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Culturally and Linguistically Diverse Learners and STEAM: Teachers and Researchers Working in Partnership to Build a Better Tomorrow

Editor: Pamela Spycher
Editor: Erin F. Haynes
Abstract: This book seeks to address this need, with chapters from asset-oriented researchers and practitioners whose work offers promising teaching and learning approaches in the STEAM subjects in K-16 education settings. Authors share innovative ways in which classroom teachers integrate disciplinary reading, writing, discussion, and language development with content knowledge development in STEAM subjects. Also shared are approaches for integrating indigenous epistemologies, culturally sustaining pedagogy, and students’ linguistic resources and life experiences into classroom teaching.
Publisher: Information Age
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Culturally and Linguistically Responsive Education: Designing Networks That Transform Schools

Editor: Martin Scanlan
Editor: Cristina Hunter
Editor: Elizabeth R. Howard
Abstract: The book describes an innovative network of twenty preK–8 schools located across the United States striving to address the barriers to inclusive education. Based on an ongoing initiative begun in 2012 by a team at Boston College, the book shows how these schools transformed to better serve their diverse, multilingual communities by adopting a two-way immersion model with the help of local faculty and other experts in bilingual education serving as mentors. 
Publisher: Harvard Education Press
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Democratic Discord in Schools: Cases and Commentaries in Educational Ethics

Editor: Meira Levinson
Editor: Jacob Fay
Abstract: Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation.
Publisher: Harvard Education Press
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Design Thinking in Schools: A Leader’s Guide to Collaborating for Improvement

Author: John B. Nash
Abstract: The book is a step-by-step guide that offers critical guidance and field‐tested tools for choosing design teams, developing prototypes, and selecting promising ideas to take to scale. It includes rich examples of educators at the elementary, middle, and high school level who have used design thinking to find creative solutions for improving student engagement, school climate, and parent-teacher conferences, among many other challenges. Nash illustrates how school leaders can use the design thinking process to access a range of student voices for a diversity of opinions and feedback on topics that better inform school change.
Publisher: Harvard Education Press
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Designing Gifted Education Programs and Services: From Purpose to Implementation

Author: Scott J. Peters
Abstract: This book is intended to support educators in the design and implementation of comprehensive gifted education plans. From planning to actual implementation, this book takes the reader from goals and purpose to assessing student needs and program design. The authors begin with a broad overview of best practices in programming and services, highlighting connections to student needs, programming standards, and state laws. Their recommendations include philosophical, cultural, and practical considerations and data-based decision making. In this book, Peters and Brulles guide the reader through the process of determining the most optimal programming methods for schools to take based on their individual needs and circumstances. With this book, schools will be able to design and develop programs and/or services that lay the foundation necessary to ensure all students are appropriately challenged.
Publisher: Prufrock Press
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Digital Personalization in Early Childhood: Impact on Childhood

Author: Natalia Kucirkova
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Digital personalization is an emerging interdisciplinary research field, with application to a variety of areas including design, education and publication industry. This book focuses on children's education and literacy resources, which have undergone important changes with the 'personalization revolution' in the early 21st century.

The author develops original insights from educational research and her own studies concerned with digital and non-digital personalization, to discuss in a clear and critical way the thinking, research issues and practical implications of this new field. She scrutinises the character of technology-based personalized education to substantiate the claim that the current models of personalized education tend to be technology- and business-driven, with little pedagogical understanding of the social value of personalization. Research involving touchscreens, personalized books and 2-8-year olds is interrogated for its impact on children's development of language, creativity, identity, as well as family dynamics and classroom dialogue. The literature available on digital and non-digital personalization is discussed in relation to five key themes of personalized education, the so-called 5As: autonomy, authorship, aesthetics, attachment and authenticity. It is argued that the 5As need to be anchored in humanist principles for a sustainable pedagogy and practice. Based on the insights from research with typically and atypically developing children, Kucirkova proposes personalised pluralisation, as a pedagogical framework of personalized education for the future. The book aims to help scholars and professionals understand the connections between personalization and literacy, personalization and education, and personalization and wider socio-moral issues.

Publisher: Bloomsbury
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Digital Technologies in Early Childhood Art: Enabling Playful Experiences

Author: Mona Sakr
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Through art children make sense of their experiences and the world around them. Drawing, painting, collage and modelling are open-ended and playful processes through which children engage in physical exploration, aesthetic decision-making, identity construction and social understanding. As digital technologies become increasingly prevalent in the lives of young children, there is a pressing need to understand how digital technologies shape important experiences in early childhood, including early childhood art. Mona Sakr shows the need to consider how particular dimensions of the art-making process are changed by the use of digital technologies and what can be done by parents, practitioners and designers to enable children to adopt playful and creative practices in their interactions with digital technologies. Incorporating different theoretical perspectives, including social semiotics and posthumanism, and drawing on various research studies, this book highlights how children engage with different facets of art-making with digital technologies including: remix and mash-up; distributed ownership; imagined audiences and changed sensory and social interactions.

Publisher: Bloomsbury
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Dignity of the Calling

Editor: Andrew T. Kemp
Abstract: The purpose of this Dignity of the Calling is to share other stories of faculty entry into higher education. These stories focus on the deeply personal nature of the new academic. Framed around the idea of curriculum being contextual and how life experience guides what we do, this collection of memoirs, recollections, and personal narratives allows the reader to share these lived experiences. 
Publisher: Information Age
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Doing PDS: Stories and Strategies from Successful Clinically Rich Practice

Editor: Keli Garas-York
Editor: Pixita del Prado Hill
Editor: Leslie K. Day
Editor: Kim Truesdell
Editor: Susan Kellers-Mathers
Abstract: SUNY Buffalo State is a unique urban comprehensive liberal arts public institution serving a large number of first generation college students. One flagship program at the college is the Professional Development Schools (PDS) consortium. Beginning in 1991 with one partner school, the SUNY Buffalo State PDS consortium now partners with approximately 45 schools locally, in Western New York, New York City, and across five continents. This book seeks to share the skills, knowledge, and examples of evidence-based practice of this innovative program to offer readers ideas for how teacher education and professional development might be re-conceptualized and re-energized.
Publisher: Information Age
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Dr. David Murray: Superintendent of Education in the Empire of Japan, 1873-1879

Author: Benjamin Duke
Abstract: This is the first biography in English of an uncommon American, Dr. David Murray, a professor of mathematics at Rutgers College, who was appointed by the Japanese government as Superintendent of Education in the Empire of Japan in 1873. The founding of the Gakusei—the first public school system launched in Japan—marks the beginning of modern education in Japan, accommodating all children of elementary school age. Murray’s unwavering commitment to its success renders him an educational pioneer in Japan in the modern world. 

Benjamin Duke has compiled this comprehensive biography of David Murray to showcase Murray’s work, both in assisting around 100 samurai students in their studies at Rutgers, and in his unprecedented role in early Japanese-American relations. This fascinating story uncovers a little-known link between Rutgers University and Japan, and it is the only book to conclude that Rutgers made a greater contribution to the development of modern education in the early Meiji Era than any other non-Japanese college or university in the world
Publisher: Rutgers University Press
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Educação e linguagens hipermidiáticas da cibercultura: Desafios à formação inicial do/a pedagogo/a

Author: Lucila Pesce
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Com o objetivo de investigar o modo como os cursos em tela têm ressignificado as recomendações legais sobre formação de professores para integrar as Tecnologias Digitais da Informação e Comunicação (TDIC) às práticas educativas, o estudo se vale de um quadro teórico de referência que engendra os seguintes campos conceituais: formação de professores sob enfoque culturalista (em contraposição às premissas neoliberais das reformas políticas); educação e TDIC (contexto histórico da cibercultura, demandas para o letramento digital, perspectivas instrumental e culturalista); currículo (principais vertentes curriculares e abordagens pedagógicas de utilização das TDIC).

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Educação e regimes ditatoriais: 50 anos de golpe militar no Brasil

Author: Odair Sass
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Esta coletânea, fruto do V Seminário Internacional promovido pelo PEPG em Educação: História, Política, Sociedade (Educação e Regimes Ditatoriais: 50 anos do Golpe Militar no Brasil”), da Pontifícia Universidade Católica de São Paulo, realizado em 2014, reúne contribuições de pesquisadores nacionais e estrangeiros, cujas análises compõem as quatro grandes partes da obra: 1) Ditaduras na América Latina e no Brasil; 2) Movimentos Sociais e a Luta pela Educação; 3) Memória, Autoritarismo e Justiça; e 4) O Uso de Futebol pelas Ditaduras e a Resistência, além da conferência de abertura, à cargo de Noam Chomsky, Professor Emérito do Instituto de Tecnologia de Massachusetts – MIT, em que desenvolve raciocínio pautado na relação entre democracia e educação, recuperando princípios necessários à liberdade em todos os planos da vida social, sobretudo o da educação.

Publisher: Junqueira & Marin
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Educação e tecnologias: Abordagens críticas

Author: Giselle Martins dos Santos Ferreira et al.
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O e-Book bilíngue (Português/Inglês) Educação e Tecnologia: abordagens críticas (Education and Technology: critical approaches)congrega textos que questionam a hipotética neutralidade da tecnologia e promovem a desnaturalização de sua presença em contextos educacionais. Os capítulos que o compõem abordam questões de poder e consideram especificidades contextuais e históricas, escapando da usual euforia em torno das tecnologias digitais e da perspectiva “solucionista” que tende a obscurecer a diferença e a diversidade. Publicada em 2017, esta coletânea de 12 textos escritos por autores de diversos países, incluindo pesquisadores internacionalmente renomados, se mantém uma fonte relevante e atual para pesquisadores na área. Complementarmente aos textos, o livro inclui 24 imagens gentilmente cedidas pelo artista polonês Pawel Kuczynzki, conhecido por suas sutis, porém profundas, críticas a aspectos da contemporaneidade relacionados à expansão das tecnologias digitais.

Publisher: SESES/UNESA
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Educações, culturas e hackers: Escritos e reflexões

Author: Nelson de Luca Pretto
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Educações, Culturas e Hackers: escritos é reflexões é composto de duas partes, sendo que na primeira – Escritos – o autor faz um reflexão sobre a perspectiva plural que deve acompanhar a educação e a cultura, propondo, ao fim, a ideia de uma educação (ou educações) com um jeito hacker de ser. Para o autor, importante considerar que “os hackers são aqueles que fazem apaixonadamente e de forma aberta e colaborativa aquilo que gostam e, dessa, forma, é isso mesmo que deve ser um professor e a educação, sempre pensada na perspectiva plural.”

Na segunda parte – Reflexões -, estão organizados pequenos artigos publicados em jornais de Salvador e de fora da Bahia, em blogues e revistas eletrônicas, além de outros textos originais, escritos para o livro e, com isso, dão uma ideia de unidade no pensamento do líder do grupo de Pesquisa Educação, Comunicação e Tecnologias (GEC) da Faculdade de Educação da Universidade Federal da Bahia (UFBA).

 


Publisher: EDUFBA
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Educating a Working Society

Editor: Glenn P. Lauzon
Abstract: This book explores twentieth-century efforts to bring schooling and work closer together. Chapters feature timely topics, such as public controversy over vocational programs, the influences of racism in philanthropic giving, students’ choices in course taking, teachers’ efforts to combine the academic and vocational missions of schooling, and contemporary trends in college and career readiness initiatives. Using schools to prepare youth for work has a long and troubled history. The contributors to this book dive into that history, bringing up compelling issues that challenge conventional wisdom about the history of education.
Publisher: Information Age
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Educating Teachers and Tomorrow's Students Through Service-Learning Pedagogy

Editor: Virginia M. Jagla
Editor: Kathleen C. Tice
Abstract: Service-learning is a powerful method of teaching and learning that has been used effectively for more than two decades. This volume contributes further to the Advances in Service-Learning Research series that focuses upon service-learning in teacher education. Research and theory indicate that knowledge of service-learning pedagogy and how to implement it in teacher candidates' future classrooms can enhance field experiences of teacher education and the civic mission of schools. However, research also reminds us that that the practice of service-learning is nuanced and complex. No two service-learning experiences are alike, yet universal characteristics across service-learning experiences define its essence and distinction.
Publisher: Information Age
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Educating Young Children With and Without Exceptionalities: New Perspectives

Editor: Festus E. Obiakor
Editor: Tachelle Banks
Editor: Jessica Graves
Editor: Anthony F. Rotatori
Abstract: To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education involves an interdisciplinary collaborative process that is influenced by many factors. We present these aforementioned realities in Educating Young Children With and Without Exceptionalities: New Perspectives. In addition, we argue that general and special educators need to focus on applying new knowledge to better address critical issues that advance the field of educator preparation and improve educational outcomes for young children. 
Publisher: Information Age
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Education, Equity, and the States: How Variations in State Governance Make or Break Reform

Author: Sara E. Dahill-Brown
Abstract: Drawing on original research, Sara E. Dahill-Brown highlights three major factors that differ from state to state: the number of districts (fragmentation); the degree to which education governance is separated from other political issues (exceptionalism); and how much state legislation tends to impinge on local autonomy (local control). She examines the historical and political trends that have shaped differences among the states and how they affect the impact of education reforms. By identifying typical patterns in state governance, Dahill-Brown suggests ways to work with varying governance structures to lead to more successful and equitable outcomes.
Publisher: Harvard Education Press
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Education: A Rainbow Assemblage

Editor: Adrian D. Martin
Editor: Kathryn J. Strom
Abstract: This volume provides examples of empirical inquiries and theorizations that explore how schools can function as more than safe academic environments for gender diverse and LGBTQ students. The contributing authors attend to classrooms and educative contexts as spaces that promote the affirmative inclusion of not only LGBTQ students, but other education stakeholders as well with the aim to dismantle homophobia, transphobia, misogyny, and other hate-based ideologies
Publisher: Information Age
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Educational Inequality and School Finance: Why Money Matters for America’s Students

Author: Bruce D. Baker
Abstract: Baker explores school finance, the school and classroom resources derived from school funding, and how and why those resources matter. He provides a critical examination of popular assumptions that undergird the policy discourse around school funding—notably, that money doesn’t matter and that we are spending more and getting less—and shows how these misunderstandings contribute to our reluctance to increase investment in education at a time when the demands on our educational system are rising.
Publisher: Harvard Education Press
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Engaging African American Males in Community Colleges

Editor: Ted N. Ingram
Editor: James Coaxum, III
Abstract: The authors who have contributed to this volume all speak from the same script which proves than when African American males are properly engaged in an education that is culturally relevant, they will succeed. Therefore, this book will benefit ALL who support the education of African American males. It is our intent that this book will contribute to the growing body of knowledge that exists in this area as well as foster more inquiry into the achievement of African American males. The book offers three approaches to understanding the engagement of African American males in community college, which includes empirical research, policy perspectives and programmatic initiatives.
Publisher: Information Age
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Epistemologia da práxis na formação de professores - Perspectiva Crítico-emancipadora

Author: Kátia Augusta Curado Pinheiro Cordeiro da Silva
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A proposta deste livro está vinculada a um estudo bibliográfico, que busca construir conhecimentos que contribuam para uma proposta de formação de professores da Educação Básica, pensada a partir da epistemologia da práxis. Essas questões surgiram para se (re)pensar a formação de professores cuja referência é a atividade humana expressa na práxis e no trabalho. Considera-se que o professor necessita, pela natureza do seu trabalho, vivenciar uma formação de natureza científica, artística, ética e técnica, de elevado nível, que impõe, portanto, suas atividades de prática e teoria. O intuito é construir o sentido da práxis como ação de conhecer e transformar, sustentada pelo conhecimento da realidade e reflexão, que fortalece o sentido histórico da ação educativa a favor da emancipação. Assim, o objetivo central da obra é fundamentar a formação de professores - inicial e continuada - com base nos pressupostos de uma educação crítico-emancipadora, em que se entende a realidade como pseudoconcreta, dialética e contraditória com vistas e possibilidades da emancipação humana tendo a escola como um dos espaços educativos para viabilizar tal processo.

Publisher: Mercado Letras
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Equity & Cultural Responsiveness in the Middle Grades

Editor: Kathleen Brinegar
Editor: Lisa Harrison
Editor: Ellis Hurd
Abstract: The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence–a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.
Publisher: Information Age
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Equity & Cultural Responsiveness in the Middle Grades

Editor: Kathleen Brinegar
Editor: Lisa Harrison
Editor: Ellis Hurd
Abstract: The chapters in this volume serve as a means to open an intentional and explicit space for providing a critical lens on early adolescence–a lens that understands that both developmental and cultural needs of young adolescents need to be emphasized to create a learning environment that supports every young adolescent learner.
Publisher: Information Age
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Estudos de Bebês e Diálogos com a Sociologia

Editor: Gabriela Guarnieri de Campos Tebet
Abstract: O livro Estudos de bebês e diálogos com a Sociologia, organizado pela Profa. Dra. Gabriela Tebet, docente credenciada no Programa de Pós-Graduação em Educação da Unicamp, reúne 33 capítulos de livros que abordam a temática sob diferentes perspectivas teóricas, metodológicas e do campo das experiências formativas, haja vista que os autores são docentes e pesquisadores vinculados a instituições brasileiras e de outros cinco diferentes países, além de estudantes de pós-graduação e de graduação da Unicamp e UFSCar. A obra foi submetida a Edital Público elaborado pelo Programa de Pós-Graduação em Educação da Unicamp (PPGE/Unicamp), sediado na Faculdade de Educação, e escolhida para sua publicação com financiamento parcial da verba PROAP/CAPES. Reúne textos de docentes do PPGE/Unicamp de três diferentes Linhas de Pesquisa: Educação e Ciências Sociais, Linguagem e Arte em Educação e Psicologia e Educação. E de três grupos de pesquisa da Faculdade de Educação. Expressa o trabalho desses colegas em redes de colaboração de pesquisa e formação com pesquisadores da Argentina, Escócia, França, Portugal e Reino Unido, bem como, no Brasil, com a UFPR, no Paraná; a UESC, na Bahia; a UNIFESP, da USP, e a UFSCar, em São Paulo; a UNIFAL, da UFLA, e da UFJF em Minas Gerais, e a UFF, no Rio de Janeiro. É um retrato em multiplicidades de um campo de estudos e pesquisas cujas densidades conceituais, dos processos de investigação acadêmica e dos percursos de formação na docência e na educação de forma mais ampliada, expandem significações já pensadas e que, muitas vezes, se enraízam em discursos e práticas que visibilizam a infância e os bebês como pontos de estabilidade, a fim de os analisar, interpretar e os figurar.  (Excerto da Apresentação, elaborada por Antônio Carlos Amorim - coordenador do PPGE - UNICAMP)
Publisher: Pedro & Joao
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Ethical Decision-Making: Cases in Organization and Leadership

Editor: Patricia A. Mitchell
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This text provides a unique collection of case studies across a wide range of organizations (higher education, K-12 education, military, state and local government administration, non-profit institutions, and agency management, etc.). These cases examine ethical decision-making and organizational and leadership behavioral concepts that are practiced in these organizations. The cases cover topics facing our workforce today and ask the reader to solve the dilemma. Through a discussion of these cases, students apply decision making and organizational and leadership strategies to analyze each case and therefore gain a better understanding of how to effectively lead and manage within their organizations. This text challenges students to think critically and analytically. Students are encouraged to reflect on options a practitioner could use to solve the problem. All of the cases end with an open scenario and a set of questions, allowing students to offer a wide range of opinions and participate in reflective and robust discussions.

Publisher: Myers Education Press
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Evaluating School Superintendents: A Guide to Employing Fair and Effective Processes and Practices

Author: Michael F. DiPaola
Author: Tracey L. Schneider
Author: Steven R. Staples
Abstract: This book provides guidelines to Boards of Education and the members of communities to conduct a high-quality, research-based evaluation of their school superintendent. It also includes examples of contemporary practices of evaluating superintendents practiced across the United States. In exploring the important issue of evaluation for the superintendent the complexities and aspects of the process that make it unique are highlighted. 
Publisher: Rowman & LIttlefield
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Expanding Literacy Practices Across Multiple Modes and Languages for Multilingual Students

Editor: Luciana C. de Oliveira
Editor: Blaine E. Smith
Abstract: This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. 
Publisher: Information Age
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Exploring the Mathematical Education of Teachers Using TEDS-M Data

Editor: Maria Teresa Tatto
Editor: Michael Rodriguez
Editor: Wendy Smith
Editor: Mark Reckase
Editor: Kiril Bankov
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This book uses the publicly available TEDS-M data to answer such questions as: How does teacher education contribute to the learning outcomes of future teachers? Are there programs that are more successful than others in helping teachers learn to teach mathematics? How does the local and national policy environment contribute to teacher education outcomes? It invites readers to explore these questions across a large number of international settings.  The importance of preparing future mathematics teachers has become a priority across many nations. Across the globe nations have allocated resources and expertise to this endeavour. Yet in spite of the importance accorded to teacher education not much is known about different approaches to preparing knowledgeable teachers and whether these approaches do in fact achieve their purpose. The Mathematics Teacher Education and Development Study (TEDS-M) is the first, and to date the only, cross-national study using scientific and representative samples to provide empirical data on the knowledge that future mathematics teachers of primary and secondary school acquire in their teacher education programs.  The study addresses the central importance of teacher knowledge in learning to teach mathematics by examining variation in the nature and influence of teacher education programs within and across countries.

Publisher: Springer International
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Factories for Learning: Making Race, Class and Inequality in the Neoliberal Academy

Author: Christy Kulz
Abstract: Over half of England's secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields' glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields' results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.
Publisher: Manchester University Press
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