Although it describesone specific context, the book is not just about thislocale. Rather, the Unified Professional DevelopmentProject is used as a context for theorizing moregenerally a social theory of learning for school-university partnerships that is relevant to any othersimilar context.

This book will interest teacher educators, researchersin teacher education and teacher development,policy makers, and school practitioners who areinvolved in school-university partnerships.October 2008: 200ppHb: 978-0-8058-5316-2: £70.00 $125.00eBook: 978-0-203-89100-1www.routledge.com/9780805853162

Reform, Inclusion and TeacherEducationTowards a new era of special education in theAsia-Pacific Region

Edited by Christine Forlin, Institute of Education,Hong Kong and Ming-Gon John Lian, University ofHong Kong, Hong Kong

This ground breaking bookconsiders current perspectiveson special education reform inthe Asia-Pacific region. It hasa major focus on a new era ofspecial education, and howthis relates to educationreform towards inclusiveeducation. With majorchanges being proposedunder current educationalreform and confusion as tohow to instigate these

measures, this book provides ways to better prepareteachers. It is helpfully divided into three differentsections of education reform:•“Education Reform in the Asia-Pacific region” reviewsbroad trends and issues in special education acrossthe region, including Taiwan, Korea, Australia, India,China and Hong Kong.

•“Preparing Teachers to work in Inclusive Classrooms”focuses on curricula and pedagogical practices forteacher education. This section considers differentapproaches to preparing teachers such as cross-categorical, collaborative, innovations, and the impactof teachers’ attitudes, perceptions and concerns oninclusion.

• “Effective Special & Inclusive Practices” draws uponevidence-based research to provide best practicemodels to assist in developing inclusive schoolcommunities.

Each section addresses a list of objectives andquestions; suggests best practice pedagogy; andconcludes with a support section with usefulwebsites and suggested professional developmentactivities. This book will interest teachers, teachereducators, university lecturers in education and postgraduate students.August 2008: 272ppHb: 978-0-415-46448-2: £80.00 $145.00Pb: 978-0-415-46447-5: £24.99 $44.95www.routledge.com/9780415464475

Enacting a Pedagogy of TeacherEducationValues, Relationships and Practices

Edited by Tom Russell, Queen’s University, Canadaand John Loughran, Monash University, Australia

This book focuses on howindividuals enact pedagogy inthe context of teachereducation. Bringing togethercontributions frominternationally known teachereducators, a schooladministrator who supportsteachers’ professionallearning, someone studying tobecome a teacher educator,and someone studying tobecome a teacher, the book

focuses on enacting educational and pedagogicalvalues in personal practice and developing theinterpersonal relationships that are so essential toquality teaching and learning.2007: 208ppHb: 978-0-415-41899-7: £75.00 $150.00Pb: 978-0-415-41900-0: £22.99 $42.95eBook: 978-0-203-96244-2www.routledge.com/9780415419000

Language, Culture, and Communityin Teacher EducationEdited by María Estela Brisk, Boston College, US

Published by Routledge for the AmericanAssociation of Colleges for TeacherEducation

This volume addresses thepressing reality in teachereducation that all teachersneed to be prepared to workeffectively with linguisticallyand culturally diverse studentpopulations. It not onlyfocuses on how teachers needto change but how facultyand curriculum need to betransformed, and how tobetter train teacher educationcandidates to understand and

work efficaciously with the communities in whichculturally and linguistically diverse students tend tobe predominant.2007: 432ppHb: 978-0-8058-5697-2: £45.00 $80.00Pb: 978-0-8058-5698-9: £19.99 $29.95www.routledge.com/9780805856989

Becoming a Teacher through ActionResearchProcess, Context, and Self-Study

Donna Kalmbach Phillips and Kevin Carr, both atGeorge Fox University, US


STUDENT TEACHING AND TEACHER EDUCATION32




Race, Culture, and SchoolingIdentities of Achievement in Multicultural UrbanSchools

Peter C. Murrell, Jr., Northeastern University, US

Responding to a need forgreater cultural competencein the preparation anddevelopment of teachers indiverse public school settings,this book investigates thecritical developmental andsocial processes mediatingstudents’ academic identitiesin those settings posing thegreatest challenges to theirschool achievement andpersonal development, and it

provides an accessible, practice-oriented culturallyresponsive framework for teachers in Americanschools.2007: 232ppHb: 978-0-8058-5537-1: £75.00 $69.95Pb: 978-0-8058-5538-8: £21.99 $24.50eBook: 978-1-4106-1748-4www.routledge.com/9780805855388

Urban Teacher Education andTeachingInnovative Practices for Diversity and SocialJustice

Edited by R. Patrick Solomon, York University,Canada and Dia N. R. Sekayi, Walden University,US

This volume illuminates themost pressing challengesfaced by urban schools,teachers, teacher candidates,and teacher training programsand offers a range of insightsand possibilities for urbanteacher education andteaching. Covering issuesspanning the broadlytheoretical to the urgentlypractical, it goes beyond thetraditional discourses in

teacher education to focus on diversity, socialjustice, democratic schooling, and communitybuilding.2007: 280ppHb: 978-0-8058-5501-2: £75.00 $135.00Pb: 978-0-8058-5502-9: £19.99 $32.50

Learning to Teach InclusivelyStudent Teachers’ Classroom Inquiries

Celia Oyler, Teachers College, Columbia University,US


A

AACTE Committee on Innovation and Technology, The...........3

Abell, Sandra K. ....................................................................13

Achieving Success through Academic Assertiveness ..............28

Alderman, M. Kay ...................................................................5

Algebra in the Early Grades ...................................................17

Alleman, Janet ......................................................................25

Allen, David Scott..................................................................18

Anderson, Ronald D. ...............................................................3

Andrews, Jane.......................................................................14

Andrzejewski, Julie ................................................................24

Appelbaum, Peter .............................................................9, 18

Arends, Richard I. ....................................................................2

Armour-Thomas, Eleanor.......................................................18

Art of Teaching Science, The .................................................12

Artzt, Alice F..........................................................................18

Au, Wayne ............................................................................10

Aulls, Mark W. ........................................................................5

Autio, Tero ..............................................................................9

Ayers, William .........................................................................9

B

Back to the Basics of Teaching and Learning ...........................2

Baek, John Y. ........................................................................13

Balderstone, David ................................................................21

Baltodano, Marta ..................................................................24

Ban, Ruth ................................................................................4

Barton, Keith C. ....................................................................25

Basics of English Usage, The..................................................28

Basics of Essay Writing, The ..................................................28

Basics of Essay Writing, Pocket Edition, The ..........................28

Basterra, Maria del Rosario......................................................1

Beck, Clive ............................................................................31

Becoming a Reflective Mathematics Teacher..........................18

Becoming a Teacher through Action Research .......................32

Bell, Lee Anne .................................................................23, 24

Black, Laura...........................................................................14

Blakemore, Louise .................................................................26

Blank, William .........................................................................4

Blanton, Maria L..............................................................16, 17

Bloom, Jeffrey W. ..................................................................11

Boyle-Baise, Marilynne...........................................................23

Brennan, Marie .....................................................................30

Bringing Knowledge Back In..................................................10

Bringing Out the Algebraic Character of Arithmetic ..............18

Brinkerhoff, Jonathan............................................................20

Brisk, María Estela .................................................................32

Brizuela, Barbara M...............................................................18

Brophy, Jere...........................................................................25

Brown, Tony ..........................................................................20

Brumbaugh, Douglas K. ........................................................20

Bruna, Katherine Richardson .................................................13

C

Callis, Sandra ........................................................................18

Campbell, Stephen R.............................................................18

Capel, Susan ...................................................................29, 30

Carr, Kevin ............................................................................32

Carraher, David W. ..........................................................17, 18

Castañeda, Martha..................................................................4

Cedric, Cullingford ..................................................................1

Celedçn-Pattichis, Sylvia ........................................................20

Changing Teacher Professionalism .........................................29

Chazan, Daniel......................................................................18

Children’s Books for Grown-Up Teachers.................................9

Chorost, Michael...................................................................12

Civic Education for Diverse Citizens in Global Times ..............26

Clegg, Brian ..........................................................................13

Clements, Ann C...................................................................26

Clements, Douglas H.......................................................15, 16

Clifford, Patricia ..................................................................2, 9

Cochran-Smith, Marilyn ..................................................30, 31

Cohen, Robert.......................................................................22

Commins, Nancy L. .................................................................3

Complexity and Education .....................................................10

Constructivist Instruction .........................................................6

Contexts of Learning (series)..................................................20

Contexts of Learning Mathematics and Science.....................20

Controversy in the Classroom ................................................20

Contzius, Ari .........................................................................26

Corbett, H. Dickson...............................................................27

Creating a Classroom Community of Young Scientists ...........11

Creating and Sustaining Arts-Based School Reform ...............27

Creativity in the Classroom ......................................................1

Cremin, Teresa ......................................................................26

Cribb, Alan............................................................................29

Critical Essays on Major Curriculum Theorists ..........................9

Critical Pedagogies of Consumption ........................................6

Critical Social Thought (series) .........................................10, 20

Critical Thinking ....................................................................28

Crockett, Michele D. ...............................................................3

Cross-Cultural Studies in Curriculum........................................9

Cruz, Barbara C. .....................................................................4

Cultural Validity in Assessment ................................................1

Culturally Responsive Mathematics Education .......................15

Culturally Specific Pedagogy in the Mathematics Classroom ..19

Culture and Teaching ..............................................................3

Culture in School Learning ......................................................2

Cultures of Curriculum ............................................................8

Curcio, Frances R...................................................................18

Curriculum and Imagination ..................................................10

Curriculum Development in the Postmodern Era ...................10

Curriculum in Abundance........................................................9

Curriculum Studies Handbook — The Next Moment ...............8

Curriculum Studies Reader, The ...............................................6

Curriculum, Syllabus Design and Equity ...................................7

Curry, Carol.............................................................................2

Czerniak, Charlene................................................................14

D

Dantas, Maria Luiza.................................................................1

David Fulton / Nasen (series)..................................................20

Davis, Brent.......................................................................5, 10

Delcourt, Marcia A. B. .............................................................5

Dembo, Myron H. .................................................................28

Demers, Kelly E. ....................................................................30

DePree, Julie..........................................................................20

Desai, Dipti............................................................................23

Developmental Cognitive Science Goes to School .................10

Dias, Michael.........................................................................12

DiGiano, Chris.......................................................................12

Doing History ........................................................................25

Dowson, Pam..........................................................................4

Duffy, Thomas M.....................................................................6

E

Eakin, Angela ..........................................................................2

Early Childhood Mathematics Education Research .................15

Educating Learning Technology Designers .............................12

Education and Hope in Troubled Times ...................................6

Education in Political Science.................................................20

Education, Science and Truth ................................................10

Educational Psychology Series (series) ......................................5

Edwards, Gwyn .....................................................................32

Embracing Mathematics ........................................................18

Embracing Reason.................................................................18

Enacting a Pedagogy of Teacher Education ...........................32

Engaging Minds ......................................................................5

English, Lyn D........................................................................19

Eppert, Claudia .......................................................................9

Epstein, Terrie..................................................................22, 24

Erben, Tony .............................................................................4

Evans, Julie............................................................................27

College Study Skills

STUDENT TEACHING AND TEACHER EDUCATION INDEX 33



F

Feasey, Rosemary ..................................................................11

Feiman-Nemser, Sharon.........................................................30

Feldman, Evan.......................................................................26

Field Guide to Student Teaching in Music, A .........................26

Flinders, David J. .....................................................................6

Forlin, Christine .....................................................................32

Foundations for the Future in Mathematics Education...........20

Friesen, Sharon....................................................................2, 9

Fruja, Ramona .......................................................................21

Furlong, John ........................................................................30

G

Gardella, Francis J..................................................................19

Garner, Philip ..........................................................................7

Gearon, Liam ........................................................................21

Gender and Teaching ..............................................................3

Gender in the Classroom.........................................................5

Gerwin, David .................................................................22, 23

Getting Science .....................................................................13

Gewirtz, Sharon ....................................................................29

Giarelli, James M. ..................................................................26

Gifford, Sue...........................................................................14

Gillard, Linda.........................................................................14

Global Perspectives in the Geography Curriculum .................24

Goble, J. Scott.......................................................................27

Goff, Emma ..........................................................................26

Goldman, Shelley ..................................................................12

Gomez, Kimberley.................................................................13

Greenhough, Pamela.............................................................14

Greer, Brian ...........................................................................15

Gresham, Regina Harwood ...................................................20

Grossman, David L. .................................................................3

Gruenewald, David A. ...........................................................10

H

Haddon, John........................................................................27

Hamilton, Eric........................................................................20

Hamlin, Jessica ......................................................................23

Handbook of Design Research Methods in Education............13

Handbook of International Research in MathematicsEducation............................................................................19

Handbook of Research in Social Studies Education................25

Handbook of Research on Science Education ........................13

Handbook of Research on Teacher Education........................30

Handbook of Social Justice in Education..................................9

Handbook of Technological Pedagogical Content Knowledge(TPCK) for Educators ...............................................................3

Harlen OBE, Wynne...............................................................12

Hassard, Jack.........................................................................12

Hatton, Christine...................................................................27

Heilman, Elizabeth E..............................................................21

Herbel-Eisenmann, Beth A.....................................................17

Hernández-Gantes, Victor M. ..................................................4

Hess, Diana E. .......................................................................20

Hextall, Ian ............................................................................29

Hicks, Wynford......................................................................28

History as Image, Image as History ........................................23

Hofstra New Teachers Network .............................................26

Hollins, Etta R..........................................................................2

Home-School Connections in a Multicultural Society ...............1

Hopkins, Christine .................................................................14

Houssart, Jenny .....................................................................20

How to be a Brilliant Teacher ................................................31

Howie, Sarah J. .....................................................................20

Hughes, Martin .....................................................................14

Hui, Ming-Fai ..........................................................................3

I

Impact of Reform Instruction on Student MathematicsAchievement, The .............................................................17

Improving Learning (series)................................................5, 29

Improving Practice (TLRP) (series) .......................................2, 14

Improving Primary Mathematics ............................................14

Improving Subject Teaching.....................................................5

Improving Teacher Education through Action Research ...........3

Improving Teachers’ Learning and ProfessionalDevelopment ....................................................................29

Inquiry in Education, Volume I.................................................5

Inquiry in Education, Volume II ................................................5

Inside the Social Studies Classroom .......................................25

Instructional Strategies for Middle and High School ................5

Instrumental Music Education ...............................................26

Interdisciplinary Education in the Age of Assessment ..............4

Interpreting National History .................................................24

Introducing Difficult Mathematics Topics in the ElementaryClassroom .........................................................................19

Introduction to Assessment in Science Education ..................11

Ireson, Gren ..........................................................................12

J

Jakobi, Anja P. .......................................................................20

Jardine, David W. ................................................................2, 9

Joseph, Pamela Bolotin............................................................8

Jumpstart! (series) ...........................................................11, 26

Jumpstart! Drama .................................................................26

Jumpstart! Science ................................................................11

K

Kaput, James J. ...............................................................17, 20

Kaufman, Douglas...................................................................4

Keiper, Timothy A....................................................................5

Kelly, Anthony E. ...................................................................13

Kelly, Steven..........................................................................27

Kennedy, Anne........................................................................1

Kersaint, Gladis .......................................................................4

Key Concepts for Understanding Curriculum ...........................7

Kilcher, Ann.............................................................................2

Kitchen, Richard S. ................................................................20

Klinger, Rita...........................................................................26

Knighton, Barbara .................................................................25

Knuth, Eric J. .........................................................................16

Kosnik, Clare.........................................................................31

Krajcik, Joseph ......................................................................14

Kwan, Tammy .......................................................................32

L

Lambert, David......................................................................21

Language, Culture, and Community in Teacher Education .....32

Language, Culture, and Teaching Series (series).................1, 13

Languages of Education ..........................................................8

Larson, Bruce E. ......................................................................5

Law, Doris .............................................................................32

Leach, John .............................................................................5

Learning and Teaching Early Math.........................................16

Learning and Teaching with Maps .........................................25

Learning in School-University Partnership ..............................32

Learning to Teach Citizenship in the Secondary School..........21

Learning to Teach Geography in the Secondary School .........21

Learning to Teach in the Secondary School ...........................29

Learning to Teach in the Secondary SchoolSeries (series) ..............................................................21, 29

Learning to Teach Inclusively .................................................33

Learning, Creating, and Using Knowledge...............................7

Leask, Marilyn .................................................................29, 30

Lederman, Norman G............................................................13

Lehman, Michael...................................................................18

Leonard, Jacqueline...............................................................19

Lesh, Richard A. ..............................................................13, 20

Levstik, Linda S......................................................................25

Lian, Ming-Gon John.............................................................32

Liebling, Henry ......................................................................20

Linguistic Diversity and Teaching .............................................3

Liston, Daniel P. .......................................................................3

Liu, Xiufeng...........................................................................11

Lloyd, Gwendolyn M. ............................................................17

Lopez-Real, Fran....................................................................32

Losing Heart............................................................................6

Loughran, John .....................................................................32

Lovesy, Sarah.........................................................................27

Luce-Kapler, Rebecca...............................................................5

Luke, Allen ..............................................................................7

Lutch, Mitchell Bryan.............................................................26

M

Maher, Frances A. ...................................................................3

Mahony, Pat ..........................................................................29

Malewski, Erik .........................................................................8

Manning, Maryann..................................................................3

Manyak, Patrick C. ..................................................................1

Mark, Michael L. ...................................................................26

Marsh, Colin J. ........................................................................7

Martens, Kerstin....................................................................20

Martin, Danny Bernard....................................................16, 18

Mathematical Literacy ...........................................................17

Mathematical Relationships in Education...............................14

Mathematics and Teaching......................................................3

Mathematics Education at Highly Effective Schools ThatServe the Poor ..................................................................20

Mathematics in the Primary School .......................................14

Mathematics Success and Failure Among African-AmericanYouth................................................................................18

Mathematics Teachers at Work..............................................17

Mathematics Teaching, Learning, and Liberation in the Lives ofBlack Children...................................................................16

Mattson, Rachel ..............................................................22, 23

McDonald, Roger ..................................................................26

McGuinness, Carol ..................................................................2

McIntyre, D. John..................................................................30

McKernan, James..................................................................10

McKinney, Monica B..............................................................27

McLaren, Peter ........................................................................6

McNally, James......................................................................29

McVarish, Judith....................................................................20

Mendick, Heather..................................................................14

Meyer, Richard J. .....................................................................3

Millar, Robin............................................................................5

Miramontes, Ofelia B. .............................................................3

Missias, Matthew ..................................................................21

Moon, Jennifer......................................................................28

Moss, David M. .......................................................................4

Motivation and Learning Strategies for College Success ........28

Motivation for Achievement ....................................................5

Move On Maths Ages 9-11 ...................................................15

Move on Maths! (series)........................................................15

Move On Maths! Ages 7-9....................................................15

Mukhopadhyay, Swapna .......................................................15

Murrell, Jr., Peter C................................................................33

Music Education....................................................................28

N

Nejadmehr, Rasoul ................................................................10

Nelson, Tamara Holmlund .......................................................1

Nelson-Barber, Sharon ...........................................................15

Noblit, George W. .................................................................27

Novak, Joseph D. ....................................................................7

Number Theory in Mathematics Education ............................18

INDEX34




O

Origins of Mathematical Knowledge in Childhood, The.........18

Ortiz, Enrique ........................................................................20

Osborn, Terry A. ......................................................................4

Osborne, Jonathan..................................................................5

Oyler, Celia............................................................................33

P

Parker, Walter C. ...................................................................21

Pepperell, Sandy....................................................................14

Perspectives on Supported Collaborative Teacher Inquiry .........1

Petkova, Mariana ....................................................................4

Phillips, Donna Kalmbach ......................................................32

Philpott, Chris .......................................................................27

Pinar, William F. .......................................................................9

Place-Based Education in the Global Age ..............................10

Plomp, Tjeerd ........................................................................20

Policy and Politics in Teacher Education .................................30

Powell, Arthur B. ...................................................................15

Practical Guide to Teaching Music in the SecondarySchool, A ............................................................................27

Priorities in Teacher Education ...............................................31

Q, R

Qualter, Anne........................................................................12

Quinn, Therese........................................................................9

Race, Culture, and Schooling.................................................33

Ragland, Rachel G.................................................................22

Ratcliffe, Mary.........................................................................5

Raudenbush, Stephen ...........................................................10

Reading and Teaching .............................................................3

Really Useful Creativity Book, The............................................4

Really Useful Elementary Science Book, The ..........................11

Really Useful Maths Book, The ..............................................20

Really Useful Series (series) ................................................4, 20

Reflective Teaching ..................................................................3

Reflective Teaching and the Social Conditions of SchoolingSeries (series) ......................................................................3

Reform, Inclusion and Teacher Education ..............................32

Religion and Teaching .............................................................3

Remillard, Janine T.................................................................17

Researching History Education...............................................25

Rex, Lelsey A. ..........................................................................2

Roaf, Caroline .......................................................................20

Rock, David ...........................................................................20

Romberg, Thomas A. ............................................................17

Roth, Wolff-Michael ..............................................................11

Routledge International Studies in the Philosophy ofEducation (series) ..............................................................10

Routledge Key Guides (series)..................................................7

Routledge Research in Education (series).................1, 3, 14, 27

Routledge Teaching Guides (series)........................................27

Routledge/ECPR Studies in EuropeanPolitical Science (series) .....................................................20

Rubin, Beth C........................................................................26

Russell, Tom ..........................................................................32

Rutgers Invitational Symposium on Education Series (series) ..26

S

Sadker, David ..........................................................................5

Salway, Leida.........................................................................14

Sandlin, Jennifer A. .................................................................6

Sarama, Julie ....................................................................15,16

Schiller, Laura ..........................................................................2

Schliemann, Analucia D.........................................................18

Science Education for Gifted Learners ...................................13

Science Education from People for People.............................11

Science Knowledge for Primary Teachers ...............................14

Science Learning, Science Teaching .......................................12

Scott, David.............................................................................9

Sekayi, Dia N. R.....................................................................33

Seli, Helena ...........................................................................28

Settlage, John .......................................................................14

Shafer, Mary C. .....................................................................17

Shapiro, H. Svi.........................................................................6

Sharp, Brian ..........................................................................19

Sheehy, Noel ...........................................................................2

Shore, Bruce M. ......................................................................5

Silber, Ellen S...........................................................................5

Singer, Alan J. .......................................................................26

Slattery, Patrick......................................................................10

Slavit, David ............................................................................1

Smith, Gregory A. .................................................................10

Social Justice, Peace, and Environmental Education ...............24

Social Studies and Diversity Teacher Education ......................21

Social Studies for Secondary Schools .....................................26

Social Studies for the Twenty-first Century ............................23

Social Studies Today ..............................................................21

Sociocultural, Political, and Historical Studies inEducation Se (series) ...........................................................6

Solano-Flores, Guillermo..........................................................1

Solomon, R. Patrick ...............................................................33

Solomon, Yvette..............................................................14, 17

Sophian, Catherine................................................................18

Southerland, Sherry A. ..........................................................14

Special Educational Needs: The Key Concepts .........................7

Standish, Alex .......................................................................24

Starko, Alane Jordan ...............................................................1

Statistical Literacy at School...................................................18

Stein, Nancy L. ......................................................................10

Stimpson, Philip.....................................................................32

Stovall, David ..........................................................................9

Studies in Curriculum Theory Series (series) ..........................8-9

Studies in Mathematical Thinkingand Learning Series (series) ..........................................15-18

Studying Teacher Education...................................................31

Stylianou, Despina A. ............................................................16

Subjectivity, Curriculum, and Society .......................................9

Sumara, Dennis.................................................................5, 10

Supporting Mathematical Thinking........................................20

Supporting Teaching and Learning in Schools........................30

Symcox, Linda .......................................................................24

T

Taber, Keith S. .......................................................................13

Tallant, Peter .........................................................................14

Tang, Rosina..........................................................................32

Taubman, Peter M...................................................................8

Taylor, John ...........................................................................15

Teacher Education and the Struggle for Social Justice............31

Teachers’ Library (series) ..........................................................7

Teaching American History Project, The .................................22

Teaching and Learning in Science (series) ..............................11

Teaching and Learning Proof Across the Grades ....................16

Teaching By Numbers ..............................................................8

Teaching English Language Learners across theCurriculum (series) ..............................................................4

Teaching English Language Learners in Career and TechnicalEducation Programs ............................................................4

Teaching English Language Learners through Technology........4

Teaching Experience, The ........................................................1

Teaching for Student Learning.................................................2

Teaching Mathematics to English Language Learners ..............4

Teaching Middle School Mathematics....................................20

Teaching Music in American Society ......................................27

Teaching of Science in Primary Schools, The ..........................12

Teaching Reading Shakespeare..............................................27

Teaching Science in Elementary and Middle School ...............14

Teaching Science to Every Child.............................................14

Teaching Secondary Mathematics..........................................20

Teaching Social Studies to English Language Learners .............4

Teaching U.S. History.............................................................22

Teaching U.S. History as Mystery ...........................................22

Teaching World History as Mystery ........................................23

Teaching/Learning Social Justice (series)...........................23, 24

Thinking Lessons for Thinking Classrooms ...............................2

Thirty Three Ways to Help with Numeracy.............................19

Thirty Three Ways to Help with.... (series)..............................19

Thompson, Denisse R. .............................................................4

Thornton, Stephen J............................................................4, 6

Tobias, Sigmund......................................................................6

Transforming Teaching (series).........................................20, 22

Tröhler, Daniel .........................................................................8

Trumbull, Elise .........................................................................1

Tsui, Amy B. M. .....................................................................32

Turk, Diana............................................................................22

Turner, Tony...........................................................................29

Tyson, Cynthia A. ..................................................................25

U, W

Unequal By Design ................................................................10

Urban Teacher Education and Teaching .................................33

Using Discourse Analysis to Improve Classroom Interaction .....2

Wang, Hongyu........................................................................9

Warburton, Nigel ..................................................................28

Ward, Janie Victoria ................................................................3

Watson, Anne .......................................................................20

Watson, Jane M. ...................................................................18

Wellington, Jerry ...................................................................12

What’s So Important about Music Education? .......................27

Where’s the Wonder in Elementary Math? ............................20

Wiegand, Patrick...................................................................25

Wilson, Bruce L. ....................................................................27

Winter, Jan............................................................................14

Woestman, Kelly A................................................................22

Wolf, Klaus Dieter .................................................................20

Wong, Albert ........................................................................32

Work of Language in Multicultural Classrooms, The ..............13

Worldliness of a Cosmopolitan Education, The ........................9

Wright, Trevor .......................................................................31

Wyse, Dominic ........................................................................4

Y, Z

Yee, Wan Ching ....................................................................14

Young at Art .........................................................................27

Young Citizens of the World .................................................23

Young, Michael F.D. ..............................................................10

Younie, Sarah........................................................................30

Zazkis, Rina ...........................................................................18

Zeichner, Kenneth M.........................................................3, 31

Zevin, Jack ......................................................................22, 23

INDEX 35



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